Activities

ActivitiesActivities

Carol, here is the activity for the EC Carol, here is the activity for the EC article and a few other activities.article and a few other activities.

Copyright © 2009 Pearson Education, inc. or its affiliates. All rights reserved.

Group ActivityGroup Activity1. Read the article1. Read the article

2. What does the 2. What does the research say about research say about movement, play, and movement, play, and cognitive benefits ?cognitive benefits ?

3. Brainstorm with 3. Brainstorm with your table and give your table and give examples of examples of activities for the activities for the whole child, using whole child, using the physical and the physical and social-emotional as social-emotional as well as the cognitive.well as the cognitive.


DAP CurriculumDAP CurriculumShould include:Should include:

• SocialSocial• EmotionalEmotional• Intellectual Intellectual • PhysicalPhysical

IntellectualIntellectual

PhysicalPhysical

Social,Social, emotionalemotional


ActivityActivityTable GroupsTable Groups

1. In what ways do you think increasing young children’s motor skills are developmentally 1. In what ways do you think increasing young children’s motor skills are developmentally appropriate?appropriate?

2. How might motor skills impact later learning?2. How might motor skills impact later learning?

Record your thoughtsRecord your thoughts on the chart paper. on the chart paper.Give Give concrete examplesconcrete examples of the motor skill and what type of learning it might impact. of the motor skill and what type of learning it might impact.Prepare to sharePrepare to share with our whole group. with our whole group.


Bouncing BallsBouncing Balls

The students will pretend to be large The students will pretend to be large rubber ballsrubber balls

while saying this poem:while saying this poem:

““I’m a big rubber ball”I’m a big rubber ball”( squat on the floor)( squat on the floor)

““As round as round can be.”As round as round can be.”(Bend arms, rest hands on hips)(Bend arms, rest hands on hips)

““Watch me bounce….1….2….3!”Watch me bounce….1….2….3!”Jump up and then back to the Jump up and then back to the

squatting position.squatting position.

Animal MotionsAnimal Motions

1. Use animal pictures glued 1. Use animal pictures glued on tag board or construction on tag board or construction paper.paper.2. Hand the pictures to 2. Hand the pictures to different children and have different children and have one child dramatize the one child dramatize the movements of their animal.movements of their animal.3. Let the other children 3. Let the other children guess what animal the child guess what animal the child is imitating. (just movements is imitating. (just movements no sounds)no sounds)4. Then have everyone do the 4. Then have everyone do the same animal motions same animal motions together.together.5. Repeat until all the 5. Repeat until all the pictures have been pictures have been dramatized.dramatized.


Look at Me! Look at Me!

1. Choose one child to act as 1. Choose one child to act as the teacher.the teacher.

2. Ask this child to do a large 2. Ask this child to do a large motor movement (like motor movement (like twisting)twisting)or exercise (touch toes).or exercise (touch toes).

3. The other children watch 3. The other children watch and imitate the leader.and imitate the leader.

4. You may go alphabetically 4. You may go alphabetically so all children will have a so all children will have a turn by the end of the turn by the end of the week.week.

I’m Stuck! I’m Stuck!

Have the children use an imaginary Have the children use an imaginary paint brush to brush pretend glue paint brush to brush pretend glue all over their bodies.all over their bodies.Call out directions:Call out directions:““Stick your elbow to your knee”Stick your elbow to your knee”““Stick you hand to your head:Stick you hand to your head:““Stick you hands to your feet”Stick you hands to your feet”““Stick your nose to your elbow” etc.Stick your nose to your elbow” etc.

At the end of the activity have the At the end of the activity have the children pour an imaginarychildren pour an imaginarybucket of water all over their body bucket of water all over their body and their hands will wash theand their hands will wash theglue away.glue away.


Step Tango Step Tango

3 steps f3 steps forwardorward;;3 steps 3 steps backwardbackward;;2 steps 2 steps rightright;;2 steps 2 steps leftleft;;Reach as Reach as highhigh as you can; as you can;Bend as Bend as lowlow as you can; as you can;Clap your hands;Clap your hands;Clap your hands.Clap your hands.

You put You put your shape your shape in. in. You take You take your shape your shape out.out.

You put You put your shape your shape in, and you in, and you shake it all shake it all about.about.

