Best-Ever CircleTime Activities: Back to School - PBworksuwacampusschool.pbworks.com/f/Circle+Activities.pdf · Best-Ever CircleTime Activities: Back to School 50 Instant & Irresistible

Best-EverCircle Time Activities:

Back to School50 Instant & Irresistible

Meet-and-Greet Activities, Learning Games, and Language-Building Songs and Rhymes

By Ellen Booth Church

N E W Y O R K T O R O N T O L O N D O N A U C K L A N D S Y D N E Y

M E X I C O C I T Y N E W D E L H I H O N G K O N G B U E N O S A I R E S

S C H O L A S T I C

BPROFESSIONAL OOKS

Best-Ever Circle Time Activities: Back to School Ellen Booth Church, Scholastic Teaching Resources

No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, ortransmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,without written permission of the publisher. For information regarding permission, write to Scholastic Inc.,557 Broadway, New York, NY 10012.

Cover design by Gerard FuchsInterior design by Solutions by Design, Inc.Interior illustrations by James Graham Hale

ISBN: 0-439-43114-X

Copyright 2003 by Ellen Booth ChurchAll rights reserved. Published by Scholastic Inc.

Printed in the U.S.A.

1 2 3 4 5 6 7 8 9 10 40 08 07 06 05 04 03

To Deborah Collette Murphy of the Dome School in Cave Junction, Oregon,

for all the joy of learning she continues to bring

to each new batch of children who walk through her door.

ACKNOWLEDGMENTS

I would like to thank Jerry Levine for his excellent assistance with tweaking the rhymes in this book, and Linda Perline for the classroom ideas

she so lovingly shares with others.


Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 5Terrif ic Tips for GettingCircle Time Started . . . . . . . . . . . . . . . . . . . 7Family Communication . . . . . . . . . . . . . . . . . 8Using This Book . . . . . . . . . . . . . . . . . . . . . 11

Hi Ho, Hi Ho! . . . . . . . . . . . . . . . . . . . . . . . . . 13A Piece of the Puzzle . . . . . . . . . . . . . . . . . 14One Child, Two Children . . . . . . . . . . . . . 15With a Ha-Ha Here . . . . . . . . . . . . . . . . . . . 16Great Expectations . . . . . . . . . . . . . . . . . . 17Meet New Friends . . . . . . . . . . . . . . . . . . . . 18All Aboard the School-Tour Train . . . . . 19Who Am I? . . . . . . . . . . . . . . . . . . . . . . . . . . 20Classroom Treasure Hunt . . . . . . . . . . . . . 21Our Special Friends . . . . . . . . . . . . . . . . . . 22Sharing Feelings . . . . . . . . . . . . . . . . . . . . . 23Passport for Play . . . . . . . . . . . . . . . . . . . . 24The Teacher in the Dell . . . . . . . . . . . . . . . 25

Duck, Duck, YOU! . . . . . . . . . . . . . . . . . . . . 26Who Says? . . . . . . . . . . . . . . . . . . . . . . . . . . 27ABC Name Graph . . . . . . . . . . . . . . . . . . . . 28Punchinello . . . . . . . . . . . . . . . . . . . . . . . . . . 29Birthday Chart . . . . . . . . . . . . . . . . . . . . . . 30Whos Missing?. . . . . . . . . . . . . . . . . . . . . . . 31Find a Friendly Face. . . . . . . . . . . . . . . . . . 32Circle-Time Buddies . . . . . . . . . . . . . . . . . . 33I Am a Poem! . . . . . . . . . . . . . . . . . . . . . . . . 34Follow My Move! . . . . . . . . . . . . . . . . . . . . . 35Meet the Family . . . . . . . . . . . . . . . . . . . . . . 36Visiting Readers . . . . . . . . . . . . . . . . . . . . . 37Name That Tune! . . . . . . . . . . . . . . . . . . . . . 38

Morning Rituals . . . . . . . . . . . . . . . . . . . . . . 39Signing In . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Quiet Hands . . . . . . . . . . . . . . . . . . . . . . . . . 41Search Party . . . . . . . . . . . . . . . . . . . . . . . . 42Calendar Craze . . . . . . . . . . . . . . . . . . . . . 43My Job, Your Job . . . . . . . . . . . . . . . . . . . 44Making Our Own Rules . . . . . . . . . . . . . . . 45A Time Line of Rules . . . . . . . . . . . . . . . . . . 46Youve Got Mail . . . . . . . . . . . . . . . . . . . . . . 47What Doesnt Belong? . . . . . . . . . . . . . . . . 48Play Passes . . . . . . . . . . . . . . . . . . . . . . . . . . 49I Know the Routine! . . . . . . . . . . . . . . . . . . 50Circle Bingo . . . . . . . . . . . . . . . . . . . . . . . . . 51

A Place for Everyone! . . . . . . . . . . . . . . . . 52The Cooperation Song . . . . . . . . . . . . . . . 53Balance Pairs . . . . . . . . . . . . . . . . . . . . . . . . 54Collaboration Creation . . . . . . . . . . . . . . 55Blanket Toss. . . . . . . . . . . . . . . . . . . . . . . . . 56Art by All of Us . . . . . . . . . . . . . . . . . . . . . . 57Help the Teacher . . . . . . . . . . . . . . . . . . . . 58Ref lective Listening . . . . . . . . . . . . . . . . . . 59Word of the Week . . . . . . . . . . . . . . . . . . . 60Counting Off . . . . . . . . . . . . . . . . . . . . . . . . 611-2-3-4 Jump . . . . . . . . . . . . . . . . . . . . . . . . 62Follow-the-Directions Relay . . . . . . . . . . . 63

C R E AT I N G A C R E AT I N G A C I R C L E - T I M E C I R C L E - T I M E C O M M U N I T YC O M M U N I T YC R E AT I N G A C I R C L E - T I M E C O M M U N I T Y

T H E T H R E E RT H E T H R E E R s O F s O F C I R C L E T I M E : C I R C L E T I M E : R i t u a l , R o u t i n e s , R i t u a l , R o u t i n e s , a n d R u l e sa n d R u l e s

T H E T H R E E R s O F C I R C L E T I M E : R i t u a l , R o u t i n e s , a n d R u l e s

G E T T I N G T O K N O W YG E T T I N G T O K N O W Y O UO UG E T T I N G T O K N O W Y O U

W E L C O M I N G C H I L D R E NW E L C O M I N G C H I L D R E NW E L C O M I N G C H I L D R E N


Education is not a preparation for life; education is life itself.

John Dewey

Circle time is the heart of your program. And since its the place where childrenmeet, share, listen, and care, its important to start off your year with well-plannedcircle-time activities that not only help kids get to know one another, but give themvaluable experience in group learning. The skills you introduce in circle time nowwill sustain children all year and through their later schooling!

Imagine your beginning-of-the-year circles as a gathering place. You aregathering childrenbut youre also gathering much, much more. You are creatinga confluence of individuals who bring with them diverse interests, abilities,cultures, and families. Each child arrives at your door with a rich heritage that canonly enhance your program. The trick is to celebrate individualswhile at thesame time creating community! Recent studies suggest that children who feel asense of identity within their group are more successful in school. Your back-to-school circle time is the place where it all starts!

The activities in this book will strengthen childrens sense of self whileintroducing them to others and to the joys of working, playing, and creatingtogether. Think of this book as a quick and easy guide for ideas that will start theyear off right. (Remember, you can always revisit the activities anytime throughoutthe year!)

Studies tell us that some of the mostimportant skills children need for schoolsuccess are people skillssocialinteraction, communication, collaboration,and problem solving. They are the fertilesoil from which grows the academics ofthe ABCs and the 123s.

The activities in this book will help youas you tend your circle-time garden andsow the seeds that enable children to growinto avid learners.

5Best-Ever Circle Time Activities: Back to School Ellen Booth Church, Scholastic Teaching Resources

This book is divided into four sections:

Welcoming ChildrenCircle-time activities for the first few days of school.

Getting to Know YouHelp children get acquainted with one another with these activities.

