Group 1 (2-4 year olds)
THE OBJECTIVES OF THIS CYCLE ARE:
Use appropriate conversational and other communication skills.
Be responsible for the execution and maintenance of the structural rituals of the class.Interact with the concepts of past, present, and future.
Be responsible for the execution and maintenance of the structural rituals of the class.
When you see that there is progress in these areas, you can move on to the next cycle. Check the rubric that will help you know if the group is ready to move forward!
WE SUGGEST YOU CHECK THE EVIDENCES WITH WHICH YOU WILL OBSERVE IF YOUR STUDENTS HAVE ACHIEVED THESE OBJECTIVES
1. STARTING SONG
Just like in previous cycles, the Starting Song is the moment for preparation of the Vivadí class. There are different proposals to carry out this activity to strengthen the pedagogic use of the use.
To get to know or refresh the characters that take roles in this cycle.This is the main activity that will follow the narrative in our classes. There are surveys, creative projects and activities around the school (if that's a possibility).
The hands-on! activities are always inspired by the narratives, so make sure you check them in advance in order to choose the best.
Everything starts with the narrative. It may be a written text, a short movie, a speech, a scene from a documentary, a comic strip, etc. Our classes begin here, and we will be constantly referring back to it in our activities.
Always try to generate curiosity in your students by eliciting from them any kind of speculation
The narrative will always be followed by a simple discussion, in which you will ask specific questions about what they’ve heard or seen.
These are activities that require body movement. They may be learning brain breaks or music videos for kids to sing and dance along.
These activities may be done in any part of the class, especially if kids are too distracted or have been seated for too long.
When choosing the “Sing along” activity, try to have students choose the music videos. You may select a student to be responsible for that in each class. This will help build their autonomy and develop their active participation.
My class is 25 to 30 minutes long!
Remember that if your periods are shorter than 50 minutes, you can try out these shorter plans!
1. STARTING SONG
As usual, we will begin the class with the starting song.
We suggest you let the kids start this activity by themselves, even with a bit more autonomy than in previous cycles. Once you see they’ve started singing and dancing, you can join the fun.
If the kids are concentrated, we propose a few activities that will help you manage the energy of the group.
Ask the children to get in pairs.
One of them will be the dancer and the other will be the mirror.
The idea is that the dancer moves freely to the rhythm of the starting song and the mirror has to imitate the dancer’s moves.
You can tell the children to switch roles halfway through the song so that they all get to act as dancers and as mirrors.
FOUR WORDS EACH
In a circle, start the song by singing the first four words.
The student sitting by your side should sing the following four words, and the next student the four words after that, and so on.
The idea is that the kids listen and pay attention to the words they have to sing out loud.
They win the game if they manage to sing the whole song in this manner!
If the kids are euphoric, we propose a few activities that will help you manage the energy of the group.
Open your hand and raise it as high as you can. While your hand is up and the starting song is playing, sing the lyrics in a loud volume and encourage the kids to do the same.
Then, as your hand goes down, slowly lower the volume making them understand they should lower the volume too. Once they understood the game, play with the volume of the kids singing of the starting song with the use of your hand.
*you can use this resource anytime to adjust the volume of the class by raising or lowering your hand.
Choose a few of the words that are repeated during the starting song, for example “room” “English” and “Vivadí”.
When the children listen to these words they should switch places with another student or just move to another place in the classroom.
This activity will require an active listening of the song, which will help with the general concentration of the group.
Tell the children to sit in four separate groups. During the starting song, you will be an orchestra director. This means that you decide which group has to sing in different parts of the song.
So, you will point at the group that has to sing and the others will have to remain silent until they are pointed at.
After the starting song, you will introduce the narrative moment
In this cycle, we will always begin with the narrative. We will be constantly referring back to it in our activities. When reading them, make sure you use your body language so that the meaning is clear.
The narrative will always be followed by a simple discussion, in which you will ask specific questions about what they've heard or seen.
Listen and Read:
Animals on the Move
Print and Fold:
Mini books to read and re-read, use with re-telling favorite stories. Read them to your class and then give each student a foldable copy. They can color the pages and retell the story to a colleague.
3. HANDS ON
This section is the main activity that will follow the narrative in your classes. There are different formats to choose from.
*It's important to know that these activities are always inspired by the narratives, so make sure to check them in advance to choose the best fit for your students!
Inspired by Three Little Pigs
Game: You might know their story...
Show students the picture and read the sentence on the slide: You might know their story... Show the pictures and ask: What kind of animals are these? Students will answer: pigs. Do you know these characters? Where did you ever see them? Students will answer something like: in a story, in a fairy tale.
- What is the first pig holding? (Garden fork).
- What is he standing on? (Straw)
- What is the second pig holding? (Bricks).
- What is the third pig holding? (Wood).
Have students retell the story of the 3 little pigs. You can ask questions to help them remember details:
Why did the first pig build his house with a straw? (Because he was lazy).
Why did the second pig build his house with wood? (He was also lazy).
Which pig was the smartest? (The third pig). Why? (Because he built a house with bricks).
What happened when the wolf arrived? (He wanted to eat the pigs).
How did the wolf destroy the houses? (By blowing hard on them. He huffed and puffed and blew them away).
Did the wolf manage to destroy all the houses? (No, just the first and the second house).
What happened to the first and second pigs after the pig destroyed their houses? (They ran into the brick house).
Did the wolf manage to destroy the third house? (No). Why? (Because it was strong/ it was made of bricks).
Did the wolf give up when he couldn’t blow down the brick house? (No). How did he try to get in? (Climbing down the chimney).
What happened when the wolf climbed down the chimney? (The pigs had a pot of boiling water and burned the wolf).
Inspired by Animals on the move
Game: Animals on the move
The teacher will organize the kids in a way they can see their classmates. He will give the kids the command, and they must move as the animals move. So, if he