You do the You do the hokey-hokey-pokey and pokey and you turn you turn yourself yourself around.around.

That’s what That’s what it’s all it’s all about!!about!!

circlecircle

triangletriangle

ovaloval

diamonddiamond

rectanglerectangle

Hokey Pokey Shape SongHokey Pokey Shape Song


Elephants At Work and Play Elephants At Work and Play A Finger Play A Finger Play

As 5 little elephants marched through the grass As 5 little elephants marched through the grass march fingers of right handmarch fingers of right hand

They decided to stop and have a music class, They decided to stop and have a music class, The first blew his trumpet and announced he'd be teacher. The first blew his trumpet and announced he'd be teacher. make a trumpet of fists and blowmake a trumpet of fists and blow

The next gave a call of the wild jungle animal The next gave a call of the wild jungle animal cup hands to mouth, make a low eerie soundcup hands to mouth, make a low eerie sound

The third and fourth elephants trumpeted a song, The third and fourth elephants trumpeted a song, make a trumpet and blow twicemake a trumpet and blow twice

But the last little elephant just followed along, But the last little elephant just followed along, march two fingers of left handmarch two fingers of left hand

Then he left the others as he didn't care to play, Then he left the others as he didn't care to play, And he carried tree logs the rest of the day.And he carried tree logs the rest of the day. take pointer finger and middle finger on each handtake pointer finger and middle finger on each hand and place on top of each other with thumbs up and place on top of each other with thumbs up


Tiny Tim Tiny Tim

There was a little turtle, There was a little turtle, His name was tiny tim. His name was tiny tim.

I put him in the bathtub to see if he could swim. I put him in the bathtub to see if he could swim. He drank up all the water, He drank up all the water,

He ate up all the soap, He ate up all the soap, And now he is in the bathtub, And now he is in the bathtub, With a bubble in his throat. With a bubble in his throat.

Bubble, bubble,bubble, Bubble, bubble,bubble, Bubble, bubble, bubble, Bubble, bubble, bubble, Bubble, bubble, bubble, Bubble, bubble, bubble,

Bubble, bubble, pop! Bubble, bubble, pop!

Sammy SnailSammy Snail

Sammy Snail is slowly moving Sammy Snail is slowly moving See him slide across the grass See him slide across the grass He leaves a silver path behind He leaves a silver path behind

him him We all know when he has We all know when he has

passed. passed. Sammy Snail is never worried Sammy Snail is never worried

Though he wanders far and Though he wanders far and wide wide

For on his back his house he For on his back his house he carries carries

And when he's tired he pops And when he's tired he pops inside. inside.

The Zoo The Zoo

At the zoo we saw a bear At the zoo we saw a bear He had long, dark fuzzy hair He had long, dark fuzzy hair

pretend to walk etc. like a bear pretend to walk etc. like a bear We saw a lion in a cage. We saw a lion in a cage. He was in an awful rage. He was in an awful rage.

pretend to be a angry lion pretend to be a angry lion We saw the big, long-necked giraffe, We saw the big, long-necked giraffe, And the silly monkeys made us laugh And the silly monkeys made us laugh

everybody laugh everybody laugh But my favorite animal at the zoo But my favorite animal at the zoo Is the elephant--how about you? Is the elephant--how about you?

Hands Hands

The words describe the actions The words describe the actions My hands upon my head I'll place. My hands upon my head I'll place. Upon my shoulders, on my face, Upon my shoulders, on my face,

At my waist and by my side, At my waist and by my side, Then behind me they will hide. Then behind me they will hide.

Then I'll raise them way up high, Then I'll raise them way up high, And let my fingers fly, fly, fly, And let my fingers fly, fly, fly, Then clap, clap, clap them-- Then clap, clap, clap them--

One - Two -Three! One - Two -Three! Now see how quiet they can be. Now see how quiet they can be.

Caterpillar Caterpillar Let the words describe Let the words describe

the actionsthe actions

Little fuzzy caterpillar Little fuzzy caterpillar In your warm cocoon In your warm cocoon The cold winter's over The cold winter's over and you'll be hatching and you'll be hatching

soon. soon. Then you'll spread your Then you'll spread your

wings wings On a warm summer's On a warm summer's

day day And wave us all goodby And wave us all goodby

As you fly, fly away. As you fly, fly away.

