ENCORE - END OF YEAR PROGRAM

This time of year many of you are stressing out over your “end of the year” program. Listen, no matter what their kids do, the parents will be thrilled and think they are wonderful. So keep it fun this year with these simple ideas.

Who Let the Letters Out? 
Staple ovals to a strip of paper to make doggie headbands. Let children decorate large cardboard letters with glitter and bling bling. Punch a hole in the top and tie on a string to make rapper necklaces. Make a large doghouse to pin on the stage curtains. (Square with an arch cut out. Triangle roof.) As you sing the song children come out of the doghouse dancing and wearing their letters.

Who let the A out?
/a/ /a/ /a/ /a/ /a/
Who let the B out…

https://www.youtube.com/watch?v=i1H-LTV4pkU

Happy Birthday Letters 

Have children bring in baseball caps and sunglasses. Make microphones out of toilet paper rolls wrapped with aluminum foil. Turn the caps backwards as you sing:

Yo A, it’s your birthday.
Let’s all read like your birthday.
/a/ /a/ /a/ /a/ /a/ /a/
You B, it’s your birthday…

https://www.youtube.com/watch?v=tuyyoj_xvUE



Alphabet Remix
Sing the regular ABC song. (Fold hands and sing sweetly.)
“Remix!"
I say, A B C D E F G! (clap twice) (Dance from side to side.)
H I J K L M N O P (clap twice)
Q R S, (clap)
T U V, (clap)
W X Y and Z.
Now I know my ABC’s.
Next time, won’t you rap with me? (Make rapper hands and dance.)
A (blow out of the side of your mouth)
B (blow) C (blow)….Z
Now I know my ABC’s (blow).
Now you’re ready to read with me! (blow)


The Very Hungry Class
This is a take off on "The Very Hungry Caterpillar." Choose a song, finger play, or poem that you’ve used for every month in the school year. It will bring back fond memories for your students and will be an easy program to put together for the parents. It might go something like this:

When school started we were a very hungry class eager to learn.
In September we learned our rules -THE RULES RAP.
In October we learned the days of the week – DAYS OF THE WEEK.
November was when we said our letters and sounds – ALPHARDY.
In December we learned the months in the year – MACARENA MONTHS.
January was our Hundreds Day Celebration – ZERO THE HERO STOMP.
In February we learned about money – THE MONEY SONG.
March was time to learn to spell – COLOR FARM.
In April we learned to recycle – REDUCE, REUSE, RECYCLE.
May was a time to study (plants, dinosaurs, caterpillars, or another song that reflects your standards).
Now, before we say good-bye,
We’ll sing our favorite song for you.
Please stand up and join along
And you can learn to “Tooty Ta”, too! (The audience stands up and does the “Tooty Ta” with you.)


Author's Tea
After writing and editing original stories, invite parents to a party where each child gets to share her book and read a few pages.

Check out activities for the end of the school year on my video:
http://bit.ly/2pFoAqU

SEA SCIENCE

If you're going to the beach save some shells and sand. If you're not going to the beach you can still do these science activities.

Sink and Float
You’ll need a file folder, tub of water, and a collection of small objects (pencil, crayon, paper clip, ball, block, pebble, leaf, etc.) On one side of the file folder write “float” and on the other side write “sink.” Children place the items according to whether they think they will float or sink. They can then test each object by putting it in the water and readjusting where it should go.


Beach Bottle
Put ½ cup sand in a bottle. Add some shells and fill half way with water. Add a drop of blue food coloring. Make a small fish from Styrofoam or a water balloon.

Wave Bottle
Fill 2/3 full with water. Add a drop of food coloring. Fill to the top with vegetable oil or Baby oil. Slowly rotate the bottle on its side to make waves.
*Add glitter if you like.

Sand Collections
Collect sand from various beaches in jars or bottles and label. Children can use a magnifying glass to observe the contents. How are they alike? How are they different?

*They could do descriptive writing about what they see in the bottle.

