3-5 Supplemental Curriculum: Learning Centers

1) Caregiver and child use fine motor skills to strengthen finger muscles and identify at least one characteristic of a caterpillar in the life cycle of butterfly.

Materials:

20-30 colored yarn or cotton balls
Small tweezers
Recycled clean egg carton or other container that has sections and divisions
Small container for yarn or cotton balls
Glue
Paper cut into rectangles (approximately 12cm X 30cm)
“The Very Hungry Caterpillar” by Eric Carle (book or see printout in Unit 7 Resource folder)

Directions:

Caregiver and child talk about caterpillars and how they become moths or butterflies.
Caregiver and child look at the book, “The Very Hungry Caterpillar” by Eric Carle (Use book if available. Or see printout of the story in Unit 7 Resource folder)*
Caregiver and child take turns transferring 1 yarn/cotton ball from small container to the sections of the clean egg carton, one per section, until the 12 sections are full. (If no egg cartons are available, baking muffin pans or another container can be used as a receptacle for the yarn/cotton balls.)
Once the yarn/cotton balls are transferred, take them out and glue on the cut rectangle shaped paper. Add details such as eyes, antennae, face, grass, etc., to look like a caterpillar.
Recite and dramatize the following verse*:

A fuzzy little caterpillar under a leaf crept. (Put curled finger of one hand under the other hand to cover)

Round and round he spun a cocoon. (Make fingers go around in circles)

And for a very long time, he slept. (Pretend to sleep)

That fuzzy little caterpillar slowly wakening with a sigh, (stretch and sigh)

He fluttered his wings and said, “That’s no joke.” (Laugh)

And flew away to meet new folk. (Flap hands to pretend to fly)
If possible in a clean area, caregiver and child take turns crawling like a caterpillar.

* Very Hungry Caterpillar by Eric Carle: Free text copy: www.hubbardscupboard.org, Poem and finger play: Fuzzy Caterpillar found in: Indebaum, Shapiro: The Everything Book for Teachers of Young Children, Partner Press, Michigan, 1985. P 278; Poem: Fuzzy Caterpillar: www.pdffactory.com

Learning Center #2 Title: “Sponge Fun”

Topic 1: Topic 1: Pre-Writing Fun

Link to GRC: CO Yr. 1, #18; CO Yr. 2, #16; PH Yr. 1, #10

Overall Topic Objective: Caregiver and child practice fine motor movements in preparation for writing opportunities.

Center Objective:

1) Caregiver and child practice whole hand muscles and identify at least one quality of cloud formation in our atmosphere.

Materials:

Large sponge (natural works best, but synthetic will work)
2 medium sized containers to transfer water from one to another (size of medium cooking pot or bowl)
Clean water if available (or slightly used from washing dishes, utensils: not to be ingested)

Safe surface outside or inside for a water activity

Directions:

Caregiver and child talk about clouds. Caregiver explains to child that clouds are full of moisture/water.
Caregiver and child fill one container with water.
Caregiver and child take turns placing the sponge in the water and transferring it to the other nearby container, trying not to drip water.
Once the sponge is located over the other container, caregiver and child take turns squeezing the filled sponge and filling up the second container.
Once all water has been transferred, activity can be practiced again by transferring the water back to its original container.
Caregiver and child recall that clouds are full of water and that some clouds are so full of water they make rain. They finish the activity by pretending to be rain falling on a roof: strum fingers on hard surface. Vary the speed as the rain comes down, slow or fast as a rainstorm approaches and leaves.

Learning Center #3 Title: “Praying Hands” (Psalms)

Topic 1: Pre-Writing Fun

Link to GRC: SP Yr. 2, #18

Overall Topic Objective: Caregiver and child demonstrate and practice writing and other fine motor movements in preparation for writing opportunities.

Center Objective:

1) Caregiver and child discover the Psalms as one way to pray to God as they practice fine motor skills.

Materials:

2 pieces of paper that can be folded, one per caregiver/ child
Writing and coloring utensils, safety scissors
Bible open to the Psalms

Directions:

Caregiver and child recite Psalms they know. Examples: Psalm 23 or Psalm 100. Both discover that David’s Psalms were praises and talking to God, a type of prayer.
Caregiver and child fold child’s paper in half, and trace outline of hand with fingers together so that the thumb area is on the fold. Repeat for the caregiver’s hand.
Caregiver and child cut the hand patterns leaving the folds in place so that the paper is doubled. Once cut, each of the hands should open as a book.
Inside the book, caregiver and child write or draw a prayer to God, either personal or based upon the Psalms read or recited together.
Color the little books. Share “Prayer Hands” with another caregiver/child pair.

Learning Center #1 Title: “Name Game”*

Topic 2: Letter and Word Recognition

Link to GRC: SE Yr. 1, #1, 2, 4, 5; SE Yr. 2, #3, 4

Overall Topic Objective: Caregiver and child will identify and use letter and word recognition strategies.

Center Objective:

1) Caregiver and child will recognize letters/symbols and sequence them to form their names.