The Three Rs of Circle Time: Ritual, Routines, and RulesChildren feel more comfortable when they know what to expect! Help them get toknow the daily scheduleand your expectations.

Creating a Circle-Time CommunityOnce kids get to know one another and are familiar with classroom routines, theycan work beautifully together as a group. Help create a classroom community thatwill learn and grow together.

6

Pro-Social Development

Self-esteem

Name recognition

Following directions

Understanding routines

Taking turns

Cooperation

Collaboration

Manners

Social interaction

Sharing

Organization

Responsibility

Language Development

Expressive language

Vocabulary

Listening

Speaking

Dictating

Singing

Phonemic awareness

Sequencing

Left-to-right progression

Pre-reading and -writing

Physical Development

Balance

Gross motor coordination

Fine motor coordination

Creative movement

Cognitive Development

Attending

Memory

Visual discrimination

Matching

Counting

Inference

Deduction

Observation

Sorting

Creative thinking

Comparing

Predicting

Problem solving

CIRCLE-TIME SKILLSEvery time you bring children together in your circle you are introducing, developing, andenriching skills in the educational domains of social, cognitive, language, and physicaldevelopment. Just look at these skills your children use at circle time:


Start with short circle times. Leavethem wanting more!

Dont require attendance, but be sointeresting that children just have tocome over to see what is going on!

Keep a balance of activeparticipation and passive listening. Ifchildren are losing interest, dosomething active.

Exaggerate positive behaviors youwant to reinforce. Make a point ofusing please and thank you. Look atthe child who is talking instead of thechild who is interrupting and say, Iam listening to Jerome now.

Respond proactively to behaviorproblems. Seat children who havetrouble attending next to goodlisteners or your aide. Before circletime, talk to the child about yourexpectations for behavior andreinforce his or her ability to meetthem.

Make eye contact with children.Your eyes are probably the strongestmanagement tool you have!

Practice, practice, practicewhatever you want to do withchildren BEFORE you come tocircle time. This will allow you to berelaxed and have close contact withchildren, rather than focusing solelyon the materials.

Be ready to go. Collect all materialsbefore children arrive (waiting timecreates chaos!).

Encourage children to talk. Be sureyoure not talking more than theyare!

Acknowledge the rights of everymember of the group.

Use a consistent place and time sochildren know what to expect.

Be flexible! If children are not withyou, then it is time to end thesession. Be sure to find a positiveending and closure for the group.(Dont stop the circle aspunishment for their inability tolisten. Just quickly find a good wayto end things and move on to thenext activity.)

Use clear and simple directions sochildren know what you expect ofthem at circle time.

Be dramatic, change your voice,whisper, make obvious mistakes, useriddles, be humorous, but most ofallinvolve the children!

Ask open-ended questions. Whatwould happen if____? What do you thinkabout ____? What do you imagine? Howmany ways can you____?

Watch for invisible or isolatedchildren. They will need your extraattention at circle time. Be sure todeliberately involve them as much aspossible.

If all else fails, read a good book!Literature captivates children inways that nothing else can.

7

Terrif ic Tips for Getting Circle Time Started


Family CommunicationThe family is a key ingredient to the successof your program because it is the family thatsupports the learning the child brings home.Make a point of connecting in a variety ofways, from phone calls to letters or notessent home. (See page 9 for a sample familyletter.) If possible, use e-mail for instantfamily communication! The family willappreciate your efforts and be more likely toparticipate actively in your program.

Start the year off right by connecting withfamilies:

Before school starts, send a letterintroducing yourself, and considerincluding an activity they can do withtheir child.

Invite them to collect family pictures for the child to share at school.

Encourage family members to visit circle time to share a craft, skill, or interest.Ask them to come to read a favorite childrens book from their childhood, or acurrent favorite.

Invite families to come and talk about their own early school experiencesandbring photos if possible!

Make a booklet and a tape of circle-time songs to send home for family sing-alongs.

Establish a brief end-of-the-day circle time to review the events of the day.This will help children remember the day and have something to tell familieswhen they ask, What did you do in school today?

Remember, families come in all sorts of configurations. When contacting families,make general invitations for connection and visits, and be open to the diversity ofcontact you receive. Instead of having a Moms Day or a Dads Day, have a FamilyDay. Be sensitive to changes in childrens families by providing a safe place forthem to share emotions, fears, and celebrations. If you acknowledge the rich legacyof each childs family, you will be creating a circle time whose dimensions are muchgreater than the shape of the carpet that defines it.

8

QUICK ATTENTION GETTERS

Whisper directions or mouth thewords!

Exaggerate whatever childrenare doing (such as movingaround or talking all at once)until they stop and look at you.

Use a propa puppet, a f lower,a movementanything visual toget them to look at you.

Be silent and smile!


9

Dear Families,

Its almost that time! It is so exciting to imagine all the childrengathering together in our classroom for the first time.

Circle time is an important part of our program. It is the time eachday when children meet as a group and learn how to listen, share,and collaborate with others. As you well know, that is not always aneasy thing for young children! From time to time throughout theyear, you will receive a note asking for help with show and tell orother circle-time assignments. These activities are important tochildren, and your help and participation are essential to making itall work. Please read the notes that are sent home and make a pointof working with your child to do the requested activity.

Family photos are one of the most cherished links children have withyou while in school. They are also prized possessions that are hardto let out of the house! Rest assured that any photos you send in willbe handled with respect and care and will be returned in the samecondition in which they were sent.

We want to meet you at circle time one day. If you have a skill, craft,art, or interest you would like to share with the group, pleasecontact us. Come read a book or sing a song with us. The more welearn about you and your family, the more we can learn about andconnect with your child.

This is going to be an amazing year. Thanks for your part in makingit great for your childand all of us!

Sincerely,


Creating Your Circle-Time AreaChoose an area that is well defined and protected, away from distractions ornoise. (For instance, circle time right next to the block area is probably not agood choice!)

Use visual cues to define the space in which children will sit (carpet squares,place mats, masking-tape lines, or shapes, pillows, or mats).

Place an easel with chart paper in the area and keep a box of markers nearby.

Find a drum or other musical instrument that can be used as a signal to callchildren to circle time or to get their attention. Change it periodically.

Create a comfortable seat for yourself (slightly raised above the children). Thisallows them to see what you are showing or reading.

10 Best-Ever Circle Time Activities: Back to School Ellen Booth Church, Scholastic Teaching Resources

Heres what youll find on each page:

11

Best-Ever Circle Time Activities: Back to School Scholastic Professional Books

H OW-TOBegin by talking about trains: Have you ever beenon a train? Many places have train tours that show

you around a new place. Today we are going to pretend to rideon a train so we can get to know the school.

Say, Before we go, lets predict what well see on thetour train. Write childrens predictions on chart

paper, then say, Okay, lets go for a ride and see!

Use the song below to get children in line andready to go. Sing the song as you tour different

destinations such as the office, gym, the library, andof course, the all-important bathrooms! Stop at eachdifferent location to give information or for childrento ask questions.

All Aboard the School-Tour Train (tune: Do You Know the Muffin Man?)

All aboard the School-Tour Train,The School-Tour Train,The School-Tour Train.All aboard the School-Tour Train,Were off to see our school.

Alternate this verse with the first as childrengather on the train. Everyone sings along as

children line up.

(childs name)and (childs name) come aboard,Come aboard, come aboard.(childrens names) come aboardWere off to see our school.

44

33

22

11

Skill Goes H e re

W E L C O M I N G C H I L D R E NW E L C O M I N G C H I L D R E NW E L C O M I N G C H I L D R E N W E L C O M I N G C H I L D R E N

All Aboard the School-Tour TrainHere is an active and fun way to familiarize children

with the whole school building. Chug, Chug!

19

MATERIALS: chart paper,markers

SKILLS: expressivelanguage, predicting,following directions,cooperation

When the children chug backto the circle they can checkout their prediction list tocompare it to what they saw.Children might also add whatthey saw to the list.

Materials ListMany of theactivities in thisbook require nomaterials at all;when they do,theyre listed here.

SkillsThis list tells youwhich skills youredeveloping duringyour circle time.

How-ToSimple step-by-stepinstructions let youknow how to makethe activity happen.