*A good way to get sand samples is to have children write friends and relatives who live near a lake or ocean and ask them to sand a small bag of sand to their class. (Be aware that there are some restrictions as to sending natural objects into the continental 48 states.)

Research
Purchase a bag of shells from a dollar store and put it out with a book about seashells. Children can look through the book and identify the shells.

"ANT" TICS

In keeping with the bug theme, how about some ANTics today!

Insect’s Body
(Tune: “Head, Shoulders, Knees, and Toes”)
Head (Point to head.)
Thorax (Point to chest.)
Abdomen – abdomen! (Point to stomach.)
Head, thorax, abdomen – abdomen!
And eyes (Point to eyes.)
And mouth (Point to mouth.)
And antennae, two (Stick 2 fingers up.)
Six legs (Wiggle 3 fingers on each hand.)

And there’s an insect for you!
(Leave off a verse each time you sing and hum.)

Anatomy of an Ant
Brainstorm how to find out more about ants. For example, you could look for a book in the library, search the internet, ask a scientist, observe an ant on the playground, etc.
Have children draw an insect and label the body parts.

The Ants Go Marching
(Tune: “When Johnny Comes Marching Home”)
The ants go marching one by one, (Hold up one finger.)
Hurrah! Hurrah! (Fist in the air.)
The ants go marching one by one,
Hurrah! Hurrah!
The ants go marching one by one,
The little one stops to suck his thumb, (Pretend to suck thumb.)
And they all go marching down, (Hands go down.)
To the ground,
To get out of the rain
Boom! Boom! Boom! (Pat thighs.)

Two by two…tie his shoe (Pretend to tie shoes.)
Three by three…climb a tree (Climb a tree.)
Four by four…shut the door (Shut the door.)
Five by five…boogie jive (Dance in place.)
Six by six…pick up sticks (Pick up sticks.)
Seven by seven…point to heaven (Point upwards.)
Eight by eight…learn to skate (Pretend to skate.)
Nine by nine…scratch his spine (Scratch spine.)
Ten by ten…That’s the end! (Snap fingers.)

Let children dramatize this song. Make headbands or let them wear number vests to indicate different verses in the song.

Ants on a Log

You will need:
Celery cut into 3-4” pieces
Peanut butter (substitute cream cheese if there are peanut allergies)
Raisins
Directions:
Let children spread the peanut butter or cream cheese in the log.
Place raisins/ants on the log.
Eat and enjoy!

*You know, I’ve been making this snack for years, but it will be a new treat for many children. Mmmm! I just ate the one I made for the picture and it still tastes pretty good after all these years!

THE BUG DANCE

If your kids are "antsy" then I've got a new video that will get rid of their wiggles!

https://www.youtube.com/watch?v=0DfoKaSJWEM

The Bug Dance
By Dr. Holly

Bugs, bugs everywhere!
Bugs, bugs everywhere!
On my shoulders, in my hair!
On my shoulders, in my hair!
Fat and lean ones, in-between ones
Fat and lean ones, in-between ones
Orange ones, red ones, pink and green ones!
Orange ones, red ones, pink and green ones!
Crickets, beetles, ladybugs too—
Crickets, beetles, ladybugs too—
One just landed on my shoe!
One just landed on my shoe!
Caterpillars, grasshoppers, spiders, ants
Caterpillars, grasshoppers, spiders, ants
One is crawling up my pants!
One is crawling up my pants!
I like bugs both big and small.
I like bugs both big and small.
I like them marching up the wall.
I like them marching up the wall.
I like them on flowers and in trees,
I like them on flowers and in trees,
But please, oh please, get them off of me!
But please, oh please, get them off of me!

Choral Reading – Teacher reads the first line and then children repeat it.

Visual Imagery – Children close their eyes as they repeat the rhyme and “make pictures” in their brain.

Drawings – Have children illustrate the poem.

Bug Books – Check out books from the library and ask children, “What can you find out about bugs?” Encourage them to take notes and share what they learned.

