Asociación Educar para el Desarrollo Humano

Unit 6: Implementing Learning Centers.

WORKING WITH LEARNING CENTERS

LEARNING CENTERS are areas in the classroom with interesting learning material for
children to work:

alone
in pairs
in small groups
all together
LEARNING CENTERS ACTIVITIES provide Kindergarten students with great ways
to practice their skills while learning to work independently and in groups.

How to run “Learning Centers”

For a teacher, the most difficult part of Learning Centers can be how to
coordinate them.
Most of the center activities should run smoothly with little adult direction.
Use Center Time for small group instruction.

Physical Environment:
Learning Centers are often permanent areas in the room, with materials that
change according to changing themes.

Clarify your aims:

to give children a chance to learn how to work in small, rotating groups of
peers.
to see how well students can work with minimal direction.

How can I use Learning Centers?

1) two or three tables would focus on different Literacy skills.
2) children would rotate every 10 - 15 minutes to each table.
3) the teacher would work with one of the groups on a skill that requires some
guiding.
Arranging your Centers:

Display and arrange materials in an attractive way.

Materials should be placed in clearly labeled containers or on open shelves so
that children can easily make their selection.

Organize proper tables and chairs for the MATH

CENTER

Place some “Art Easels” side by side in the ART & CRAFTS
CENTER, to allow children to work in pairs and talk as they
work.

Keep a private pillowed area available in the BOOK CENTER, so that children
have the option of “curling up” with a book or a CD.
 Organize a large open area at the BLOCK CENTER, to allow children to work
freely and without interruption.

Keep special areas to display children’s work, such as

corkboards or clothes lines.

Store “Work in progress” and those pages full of wet paint in a special area.
We suggest a CLOTHES DRYING RACK where you can attach your children’s
work with clothespins!!

Organizing material
You will need to have enough materials in each Center for every student: by the
end of the week all of your students will have rotated through all of the activities.

Storing our material

KEEP BASKETS OF VARIOUS SHAPES & SIZES to store material at the
different Centers:
ART & CRAFTS CENTER: pencils, crayons, markers, paint, brushes, scissors
and glue.
DRAMATIC PLAY CENTER: Dress-up accessories.
LITERACY CENTER: pencils, pens, paper, letters and numbers.
BLOCK CENTER: paper for labeling block structures.
MATH CENTER: plastic counters and math rods.

NOTE: label the baskets using both words and pictures.

Storing our material in OLD BACKPACKS
These are great storage spaces for dress-up clothes in the
Dramatic Play Center.
Store items in the backpacks by themes, label them and then fill
them up with the clothing item and corresponding accessories.

Recyclable Material
Use recyclable materials in your teaching techniques to integrate and reinforce
important skills.

SUGGESTED MATERIAL:

PENCILS – MARKERS – CRAYONS – PAINT – BRUSHES –

PAPER PLATES - PAPER BAGS - MAGNETS - ENVELOPES - YARN -

PLAY DOUGH - LABELS - STICKERS - MASKING TAPE - STICKY NOTES -
SPONGES

PAPERS: CHART PAPER - WRAPPING PAPER - WALL PAPER- CONSTRUCTION

PAPER - CORRUGATED PAPER-

PLASTIC NUMBERS & LETTERS - PLASTIC CONTAINERS - ALPHABET CHART -

FOAM TRAYS
 NEWSPAPERS & MAGAZINES - MAPS & BROCHURES - PLASTIC FORKS/KNIVES
& SPOONS - PLASTIC BOTTLES - NETTED ONION BAGS - PAPER TOILET TUBES
- SHOE BOXES - ALUMINIUM PLATES - EGG CARTONS - STRAWS - CASSETTE
TAPE CASES

BLOCKS IN ASSORTED SHAPES, SIZES AND TEXTURES

DRAMATIC PLAY PROPS: HATS - CLOTHES - KITCHEN UTENSILS - TOY

CASH REGISTER - PLAY MONEY- SUPERMARKET PROPS - PLASTIC FOOD -
SHOPPING BASKETS - UMBRELLAS - SUN VISORS - RAIN BOOTS - OLD
TELEPHONES - SMALL PLASTIC TOYS

Organizing the groups:

Groups vary in size from 2-3 to a maximum of 5-6.
The teacher keeps a chart with group assignments on the board.
CHART: Group Assignments

Color-code your activities:

Each group can have a color name.

You can do this either by:
• placing each activity on a different colored table.
• placing a color dot /bowl in the middle of each table.

Students can choose a colored block.

If you want to organize the groups by skill, give them the color you want them
to have.
This will be their color for the week.
Each day, they will complete the activity that is at that table
ORGANIZING THE GROUPS
Planning Learning Center ACTIVITIES

You should be able to sit at one Learning Center to practice or reinforce a skill
with your students (usually a reading or writing activity).
The rest of the activities should be simpler and more self-directed.