Materials:

2 pieces of cardboard, one for each caregiver and child
2 envelopes or papers folded, one for each caregiver and child
Safety scissors
Coloring utensils

Directions:

Caregiver and child print their names on the outside of the envelopes, using colors and designs.
Caregiver and child print each of their names separately on the two pieces of recycled cardboard.
Cut apart the letters/symbols of the names printed on cardboard and shuffle the letters/symbols of both names together.
Spread the letters/symbols out on the flat surface. Take turns matching one letter at a time to the names on the envelopes. Place the sorted cardboard letters into the correct envelope with the matching name.
Discuss the following questions:
- What letter does your name begin with?
- How many letters are in your name? Count them together.
- Can you name any other letters in the partner’s name?
Switch envelopes with another caregiver/child pair and try to spell their names and answer the questions above.

*Adapted from: Circle, a teacher’s manual produced by the Children’s Learning Institute, University of Texas, Houston, TX, USA, 2009. Note: Use in the language of participant’s context.

Learning Center #2 Title: “Sort Your Name!”

Topic 2: Letter and Word Recognition

Link to GRC: SE Yr. 1, #1, 2; SE Yr.2, #1

Overall Topic Objective: Caregiver and child will identify and use letter/symbol and word recognition strategies.

Center Objective:

1) Caregiver and child decide which letters/symbols belong in their names.

Materials:

Paper bag or recycled clean plastic bag with letters of caregiver/child’s names (letters can be used from Topic 2 Learning Center #1. See Unit 7 Resource folder)
Extra letters from participant’s alphabet to add to letters/symbols in names

Two bowls or containers labeled “Yes” or “No”

Directions:

Caregiver and child place all the cut letters (either new ones created or the ones from Learning Center #4) into a clean plastic or paper bag.
Caregiver and child take turns choosing one letter at a time from the bag.
Caregiver decides if the letter she has chosen appears in her name and places it in the “Yes” or “No” container. Child takes next turn. Alternate until all the letters are gone from the bag.
Once all the letters have been chosen, look through each container of letters to determine which letters are the SAME for the caregiver and child. What letters are they?

Learning Center #3 Title: “Where is the letter?”

Topic 2: Letter and Word Recognition

Link to GRC: None applicable

Overall Topic Objective: Caregiver and child will identify and use letter/symbol and word recognition strategies.

Center Objective:

1) Caregiver and child decide and identify the letters which are missing from their names.

Materials:

Chalkboard and chalk OR recycled cardboard box lid containing sand, one per caregiver/child
Alphabet strip made of cardstock or other heavy paper or cardboard with all the letters/symbols of spoken language written on it

Directions:

Place the alphabet strip visibly in front of the caregiver and child for this activity.
Caregiver first writes his name on the chalkboard/sand tray in large letters. Child hides eyes while caregiver erases one of the letters.
Child tries to guess which letter is missing and points to that letter on the alphabet strip.
Caregiver tells the child if she is correct and continues to erase one letter at a time for the child to guess and match by pointing to the missing letter on the alphabet strip.
Child repeats the same activity using her name on chalkboard/sand tray. Caregiver hides eyes and tries to guess the missing letters!
Discuss together the following questions:

Who has the longest/shortest name?
Whose name has repeated letters?

Learning Center #4 Title: “The Book is in the Bag”

Topic 2: Letter and Word Recognition

Link to GRC: None Applicable.

Overall Topic Objective: Caregiver and child will identify and use letter/symbol and word recognition strategies.

Center Objective:

1) Caregiver and child name pictures that begin with letters in their names.

Materials:

Safety scissors
Recycled magazines or other sources that contain pictures of a variety of objects, including everyday scenes and items familiar with caregiver/child
2 clear, clean plastic bags or paper envelopes large enough to hold cut pictures representing each of the letters of the caregiver/child’s name

Directions:

Caregiver and child cut out pictures from recycled magazines that begin with each letter of the caregiver/child’s names. (For example; name is Ann; find a picture of an apple, a nut and a net.)
Place the pictures inside each correct bag for the caregiver and child.
Caregiver and child share their “bag books” with another caregiver/child pair.
Caregiver and child take turns pulling out one picture at a time, naming the letter it represents and creating a sentence (can be a silly sentence) about the picture displayed.

Learning Center #5 Title: “Letter Toss”

Topic 2: Letter and Word Recognition

Link to GRC: PH Yr. 1, #13

Overall Topic Objective: Caregiver and child will identify and use letter/symbol and word recognition strategies.

Center Objective:

1) Caregiver/child will recall letters/symbols of alphabet and name at least one other word which contains the identified letter.

Materials:

Recycled clean egg carton(s) (Note: more than one carton can be used if available, so that more letters/symbols can be learned at one time during the activity.)
Prepare the egg cartons by writing one letter/symbol in each space of the container, depending upon alphabet of the country involved
Recycled newspaper
Coloring utensils/markers

Directions:

Caregiver and child tear off strips of newspaper to create little “balls” of wadded newspaper.
Caregiver and child take turns trying to toss one “ball” into one of the egg container spaces.
The player names the written letter in the space their “ball” landed in and thinks of at least one other word or name that begins with that letter.
Take turns until all the 12 spaces (or more, if available) are filled with newspaper “balls.”