Thumbprint Bugs – Children make thumbprints on a page and then add details with markers to create bugs.

Bug Paintings – Cut paper to fit in a shoebox or similar box with a lid. Put plastic bugs in paint and then use a spoon to transfer them to the box. Put the lid on and shake the box. The bugs will “paint” a picture for you!

Play Dough – Let children create bugs out of play dough and sections of pipe cleaners. Encourage them to name their bugs.

Swat the Fly 

Cut flies out of construction paper and write numerals on them. Tape to the wall or staple to a bulletin board. Give one child a fly swatter and have them turn their back to the wall as you say this rhyme:
Turn around and swat the fly.
Tell me the number that you spy.
The child turns around, swats a fly, and identifies the number.



*Write letters, words, etc. on the flies.

*Make a game with two teams. One child from each team holds a fly swatter. The teacher calls out a number, word, math fact, etc. and the first child to swat it correctly wins a point for their team.

Bug Me
Cut bugs out of construction paper and write letters, numerals, words, etc. on them. Place on the floor or tape to a wall.

Download the fly and bug pattern here:

https://drive.google.com/file/d/0B1SnEagA4jljS2NweVFYTlVTVWs/view?usp=sharing&resourcekey=0-an4i1dBrde78QIOBS3eRHA

NATIONAL ARBOR DAY

National Arbor Day is April, 26, so you'll want to be sure and check out this website and plan some special activities for your class this coming week.

https://www.arborday.org/celebrate/educational-resources.cfm

Plant a Tree
Contact your local cooperative extension service, Forestry Services, or National Arbor Day Foundation for free seedlings. Discuss what your tree will need to thrive. Prepare the soil, water your tree, and record its growth.

Brainstorm!
Divide children into small groups and let them brainstorm all the products we get from trees.

*THE GIVING TREE by Shel Silverstein is a wonderful book to share, but my little kids always wanted to know, "Why did he have to get old?" (I wonder the same thing sometimes!!!)

TREEmendous Writing
Let children look out the window or sit under a tree and write descriptions. Think about the colors in the tree. Are there animals in the tree? What are the parts of a tree?

*For creative writing, ask children to complete this sentence: If I were a tree I would...

Tree Identification
Get a book on trees from your school library. Take a nature walk and challenge the children to identify the trees on the school grounds. How does the bark on trees vary? Do all trees have blossoms in the spring? How are the leaves different?
*Hint! Give children a clipboard and let them draw their favorite tree.
*Let them do rubbings of leaves from different trees and compare.
*You can find many different free printables for leaf identification online.

  

Vocabulary
What's a deciduous tree? What's an evergreen tree?
Sing this song to the tune of "London Bridge" to help your students learn how about deciduous and evergreen trees.

If your leaves fall to the ground,
to the ground,
to the ground.
If your leaves fall to the ground
You're deciduous.
If your leaves stay green all year,
green all year,
green all year.
If your leaves stay green all year,
You're an evergreen.

KINDERGARTEN DAY

April 21st is "Kindergarten Day" in honor of Friedrich Froebel who started the first kindergarten in Germany in 1837. Kindergarten originated to help children adapt to learning and social interactions in a fun way. Froebel believed in self-directed play, singing, dancing, blocks…a “garden” where children could grow! He’d probably roll over in his grave now if he saw what was going on!!

As I write this I am remembering my kindergarten teacher Mrs. Myers. I LOVED her! I mean, I worshipped her! She was a fairy godmother and the center of my world. She seemed ancient to me at the time, but I’m probably way older now than she was when she taught me. Thank goodness for hair dye and make up!!!

Do you see me? I'm in the center front with the dress my mother

made me for my first day of kindergarten.