Some RULES at Learning Centers:

You need to practice the behavior you want at your Centers before you try doing
anything else!
• Be ready for a “Working hum”!
• Spend time at the beginning of the year:
- teaching kids how to rotate through the centers,
- teaching what is expected while they are there.
They also need to learn that they should not interrupt the teacher while she is
with a group.

Communicate and stick to “Rules in your Centers”:

What level of noise is acceptable.
Give your students 5 to 10 minutes' warning for cleaning up before Centers are
over.
Literacy Center: Language Arts

READING CENTER WRITING CENTER

Literacy center: reading & writing centers

Activities included in the LITERACY CENTER should be used for children:

to be actively engaged in concepts previously introduced.
to reinforce skills previously taught by the teacher.

Activities are all meant to help children begin the READING & WRITING PROCESS
Aims & goals:

To understand that print carries a message.

To engage students in reading and writing attempts.
To use letters or approximations of letters to represent written language.
To identify letters.
To make letter-sounds match.
To identify labels and signs in the environment.

LITERACY CONCEPTS:

Letter recognition.
Word recognition.
Pre-writing skills.
Rhyming sounds.
Left-right progression.
Matching letters and names.

READING CENTE

READING CENTERS or BOOK AREAS encourage children to learn all aspects of

printed language, including learning about:
authors,
illustrators,
artists,
the value and joy of reading.

Books should be chosen according to past and current themes and

projects.
Our Book Corner:

This area should be cozy, comfortable, well lit, and may be decorated and
rearranged according to themes.

It is useful to provide:
a carpeted area,
table and chairs for children to sit and read.
a variety of books, some with only pictures and some with pictures and simple
words.

Our Basket of books:

Students are assigned a basket of books to pick from.
They pick a book from the basket.
They read the book.
Then, they fill out their record sheet in their “Center Folder”.

THE LISTENING CENTER

Organize the Listening Center with:

• 2 or more recorders.
• head phones
• a basket full of envelopes or bags with:
A book or a “Story in a page”
The corresponding CD
The “Listening Center sheet”
Working at the Listening Center:

1. The student takes the bag of his/her choice from the box at the Listening
Center.
2. They listen to a CD looking at the story/ book
3. They fill out the sheet that asks them:
• the name of the book
• the name of the author.
• to draw their favorite part of the story.
• one sentence describing the picture.
• to tell if they liked the book.

WRITING CENTER:

Design Pre -Writing Activities: they allow children to build knowledge in all
areas of language development, including speaking, writing and pre-reading
skills.

WRITING CENTERS should have tables and chairs for kids to sit and write.

Material for our Writing Center:

The following material can be added to the Center for children to practice printing
letters:
stencils,
stamps,
play dough,
salt boxes,
dry erase board,
small chalkboards,
shaving cream
Activities in the Writing Center:

“Printing Letters"
• Kids can use “blank sheets” to practice printing letters.
• Teachers can provide “sheets with “traceable letters” for kids to print over
themselves and then practice on their own.

Letter formation:
Children can practice “letter formation” by:

tracing the outlines.

finger painting,
using play dough to form the outlines.

Alphabet Learning Links:

This is a great activity for:

letter recognition.
fine motor skills development.
coordination.
 You will also need to have LETTER CARDS
The letter cards should be printed on cardboard paper, cut out and laminated.
Children use the learning links (clips) to link the cards together.

Children can use the cards:

to put letters in order.

to spell their names.

From: www.childcareland.com

Paper Plate Letters

Print letter circles on regular paper.

Cut out and glue them in the center of paper plates.
You can do a letter sequence by having the children put the paper plates in
alphabetical order.
You can then do a sequence-match by putting a second set of paper plate
letters on top of the matching letters.
You can also have children spell their names.

From: www.childcareland.com
Working with letters: "Making Words"

1) Prepare premade sheets with letters on them.

2) Students cut the letters,
3) They use the letters to make a word that they must write on the “Writing
Center sheet”
4) Then, they must circle two letters and use them in other words.

From: www.childcareland.com

Word Matching:
The picture cards with the words printed on them can be used for word
matching
Children will match the words to pictures
Making Sentences

Student grab a bag of index card with a few words.

They need to figure out how to manipulate three cards to make a sentence.
On the center sheet they will write the sentence and draw an illustration to
match the sentence.
NOTE: Like all the centers, they must complete the sheet, place it in their
folder, clean up the center, and put their center folder away.

Individual Dry Erase Boards:

Use one board for each kid for:

Listening.
Checking Comprehension.
There are many activities children can do with these INDIVIDUAL BOARDS:
Children can:
draw pictures on them and retell what is happening in the pictures.
practice writing letters ... numbers ... shapes ... simple words.
copy or complete a pattern from the blackboard.
make a certain number of objects, for example "draw five circles" or "write
three letters"

NOTE: To erase it: clean it off with just a dry paper towel …and continue
drawing!!

