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Education Activities Guide Volume 1

THE COLOR DANCE The world is full of colors so it is important for children to explore colors and learn the names of colors important in their world. Through repetition and making connections to objects children are familiar with, they will soon be able to recognize colors on their own. IN THE CLASSROOM Color Riddles Use riddles to develop higher-level thinking focused on a specific color. Say, Im thinking of the color of the sky on a sunny day. What is the color of the sky? (blue). After much practice, have children create their own riddles. Color Collage Place a sheet of butcher paper on a table or on the floor to create a color collage. Provide magazines and paper of other shades of the same color that children can tear and glue to form a collage. As children tear paper or cut objects of the same color, have children say the color and the name of the item, for example, This is a red ball. Later the collage can be used for instruction to reinforce the name of the color and to learn new words. Finger Painting Have children explore color by finger painting. On finger painting paper or a plastic tabletop pour two to three tablespoons of liquid starch. Have children sprinkle a heaping teaspoon of powdered tempera onto the starch and mix it with their hands. Besides focusing on only the color, develop sensory language by asking if it is cold or smooth. Try adding different ingredients to create a gritty or a slick feeling. Then have children stamp their hand or fingerprints on a large piece of butcher paper or sentence strips. These hand or fingerprints can serve as borders for bulletin boards. Color Sort Provide a sensory table with objects of the color being studied. Have children sort the objects into bowls, baskets, pie tins, or bags in a way that makes sense to them (e.g., fruits, toys, soft, hard). Make sure to name the objects in order to develop vocabulary.

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Education Activities Guide Volume 1

Color Names Match Provide different squares of colored paper and the names of the colors on word cards. Have children match the colored square with its corresponding name. Linear Arrays Have children explore the different shades of colors using paint chips from a paint store. Cut apart the paint chips and have them arrange them in an array from darkest to lightest. For children who need more support, provide a model that they can use to match the colors. Scavenger Hunt After introducing a new color, give children a certain amount of time to find objects around the room of that color. During circle time children share their color objects. Color Dance Option #1 Give each child a colored scarf or a color swatch. Have children dance to music. Once the music stops, call out a color. Anyone wearing that color sits down. Keep playing until everyone is seated. Reverse the game call out a color; anyone wearing that color begins to dance. Color Dance Option #2 Have children stand around the room holding a different colored scarf. Children listen and move according to the directions (e.g., If you have a blue scarf, move your scarf up high; bring it down low. If you have a yellow scarf, walk two steps forward. Wiggle your scarf and freeze!) Word Possibilities with the Word Color Within context, its important for children to understand that the word color can represent both a color (noun) and the act of coloring (verb). Understanding the multiple meanings of words better prepares them for academic success. In addition, it is important to have conversations centered on the other forms of the word (e.g., colorful, colored, colors). Some examples may include, Your painting is very colorful. Take a look how carefully you colored your picture. There are many colors on a rainbow.

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Education Activities Guide Volume 1

COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS - K READING Standards for Literature Reading Standards: Foundational Skills Print Concepts 1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. Phonological Awareness 2. Demonstrate understanding of spoken words, syllables and sound (phonemes) a. Recognize and produce rhyming words. Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. c. Read common high-frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does). Fluency 4. Read emergent-reader texts with purpose and understanding. Writing Standards Text Types and Purposes 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell the events in the order in which they occurred, and provide a reaction to what happened. Speaking and Listening Standards Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about topics and texts under discussion). b. Continue a conversation through multiple exchanges. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. a. Understand and follow- one- and two-step directions.

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Education Activities Guide Volume 1

3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas 4. Describe familiar people, places, things and events and, with prompting and support, provide additional details. 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. 6. Speak audibly and express thoughts, feelings, and ideas clearly.

Language Conventions Conventions of Standard English 1. Demonstrate command of the conventions of standards English grammar and usage when writing or speaking. d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). f. Produce and expand complete sentences in shared language activities. 2. Demonstrate command of the conventions of standards English capitalization, punctuation, and spelling when writing. d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un, pre-, -ful, -less) as a clue to the meaning of an unknown word. 5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

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Education Activities Guide Volume 1

Other Skills and Concepts Mathematics Sort and classify objects Visual and Performing Arts Move in a variety of ways Perform simple movements in response to oral instructions Understand and respond to opposites (e.g., high/low, forward/backward, wiggle/freeze). Noting Details Describing objects by color

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Education Activities Guide Volume 1

RESOURCES URES Books to read aloud: My Colors, My World/Mis colores, mi mundo Maya Christina Gonzalez A Color of His Own Leo Lionni All the Colors of the Earth Sheila Hamanaka Brown Bear, Brown Bear What Do You See? Bill Martin Jr. Little Blue and Little Yellow Leo Lionni Mouse Paint Ellen Stoll Walsh Magpie Magic by April Wilson Harold and the Purple Crayon Crockett Johnson Little Green by Keith Baker Colors Lois Ehlert My Life in Colors/Mi vida en colores Sergio De Giorgi What Color Is It?/Qu color es este? Editors of the American Heritage

Dictionaries What Color Is It? Pamela Zagarenski My Very First Book of Colors Eric Carle

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