Songs and RhymesOften a song sung toa familiar tune isincluded. You cancopy it onto sentencestrips and use apocket chart to teachchildren the song, orsimply sing it throughseveral times untilchildren are familiarwith it.

TipsYoull find plenty ofways to simplify,extend, or enrichthe activity.


Skill Goes H e re


13

H OW-TOWhen it is time to gather children, sing thisversion of the classic song.

Hi Ho, Hi Ho

Hi ho, hi ho,Its off to school we go.With a hop in our stepAnd a great big clap,Hi ho, hi ho,Hi ho, hi ho.

(Repeat until children are gathered.)

Begin marching around the room, picking upchildren in a line behind you, until all children

are marching to your circle-time area.

When children arrive at circle, add a quietverse to settle them down. Put your fingers to

your lips as you whisper this last verse:

Hi ho, hi ho,Its time to sit down slow.With a quiet clapPut your hands in your lapHi ho, hi ho.

33

22

11

Hi Ho, Hi Ho!Take the old favorite from Snow White

and turn it into a march to meeting time song. Children will follow you to circle in no time!

MATERIALS: chart paper, markers

SKILLS: following directions, understanding routines,creative movement

Once you get to circle, youmight discuss the differentways children came to school:Who walked or rode with aparent? Who rode a bus?Did anyone ride a bike?Write the different modes oftravel on chart paper and singto the tune of This Is the WayWe Wash Our Clothes:

This is the way we go to school

Go to school, go to schoolThis is the way

we go to schoolSo early in the morning.

Use the childrens names andtheir mode of transportationin the song. They can get upand pretend to travel thatway around the circle asothers sing! For instance:

Joe and Sarah ride a bike(or walk to school, ride acar/bus)

Ride a bike, ride a bikeJoe and Sarah ride a bikeOn their way to school!


H OW-TOMail puzzle pieces out to children before schoolstarts. You might remind families to have

children bring the puzzle piece by calling them thenight before school starts. (This also gives you anopportunity to tell the children how excited you areto see them tomorrow at school!)

As children gather for circle time with theirpuzzle pieces, sing a song and invite them to

place their pieces in the center of the circle:

We Are All a Puzzle Piece(tune: Muffin Man)

We are all a puzzle pieceA puzzle piece, a puzzle piece.We are all a puzzle pieceIn our happy class.

Can you find where it goesWhere it goes, where it goes?Can you find where it goes?To place it is our task.

Invite children to notice which pieces are edgepieces and have them begin putting the puzzle

together as a group, starting on the edges andworking toward the middle.

Admire the group jigsaw and explain tochildren that each of them is unique and an

important part of the groupjust like each puzzlepiece.

44

33

22

11

W E L C O M I N G C H I L D R E N W E L C O M I N G C H I L D R E NW E L C O M I N G C H I L D R E NW E L C O M I N G C H I L D R E N

A Piece of the PuzzleHelp your new students see that they are all a piece of the puzzle.Without each individual child, the class is incomplete!

14

ereHseoGllikS

MATERIALS: a large paperf loor puzzle (one piece perchild)

SKILLS: social interaction,taking turns, fine motorcoordination, memory

Leave the pieces in the blockcenter or reading corner forchildren to put together againand again.


H OW-TOTeach children the chant below. Explain thatwhen the rhyme stops on the word more,

whoever is holding the potato says his or her name!

First, demonstrate passing the potato, havingthe chant end with you so you can show how to

say your name. Then, begin the chant and startpassing!

One child, two childrenThree children, fourFive children, six childrenSeven children, MORE! [childs name]!

Repeat the chant enough times so that childrenhear everyones name. 33

22

11

Skill Goes H e re


One Child, Two Children Here is a fast-paced game for learning names, using the

traditional One Potato, Two Potato chant.

15

MATERIALS: one large rawpotato

SKILLS: name recognition,expressive language, finemotor coordination

Play the game frequently sothat children can begin toname the child with whom thepotato lands. Children will saytheir new friends names withgusto!

Play a similar name game: theHot Potato Game. Show thepotato and explain that theobject of the game is to passthe potato around the circleas fast as possible whilemusic is playing. When themusic stops, the personholding the potato says hisname or the others say it for him!


H OW-TOSing a few verses of the old favorite OldMacDonald Had a Farm. Encourage children

to suggest different sounds for the various animals.

Invite children to sing the song in a new way:How would you like to turn it into a song about our

class? Who is the farmer or leader in our class? Lets makeup new words using my name as the farmer. Then we can usethe verses to name each child in the class, and have themmake up sounds.

Ms. Teacher Has a Class (tune: Old MacDonald Had a Farm)

(teachers name) has a classE-I-E-I-OAnd in this class she has a (childs name)E-I-E-I-O

With a (child provides a sound, such as ha ha!)Here a (sound)There a (sound) Everywhere a (sound-sound)(teachers name) has a classE-I-E-I-O!

22

11


With a Ha-Ha HereOld MacDonald may have had a farm, but youll have a very vocalclass! Use this version of the familiar tune to introduce children andhelp them learn one anothers names.

16

ereHseoGllikS

MATERIALS: none

SKILLS: self-esteem, verbalexpression, cooperation,name recognition

Use the ha-ha sound ifchildren are too shy to makeup a sound! That will get themlaughing and maybe even getthem to suggest some newsounds.

Children might practicemaking up sounds for the songBEFORE you sing it together.This gives children time tothink of a sound withoutfeeling put on the spot in themiddle of the song.


H OW-TOToward the end of the first week of school,children will probably talk more freely in the

circle. Encourage them to imagine what will happenthis year by asking, What do you think we will do in schoolthis year?

Write each childs suggestion on chart paper,along with his or her name. (Invite children to

say each childs name to reinforce name recognition.)Brandon says he thinks he will build tall towers with blocksthis year. This is how Brandons name is written.

To prompt more discussion, ask, What do youexpect to learn to do this year that you didnt know

how to do last year? Record childrens ideas and title thelist Great Expectations. Hang it in the hall forfamilies to read.

33

22

11

Skill Goes H e re


Great ExpectationsWhat do you think children expect from school this year?

Why not ask them?

17


SKILLS: name recognition,expressive language,predicting, creative thinking,problem solving

Remember to accept allchildrens ideas equally,without criticism orcomparison. This is animportant time for children tolearn that they can express anidea without fear of beingwrong.

Save the Great Expectationschart for comparison at theend of the year. Then ask, Didwe learn these things? Whatelse did we learn?


H OW-TOAsk children, How do you say hello? Can you say itwith your face, with your voice, with your hands? How

many ways can you say hello? Try all the different wayschildren suggest.

Explain, You can also say hello with a song. Teachchildren this simple greeting song that

incorporates their names. Sing the song through firstusing your name and the name of a child.Demonstrate how to shake hands at the end!

Meet New Friends (tune: Make New Friends)

Meet new friends,At circle time.This is (teachers name),And this is (childs name).

Ask: What do you say when you are introduced tosomeone? You say, Hello, how are you? Add a

second verse as they shake hands.

Hello friendAnd how are you?I am happy (or any other adjective)And I am too!

33

22

11


Meet New FriendsThe f irst step to getting children to feel comfortable in the group is to have them learn one anothers names. Use this simple song to break the ice!

18

ereHseoGllikS

MATERIALS: none

SKILLS: name recognition,self-esteem, manners

Make a list of ways to sayhello in different languages.


H OW-TOBegin by talking about trains: Have you ever beenon a train? Many places have train tours that show

you around a new place. Today we are going to pretend to rideon a train so we can get to know the school.

Say, Before we go, lets predict what well see on thetour train. Write childrens predictions on chart

paper, then say, Okay, lets go for a ride and see!

Use the song below to get children in line andready to go. Sing the song as you tour different

destinations such as the office, gym, the library, andof course, the all-important bathrooms! Stop at eachdifferent location to give information or for childrento ask questions.

All Aboard the School-Tour Train (tune: Do You Know the Muffin Man?)

All aboard the School-Tour Train,The School-Tour Train,The School-Tour Train.All aboard the School-Tour Train,Were off to see our school.

