A Leaf Is On My Head

This week for large group we sang "Autumn Leaves Are Falling Down" and talked about the leaves we have seen by our houses. The leaves are getting ready for the cold winter. For abstract concepts like this, Kiddos need to hear about it multiple times.

Early language - Point out "leaves", "falling", and "colors"

Middle language - Use longer phrases to talk about how "the leaves are falling" and "changing colors"

Later language - Talk about the sequencing (first little buds/flower, then they open up and are green, then they change colors red/orange/yellow, then they fall), why leaves start changing colors, and falling off of the trees

We each got to pick a leaf and then we took turns being the leader to decide where we put the leaf on our bodies.

We then sang a song to the tune of the "Farmer In the Dell" about where we had put our leaf (I know, I use "Farmer In the Dell" A LOT - it is my all purpose tune, its the best). 

My leaf is on my head,
My leaf is on my head,
Hi-Ho the derry-O!!
My leaf is on my head!

Targeted:

• Concept - Autumn, falling leaves
• Body parts
• Prepositions
• /h/ sound

We also discussed our horse sound - /h/ and tried to figure out if anyone in the class started with "H." We thought of a lot of other words that started with our horse sound too (Hi Ho, Hand, Head, House)!!

Also, this week because of the short week, I am going to see all of the kids individually but for large group my schedule is as follows: Monday - Mrs. Ramos, Tuesday - Ms Manda, and Wednesday - Mr Nate (the Boo Book).

Who Hid the Mummy?

We learned a new song this week at the beginning of large group for autumn!!

              Leaves are falling all around
              On the housetops,
              On the ground,
              Leaves are falling on my nose,
              On my head and hands and toes!

There is a link at the bottom of this post if you would like to know the melody. There are a ton of awesome vocabulary words embedded in that super short song.

After singing and talking about autumn, we played a game where we hid a Halloween Mummy and then found it.

Ms Amanda/Bee told us that when she got to school, she noticed that someone had taken her mummy out of hid bed and had HID it. So then we played a game where we closed our eyes and Ms Amanda/Bee hid the mummy behind one of us. We then patted our legs while we chanted.....
     "Who took the mummy from the mummy's bed?"

We then took turns guessing who had taken it.  If we couldn't remember the name of the kid we wanted to guess, or could not say it, we used a picture on the iPad to point to that said the name of the kid we were guessing.

If we had the mummy we would say "Yes, I have the mummy!" or if we didn't have the mummy we said "No, I don't have the mummy."

We had fun guessing who had the baby and then at the end, we put the mummy back in his bed so he could take his nap.

This week we also started talking about our quiet "Horse Sound" ---- /h/. We put our hands in front of our mouths so we could feel how that sound feels HOT!

Our Horse Sound -  h   -  h   -   h

Popcorn Popping

During large group this week we figured out who had a name that started with our popcorn sound. We had to figure it out. Hmmmm... Pamanda... hmmm no... It's not Pamanada it's AMANDA. Then we looked at some popcorn kernels, touched them, and talked about what happens when they get really really hot! We pretended to be popcorn kernels—curled up tight, got really hot, then popped open!  We then popped our own popcorn with our air popper while practicing our /p/ sound (Pop! Pop! Pop!). We gathered up popcorn kernels and put them in our cups and ate them! While we were eating popcorn, we watched and listened to the book “Popcorn” by Frank Asch. This activity can be extended at home by watching Frank Asch’s book online, talking about what happened, and finding objects that begin with the /p/ sound in your home.

           

Language Targets:

•  Paste tense regular and irregular: picked it up, poured, popped, placed, held, ate, came out, and stuffed
•  /p/: Auditory bombardment, production in initial and final position, phonemic awareness

Google: “Frank Asch Popcorn”, click on second link down or go to:

http://www.frankasch.com/popcorn.swf