I remember playing “The Farmer in the Dell” and other circle games. I also remember the finger play “Here are grandma’s glasses…” We had sugar cookies with a hole in the middle that we would put on our finger as we ate and we also had orange kool-aid. (Oh, my goodness! The sugar police would get Mrs. Myers for sure!!!) My favorite activity was painting. I especially liked to paint princesses. Back in those days the only princess I knew about was Cinderella, but I longed to be like her. One day as I was at the easel I painted a stripe down my leg. It looked so good I painted another…and another…and another…until my legs had beautiful stripes all over them. Mrs. Myers could have squelched my creativity right then and there, but she just laughed and said, “Don’t do it again.”

Another memory I have is learning to tie my shoes. I wore corrective saddle oxfords I feared would come untied at school and then what would I do? Everyone would know that I couldn’t tie shoes!!! Well, one day they came untied and Mrs. Myers said, “You’re a smart girl. Now, you just sit down and figure it out.” And you know what? I did!!!! She knew when to coddle and when to push.

And incredible as it may seem, although all I did was PLAY in kindergarten I can actually read and write now!! I imagine most of the adults running our country, writing curriculum, and running schools actually PLAYED when they were in kindergarten and look at them now. It would be interesting to ask those who preach "rigor" and "instructional time" and "high test scores" what they remember about being in kindergarten.

WHAT’S THE POINT? By Dr. Jean

If you cover every objective in the curriculum, but don’t have time to play outside or take field trips—
What’s the point of kindergarten?

If you do every page in the workbook, but don’t have time to laugh, do show and tell, or sing a song—
What’s the point of kindergarten?

If you know all your letters and sounds and numbers and sight words, but don’t know how to be a friend or share—
What’s the point of kindergarten?

If you score high on the standardized test, but don’t like school—
What’s the point of kindergarten?

If you master every skill and have 2 hours of screen time, but don’t have time to play in the block center or housekeeping or do puzzles—
What’s the point of kindergarten?

If teachers are so overwhelmed by the demands, expectations, and assessments they are given that they don’t have time to hug, smile, read, cheer, cherish, and look in the eyes of those wonderful little children in their classroom---
Then what’s the point of being a kindergarten teacher?

But we know that five is a magical time, and children only have one chance in a lifetime to be five. SHUT YOUR DOOR and hold hands, sing, dance, paint, tell stories, make believe, play outside, and continue to give children happy memories! And only you can do that because YOU are a kindergarten teacher and YOU are SPECIAL and AMAZING just like the children you teach!

Here's what I think should be the KINDERGARTEN BILL OF RIGHTS!!

http://bit.ly/drjean_billofrights

My "kinderoos" in the 1980's. 

I'd love to know where they are now.

Michelle Lewis wrote this beautiful memoir that is perfect to share with you today! I know many of you feel the same way.

When I reflect on the 17 years I have been a teacher, I have definitely seen the pendulum swing back and forth in the field of public education.

Ever since I was in kindergarten, I knew I wanted to be a teacher when I grew up. Every morning when I walk into my classroom, I still feel like I’m living my dream.

Even with all the challenges and changes in education, I still love being a teacher. I truly do not think there is much greater in life than looking into the eyes of a child and watching them grow, learn and discover the world around them.

Of course, like so many teachers out there, I find myself wishing so many things could be different in the world of early childhood education but I try to make the best of it and hope the pendulum swings back to a time when the focus becomes more about “what is truly best for kids.”

I hope somewhere down the road changes are made in education, especially in the realm of early childhood education to ensure ALL curriculum is developmentally appropriate. We are causing these young kiddos to feel anxious, defeated and as if “they can’t measure up.” Some of these kids truly feel stressed when they take assessments. Some already show signs of test anxiety.

In my classroom, I do my very best to meet all of the state standards and teach the provided curriculum but my main focus is always my students. I look to how they are doing, how they are feeling and what they need at any given moment.

I find ways to incorporate time for that “social- emotional learning” piece of the puzzle that is often missing in many curriculums. I practice/ teach Conscious Discipline by Dr Becky Bailey in my classroom and use “teachable moments” as opportunities for learning.