Alternate this verse with the first as childrengather on the train. Everyone sings along as

children line up.

(childs name) and (childs name) come aboard,Come aboard, come aboard.(childrens names) come aboardWere off to see our school.

44

33

22

11

Skill Goes H e re


All Aboard the School-Tour TrainHere is an active and fun way to familiarize children

with the whole school building. Chug, Chug!

19


SKILLS: expressivelanguage, predicting,following directions,cooperation

When the children chug backto the circle they can checkout their prediction list tocompare it to what they saw.Children might also add whatthey saw to the list.


H OW-TOTell children, We are going to play a guessing gamewith all of our new friends. Are you ready? Invite a

child to reach in the bag and pull out a picture. Ask,Who am I? The child says the classmates name orpoints to that child.

Encourage the child in the photo to talk aboutwhat is happening in the picture. If the pictures

are from the classroom, ask the children to namewhere the picture was taken and what part of theclass day it was.

That child picks a photo next. 33

22

11


20

ereHseoGllikS

Who Am I?Here is a simple and heartwarming activity to help children feel part ofthe group. Save this until the end of the second week!

MATERIALS: photos of eachchild (children can bring themfrom home, or you can usean instant camera in class), acolorful bag

SKILLS: visual discriminationand memory, expressivelanguage

Reverse the game and give aclue about one child (she hasred hair, her name beginswith S), then invite childrento guess who it is. Showchildren the photo to checktheir answers!


H OW-TOUse a bit of drama to introduce the treasurehunt! Hide the first clue in a book that you plan

to share and act startled when you find the envelopeinside: What is this? It looks like a message. Should we readwhat it says?

Read the message and ask children if they canguess where the clue is telling them to look.

As a class, choose the most likely place and go checkit out.

Each clue takes the children to a different partof the room. At each destination, invite children

to notice what is in the area so that they familiarizethemselves with each part of the room.

Keep hunting until you get to the treasure!(Hide it in the circle-time area so that everyone

can enjoy the surprise together.)

44

33

22

11

Skill Goes H e re


Classroom Treasure HuntDuring the f irst weeks of school, children become

familiar with their environment. This activity sends children on atreasure hunt all over the room for a special surprise.

21

MATERIALS: envelopes withtreasure-hunt clues, a specialsnackIn advance, write out about sixsimple treasure-hunt clues such asLook inside the box of a candygame (hidden in a Candylandgame) or Go to the place wheretowers are built and look aroundthe corner (hidden around thecorner of a block shelf).

SKILLS: visual discrimination,listening, deduction

If you have a large group,send a few different childrento look each time. This willprevent crowding, and itallows others to becheerleaders!

Play the treasure-hunt gamewhenever you want tointroduce a new toy ormaterial to a center. (Cluesshould lead children to thatparticular center.)


H OW-TOAsk children to bring their special friend tocircle time. Sing a song to gather children for

this special meeting:

Come and Meet Our Special Friends(tune: Mary Had a Little Lamb)

Come and meet our special friends,special friends, special friends.

Come and meet our special friends,That we brought from home!

Invite each child to introduce his or her special friend to the group, holding it up for

others to see.

Make a Special Friends chart with childrensnames and the names of their special friends.

Examine the chart together, looking for any similarnames, words, or letters. Children can share otherinformation about their friend.

At the end of circle time, send children off witha song and a purpose. Encourage them to find

an area of the room they would like to show to theirfriend, and sing this additional verse to the song asthey explore.

We will show our special friends, special friends, special friends

We will show our special friendsAll around the room!

44

33

22

11


Our Special FriendsChildren often feel more relaxed in a new setting if they have afamiliar comfort object with them. Have a circle-time gathering ofthese special friends!

22

ereHseoGllikS

MATERIALS: childrensfavorite stuffed animal ordoll, chart paper, markersIn advance, write a note homeinviting children to bring in astuffed animal or doll. Explainthat there will be a special day tomeet and celebrate these friends.

SKILLS: sharing, socialinteraction, letter recognition

If available, use a camera totake pictures of children withtheir friends. Put these in thewriting center where childrencan draw and write about theday they shared at school!

Be prepared with anattractive collection ofstuffed animals for children touse in case they forget theirsor dont have one to use.


H OW-TOStart the activity with a book that will getchildren thinking and talking about feelings.

Ask questions to elicit conversation about separation:How did the character feel about going to school? What did hefeel like when he got there? How did he feel at the end of theday?

After discussing the book, invite children totalk about how they feel: Were you worried about

coming to school? How did you feel about leaving yourfamily? Make the time and space available forchildren to talk if they want. You can start theconversation by telling where your family is whenyou are in school, such as: My son is in high school andmy husband is building a house today. What is your familydoing while you are here? Where do you think they are now?It sounds simple, but it is a very effective way to helpchildren deal with separation anxiety!

22

11

Skill Goes H e re


Sharing FeelingsFor some children, this is the f irst experience away from home.

Instead of avoiding the topic, talk about it!

23

MATERIALS: your favoritechildrens books aboutstarting school

SKILLS: expressivelanguage, sharing,cooperation

Instead of using books tointroduce the conversation,try telling the story of yourfirst day of school! Childrenwill be fascinated to hear thatyou had a similar experienceand that you were little once!If possible, bring a picture of yourself when you weretheir age.

Model good listening skills.Remember to make eyecontact with the childspeaking and to not let othersinterrupt. If they do, give agentle reminder as youcontinue to look at the childspeaking.

Invite families to send inpictures of themselves atwork for children to sharewith the group.


H OW-TOIntroduce the passports to the group. Ifpossible, show children your own real passport

and explain how and why it is used. (Be sensitive tothe situations of children whose families arenewcomers to the United States, since they may be indifferent phases of the immigration process.)

Hold up one passport at a time and ask childrento say whose it is.

Show the stickers or rubber stamps that youwill have in various areas of the room and

demonstrate how children should put one sticker orstamp on the page when they are finished playing inthat area.

At the end of the week, have children sharetheir passports at circle time. Invite children to

notice which areas they visited most often: Is everybodys passport marked the same? Did everyone go tothe same places this week? Why or why not?

44

33

22

11


Passport for PlayIntroduce children to the fun of center time as children usepassports to navigate the room.

24

ereHseoGllikS

MATERIALS: passports foreach child, a collection ofstickers or rubber stampsTo make passports, take four orfive sheets of paper, fold, andstaple. Add each childs name tothe cover and label each page withthe name of a different center ofthe room.

SKILLS: following directions,name recognition, inference

Send passports home tofamilies to help them see whattheir child enjoys doing inschool.

You can have a child in eachcenter be in charge ofstamping the passports, or setup a passport center in thecircle-time area during activity time!


H OW-TOSing one verse of The Farmer in the Dell. Tellchildren there is a circle game that goes with

the song.

Sing the song through one time before you playthe game:

(teachers name) has a class.(teachers name) has a class.Hi Ho Dee Derrio(teachers name) has a class!

Have children form a circle, hold hands, andwalk around the circle singing the verse.

Introduce the game and new verses. Tellchildren you are going to sing the song a little

differently, and the trick to the game is listening fortheir name!

Stand in the center of the circle and sing:

(teachers name) takes Danny (name of child),(teachers name) takes DannyHi Ho Dee Derrio(teachers name) takes Danny.

As each child is added to the center of thecircle, that child names another friend and

brings him or her in.

Danny takes Jennifer (name of a second child)Danny takes JenniferHi Ho Dee DerrioDanny takes Jennifer!

66

55

44

33

22

11

Skill Goes H e re


The Teacher in the DellUse the familiar song The Farmer in the Dell

to help children practice one anothers names.

25

MATERIALS: none

SKILLS: name recognition,self-esteem, cooperation

At first, children may beunsure of other childrensnames. They might just tap thefriend they want to bring in.The more you play, the betterchildren will become atremembering namesandtheyll definitely be morecomfortable choosing afriend!

Make name tags for childrento wear during the song.

Continue until everyone istogether in the center, singingthe final verse!

We are a happy class,We are a happy class.Heigh Ho Dee DerrioWe are a happy class!