Individual Chalk Boards TABLE

Chalk Boards

MATH CENTER

Focus on:
Number recognition,
Counting
Patterns.

Mathematical Activities Ideas:

FLASHCARDS with numbers and pictures can show children how “one” or “five”
looks like visually.
PATTERN BLOCK PICTURES: print a variety of pictures and have students
recreate the image using pattern blocks.
CONNECT-THE-DOTS PICTURES demonstrate number recognition.
PUZZLES & COUNTING BLOCKS.
 PUZZLE

MATH CENTER- Aims & goals:

NUMBERS AND OPERATIONS

The child:
counts a collection of items
understands “how many”

GEOMETRY AND SPATIAL SENSE

The child:
recognizes and names a variety of shapes
uses shapes to create a picture
describes object locations with spatial words

PATTERNS AND ALGEBRA

The child:
notices and copies simple patterns

DISPLAYING & ANALIZING DATA

The child:
sorts objects, counts and compares the groups formed
organizes and displays data through using simple graphs
 MATH CENTER
Using Math Mats:

From: www.childcareland.com

Counting Addition Mat:

This is another great math activity.

The mats are printed on cardboard paper and then laminated.

Children count jewels ... beads ... cereal ... foam squares etc.
The mat is placed on the table along with the items to be counted.
Children self-select a certain number of items to go in each square on the mat
and then count the total number of items in the two squares.
They would then take a dry-erase marker and write the number of items in the
space provided on the mat.
Children can also use the provided number squares instead of writing the
numbers.
Using Muffin Tins as SORTING TRAYS

MATERIALS:
Muffin tins in either six or twelve muffin cups per tray.
Foam sheets with different colors.

INSTRUCTIONS:
1) Cut out a circle that is large enough to fill the bottom of each tray (a different
color for each muffin space).
2) Cut twenty-five small squares of each color.

From: www.childcareland.com

PROCEDURE:
1) The colored squares are mixed up.
2) Children put the squares into the tin with the same matching color.

TEACHING TIP: keep small pieces in zip log plastic bags.

Using ice-cube trays as NUMBER SORTING TRAYS

You will need ice cube trays and items to sort out into the trays.
Write numbers in the bottom of the tray and children can put the correct
number of items in each section of the tray
 Play dough math skills you can do:
sorting activities
counting activities
size discrimination activities
addition and subtraction

TEACHING TIP: Use cookie sheets so each child has his/her own work space.

Play Dough Counting Cards

These playdough counting cards are great for building math skills and
developing fine motor skills.
Put the counting cards on a cookie sheet and children make small play dough
balls to put on the counting cards.

From: www.childcareland.com
Counting Jars

Counting Jars are very easy and inexpensive to make.

You will need empty clean baby food jars.
You can fill the jars with any interesting objects for the children to count.

You can use:

colored paper clips
candy
marbles
foam squares
beads
buttons
cereal
dried beans
etc.

Using different colors of the same object also helps children distinguish between
the different number of objects in the jar.

From: www.childcareland.com

Counting Cups:

All you need are:

plastic cups
craft sticks
counters
tape
number printable
1. To make the counting cups, print out the numbers on cardstock paper ... cut
out and laminate.
2. Glue numbers on a craft stick and tape the craft stick inside a cup.
3. Children place the correct number of counters in each cup.

Sorting Bowls or Color Plastic Plates:

1. Prepare your color plates on the tables.

2. Ask children to name the colors of the bowls in the order they are placed in.
3. Then ask if the bowls are all the same size or they are different sizes.

THE SHAPE GRAPH:

Use eight different shapes and made up to 10 of each shape (print on
cardstock, cut out and laminate).
Then hide the shapes around the room and the give each child a sorting bowl
and ask each of them to find a specific shape.

Find…Count…Graph
After finding their shapes, children count how many they have found and graph
it.
Use pre-cut squares that children can glue on the graph.
You can also use crayons, markers, stickers, paint etc.
Each child would then share what shape they have and how many they have
found.

Number Sequence Chain

Children take the number strips and put them together in order from 0 to 30.
You can print these on regular paper and use glue sticks to put them together
or you can print them on cardboard ... laminate them and attach velcro to each
end.
 From: www.childcareland.com

Sorting Bags
Sorting bags are easy to make and children really enjoy them.
You can make sorting bags for numbers ... letters ... shapes ... colors ... etc.
You can use white paper bags and cut two inches off the top of each bag.

From: www.childcareland.com

Paper Bag Counting

1. Use white paper bags.
2. Glue number labels on the front of the bags.
3. Give children counting coins and they put the correct number of coins in each
bag.
4. You can use any objects that you like for the children to count and put into the
bags
 From: www.childcareland.com

Craft Sticks Pocket Counting

This is a fun activity to build math skills, hand-eye coordination and fine motor
skills.

1. Prepare colored pockets and glue a number onto the front of each one.
2. Set out craft sticks and children have to put the correct number of craft sticks
into each pocket.