I want my students to understand the importance of showing empathy, kindness, compassion, etc. I want them to know they are loved. I want them to feel a sense of belonging at school and know they are a part of our school family. I want them to live with integrity and do the right thing, even when nobody is watching. I want them to know that they can aim for the stars, live their dreams and become whoever they want to be. I want them to know they can make a difference in this world .

As a teacher, I truly believe that teaching my kiddos the importance of being helpful, safe and kind is more important than teaching them their ABC’s and 123’s. Every day my 4K students recite our classroom mission statement in sign language.

“Today in 4K we will play together, learn together and work together. We are a school family. We will be helpful, safe and kind.”

In my classroom, I want my students to see “learning as fun” and I want them to truly want to come to school. Of course I want them to learn the academics they need to be successful in kindergarten and beyond but I also want to provide time for them to play, laugh, giggle, sing and dance.

I try to provide my students with the best possible learning experience every single day and I strive to take care of their social and emotional well-being.

One way I do this is by reserving the last 10 minutes on Thursdays (4K is only 4 days per week) for a DANCE PARTY, complete with colorful lights and songs the kids love to dance too. Obviously as teachers, we purchase items for our classroom “out of pocket” but I will say the disco ball laser light was without a doubt one of my best purchases for my classroom.

We dance to songs like “Gummy Bear,” “It’s Raining Tacos,” “The Hamster Dance,” “Happy” and the list goes on. It’s funny because I have taught my kids “The Locomotion” and we have made a train and danced around our classroom and even gone down the hallways and they absolutely LOVE IT! I often hear during our dance parties “Ms. Lewis, can we please do the train song?”

For 10 whole minutes, it is pure joy in my classroom. There is dancing and jumping and hand holding and laughing and I can guarantee, every child in my class walks out of my classroom with a smile! And guess what happens on Monday— they want a DANCE PARTY!

This blog I wrote wouldn’t be complete without personally thanking Greg Smedley-Warren. He is an absolutely AMAZING kindergarten teacher in Tennessee who prompted me to start having dance parties in my classroom after observing videos of his class having them.

“We end everyday with a dance party to celebrate all we accomplished that day. Even on the hard days, we end on a positive note so we all leave happy! “ Greg Smedley Warren

(If you do not follow him, you should :)

The Kindergarten Smorgasboard

https://thekindergartensmorgasboard.com

He is a BRIGHT LIGHT in the world of early childhood education. His heart is filled with love for kids. His classroom is filled with joy and smiles. He has made me a better teacher!

SHOW ME

*Think of all the possibilities with this game using letters, sight words, colors, shapes, etc.!

Number Show Me

Make a set of “show me” cards for each child by writing the numerals 0-10 on 3” squares of heavy cardstock. Have children store these cards in a zip bag in their desk. When you have a few extra minutes, ask the children to get their cards and arrange them on the floor or table in numerical order from 0-10. Use the cards for some of the games below.
*Adapt the number of cards to the ability of your students.

How Many?
The teacher claps, snaps, or stomps a set. Children listen and then hold up the correct number.

*Show me how many toes you have? How many thumbs at your table? Show me how many days in the week?

*Make a set with felt pieces on the flannel board. Show me how many.

Mystery Number
I’m thinking of a number between 4 and 6. Show me. I’m thinking of a number two more than seven. Show me.

Math Facts
4 plus 2. Show me.
9 minus 3. Show me.

Number Stories
I had four pennies. I found three more. Show me how many I have in all.
*Let children make up math stories for their friends.

Fact Families
Call out numbers in a fact family. Can children write the equations in that fact family?

Number Bonds
How many ways can you make seven?

Base Ten
Put 3 in the tens spot and two in the ones spot. What’s the number?

Odd and Even
Sort the odd and even numbers.


Letter Show Me
Here are activities with letter cards. It would be best to use 5-10 letter cards at a time.



Note! Use the cards with upper and lowercase for letter recognition games.
Use the single letters for making words.