G E T T I N G T O K N O W Y O U G E T T I N G T O K N O W Y O UG E T T I N G T O K N O W Y O UG E T T I N G T O K N O W Y O U

26

ereHseoGllikS

Duck, Duck, YOU!Practice each others names with a fast-moving game!

MATERIALS: none

SKILLS: name recognition,memory, gross motor skills

Make sure each child has aturn to be tapped. If childrendont know each othersnames, whisper a name to thechild who is it.

H OW-TOPlay the familiar game of duck, duck, goose.Then, explain that youre going to play a

variation of the game, in which the child who is itwalks around the circle and says duck as she lightlytaps the head of each child. But when she gets tosomeone whose name she knows, she touches hishead and says his name, and begins to run around thecircle as that child gets up and chases after her.

The child who is it tries to get back to theopen space where the child she has tapped had

been sittingbefore the tapped child tags her.

The child left standing is now it. Repeat untileach child has been chosen!33

22

11


H OW-TOHave children wear their name necklaces.Introduce the game by asking, Who can tell me

how to play Simon Says? Explain that they are going toplay a new version, in which the leader uses her orhis name instead of Simon. For instance, if Rhonda isthe leader, she would say: Rhonda says touch your toes.Rhonda says wiggle your nose.

Remind children the special nature of this no-lose game by saying: The best part of the game

is that nobody is ever left out because the leader only givesdirections using her name! Play the drum or otherinstrument to signal when its time for the next leaderto play.

22

11

Skill Goes H e re

G E T T I N G T O K N O W Y O UG E T T I N G T O K N O W Y O UG E T T I N G T O K N O W Y O U G E T T I N G T O K N O W Y O U

27

Who Says?Play a version of Simon Says in which everybody wins! Children will

enjoy leading this gameand teaching their name to the group.

MATERIALS: drum or otherinstrument

SKILLS: name recognition,listening, following directions

If children seem to choose thesame commands repeatedly,give them a few words ofinspiration! You might suggestthey make a low or a highmovement, a hand or a legmovement, even a silly face!


H OW-TOAsk, Do you know which letter your name startswith? Pass out the name cards and invite

children to compare the letters in their names withthose of the children sitting next to them in the circle.Prompt them with: How are your names the same ordifferent? Do you notice any names that start with the sameletter?

Show the alphabet graph chart. Start at thetop with the letter A, and ask, Does anyones name

start with this letter? Children can refer to their namecards. Use self-sticking adhesive to put name cardsnext to each letter. Keep adding name cards until allthe childrens names are graphed.

Examine the alphabet graph together, and ask:Which letter has the most names? Which letter has the

least? Are there any letters that have no names?

33

22

11


ABC Name Graph Heres a fun way for children to learn one anothers namesby their f irst letters!

28

ereHseoGllikS

MATERIALS: chart paperwith the letters AZ writtenvertically down the left side,self-sticking adhesive, namecard for each child

SKILLS: letter and namerecognition, phonemicawareness, matching

Put the names that start withthe same letter into a song:

TThhee AAllpphhaabbeett NNaammee SSoonngg(tune: Here We Go Round

the Mulberry Bush)

Here are our names thatstart with A

Start with A, start with AAnn and Amy start with ALets play again!

Use the alphabet chartthroughout the year. Childrencan find other words thatstart with a particular letterand add them to the graph.You might also use pictures ofthings that start with aparticular letter.


H OW-TOIntroduce Punchinello and demonstrate how helikes to play follow-the-leader games (make him

perform a simple motion for the others to copy).

Present the song by singing (or chanting) itthrough a few times to the traditional tune and

demonstrating with the puppet what the leadershould do. Children can follow along and make thesame movements as the puppet does.

See who is herePunchinello, PunchinelloSee who is herePunchinello, funny you!

What can you do?Punchinello, PunchinelloWe can do it tooPunchinello, funny you!

Time to play! Ask: Would you like to bePunchinello? Here is a hat like his for you to wear

while you are the leader. One child puts on the hat, sits inthe center of the circle, leads the song, and makes amotion for others to copy.

At the end of the song, the child in the centercloses his or her eyes and spins around the

circle, with one hand pointing to pick the nextPunchinello. (Of course, any child is free to say no,thank you if he or she is not ready!)

44

33

22

11

Skill Goes H e re


PunchinelloPunchinello is a puppet that loves to mimic! Hes also great for

leading this fun, getting-to-know-you game. Play this once children are more comfortable doing something in front of the group.

29

MATERIALS: puppet wearinga paper hat, a child-sizepaper hat

SKILLS: name recognition,expressive language,creative movement, followingdirections, taking turns

Replace the namePunchinello in the song withthe childrens names. Youmight want to use both firstand last names to match thecorrect number of beats inthe song. For example:

See who is hereLiz Gordon, Liz GordonSee who is hereLiz Gordon funny YOU!

After circle time, children canmake personalized paper hatswith their names, usingfavorite decorations. Usethese the next time you playPunchinello!


H OW-TOTalk about birthdays, asking: What do you do at abirthday party? Do you know when your birthday is?

Bring out the bags and explain that each represents amonth of the year.

Spread the tablecloth in the center of the circleand say, We are going to have a pretend birthday

party to help us learn when one anothers birthdays are.Request that a volunteer empty the first bag aschildren watch to see whose names fall out with theconfetti! Those children then use self-sealingadhesive to attach their names to the birthday chart.

Continue until the bags are emptied and all thenames are on the chart. Ask, Which month has the

most birthdays?

Celebrate by singing a new birthday song toeverybody, to the tune of Twinkle, Twinkle

Little Star:

Happy birthday to new friendsWe cant wait to celebrateHappy birthday to new friendsBirthday time is really great!

44

33

22

11


Birthday Chart Almost every classroom has a birthday chart! Why not create one together at circle time?

30

ereHseoGllikS

MATERIALS: 12 birthdayparty bags (one for eachmonth of the year) f illed withconfetti and index cardswith the names of childrenwhose birthday is in thatmonth, large sheet ortablecloth, decorativebirthday poster with eachmonth listed and room fornames underneath, self-sealing adhesive

SKILLS: name recognition,sorting, cooperation, sharing

When its time to line up, invitechildren to leave the circlewhen their month is called!Call out months in order.


H OW-TOTell children how proud you are that they arelearning one anothers names! Explain that this

game will let them show off just how well they knowthem.

Children close their eyes while you cover onevolunteer with the blanket.

Children then open their eyes and name thechild who they think is under the blanket.

Repeat. In the next round, the child who washiding can help you cover the next child. 44

33

22

11

Skill Goes H e re


Whos Missing?Once everyone knows their classmates names, they can notice

who is not in school on any given day!

31

MATERIALS: blanket or sheet

SKILLS: cooperation,memory, name recognition,self-esteem

If children are nervous aboutgoing under the blanket, trybeing the first one to hide.


H OW-TOPut on music and allow children plenty of timeto move freely around the circle-time area.

Stop the music and tell children to freeze. Say, I am going to pass out half a funny-face picture to

each of you. Dont show it to anyone. When the music startsyou can move around again but when the music stops, find afriend near you and show each other your half-faces.

Start the music and watch children move withtheir pictures. Without them noticing, stop the

music and call out, Freeze! Children should find afriend, and they should show each other their half-faces, then put them together to make a new face.(Explain that right sides should match with left sides.)

Be prepared for peals of laughter as childrenadmire the face they have created together!

Ask, Can you give your new friend a name? Two at a time,hold up your face cards together and shout out your friendsname.

44

33

22

11


Find a Friendly FaceWhats better than finding a friend? Finding a friend and makingsomething fun together!

32

ereHseoGllikS

MATERIALS: lively movementmusic, same-size magazinepictures of faces (cut in halflengthwise, enough for eachchild to have half a face)

SKILLS: social interaction,creative movement,expressive language

Put the face cards in alearning center. Children willenjoy making many differentface combinations. They canalso practice writing the nameof the new friend and tellingsomething about him or her.

If you are teaching colors orshapes, you can make sets ofcards with matching colors orshapes. The object of thegame then becomes to findwho has the matching card.