Ten FingersTen Fingers

I have ten fingers I have ten fingers And they all belong to And they all belong to

me, me, I can make them do I can make them do

things things Would you like to see? Would you like to see?

I can shut them up I can shut them up tight tight

I can open them I can open them wide wide

I can put them I can put them together together

I can make them all I can make them all hide hide

I can make them jump I can make them jump high high

I can make them jump I can make them jump low low

I can fold them up I can fold them up quietly quietly

And hold them just so. And hold them just so.


A Bunny A Bunny A traditional finger playA traditional finger play

Once there was a bunny. Once there was a bunny. Double left fist and extend two fingers Double left fist and extend two fingers

for ears. for ears. And a green, green cabbage head, And a green, green cabbage head, Double fist on the right hand. Double fist on the right hand.

"I think I'll have some breakfast," the little "I think I'll have some breakfast," the little bunny said. bunny said.

Move bunny toward cabbage head. Move bunny toward cabbage head. So he nibbled and he nibbled. So he nibbled and he nibbled.

Move fingers on the left hand. Move fingers on the left hand. Then he turned around to say, Then he turned around to say,

"I think this is the time I should be "I think this is the time I should be hopping on my way!" hopping on my way!"

Make hopping movements with the left Make hopping movements with the left hand. hand.

Family Family Let the words describe the actionsLet the words describe the actions

Here's a ball for baby, big and soft and round Here's a ball for baby, big and soft and round

Here is baby's hammer, see how he can pound. Here is baby's hammer, see how he can pound. Here's the baby's music, clapping, clapping so Here's the baby's music, clapping, clapping so Here's the baby's soldiers, standing in a row. Here's the baby's soldiers, standing in a row. Here's the big umbrella to keep the baby dry Here's the big umbrella to keep the baby dry

And here is baby's cradle, to rock the baby bye. And here is baby's cradle, to rock the baby bye.

Johnny Johnny Jingles Johnny Johnny Jingles

Johnny Johnny Jingles Johnny Johnny Jingles Jumped out of bed Jumped out of bed

Brushed his teeth and washed his face, Brushed his teeth and washed his face, And combed his tousled head, And combed his tousled head, He put his clothes on carefully He put his clothes on carefully

His shoes he neatly tied, His shoes he neatly tied, Then he went to breakfast, Then he went to breakfast,

And sat by his mothers side. And sat by his mothers side.

Ready for School Ready for School Perform the actions that the words suggestPerform the actions that the words suggest

When I get ready to come to school, When I get ready to come to school, I jump right out of bed, I jump right out of bed,

I wash my face, brush my teeth, I wash my face, brush my teeth, Pull my clothes over my head, Pull my clothes over my head,

I run down stairs, drink my milk, I run down stairs, drink my milk, And eat my breakfast so slow, And eat my breakfast so slow,

Then I wave good-bye as I walk down the street Then I wave good-bye as I walk down the street I'm so happy (smile) that I can go.I'm so happy (smile) that I can go.


Planning Your DAP for Motor Skills

Working in pairs or Working in pairs or site groups:site groups:

1.1. Plan ways you will Plan ways you will incorporate the incorporate the ideas and ideas and activities activities presented in presented in today’s session.today’s session.

2.2. How will you How will you incorporate the incorporate the gross motor and gross motor and fine motor skills?fine motor skills?

3.3. Give examples of Give examples of Music, Movement Music, Movement and Multisensory and Multisensory activities.activities.

4.4. Record your ideas Record your ideas on the chart paper on the chart paper at your tables.at your tables.

““Movement is the Key to Movement is the Key to Learning” Learning”

I first became aware of this in I first became aware of this in my pre-school class. My my pre-school class. My kinesthetic intelligence kinesthetic intelligence

flourished in a environment flourished in a environment where movement was central where movement was central to my teacher's curriculum. I to my teacher's curriculum. I remember a sort of paradise remember a sort of paradise where everyone was happy, where everyone was happy,

and the knowledge imparted is and the knowledge imparted is still in my memory bank forty still in my memory bank forty years later. Oddly enough, it years later. Oddly enough, it was when I became a teacher was when I became a teacher

myself twenty years later that I myself twenty years later that I remembered this concept and remembered this concept and used movement and dance to used movement and dance to save myself from drowning.” save myself from drowning.”