*Scavenger Hunt – The teacher calls out a letter and the children match that letter with something in their room or in a book.

*Phonics - Show me the sound you hear at the beginning of ___?
What sound do you hear at the end of ___?

*Spelling - Call out CVC word, a sight word, or spelling word for children to make with their letters.

Plastic plates or laminated white card stock are also great substitutes for white boards.

Yes – No Show Me Cards
You will need two index cards. Write “yes” on one and “no” on the other. Children place them on the surface in front of them. As the teacher asks questions, the children hold up the appropriate word.

CLIP IT GAMES

These games are perfect for children to play with a partner or with a small group. Peer teaching is one of the best ways for children to learn, so children who have mastered skills will be able to help their classmates succeed.

Pony Round-Up
Why? upper and lowercase letters, numbers, beginning sounds, etc.
What? spring clothespins, heavy paper
How? Cut ponies and saddles out of cardstock paper using the pattern on the following page. Print an uppercase letter on each pony, and a lowercase letter on each saddle. Children take the ponies and stand them up using the clothespins as legs. Next, children match the correct saddle for each pony.

https://drive.google.com/file/d/0B1SnEagA4jljMXRUdG1rOUp2Y0k/view?usp=sharing


Teddy Bear, Teddy Bear
Why? matching upper and lowercase letters, pictures and sounds, sets and numerals, math facts and answers, etc.
What? heavy paper, clothespins
How? Cut bears and shirts out of paper. Write uppercase letters on the bears and lowercase letters on the shirts. Children match bears and shirts with clothespins.

https://drive.google.com/file/d/0B1SnEagA4jljTTAxcXBUZzU1dHc/view?usp=sharing


My Messy House
Materials: cardstock or heavy paper, spring clothes pins, string
Directions: Cut clothes out of paper using the attached pattern. Write skills on the clothes and place them on the floor. Tie a string between two chairs to make your clothesline. Children choose a piece of clothing, identify the information, and then hang it up on the clothesline.

    

https://drive.google.com/file/d/0B1SnEagA4jljSDk1Z2ZjUldqSlU/view?usp=sharing

This game can be used with the whole class, a small group, or in a learning center. Here are a few skills you could reinforce:

Letters – Write letters on clothes and children can hang them up as they say the letter and make the sound.
*Write uppercase letters and lowercase letters on clothes and children can match them and hang them up.
*Hang letters in alphabetical order.

Numbers – Write numerals on clothes for children to hang up in order.Z
*Write math facts on some clothes and numerals on others for children to match and hang up.

Words – Children can hang up words they can read. Can they make a sentence with their word?
*Hang up words in order to make a sentence.
*Write antonyms or synonyms on words for children to match.

You’ll have a CLEAN HOUSE for sure with these games!

WIGGLE WORMS, ZAP, AND BOOM!

ZAP, BOOM, WIGGLE WORMS, AND STARS are all adaptions of a classroom game that your students will love (and learn from) when you've got a few extra minutes.

SKILLS: letters; words; phrase cards; math facts; shapes, etc.

MATERIALS: small can with a smooth edge (such as one from chips,
frosting, etc.), large craft sticks, markers, wrapping paper

DIRECTIONS: Cover the can with paper and write ZAP! on it as shown.

On the bottom of sticks print words or other skills. On several sticks write “ZAP!” Place all the sticks in the can with the words towards the bottom of the can. Have the children sit in a circle. One at a time, children hold the can and pull out a stick and identify the word on it. When a child chooses a stick with “Zap!” on it, they return all their sticks to the can. Continue passing the can until there is one person left.



Hint! If children can’t identify the information on their stick, let them “phone a friend” for the answer.

More! For older students, add sticks that say, “You get two turns.” “Take a peek.” “Loose a turn.” “Skip.”

BOOM!
Write "Boom!" on several sticks and when children choose that stick they jump up and shout, "BOOM!