FROM: www.childcareland.com
YOU TUBE http://www.youtube.com/watch?v=-gA2LHhuC60

http://www.youtube.com/TeachingCreatively
SUGGESTED VIDEO: “SHAPE POCKET MATCHING”
From: www.childcareland.com
http://www.youtube.com/watch?v=-gA2LHhuC60
Counting Mats:
Children place the correct number of items on each mat.
You can use a variety of items for the counters that you place on the mats
such as:
• counting coins
• links
• counting bears
• candies

From: www.childcareland.com

Clothes Pins Counting

Clothes pin counting is not only a great activity for developing math skills, but also
wonderful for developing fine motor skills because of the pinching and grasping of
the clothes pins.

1. Make number circles and print them on cardstock

2. Cut them out and laminate them.
3. Put the clothes pins in a bowl and set out the number circles.
4. Children, then, put the correct number of clothes pins on each number circle.

From: www.childcareland.com
Learning numbers matching:
his is a great activity for developing fine motor skills and math skills
In this activity children attach the correct amount of learning links to number
cards.

From: www.childcareland.com

Clothes pin – color matching strips:

This is a great activity for eye-hand coordination, fine motor skills, and cognitive
development.

Materials:
• Pattern strips
• Color coding dots.
• Color clothespins

1) Place the color dots on the pattern strips and laminate them.
2) Children match the correct color clothes pin to the matching color dot on the
strips
 From: www.childcareland.com

SUGGESTED VIDEO: “CLOTHES PIN COLOR MATCHING STRIPS”

From: www.childcareland.com
http://www.youtube.com/watch?v=Uq2fQMAWrMk

Cookie sheet math:

Make addition and subtraction patterns.

Make circles: print them on cardboard paper, laminate and attach magnets to
them. (children use them as counters for the addition and subtraction
equations)

This activity can be done in three different ways:

The first way would be to use the pattern with the three blank squares and
write the equation that you want the children to solve. Children use the
magnetic circles to solve the equation and write the answer in the remaining
blank square.
You can also use the pattern with two blank squares and write the equation
without the children having to write the correct answer.
A third way would be for children to self- select the numbers they want to use
and make equation that way.
 From: www.childcareland.com

DRAMATIC PLAY CENTER

DRAMATIC PLAY allows children to construct social and emotional knowledge and
to understand others’ perspectives.

Dramatic Play Concepts:

Expressing creativity.
Following directions.
Cooperating.
Predicting.
Problem solving.
Reasoning.
Describing.
Role-playing.
Identifying characters.
Exploring emotions.
Identifying instruments.
Developing rhythm
Drama Corner
Props for pretended situations
Clothing
Doll house
Furniture
Dolls
Stuffed animals
Toy telephone
Cash register
Toy money
Table setting
Empty food containers

Dramatic Center Ideas

GROCERY STORE:
Play food.
Empty containers (laundry soap/milk cartons).
Shopping baskets.
Shopping carts.
Paper shopping bags.
Cash registers.
Play money.

NOTE: Children can take turns being shoppers, clerks, clients

POST OFFICE:
Mailboxes.
Envelopes.
Stickers for the stamps.

CAMPING
A small tent.
Outdoor cooking utensils.
A campfire area with rocks and small sticks.
Flash lights.
Stuffed animals.
ICE CREAM STORE:
Ice cream buckets.
Ice cream scoops.
Play ice cream.
Ice cream cones.
Dishes.
Cash register.
Play money.
A menu of flavors.

PET SHOP:
Stuffed animals.
Cardboard boxes put together to represent cages.
Containers of pet food.
Pet toys.
Cash register.
Play money.
Books about pets.

SHOE STORE:
Variety of used shoes - all sizes.
Cash register.
Play money.
Cardboard boxes to "display" the shoes.
A chair to sit to try the shoes on.

HOSPITAL:
Bandages.
Band - aids.
Masks.
Scrubs.
Cots.
First aid kit,
Stethoscope.
Dolls.
PLAY RESTAURANT:
Aprons for the waiters.
Dress shirts for the cooks.
Play food.

NOTE: Choose who is going to be the cook, the waiter, and the customers.

PLAY BEAUTY SHOP:

An old hair dryer.
Curling iron.
Sponge rollers.
Large clips.
Empty shampoo bottles.
Pretend make-up.
Nail polish.

FAIRY TALES
Costumes and props for:
“The 3 little pigs”.
“Goldilocks and the 3 bears”.
“Red riding hood”
“Cinderella”
“Snow White”
“The little red hen”

DESIGN SIMPLE DIALOGUES for DRAMATIC PLAY:

Some examples:
A: Good morning! Can I help you?
A: How are you feeling? B: Yes, please. I need some apples
B: Oh…I am sick. A: Here you are.
A: What’s wrong? B: How much is it?
B: I have a stomach ache. A: Ten pesos.
A: Let’s call the doctor! B: Ok. Thank you.
A: Good Bye!
B: Good Bye!
ARTS & CRAFTS CENTER

Enable children to explore:

Color
Form
Texture
…through self-expression and creativity.

