Movement Relaxation Transitions Closing Circle rules now and throughout the day SS Puppet Script Transition: Question of the Day (QOTD): Can you see your shadow in the classroom right now? (Yes / No / Not Sure) Charting with whiteboard/ pocket chart/etc Music/Movement: : “My Shadow Likes to Move” and/or “I See Shadows” And one other song Relaxation: Transition: SS Brain Builder- Closing Circle: Review QOTD results with the full group, counting each column and writing the numeral. Goodbye song rules now and throughout the day What do we know about shadows? Start KWL chart or have an open-ended discussion. If needed, prompt children with questions such as where do you see your shadow? Does everyone have a shadow? Also encourage children to think about what they want to know about shadows. Transition: Music/Movement: SS Song & one other Relaxation: Transition: Words that rhyme with light… Closing Circle: Goodbye song Review daily schedule and rules now and throughout the day QOTD: Do you think we will see our shadows when we go outside today? (Y/N) During follow-up discussion, encourage children to explain their thinking, and make connections to Moonbear’s Shadow as appropriate. Transition: Rhythm sticks for tapping out syllables in names Music/Movement: “My Shadow Likes to Move” One child does a movement (stretching, jumping, etc.) while the group imitates it and sings the song, modified accordingly: “My shadow likes to stretch, just like I do…” Repeat with other movements and allow different children to be leader. Relaxation: Transition: Closing Circle: Goodbye song will see our shadows when we go outside today? (Y/N) Review daily schedule and rules now and throughout the day SS Skill Activity- Transition: Music/Movement: SS Song & one other Relaxation: Transition: SS Brain Builder- Closing Circle: Goodbye song Group 1: Moonbear’s Shadow or Guess Who’s Shadow Group 1: SS Story and Discussion Group 1: Poem: “My Shadow” by Robert Louis Stevenson Group 1: SS Book- Group 2: Poem: “My Shadow” by Robert Louis
Group 2: SS Story and Discussion Group 2: Moonbear’s Shadow or Guess Who’s Shadow (; verses 1-2 only) Have poem written on chart paper and read it to children once straight through; then reread more slowly, focusing on understanding its meaning. Engage children in noticing concepts of print, such as where to start reading and which direction to go; a long word vs. a short word; a letter they recognize; etc. Group 2:SS Book- Stevenson (; verses 1-2 only) Have poem written on chart paper and read it to children once straight through; then reread more slowly, focusing on understanding its meaning. Engage children in noticing concepts of print, such as where to start reading and which direction to go; a long word vs. a short word; a letter they recognize; etc. Activity Group 1: – Hand Shadows (see activity guides) TS Gold Objectives- 8a,s8a,9a,s9a,37 Group 2: SS Skill Activity- Group 1: SS Skill Activity- Group 2: – Hand Shadows (see activity guides) TS Gold Objectives- 8a,s8a,9a,s9a,37 Group 1: Size Hunt (See Activity Guide) TS Gold Objectives- 11d,22 Group 2: Shape Blocks and Patterns ( activity guide) TS Gold Objectives-21b,23 Group 1: –Shape Blocks and Patterns (activity guide) TS Gold Group 2: Size Hunt (See Activity Guide) TS Gold Objectives- 11d,22 Special Activities During Free Choice: Using a lamp or flashlight, offer to trace children’s hand shadows on plain white paper; talk about what the tracings look like, and encourage children to incorporate them into their artwork. During Free Choice: “Shadow Box”: A dark box with a hole on one end. Encourage children to place objects in the box and shine light on the object to make shadows. Teacher can model playing “guess the object,” then encourage children to play together. Tangible System
IFSP Child Planning Child’s Name School Readiness Goal Focus Domain(s) Focus TS GOLD Objective(s) IFSP GOAL Strategy/Activity NOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the “Small Group” column at right to make notes about possible groupings. Possible small-group? CHECK when implemented Soc-Emotional Approaches to Learning Language & Literacy Cogn./ Gen. Knowledge Physical 1. 2. 3. 1. 2. 3. *Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals. *For speech goals the what/who would be: Directed by the Speech Language Therapist *If you have additional goals, highlight the last row for that child, right click with mouse, scroll to Insert rows, scroll to insert row below. Do this as many times as needed.