WIGGLE WORMS
Write "Wiggle Worms!" on several sticks. Children stand and wiggle like a worm if they pull this stick.


STARS
Glue stars to several sticks. If children choose this stick they get to keep it.

*You can also adapt this game for different holidays or units of study. For example, in October you could use skeleton stickers and the children could “shake their bones.” In January glue a snowman and they have to shiver.

Stinky Cheese
Why? sight words, fluency phrases, letters, math facts, shapes, etc.
What? lunch bag, yellow construction paper, marker
How? Cut cheese slices out of poster board or fun foam. Write letters, words, numbers, etc. on most of the cheese slices. On two slices write “Stinky Cheese!” Place the cheese slices in a lunch sack. Children pass around the sack drawing out one slice at a time. If they can identify the information on the slice they get to keep it. If they get “Stinky Cheese!” everyone holds their noses and says, “Stinky Cheese!” That person must then put all her slices back in the bag.

*How about a game of “stinky feet” or “stinky socks”?
*An empty cheese cracker box makes a more durable container for the game.

PLAY AND LEARN

Paper plates are cheap, durable, and make perfect flashcards for these games.

MUSICAL PLATES
Skills: words, letters, math facts, colors, shapes, etc.
Materials: paper plate flashcards with information you want to practice
Directions: Do you remember the old game where you placed chairs in a circle and walked around until the music stopped? If you didn’t find a chair you were OUT! This is a similar game that can reinforce letters, words, colors, math facts, etc. Scatter the paper plates on the floor. Play some catchy music for the children to dance to. When the music stops each child finds a paper plate and picks it up. The teacher randomly points to various children to identify the information on their plates. Have the children place the plates back on the floor and continue dancing.

*If the child is unsure about what is on their plate invite them to “ask the audience.”

*You can play a game similar to musical chairs where you remove one word at a time so children have to scramble to find a word.


Word Worm
Draw the face of a worm on a paper plate. Write sight words on other plates. Pass out a word card to each child. One at a time children come up and place their word next to the worm’s head. Each child reads all of the previous words before placing her word down. How long can the worm grow!

Hint! Children can “ask the audience” to read with them if they are unsure of the words.



RED ROVER, RED ROVER
Skills: words, letters, shapes, colors, etc.
Materials: flashcards
Directions: Divide the class into two teams and have them stand on opposite sides of the room facing each other. Give each player a flashcard to hold in front of them. The teacher goes to one team and asks, “Who do you want to call over?” The children select someone from the opposite side and say, “Red rover, red rover, send (word) right over.” The child holding that word walks, hops, tiptoes, or jumps to the opposite side. The game continues as sides take turns calling words over.

WORD HUNT
Skills: words, letters, math facts, etc.
Materials: flashcards
Directions: Have the children close their eyes as you hide the flashcards around the room. Children open their eyes and hunt for the words. When they find one they bring it to the teacher and read it. Then they hide it again and look for another word. The game continues as long as the children are interested.


SCOOTS
I found this game called “SCOOTS” that Jessica Quisenberry taught me several years ago. This game can be adapted for all content areas and age levels and it beats a worksheet or computer game any day!

Write math facts, sight words, pictures, etc. on index cards. Write a letter or number in the corner of each card. Tape the cards around the room.

Prepare an answer grid similar to the one shown. Children “scoot” or walk around the room until they find a card. They can then put their answer on the grid.


Hint! Cardboard clipboards work great for this activity.

*Adapt the number of sections to the age and ability of your students.

Example: math facts (write the answer)

Phonics (picture for children to identify the beginning sound, blend, vowel, etc.)

Parts of speech (word and they write if it is a noun or verb)

WINNERS AND LOSERS

Sometimes children get a little over zealous if you are playing team games where you keep points. Here’s a tip to eliminate some of that competitiveness. Take a deli lid and trace around it twice on paper and cut out. Write “high” on one circle and “low” on the other circle and tape to opposite sides of the lid. (I had to trim the circles a little to get them to fit on the lid.) After playing the game, toss the lid. If it lands on “high” the team with the highest score wins. If it lands on “low” the team with the lowest score wins. 