Children express their creativity without being graded.

ARTS & CRAFTS CENTERS provide the opportunity for children
to draw or paint whatever they choose using a variety of
media.

Arts & Crafts Concepts

Expressing creativity.
Matching colors.
Matching shapes.
Extending patterns.
Describing.
Observing.
Exploring figures.

Arts & Crafts Center material

Crayons.
Pencils.
Markers.
Brushes.
Paints.
Molding clay.
Play dough.
Rolling pins.
Collage materials.
Child-sized scissors.
Shaving cream.
Yarn.
Fabric.
Tape
Glue.
 SOME ARTS & CRAFTS SAMPLES

Ballon Painting
Balloon painting helps develop cognitive as well as motor skills.
Use small water balloons.
Blow the balloons up just big enough for children to grab hold of (you do not
want to blow them up too big. Otherwise children will have a hard time holding
on to them and controlling where the paint goes).
Children dip the balloon in paint and paint away.
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Balloon painting works best when the balloon is gently

bopped up and down on the paper (like sponge
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painting) not dragged from side to size as there is a

risk the balloon will pop.
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 Symmetrical Painting
Symmetrical Painting is a great open ended project.
1. Fold the paper in half first to make a fold and then paint a picture on one half.
2. Fold the paper ... gently rub and open and there will be a mirror image.
3. They can use fingers, brushes, sponges and other things.

From: www.childcareland.com

Cookie Cutter Name Stamping:

This is another great name identification activity

which helps to develop literacy skills.
You will need plastic cookie cutter letters, paper
plates, paint, and large white construction paper.

1. Pour different colors of paint onto paper plates

and have each child find the cookie cutter letters
that are in his/her name.
2. The child then dips the letter cookie cutters into the paint and presses them
down on the white construction paper.
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3. You can also use all different kinds of plastic cookie cutters for a fun stamping
activity.
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Yarn Art
This is a wonderful activity for fine-motor skills development.
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1. Use a thicker style of yarn.

2. Children cut pieces of yarn (you can cut the yarn for younger children) and dip
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them into a paper plate that has a thin layer of glue on it.
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 3. Children then put the yarn on a sheet of cardstock paper making any kind of
design they wish.

SCIENCE CENTER

Science leads to learning about the child's physical "self" as well as:
Environmental awareness
Plants
Animals
The world

Science Center Ideas:

Sea life.
Insects.
Machines.
Tool shop.
Measuring.
Pouring.
Mixing.
Recycling

Science Center Aims & Goals:

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SCIENCE AS ENQUIRY
Asking and answering questions
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Describing and classifying objects

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PHYSICAL SCIENCE
The position of an object can be described by locating it relative to another
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object.
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Objects have many observable properties, such as size and weight, shape,
colour and temperature.

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 LIFE SCIENCE
Living organisms have senses
Plants and animals have life cycles

EARTH & SPACE SCIENCE

Weather changes

Science Center Material

Teachers can provide students with inanimate objects they can look at and touch:
leaves,
tree branches,
rocks,
seashells,
bones,
feathers,
plants
seeds.

SOME IDEAS FOR YOUR SCIENCE CENTER:

MAGNET CENTER.
Float and Sink discovery tub. CLASSIFYING:
Give students suggestions for
grouping “toys” by
LIFE CYCLES: size,
Kids are fascinated with bugs and color
animals.
shape.
Offer a center that focuses on the life
cycle of a butterfly, ladybug or frog.
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A PLANT CENTER:
Have the children plant a seed in a dirt-filled glass jar.
Let them water their plants and set them next to a window.
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During Center Time, your students can make observations about what is
happening to the seed and record those findings with drawings on paper.
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Add File Folder Games and books to this center to support the plant theme.
Your students will learn basic plant vocabulary and what a plant needs to grow
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 A PROJECT WORK: Let’s take a look at nature items!

1) Take children outdoors to collect nature items such as leaves, sticks and rocks.
2) Back in the classroom, ask children to remove several different kinds of nature
items from their bags and select materials with different textures.
3) Tell children that they will explore the texture of each item to discover what it
feels like.
4) Then have children create sets by grouping all the items with a similar texture
together.
5) Invite children to explain why all the items in a set belong together.
6) Then have them count and compare the number of items in each set to
discover which texture is most common.
7) You can also invite children to discover the different texture of objects in the
classroom.

Allow children to revisit concepts:

deepening their understanding,
exploring adjectives,
creating graphs,
reinforcing concepts in different ways,
strengthening students’ understandings.

Some ideas for your SCIENCE CENTER

"Our Five Senses"

As a teacher of young children, it is not surprising that

teaching the five senses: sight, hearing, taste, smell,
and touch, is a key part of your school year.
An understanding of the five senses helps students
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make important connections as they explore the world.