Anne Green GilbertAnne Green GilbertTeacherTeacher


Group ActivityGroup ActivityLanguage DevelopmentLanguage Development

• Read the book at your table.Read the book at your table.• Choose 5 vocabulary words.Choose 5 vocabulary words.• Create either a motion or Create either a motion or

movementmovementfor each word.for each word.

• Create a rhyme or song for Create a rhyme or song for only 1 word.only 1 word.

• Choose another word to Choose another word to illustrate.illustrate.


Books for Early ChildhoodBooks for Early Childhood(for more books go to www. ala.org/BookLinks)(for more books go to www. ala.org/BookLinks)

The Very Hungry Caterpillar by Eric CarleThe Very Hungry Caterpillar by Eric CarleGood Night Moon by Margaret Wise BrownGood Night Moon by Margaret Wise BrownBrown Bear, Brown Bear, What Do You See by Bill Martin Jr.Brown Bear, Brown Bear, What Do You See by Bill Martin Jr.The Rainbow Fish by Marcus PfisterThe Rainbow Fish by Marcus PfisterCorduory by Don FreemanCorduory by Don FreemanThe Snowy Day by Ezra Jack KeatsThe Snowy Day by Ezra Jack KeatsThe Runaway Bunny by Margaret WiseThe Runaway Bunny by Margaret WiseGuess How Much I Love You by Sam McBratneyGuess How Much I Love You by Sam McBratneyWhere the Wild Things Are by Maurice SendakWhere the Wild Things Are by Maurice SendakStellaluna by Janell CannonStellaluna by Janell CannonChicka, Chicka Boom, Boom by John ArchambaultChicka, Chicka Boom, Boom by John ArchambaultIf You Give a Mouse a Cookie by Laura Joffee NumeroffIf You Give a Mouse a Cookie by Laura Joffee NumeroffThe Mitten by Jan BrettThe Mitten by Jan BrettNoisy Nora by Rosemary WellsNoisy Nora by Rosemary WellsStrega Nona by Tomie De PaolaStrega Nona by Tomie De PaolaHailstones and Halibut Bones by Mary O’NeilHailstones and Halibut Bones by Mary O’NeilLeo the Late Bloomer by Robert KrausLeo the Late Bloomer by Robert KrausRabbits and Raindrops by Jim ArnoskyRabbits and Raindrops by Jim ArnoskyAnimals Born Alive and Well by Ruth HellerAnimals Born Alive and Well by Ruth HellerThe First Snowfall by Anne and Harlow RockwellThe First Snowfall by Anne and Harlow Rockwell


Rhyming BeanbagRhyming Beanbag

We Love Rhymes…Yes We Do!!We Love Rhymes…Yes We Do!!

We Love Rhymes…Yes We Do!!We Love Rhymes…Yes We Do!!

We Love Rhymes, Have You Heard?We Love Rhymes, Have You Heard?

Give a Rhyme for This Word__________Give a Rhyme for This Word__________

fat

sat

at

mat

cat


How Many WordsHow Many WordsWord AwarenessWord Awareness

1.1. Give each child a handful of unifix cubes.Give each child a handful of unifix cubes.2.2. Read a sentence between 4-6 words long that Read a sentence between 4-6 words long that

includes a child’s name. includes a child’s name. 3.3. Have the children place a cube in front of them for Have the children place a cube in front of them for

each word they hear.each word they hear.4.4. Ask the children to link the cubes together and tap Ask the children to link the cubes together and tap

each cube as they hear the sentence again.each cube as they hear the sentence again.5.5. You should also have cubes for modeling and going You should also have cubes for modeling and going

back if necessary.back if necessary.

Example: Example: Maria has new shoes.Maria has new shoes.


How many Jumps? How many Jumps? Phonological AwarenessPhonological Awareness

1.1. Use masking tape on the floor or carpet Use masking tape on the floor or carpet squares or chalk squares outside.squares or chalk squares outside.