Cut the center out of sturdypaper plates and tape red,yellow, or blue cellophane ortissue paper over each hole.When the music stops,children find a friend, puttheir plates together, and holdthem up to the light to createa new color.


H OW-TOHand out cards and ask children to keep themprivate. Tell them they will hold the card while

moving around, and save its surprise for the end ofthe game!

Start the music and invite children to walkaround the room and greet each other by name:

Good morning,________ or Hello,_________.Children might enjoy shaking hands when they meet.Demonstrate this with one child, stressing thefriendly greeting.

Continue the game until it seems that everyonehas been greeted. Stop the music and say,

Freeze! Ask children to turn their cards around(the rest of their body remains frozen). Everyonelooks around for their match; when they find one,they sit down together in the circle. They are circle-time buddies for the day!

33

22

11

Skill Goes H e re


Circle-Time BuddiesAs children become more familiar with each others names,

continue playing community-building games.

33

MATERIALS: sets of matchingshape, color, or letter cards(enough pairs for each childto have a match in thegroup), quiet instrumentalmusic

SKILLS: cooperation, visualdiscrimination, manners

This game can be used toform pairs for other activities,or for lining up.

Change the images on thecards to represent anysubject you are studying. Forinstance, during your dinosaurunit, have dinosaur pairs forchildren to match!



34

ereHseoGllikS

H OW-TOModel writing an I Am poem by writingone about yourself, with the groups help. The

format for the poem is a repeating line that starts withI am. Each line describes something about theperson, his or her name or nicknames, feelings, andinterests. Encourage children to add ideas to yourpoem.

Ask for a child to volunteer to make up an IAm poem. Use photos of each child for

inspiration.

As children suggest lines for the poem, writetheir words on chart paper. You can help them

by asking questions. You might ask, What is the nameyou are called at home? Are you a sister or a brother? Are youbig or little? How old are you? How do you feel today?

33

22

11

I Am a Poem!Celebrate childrens identities as individuals and as group members bycreating poetry together. Try creating one or two of these poemseach week in September!

MATERIALS: chart paper,markers, crayons, photo ofeach child

SKILLS: name recognition,creative language, speakinganddictating

Collect the poems in a bigclass book. Children can addself-portraits to their page asillustration.

Read childrens poemsoccasionally at circle time.The repetitive nature of thewording makes this a quickand easy reading exercise.Children will learn to read thesight words I and am veryquickly!


H OW-TOStart the game by playing a quick version oftraditional follow-the-leader (with you as the

leader). Do simple motions that children can followas they sit in the circle. Then, explain that there is adifferent way to play the game: In this game, the leaderdances around!

Introduce the leader hat. Explain that whoeveris wearing the hat is the leader and the rest of

the children must follow the leader around, doingwhatever he or she does!

Have everyone stand up and find a comfortablespace in the circle where they will not bump

into anyone. Start the music and off you go!

When the music stops, pass the leader hat tosomeone else and start again!44

33

22

11

Skill Goes H e re


35

Follow My Move!Heres a new twist on follow-the-leaderadd music and make it

a movement game! Children take turns being leader or followers.

MATERIALS: a variety ofenergetic music, a hat forthe leader

SKILLS: following directions,observing, listening, socialinteraction, cooperation

Play this outside on a niceday. In follow-the-leader tag,the leader makes a movementthat others copy. But at thesame time, he or she is tryingto tag someone. The childtagged becomes the nextleader!


H OW-TOStart by introducing your own family photos.(Children are very curious to know more about

your life outside of school!) Take time to share yourphotos one at a time, and invite children to askquestions about the photos.

Have the children who are sharing their photossit near you. Invite one child to begin sharing.

You might ask questions: Who is in the picture? What isshe doing? Where was this picture taken?

Encourage other children to ask questions, too.Ask them, What would you like to know about this

family? What do you notice in the photos that youd like toask about?

Use chart paper to record what children shareabout their family, and post the photos next to

the notes for the rest of the day. During the day,children might talk with others about the photos andtheir family in more informal ways.

44

33

22

11


Meet the FamilyNow that everyones getting to know one another, its time for children to meet their classmates families. In this activity, children use family photos to introduce their loved ones.

36

ereHseoGllikS

MATERIALS: photos of yourfamily, childrens familyphotos, chart paper,markersAhead of time, send a letter homeasking for family photos (plan onhaving two or three children showphotos each day).

SKILLS: name recognition,expressive language andvocabulary, taking turns

Family photos providecomfortable touchstones forchildren at the beginning ofthe year. Ask families if youcan post the photos insidechildrens cubbies.


H OW-TOSet up a weekly family reading circle time.Invite family members to sign up for a day to

read to the children (you might help them choosebooks that are short and visual, and encourage themto practice reading it before they come).

Prepare children for the visitor. Talk aboutappropriate manners: How do we greet a visitor?

What can we do to make them comfortable? Have childrenpractice greetings with one another before the visitorcomes.

Ask children to think about questions to ask the visitor when he or she comes. Write them

on chart paper for easy reference during the visit.(Sometimes, with the excitement of the visitorsarrival, children forget what they wanted to ask orsay!)

When the family reader arrives for circle time,have his or her child and a few friends show

him or her where to sit and what to do. (Childrenlove showing what they know about their room andbeing in charge for a change!)

44

33

22

11

Skill Goes H e re


Visiting ReadersWhat is better than sharing photos of your family?

Sharing the real people! In this activity, family members share a special circle time.

37

MATERIALS: note posted ondoor requesting visitorscome in and read a book tothe group on certain dates(families can bring their ownbook or choose one in theclassroom)

SKILLS: expressivelanguage, listening, namerecognition, manners

Invite children to create aVisiting Reader chair, nametag, or hat. Provide art andcollage materials for childrento create a fancifuldecoration that will identifythe visitor. Not only will thechildren enjoy making itthereader will love beinghonored in such a way!


H OW-TOStart a song session! Begin by humming a tuneand ask children to guess what it is. Choose

simple songs that most children know such as TheFarmer in the Dell or Twinkle, Twinkle, LittleStar.

When children guess what the song is, sing ittogether! Children are often comforted by

singing familiar songs. Write the name of the song onchart paper for children to read.

Try another tune for children to guess and sing,and add the title of the song to the chart.

Children might also enjoy leading this game.

33

22

11


Name That Tune!One of the best ways to help children feel comfortable is to sharewhat they already know. A great place to start is with familiar songs.

38

ereHseoGllikS

MATERIALS: chart paper,marker

SKILLS: expressivelanguage, listening, singing

Write the words to each songon chart paper and invitechildren to read and illustrate.Use these at subsequentsongfests!


H OW-TOCreate a special movement (such as a high five,a secret handshake, or sign language for hello

or welcome) to use as children enter the room! Thesign-language movement for hello is an open handwith a touch of the fingers to the temple like a salute.The sign for welcome is a flat open hand with palmup moving from the torso out to the other person andback again. Try combining the two movements to sayhello and welcome!

At circle time, silently pass the welcominggestures around the group to set a focused and

quiet tone to the gathering. Start with the child nextto you. He or she passes it to the next child and so onuntil the sign gets back to you.

22

11

Skill Goes H e re

T H E T H R E E RT H E T H R E E R S O F C I R C L E T I M ES O F C I R C L E T I M ET H E T H R E E R S O F C I R C L E T I M E T H E T H R E E R S O F C I R C L E T I M E

Morning RitualsA morning movement or song helps mark the beginning of the day.

The ritual gives children a reassuring touchstone activity.

39

MATERIALS: none

SKILLS: self-esteem,cooperation, expressivelanguage, f ine motorcoordination

Ask children to create asecret handshake or othermovement to use to start themeeting!

Encourage children to makeup a cheer or a chant to useas a greeting ritual. Or, use achant such as:

Two, four, six, eight, who dowe appreciate?

(childs name, childs name)HOORAY!


H OW-TOAs children come to the rug, invite them to findtheir card on the board and turn it over to show

their photo.