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Sort things you find in nature like

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sticks,
seeds,
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eaves,
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rocks,
smooth things

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 rough things
squishy feely things
smell jars,
kaliedoscopes,
glittery things,
anything pretty like rock crystals,
etc.

What do your students know about their senses?

CHECKING PRIOR KNOWLEDGE:

Take students on a tour of the Five Senses Learning!

Explore each sense in depth, one at a time (except for taste and smell, which
are closely linked and therefore taught together).
Explain that we have five senses that tell us about the world around us.
Discuss one sense at a time. For example: our sense of sight helps us to see
the world around us.
What part of our bodies do we see with?

Students work together to make a Class Big Book about Our Five Senses.
Prepare the pages of the Big Book:

a) On the first sheet of chart paper, write the title of the book, “Our five senses”
b) On subsequent pages, write the following sentences for each sense, one set of
sentences per page:
I see with my eyes
I see my teacher, a tree, my friend Maria, and a hamster.
c) Divide students into five groups, one for each sense: sight, hearing, touch,
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taste, or smell.
d) Give each group its Big Book page. Children can then come up with a list of
things on their page.
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e) Let groups decorate part of the big book cover (with eyes, nose, mouth, ears,
hands, and so on).
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 P R O J E C T : L E A R N I N G A B O U T S I G H T

A journey through the deep, dark jungle. Our eyes are our windows to
the wonders of the world.

Students use their imagination to describe things they might see on a

journey through the jungle.
On a chalkboard write the following
rhyme:

I went to the jungle and what did I see?

I I saw a __________ looking at me!

Ask the students to help you to fill the blank with something they
might see in the jungle.
Add movement to the exercise by having students march in place through the
jungle journey.
Write the rhyme on a FLIP CHART.
Attach Velcro strips above the blank lines and to the back of word strips.
Write the names of the jungle animals and plants on half the strips, and the
name of things that do not belong to the jungle on the other half (octopus,
puppy, skyscraper, tractor, etc).
Ask students to choose words that would fit in the blanks.

PROJECT: My shadow

Students practice math skills when they measure their own shadows.
Take students outside and challenge them to find as many shadows as they
can.
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Can they find shadows cast by trees? Walls? Fences? Themselves?

Students take turns tracing each other’s shadows along with their names.
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 A shadow Puppet Play

Let students perform a shadow-puppet play:

Choose a familiar story such as “Goldilocks and the three bears”.
Students prepare stick puppets.
Show students how to shine a light behind the puppets in a darkened room to
cast shadows on the wall.
Have students practice their show, then act as a narrator reads it.

PROJECT: Hearing:

Your students’ world is filled with sound each day: Hands clapping, school bells
ringing, buses honking:
Explore familiar sounds, rhyme, and music.

City Sounds, Country Sounds:

Discussing the two places:
• Where do you live?
• In the country, in the city, outside one of
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these places?
• What do you already know about the
country?
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• About the city?

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 MAKING MUSIC:
Students explore different properties of sound by making their own musical
instruments.
Discuss the ways in which each instrument makes its sound:
Does it have strings?
Do you pound on top of it?
Do you blow into it?
Explain that musical instruments work because they make the air around them
move, or vibrate, when they are played.

MAKING YOUR OWN INSTRUMENTS:

DRUMS:
Students can make simple drums out of just about any
hollow round or tube-shaped objects.
Empty coffee cans and oatmeal containers work well.
For the drum head, cut out a piece of cloth, contact
paper, or plastic bubble wrap about two to three inches
wider than the top of the drum.
Stretch the material lightly over the top, and secure with
a rubber band.
Children can decorate their drums with colored paper,
paints, and crayons.
Which drums make louder or fuller sounds?
Higher or thinner sounds?

SHAKERS:
Make simple shakers by filling empty containers (or paper towel
tubes; staple the ends) with pebbles, sand, dried beans, and
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other materials and tightly closing the lids.

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PROJECT: Taste & Smell:

Our senses of TASTE & SMELL are closely linked.
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FOOD FAVOURITES:
Gain an appreciation of other people’s opinions and to make a picture graph.

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 Ask for other people’s opinions and make a PICTURE GRAPH.
SURVEY: to find out what the favorite food of the class is.

Ask questions as:

How many people like pizza best?
Which food do you think is the class favorite?
Invite students to survey family members and friends about favorite foods.

PROJECT: Touch
Children use the sense of touch to explore:
objects,
shapes,
sensations.

BLOCK CENTER

BLOCKS are extremely valuable for learning about:

Size.
Quantity.
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Space.
Length and Shape.
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 BLOCK CENTER Concepts

Counting.
Estimating.
Developing fine and gross motor skills.
Recognizing shapes.
Comparing.
Exploring gravity.
Exploring volume.
Exploring weight.
Describing objects.
Expressing creativity.
Planning.

Children can play at:

The train station.
A store.
Caves.
Cities and towns.
Camping.