2.2. Have students line up at the end of the Have students line up at the end of the squares.squares.

3.3. As you say a word in syllables, have each child As you say a word in syllables, have each child jump the squares of syllables (parts of words)jump the squares of syllables (parts of words)

4.4. Continue so every child has a turn.Continue so every child has a turn.

5.5. While one child jumps the others may clap the While one child jumps the others may clap the syllables.syllables.

Examples:Examples:

cat cat nap-kinnap-kin pen-cilpen-cil fan-tas-ticfan-tas-tic


Tap, Tap, TapTap, Tap, TapConcepts of PrintConcepts of Print

1.1. Using a very familiar poem or chant, and write it Using a very familiar poem or chant, and write it on a large piece of chart paper.on a large piece of chart paper.

2.2. Hand a pointer to one child. Ask the student to Hand a pointer to one child. Ask the student to move from the beginning of the sentence to the move from the beginning of the sentence to the first space. As he points to the space, read the first space. As he points to the space, read the word. word.

3.3. Then have the child move the pointer to the next Then have the child move the pointer to the next space, and you read the word. space, and you read the word.

4.4. Continue until the entire sentence has been read.Continue until the entire sentence has been read.

(the other children will clap for each space)(the other children will clap for each space)

Example:Example:

Hickory__dickory__dock__the__mouse__ran__ up__ Hickory__dickory__dock__the__mouse__ran__ up__ the__clock. the__clock.


Musical LettersMusical Letters

1. Lay a class set of upper case letter cards in a 1. Lay a class set of upper case letter cards in a large circle on the floor. large circle on the floor.

2. Play some music and have the children march 2. Play some music and have the children march around the circle until the music stops. around the circle until the music stops.

3. When the music stops have the children sit 3. When the music stops have the children sit behind a letter. behind a letter.

4. Ask a child to come up with their letter and 4. Ask a child to come up with their letter and find the lower case letter that matches on the find the lower case letter that matches on the boardboard

A a


Where’s the Letter?Where’s the Letter?Letter Knowledge and RecognitionLetter Knowledge and Recognition

1.1. Place a selection of magnetic Place a selection of magnetic letters on the board and have letters on the board and have matching letter cards throughout matching letter cards throughout the room.the room.

2.2. Have the students use imaginary Have the students use imaginary magnifying glasses as they go magnifying glasses as they go looking for matching letters.looking for matching letters.

3. Call out one magnetic letter at a 3. Call out one magnetic letter at a time have and have the children time have and have the children find matching letters in the room.find matching letters in the room.

a


The Letter GameThe Letter GameLetter MatchingLetter Matching

1.1. Using 1 color, print a letter of the alphabet on Using 1 color, print a letter of the alphabet on 26 pieces of construction paper.26 pieces of construction paper.

2.2. Now using another color, print 1 alphabet Now using another color, print 1 alphabet letter on 26 pieces of construction paper.letter on 26 pieces of construction paper.

3.3. Prior to circle time, place one color of letters Prior to circle time, place one color of letters around the room in plain sight.around the room in plain sight.

4.4. During circle time, give each child one letter During circle time, give each child one letter from the other colored alphabet. from the other colored alphabet.

5.5. Sing the “Alphabet Song” replacing the Sing the “Alphabet Song” replacing the ending with: ending with:

We can sing the letter names. We can sing the letter names. Now let’s play the “Letter Game.”Now let’s play the “Letter Game.”6. Have the children find their matching letter in 6. Have the children find their matching letter in

the other color around the room.the other color around the room.7. Come back together and ask each child to say 7. Come back together and ask each child to say

their letter name .their letter name .


Group ActivityGroup Activity

When Should We HaveWhen Should We HaveConversations with Conversations with

Our Students?Our Students?

What times of the day?What times of the day?Where in the classroom? Where in the classroom? What are barriers to having What are barriers to having

conversations?conversations?What are ways your classroom What are ways your classroom

team could help deal with team could help deal with some of these obstacles?some of these obstacles?

Who are the children that are Who are the children that are the easiest to overlook?the easiest to overlook?


Lesson Plan ActivityLesson Plan Activity

Work together as a Work together as a group/table:group/table:

1. Using ideas you’ve learned 1. Using ideas you’ve learned todaytoday

2. Put together a short, 4-6 2. Put together a short, 4-6 minute lesson on the skills minute lesson on the skills assigned to your group.assigned to your group.

3. Use a variety of multimodal 3. Use a variety of multimodal activities to teach your skill.activities to teach your skill.

4. Select a “teacher” or 4. Select a “teacher” or “teachers” to present the “teachers” to present the lesson to the large group.lesson to the large group.

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