Sing a song as children sign in:

Welcome Children(tune: Good Night, Ladies)

Welcome children, welcome childrenWelcome children, its time to turn your tag.(Repeat)

22

11

T H E T H R E E R S O F C I R C L E T I M E T H E T H R E E RT H E T H R E E R S O F C I R C L E T I M ES O F C I R C L E T I M ET H E T H R E E R S O F C I R C L E T I M E

Signing In Heres a simple and effective way to take attendance. As children join the circle, they can put their best face forward by turning their picture tag on the circle-time sign-in board.

40

ereHseoGllikS

MATERIALS: a handmadecircle-time sign-in boardUse heavy posterboard as abase. Glue-gun clothespins ontothe poster in rows and writechildrens names above them. Useindex cards to create tags for eachchild, with a photo of the child onone side and a sticker or drawingon the other. Laminate the tagsand attach to clothespins so thatyou cannot see photos.

SKILLS: self-esteem,following directions, finemotor coordination

Use the sign-in board as a tool for discussingwho is here and who is missing. Ask childrento count off around the circle. Practice one-to-one correspondence by comparing thatnumber with the number of faces showing onthe board.

Play Whos Missing? Invite children to lookaround and say who is absent from the circle.Check their answers on the board!


H OW-TOShow children a ball. Explain that it is a talkball: Whoever is holding the ball can talk, and the

rest of us listen.

Show children how to quietly raise their handsif they have something to say. (You might show

children how to put one hand in the air and the fingerof their other hand over their mouth in the Shhhhhsign).

Tell children to raise their hands if they want toanswer the question youre about to ask. Begin

with a simple question, such as, What is your favoritecolor? Roll the ball to a child who has a quiet handraised.

The child with the ball answers the question,then rolls the ball back to you. You then roll it

to another child who has his or her hand raised.Reinforce and acknowledge the good listening theyare doing as one child speaks!

44

33

22

11

Skill Goes H e re


Quiet HandsTaking turns is one of the most important skills young children can

learn. But it doesnt have to be hard workyou can make it a game!

41

MATERIALS: a soft ball

SKILLS: turn taking,listening, attending, finemotor coordination

Children can roll the ball tothe next child who has his orher hand raised.

Some good questions to startthe year: What is your fullname? What is your favoritefood? What did you do lastnight? What do you want todo this weekend?

As you play, sing a song toreinforce the skills of talkingand listening:

TTaakkee YYoouurr TTuurrnn (tune: Farmer in the Dell)

I roll the ball to youIts your turn to talkYou may have

some things to say,Lets listen to your thoughts!


H OW-TOAsk children, How well do you think you know ourroom? Lets play a game to see! Present the bag or

box of objects and invite children to take out oneobject at a time. Ask them to describe the object andits use: Where do you remember finding this object in theroom? Can you find where it belongs?

Choose two or three searchers. Children cansing this song as the searchers go to the

different centers looking for the place where eachobject is found:

Can You Tell Us? (tune: London Bridge)

Can you tell us where its found?Where its found, where its found.Can you tell us where its found,(childs name) and (childs name)?

22

11


Search PartyChildren develop a sense of belonging when they know how tonavigate the room. Use this game to acquaint children with thedifferent areas of their environment.

42

ereHseoGllikS

MATERIALS: pillowcase (orbag or box) filled with twoclassroom objects fromdifferent centers (blocks,writing, art, puzzles), orpictures cut from school-supply catalogs, showingmaterials from differentcenters

SKILLS: visual discrimination,matching, visual memory, turntaking

If children are having troublefinding something, you mightsay, Youre gettingwarmer/colder to help themalong!

Reverse the game by givingclues about the object in thebag, and have the childrenguess what it is: This issomething that is hard onone end and soft on theother. We use it in the artarea. What is it? (apaintbrush) When childrenguess, they go put it away inthe correct center.


H OW-TOShow children the posterboard calendar andask, What do we use this for? Show children

different types of calendars and discuss theirsimilarities and differences. Explain that in school,youll use the calendar as a way to mark off the daysspent together.

Focus on the purpose of the calendar as a wayto mark time. Starting with the first box, invite

a child to use markers or stickers to fill in the day.Each day, have a child draw or add a sticker to a boxto mark the day. By the end of the month, youll havea very colorful calendar!

22

11

Skill Goes H e re


Calendar CrazeThe calendar is a regular part of circle time,

but why not do something a bit different? Here are some unique and fun ways to mark off the days.

43

MATERIALS: posterboarddivided into rows andcolumns like a calendar,markers or stickers,different types of calendars

SKILLS: organizing,sequencing, counting, takingturns

Daily, ask children to counthow many days are filled in.Follow up by saying, That isthe number of days wevebeen in school this month!

If there is a special eventcoming up, mark it on thecalendar. Children can alsocount the number of daysuntil an event occurs bycounting the empty squareson the calendar.

You might also fill in thecalendar at closing circle.


H OW-TOAsk children to tell you what they think yourjob is as a teacher. Write their ideas on chart

paper. You may be surprised to hear what they think!

Then ask what they think their job is andrecord their responses. Display these charts in

the room to refer to all year, to remind children oftheir responsibilities in the classroom.

From the list, have children brainstorm anotherlist of responsibilities that can be used to create

a Job Chart. Jobs might include watering plants,holding the door, feeding the pets, setting the table,and leading the line.

Have children choose pictures to paste on eachpie-shaped section of the circular chart. Attach

clothespins to name tags, put them in a bag, and havechildren draw names for the jobs once a week. Clipthese on the sections of the chart.

44

33

22

11


My Job, Your JobEveryone has a job to do in the classroom! Build awareness of theimportance of classroom helpers by creating a chart together.

44

ereHseoGllikS

MATERIALS: chart paper,markers, large piece ofposterboard cut into acircle, pictures fromcatalogs or magazines torepresent differentclassroom jobs, bag,clothespins (or Velcro dots),name tags

SKILLS: expressivelanguage, responsibility,cooperation

Refer to the Job Chart whenexploring the themes ofneighborhood and community.


H OW-TODiscuss circle-time rules. Ask children whatrules they think are important, and record their

thoughts on chart paper.

Read them back and choose one to discussfurther. Each day, choose another one to

discuss until you have several main rules to post inyour circle-time area.

22

11

Skill Goes H e re


Making Our Own Rules Children are more likely to abide by the rules if they have a hand in

creating them. Create a Circle Time Rules poster together!

45

MATERIALS: chart and muralpaper, markers

SKILLS: cooperation,expressive language, takingturns, listening

Children can learn theprocess of voting by taking avote at the end of all thediscussions for the rule theythink is most important.Record their votes. Choosethe three or four rules withthe most votes as the officialcircle-time rules!


H OW-TODiscuss rules for a typical day: What rules do weneed to remember when we are on the bus? What do we

need to do when we arrive at school? What are the rulesduring activity time? What are the playground rules?

Use the photos to help children organize theirthinking about rules. Place the photos in a row,

in time order, from left to right on a long strip ofmural paper. Ask children to help you think of a titlefor each event and write this on the time line.

Starting with the first photo, ask children tosuggest rules for that time (for instance, if the

photo is of a child entering the classroom, a rulemight be Walk! Remember not to run.), then writethese on the chart.

Continue asking children to add rules for eachpicture. (This project might span several circle-

time sittings.)

55

44

22

11


A Time Line of Rules Use visual reminders to help children remember what to do and when.Photographs enable children to refer to and read the rules!

46

ereHseoGllikS

Post the time line at childrenseye level along the bottomedge of a bulletin board.

When problems arise, havechildren find the time periodthey are currently in andcheck to see the rules.

MATERIALS: mural paper,markers, photos of variousdaily events

SKILLS: cooperation,expressive language, takingturns, left-to-rightprogression, listening In advance, take photos with adisposable or instant camera ofthe major events of the day (snacktime, circle time, centers, and soon), from start to finish.


H OW-TOToward the end of September, introduce amailbox system! (Children will be more

familiar with one anothers names and faces by now.)Show children the mailbox pockets on the chart andhave them find their name and photo. Ask: Do you haveany mail? Lets look and see.