MATERIALS for BLOCKS:

Wooden
Plastic
Felt blocks …to build structures.
Ice-cream containers,
Clean milk cartons,
Empty shoe boxes …in various sizes.

BLOCK CENTER ideas:

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Add small cars to the Block Center and children use blocks to build ramps.
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“CHILDREN AMONG THE BLOCKS!”

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Take a face picture of each child in your classroom.

Attach the picture to a toilet tissue tube.
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Place each child's tube in the Block Center for children to use at Block Play.
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You may also take digital pictures of familiar buildings in the community and
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attach these to boxes and place them in the Block Center for excellent visuals!

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 BLOCK CENTER School-Home Connection

During your “FAMILY UNIT”

1) Ask parents to cover a shoe box with construction paper and pictures of their
child, pictures of their families, etc.
2) Encourage parents to get very creative!
3) Then, they should cover it with transparent contact paper.
4) When children bring them in, have a “Show & Tell” during your Circle Time and
have children tell others all about the people in their families.
5) Then add the boxes into your Block Center!

COMPUTER CENTER

When planning for your Computer Center, remember that you should use age-
appropriate software that allows children to work independently and safe.

Strategies and activities should be playful, engaging and purposeful.

Plan for skill areas of:

pre-literacy,
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language,
math,
social studies,
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science.
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 Some more Teaching Tips...

MASKING TAPE IDEAS:

Literacy Centre: Tape the shape of a letter on a table and have children
search for words that contain that letter.
Math Centre: Have children match plastic shapes or numbers
to masking-tape shapes or numbers on the floor.
Dramatic Play Centre: Tape the shape of a train engine and
cars to the floor and invite children to climb aboard.
Art Centre: Let children tape a design or pattern on a large
sheet of paper and then paint over it to create an original
work of art (the tape will repel the paint)

"The Teacher Station": a great assessment tool:

This is where the teacher:

targets skills a child or group of children may need.
pulls students who were absent and need to work on an assignment.

The Teacher Station gives her a change to hear every child and work with them in
a small group.
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LEARNING CENTERS at Kindergarten: SOME CONCLUSIONS:

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LEARNING CENTERS can be a very worthwhile and much loved time for the kids if
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you do not go nuts in the process!

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The key is to keep it as simple as possible.

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 Be very careful about the amount of planning that you put into your Learning
Centers: if you are spending more time in preparing for them than you are for
your actual teaching lessons…something is wrong!

Remember to ask yourself...

Are materials in good condition and attractively displayed?

Are materials placed in clearly labeled containers on open shelves so that
children can easily make their selections?
Are furnishings arranged to maximize their use and purpose?
Are there areas where “work in progress” can be stored?
Are there large open areas that allow children to work freely and without
interruptions?

MORE TIPS:
Remember to spend time explaining and modeling how things work.
Give lots of praise and positive reinforcement.
Each teacher is different, so what works for one may not work for another.
Be creative and imaginative in designing Learning Centers and the material
children will use.

Learning experiences happen anywhere a child is encouraged to explore.

UNIT 6 HOME TASK for Self Correction:

TASK 1: MATCHING: Join with an arrow: LEARNING CENTERS AIMS &
GOALS
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A) LANGUAGE ARTS CENTER 2)

Reading & Writing Role-playing.

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Identifying characters.
1) Exploring emotions.
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Expressing creativity.
Number recognition and operations Following directions.
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Counting Cooperating and predicting.

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Patterns and Algebra

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Problem solving and reasoning.

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Puzzles and counting blocks

Geometry

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 B) MATH CENTER 3)

Letter recognition.
C) DRAMATIC PLAY CENTER Word recognition.
Pre-writing skills.
Rhyming sounds.
D) ARTS & CRAFTS CENTER Left-right progression.
Matching letters and names.

E) BLOCK CENTER
4)

F) SCIENCE CENTER Sea life

Insects.
Machines and Measuring.
G) COMPUTER CENTER Recycling.

5)

pre-literacy and language,

math,
social studies,
science.

6)

Living organisms have senses.

Plants and animals have life cycles.
Weather changes.
Asking and answering questions.
Describing and classifying objects.
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7)

Exploring gravity, volume, weight.

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Describing objects.
Counting and Estimating.
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 TASK 1: ANSWERS:

A) -- 3

B) -- 1

C) – 2

D) – 5

E) – 7

F) – 6

G) – 4

TASK 2: Look at the following statements and circle the correct answer
(you can find more than one answer)

1) Children would rotate

a) every 10 - 15 minutes to each table.
b) every half an hour
c) every hour.

2) Groups vary in size from

a) 2 to 3 children
b) a maximum of 6-7 kids.
c) 15 to 20 students

3) Keep special areas to display children’s work, such as

a) corkboards,
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b) closed boxes.
c) clothes line.
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4) During Learning Centers Time the teacher should work in small

groups on
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a) activities.
b) whole group evaluations.
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c) projects.
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d) guided reading.

