Centers:

Center 1:
Standard:
CC.1.1.K.C- Demonstrate understanding of spoken words, syllables,
and sounds (phonemes).
Objective:
SWBAT Isolate and pronounce the initial, medial vowel, and final sound
(phonemes) in the three-phoneme (CVC) words.
Description: [Spelling 3 letter CVC words]
Students will use the flip book to form 3 letter cvc words that
correspond to the picture. Students will pull a popsicle sticks (with a
hypen, middle vowel sound and ending consonant sound on it) and
then find those letters in the bin of magnetic letters. Students will then
choose a consonant to place in front of the middle and ending letters
to form a word.
Materials:
- CVC picture and letter flip book
- Magnetic cookie sheet
- Magnetic letters
- Cup
- Popsicle sticks (with a hypen, middle vowel sound and ending
consonant sound on it)

Center 2:
Standard:
CC.1.1.K.B - Demonstrate understanding of the organization and basic
features of print.
Objective:
SWBAT recognize and name all upper and lower case letters of the
alphabet.
Description: [Building letters and forming faces of people on mats using
playdoh]
 Students will choose a letter sheet and then take playdoh to form the
letter in upper case and lower case form. Students will also have the
opportunity to choose a blank face sheet of a person and then use the
playdoh to create a face for the person.

Materials:
- Playdoh
- Blank peoples faces sheets
- Upper case and Lower case letter sheets

Center 3:
Standard:
CC.1.1.K.A - Utilize book handing skills.
CC.1.1.K.B - Demonstrate understanding of the organization and basic
features of print.
Objective:
SWBAT Follow words left to right, top to bottom, and page by page as
the story is read to them.
Description: [Listening center]
Students will makes sure that the correct CD (to match their book) is in
the Cd player. The students will then put their headphones on and
press play while they follow along with the story as the book is read to
them.
Materials:
- Books on CD
- Books to match the CD
- CD player
- headphones

Center 4:
Standard:
CC.1.1.K.C- Demonstrate understanding of spoken words, syllables,
and sounds (phonemes).
 CC.2.3.K.A.1 - Identify and describe two- and three-dimensional shapes
CC.2.2.K.A.1 - Extend concepts of putting together and taking apart to
add and subtract within 10.

Objective:
SWBAT determine the beginning sounds of a word based on the picture
presented.
SWBAT identify two dimensional shapes.
SWBAT put together and take away by practicing addition and
subtraction.
Description: [dry erase work/beginning sounds puzzle]
Students will play the beginning sounds matching puzzle by looking at
the pictures and first determining the word. The students will then
determine the beginning sound and then match it to another puzzle
piece which has a picture that has the same beginning sound.
Materials:
- Matching beginning sounds puzzle
- Addition/subtraction dry erase boards
- Numbers/shapes dry erase boards
- Dry erase marker
- Eraser

Center 5:
Standard:
CC.1.4.K.L - Demonstrate a grade-appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
Objective:
SWBAT use appropriate capitalization, punctuation and spelling when
copying down the names of the American symbols.
Description: [Walk around the room center]
Students will walk around the room to find the picture with the
corresponding number to the number listed on their paper. They will
then look at the picture to see which American symbol it is. The name
 of the American symbol is written below the picture. The student will
then write the name of that American symbol on the appropriate line,
using spaces, upper case letters, lower case letters, and punctuation
when necessary.

Materials:
- Picture cards (with the names of the American Symbols written on
them)
- Lined paper numbered 1-12
- Clip board
- pencil

Center 6:
Standard:
CC.1.1.K.A - Utilize book handing skills.
CC.1.1.K.B - Demonstrate understanding of the organization and basic
features of print.
Objective:
SWBAT Follow words left to right, top to bottom, and page by page as
the story is read to them.
Description: [Reading books from bins]
Students will choose a book from the bins provided and then practice
their book handling skills, and also their concepts of print.
Materials:
- bins of books

Center 7:
Standard:
CC.1.4.K.B - Use a combination of drawing, dictating, and writing to
focus on one specific topic.
Objective:
SWBAT use the white boards to work on their drawing skills, letter
writing, word writing and problem solving abilities.
Description: [Dry erase boards for writing/drawing/mazes]
Students will use the blank dry erase boards to practice drawing and
the dry erase boards with lines to practice writing. The students will
also have a dry erase board with mazes on it for the students to
practice drawing lines and problem solving.
Materials:
- Dry erase boards with lines
- Dry erase boards that are blank
- Dry erase boards with mazes
- Dry erase marker
- Eraser

Center 8:
Standard:
AL.2.K.D1 - Recognize and create simple patterns.
Objective:
SWBAT create simple patterns by using tangrams to form the shapes
presented on the patterned tangram sheets.
Description: [tangrams/pattern building]
Students will use the tangrams and problem solve to form shapes on
the patterned tangram sheets.
Materials:
- Tangrams
- Patterned tangrams sheets

Center 9:
Standard:
AL.3.K.C1 - Use materials and objects to represent new concepts.
Objective:
 SWBAT use the pictures of different buildings to use as a model to build
their own version with the blocks.
Description: [Building center: blocks and images on a key ring]
Students will have a variety of blocks of different shapes and sizes to
create their own creations or to create buildings that are modeled after
the picture cards.

Materials:
- Blocks
- Key ring with buildings pictured and the name listed below

Center 10:
Standard:
CC.2.4.K.A.4 - Classify objects and count the number of objects in each
category.
CC.2.1.K.A.2 - Apply one-to-one correspondence to count the number
of objects.
Objective:
SWBAT practice counting by adding the dots on the ice cream scoops
and matching them to the appropriately numbered cone.
Description: [Counting ice cream scoops]
The students will count the number of dots on the scoop and then
match it to the appropriate cone (with that number listed on it). The
students should find three scoops per cone. The students can also use
the bowls, scoops and pom poms to practice counting and their fine
motor skills.
Materials:
- Ice cream scoop activity (cones numbered 1-10) (3 scoops per cone
with the appropriate number of dots listed on it)
- Small spoons
- Pom poms
- bowls