Use a song to organize the collecting of mail:

Who Has Mail? (tune: Frere Jacques)

Who has mail, who has mail?(childs name) and (childs name)!What is in your mailbox?What is in your mailbox?Go and see, youve got mail!

22

11

Skill Goes H e re


Youve Got MailTurn your circle-time area into a mini post off ice! Children will delight

in f inding mail when they come to circle timeit may encouragechildren who are a bit reluctant to join in!

47

MATERIALS: hanging shoebag with pockets (or aposterboard with self-sealing bags attached), aname card with a photo foreach child (glued on thepocket or bag), paper,stickers, crayons, markers

SKILLS: self-esteem, visualdiscrimination, pre-readingand -writingIn advance, place a short note ineach childs mailbox. Use mostlydrawings or simple words to stateyour message.

Use the mailboxes to send notes home to parents.

If children want to draw or write to a friend, theysimply find his or her picture on the mailbox andcopy the name!

Keep paper and writing and drawing supplies nearthe mailboxes. Children can use them duringactivity time to write messages and draw picturesfor their classmates.

Dont forget to make a mailbox for yourself!


H OW-TOFill the tray with objects from one area of theroom, plus one object that in some way doesnt

belong in the group. Cover the tray and place it onthe floor in the center of the circle.

Explain how to play the guessing game: Hiddenunder here are some objects that are all from one area

of our room, except for one object that doesnt belong. When Itake the cover off, raise your hand if you think you knowwhich area of the room the objects are from.

After children have guessed the name of thearea the objects come from, ask, Who can guess

which object doesnt belong with these things? Why doesnt itbelong? Discuss the name of each object and how it isused, then ask where the odd object belongs.

Cover the tray again and refill it with objectsfrom another area of the room. 44

33

22

11


What Doesnt Belong?Now that children are more familiar with their classmates and theclassroom routines, they can play this fun guessing game.

48

ereHseoGllikS

MATERIALS: tray, smallblanket or tablecloth, toys,manipulatives, tools andother objects from thevarious areas of theclassroom (different shapesof blocks, small cars, toypeople)

SKILLS: visual discrimination,memory, expressivelanguage, inference,deduction

Play the game whenever youare introducing a new materialto a learning center. You willbe introducing the material, itsuse, and its place in theclassroom.

Put two objects that dontbelong in the group and see ifchildren notice!

Reverse the game. Show a trayfull of classroom objects f irst.Then cover it and secretly takeone object away. Ask: What ismissing?


H OW-TOIntroduce the Play Passes by starting adiscussion about crowding, asking, Have you ever

been in a crowd? Then ask children what might happenif all of them wanted to play in the blocks area at thesame time: How would it feel? Would you be happy there?What can we do?

Ask children to suggest the number of childrenthey think might comfortably play in a

particular area.

Show the Play Passes. Explain how adults usesimilar things at big events. Have children

examine the different passes and guess which areasthe passes are for. Tell children that a pass will allowthem to play in a particular area. Bring the passes tothe circle every morning and distribute them at theend of circle time.

33

22

11

Skill Goes H e re


Play PassesOrganizing the day often starts at circle time, when children

make choices about which learning centers they want to visit. Use thissimple, child-tested system for managing each learning center.

49

MATERIALS: passes foreach learning center (enoughfor the number of childrenallowed in each center at atime)In advance, make passes thatallow children to play in aparticular center. Cut picturesfrom catalogs or draw picturesrepresenting each learning center(for instance, if five children canplay at the block center, make fivepasses with pictures of blocks onthem), glue to tags, and laminate.Punch a hole at the top and stringwith elastic cord or thick yarn tocreate necklaces.

SKILLS: cooperation, taking turns, sharing

When children are finished in a center, they hang thepass on a hook or a chair in the area. This signals toother children that there is now room for someone toplay there. This is a simple, self-regulating system.


H OW-TOHide the puppet in the pillowcase. Introduce itat circle time with a sense of mystery: I have a

new member of our class to introduce to you today. But she isvery shy and a bit frightened about coming to school. Do youremember how you felt when you first came to our class? Canyou help her feel comfortable?

Once you have elicited childrens support,slowly take the puppet out of the pillowcase

and introduce her! Invite children to introducethemselves around the circle one by one. Keep thingsdramatic by whispering to the puppet or making itmove or react now and then.

Ask children to tell the puppet about their day:Can you tell our new friend what we do at circle time?

What do we do after circle time?

Ask a few children to be in charge of showingthe puppet around the room for the day. Say:

Do you think you could help her feel comfortable and learnhow to do things here in our classroom? I bet she would like toplay with you today! Children can take turnsthroughout the day showing the puppet around.

44

33

22

11


I Know the Routine!Children can show how well they know their environment by showing a new friend around!

50

ereHseoGllikS

MATERIALS: puppet (or softdoll), pillowcase

SKILLS: expressivelanguage, followingdirections, cooperation,manners

At closing circle, have thepuppet thank children for all ithas learnedand perhapsmake plans for tomorrow!

Take photos throughout theday. Put these together in aMeet Our New Friend book.


H OW-TORemind children that the object of Bingo is tomatch the object that is called with one on their

board. If they have it, they cover the square with amarker. When they have three in a row, they call,BINGO!

Pass out the boards and markers. Encouragechildren to examine their board, asking, What

do you notice about the pictures on the board? Explain thatthis is a special bingo game that has pictures of thingsthey use in the classroom. Ask, Can you name everythingon your board?

Start simply by calling the names of the objects(use the cards youve created). Make the game

more difficult by giving clues: This is something we useat the easel. You use this in the writing center to draw with.

Keep playing until everyone has had a chanceto call BINGO!44

33

22

11

Skill Goes H e re


Circle BingoUse old school-supply catalogs to make a simple bingo game to

familiarize children with every object in the classroom.

51

MATERIALS: cardboardbingo grids (three by three)with squares f illed withpictures of classroommaterials, bingo markerssuch as dry beans, slips ofpaper, or plastic chipsYou can make four or fivedifferent boards and photocopyextras so that every child has one.Make one set of matching cardswith the same objects as on theboard.

SKILLS: visual discrimination,memory, listening,cooperation

Put the game in a learningcenter for children to playindependently.


H OW-TOSing a song to celebrate everyones place in thecircle:

Our Place in the Circle (tune: Sing a Song of Sixpence)

A place for everyoneIn our circle timeWe are all togetherSharing all the timeLook around the circleAnd find a place to sitThese are all your special friends We make a perfect fit!

Ask, How do we know where to find our place in thecircle? Would you like to make special seat markers?

We can make them here and use them whenever we have circletime.

Turn your circle into a collective art area! Passout the place mats and markers for children to

create their own seat marker to use at circle time.Help children write their names on the mat (youmight have them trace over your letters written inadvance with very thin marker) and use the markersto draw a picture of themselves. This way, their faceis always in the circle.

Sing the song again, changing the last two lines to:

Find your name and sit right downWe make a perfect fit!

33

22

11

A Place for Everyone!When children know their place in the circle, they naturally feel part ofthe community. Use a song to remind them how important they are!

52

ereHseoGllikS

C R E AT I N G A C I R C L E - T I M E C O M M U N I T Y C R E AT I N G A C I R C L E - T I M E C O M M U N I T YC R E AT I N G A C I R C L E - T I M E C O M M U N I T YC R E AT I N G A C I R C L E - T I M E C O M M U N I T Y

MATERIALS: permanentmarkers, solid-color plasticplace mats

SKILLS: self-esteem,creative expression, namerecognition

Set the mats out before circletime to give children practicefinding their names.

Eventually, setting out themats can become a job forchildren to do before circletime, providing great practicein reading names. Children willquickly learn how to read afriends name if they want tosit near them!


H OW-TOStart a discussion about cooperation. Write theword on chart paper and add childrens dictated

definitions of the word. Ask: What does it mean tocooperate? What do we have to do to cooperate with oneanother at circle time?

Documents

Best-Ever CircleTime Activities: Back to School - PBworksuwacampusschool.pbworks.com/f/Circle+Activities.pdf · Best-Ever CircleTime Activities: Back to School 50 Instant & Irresistible