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 5) At the Book Corner, you should provide
a) Reference Grammar Books.
b) a carpeted area,
c) table and chairs for children to sit and read.
d) several Dictionaries.
e) a variety of books, some with only pictures and some with pictures and simple
words.

TASK 2: ANSWERS:

1) – A

2) – A

3)—A – C

4) – A – D

5) – B- C- E

TASK 3:

Write TRUE or FALSE at the end of each sentence.

1) LEARNING CENTERS are areas in the classroom with interesting learning

material for children to work alone, in pairs, in small groups or all together.

2) LEARNING CENTERS are often permanent areas in the room, with materials that
change according to changing themes.
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3) Children would never rotate to each table.

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4) The teacher would work with one of the groups on a skill that requires some
guiding.
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5) It is not necessary to label the baskets using both words and pictures.
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6) The teacher keeps a chart with group assignments on the board.

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 7) Kids get to become independent and make their own choices.

8) Printable Activities for “Quiet Time” can be word searches, mazes, crosswords,
coloring pages.

9) Teachers will not need to spend time at the beginning of the year teaching kids
how to rotate through the centers.

TASK 3: ANSWERS:

1) – TRUE

2) – TRUE

3) – FALSE

4) – TRUE

5) – FALSE

6) – TRUE

7) – TRUE

8) – TRUE

9) – FALSE

TASK 4: Choose the right option (you can find more than one correct answer)

1) Materials should be placed ___________________ so that children can easily

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make their selection.

a) in clearly labeled containers b) inside a wardrobe c) on open shelves

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d) inside the teacher’s desk

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2) Use _____________________in your teaching techniques to integrate and

reinforce important skills.
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a) formal evaluations b) recyclable materials c) dictionaries

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 3) In “FREE TIME” or “QUIET TIME”, children can
___________________
a) draw a picture b) talk to a friend c) work on Printable Activities

4) Activities at Learning Centers should be

__________________________
a) simple d) difficult c) more self-directed d) free

TASK 4: ANSWERS:

1) – A - C

2) – B

3) –A – C

4) – A – C – D

REFERENCES:

We are grateful to have permission to reproduce material from:

What the Other Kids are Doing While I Teach Small Groups
Diane C. Ohanesian – The Big Book of Pre-K Learning Centers. Scholastic.
Abby Barry Bergman- Learning Centers activities- Full Day Kindergarten. Center
for Applied Research in Education
Renee Creange- Classroom Routines that really work for Pre-K.
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We strongly recommend hands-on learning activities

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for Very Young Learners from:

www.childcareland.com
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SHELLEY LOVETT has been creating original learning activities and resources for the early
childhood community since 2000. She has also been working in the field of early learning for
the past sixteen years as both a licensed child care provider and a pre-k teacher.
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www.kinderplans.com
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ELAINE ENGERDAHL has taught a number of primary grades in her 26 years of teaching, specializing in
the area of Reading Instruction. She created the Program called Early Learning Solutions that integrates
many skills within the reading content books. Enter her web site and learn about her Full Year of
Kindergarten and Preschool Curriculum-Based Lesson Plans and Activities.
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www.teachingenglishgames.com
SHELLEY VERNON created a method that concentrates on enhancing listening and speaking skills
 RECOMMENDED WESITES

www.ehow.com
www.abcpreschoolny.com
www.Kellyskindergarten.com
www.teachingheart.net

RECOMMENDED VIDEOS in You Tube:

1) “Literacy Centers” By Kelly Mikesell

From: www.elementary-teacher-resources.com
https://www.youtube.com/watch?v=jPlHrhwq6G0&feature=youtu.be

2) “Alphabet Sequence Chain”

FROM: www.childcareland.com
http://www.youtube.com/watch?v=w-v9GpY8tEw

3) “Shape Pocket Matching”

FROM: www.childcareland.com
http://www.youtube.com/watch?v=-gA2LHhuC60

4) “Clothes Pins Color Matching Strips”

FROM: www.childcareland.com
http://www.youtube.com/watch?v=Uq2fQMAWrMk
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“What a child
creates through
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playful activity
is never wrong”
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 TEK COURSE:
Teaching English at Kindergarten & Early Primary Grades
Copyright 2017 By Graciela Bertolini
www.gracebertolini.com.ar

All rights reserved. No part of this Course/ Publication may be reproduced or

transmitted in any form or by any means, electronically or mechanically,
including photocopying, recording, computer bulletin board (BBS), Internet, or
by any information storage retrieval system, without written permission of the
author. This legal protection not only applies to the name but also to the format
and contents of this course. Any copying or similar Course/ Handbook, will be
seen a breach of copyright and legal action will be sought. Please do not email
TEK COURSE HANDBOOK to anyone else, as I do not want free copies being
emailed all over the Internet.

I appreciate your integrity on this point.

Thank you!
Grace Bertolini.
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