Learning Center #1 Title: “Everyday Language”

Topic 3: Speaking and Listening

Link to GRC: None applicable.

Overall Topic Objective: Caregiver and child will practice speaking and listening skills to enhance language foundations.

Center Objective:

1) Caregiver and child identify at least 4 or 5 written words or “print” in everyday uses.

Materials:

Collect boxes, ads, magazine, newspapers used in daily life (Examples: notices, advertisements, letters, newspapers, magazines, written signs, etc.)
Basket or container to hold listed materials

Safety scissors

Directions:

Caregiver and child cut out written print from everyday available paper products and place them together in a basket or other container.
Caregiver and child take turns choosing one “printed” item and discuss its name and the letters of the alphabet located in the printed materials.
Caregiver and child discuss the “use” of the item represented in the print and create a sentence or make up a short story about the item.
Caregiver and child name as many letters as possible found in the printed materials and identify those letters also found in their names.

Learning Center #2 Title: “What do Your Senses Say?”

Topic 3: Speaking and Listening

Link to GRC: CO Yr. 1, #1-6; CO Yr. 2, #1-6

Overall Topic Objective: Caregiver and child will practice speaking and listening skills to expand language foundations.

Center Objective:

1) Caregiver and child use their five senses to describe real objects, pictures, and/or photographs in order to practice expressive language skills.

Materials:

5 cards prepared with a picture representing each of the five senses displayed (Examples: nose for smell, finger or hand for touch, lips for tasting, eyes for seeing, and ears for hearing)
Pictures from recycled magazines, photographs, everyday objects (Examples: kitchen utensils, socks, balls or other simple toys, etc.)

Directions:

Caregiver and child discuss how we use our five senses to talk about pictures and objects in our world.
Show and identify the “5 senses” cards and discuss each of them. Example: Choose a sock and describe it with your eyes, ears, nose, touch, and taste.
Caregiver and child take turns picking an object, picture or photograph and think of words from the 5 senses to describe it.
Invite child to add any extra describing words about the chosen item.

Learning Center #3: Title: “Telling a Bible Story”

Topic #3: Speaking and Listening (Expressive and Receptive Language)

Link to GRC: SP Yr. 1, #5, 11, 19, 24; CO Yr. 2, #44

Overall Topic Objective: Caregiver and child will practice speaking and listening skills to enhance language foundations.

Center Objective:

1) Caregiver and child dramatize and tell a favorite Bible story using expressive language.

Materials:

Craft sticks or other short sticks as the base for the puppets (recycled heavy cardboard can also be cut into strips about 15cm long and 4cm wide upon which to mount the pictures of the Bible characters in the story)
White or lightly colored paper
Coloring utensils
Glue
Safety scissors
Bible or Bible storybook (preferably with pictures)
Large recycled cardboard box, set upside down on a table to use as the puppet stage, towel or blanket to cover the box for the stage platform

Directions:

Caregiver and child talk about their favorite Bible stories. Some ideas are: Noah and the Ark, Moses as a baby, David and Goliath, and Daniel and the Lion’s Den.
Caregiver and child draw simple stick figures of the main characters in the story.
Glue the characters of the story onto the provided sticks.
Set up a large box for the stage.
Take turns telling the story, making sure that each of the characters “talks” to the audience during the performance.

Learning Center #4: Title: “Real or Pretend?”

Topic #3: Speaking and Listening

Link to GRC: CO Yr. 2, #42

Overall Topic Objective: Caregiver and child will practice speaking and listening skills to expand language foundations.

Center Objective:

1) Caregiver and child will decide what language makes a story a “real” story or a “pretend” story with at least two examples.

Materials:

15-20 Pictures of animals, including some pretend animals* (Examples: dragon, unicorn, centaur, etc. *) Pictures can be cut from old magazines or old, recycled books no longer used for reading
Basket or container to hold the pictures
One dice and flat surface to play the game

Directions:

Caregiver and child talk about REAL and PRETEND. Use the following sentences:
- “A plant can grow in the ground.” Ask child, “Is that a real statement or is that pretend?”
- “A dog down the street told me that I am eating potatoes for dinner.” Ask child, “Is that a real statement or is that pretend?”
Caregiver starts the game by rolling the dice. Depending upon the number shown, the child chooses that number of pictures from the container. Then, the caregiver makes up a REAL or PRETEND sentence about each picture. Every time the child guesses the correct answer (Real or Pretend), then she gets a point in the game.
Child takes her turn and rolls the dice. She makes up silly sentences about each picture and the caregiver tries to guess if the sentence is “REAL” or “PRETEND.” Caregiver receives a point each time she is correct in saying “REAL” or “PRETEND.” If the caregiver and child disagree about the answer, they talk about it until they can agree!
Game continues until all the pictures have been chosen or as time allows.

* Websites for animal pictures in printout for Unit 8: www.firstpalatte.com;