         

Note! Do you see how easy it is to adapt these games for whatever age or skill you are working with? Pre-k teachers could use shapes and letters, while second grade teachers could use vocabulary words, math facts, or science questions.

Pick Up
Place the flash cards randomly on the floor in the middle of the room. Divide the class into two teams. Choose one child from each team to come up and play. Call out a word. The first child to pick it up wins a point for their team.


Snowballs
Write words on scrap paper and distribute to the children. (Older children could write their own words.) Each child wads up their paper to make a snowball. Divide the class into two teams and have them stand on opposite sides of the room. When the teacher says, “Let it snow!” the children begin throwing snowballs at each other. Before they can throw a snowball back at the other team, they must open the paper and read the word. The game continues until the teacher says, “Freeze.” The children gather the snowballs on their side and count. The side with the least amount wins.

*Adapt the game for math facts, letters, children's names, and other skills.

*A variation of this would be for the teacher to make the snowballs ahead of time by writing words, math facts, etc. on scrap paper. The children wad them up and then begin throwing. There are no teams, but the children just pick up snowballs, open them, identify the information, and then wad it up and throw it again.


Catch and Tell
“Catch and Tell” can be played if you've got a few minutes during transitions, while waiting in the hall, or at the end of the day as a review. All you will need is a bean bag or small sponge ball to play this game. The teacher says a letter and then tosses the ball to a child. That child must name something that begins with that sound before tossing the ball back to the teacher.

*This game can be adapted for rhyming words, colors, math facts, social studies, and other skills.

SWAT IT
Skills: numerals, letters, words, etc.
Materials: marker, two fly swatters

Directions: Write numerals (letters, words, etc.) on the board. Divide the class into two teams. One child from each team comes forward and is given a fly swatter. The teacher calls out a math fact. The first student to “swat” or hit the numeral that is the answer gets a point for their team. The game continues as children from each team come forward to “swat” the answer.

* STOMP is a similar game played with flashcards. Divide the class into two teams facing each other. Place the flashcards on the floor in between the two teams. Choose one child from each team to play. Call out a math problem. The first child to stomp on the answer wins a point for their team.

Kids vs. Teacher
Draw a T chart on the board with “Kids” on one side and “Teacher” on the other side. Hold up a flash card. If a child raises her hand and correctly reads the word, she gets a point for the “kids.” If any child shouts out the answer, then the teacher gets a point.

(If children keep talking out of turn, just continue to give points to the teacher. They’ll figure it out!)

Four Corners
Several years ago Ginny McLay told me how she adapted 4 corners for different skills she was working on. She said she wrote skills they needed to practice (sounds, math facts, sight words, etc.) on sticky notes and placed them in a corner in the classroom. She made a second copy on index cards. The kids tiptoed to a corner while the teacher covered her eyes. The teacher then randomly picked an index card and called out that information. If they were in that corner they had to sit down. The game continued as the kids moved to another corner until one student was left.

WINNING WITH GAMES!

I used to love to make and play games in my classroom. I would often tell my children, “If you work hard in reading group, then we’ll have time to play a game at the end.” What they didn’t realize was that the game usually reinforced a skill we were working on.

Over the next few days I'll share a few of my “favorite games” that I have played with children over the years. Adapt them, change them, and, above all, have FUN with them! 

Hint! Games are also a great way to reinforce skills that might be part of your assessment at the end of the year.


Flippers
SKILLS: letters; sounds; math facts; contractions; antonyms, etc.
MATERIALS: spatula, poster board, markers
DIRECTIONS: Cut 3 ½” circles out of poster board. Write uppercase letters on one side and lowercase letters on the other. Place the circles on the floor or a table. Children name the letter on one side, and then flip it over to self-check.

Hint! Craft foam and corrugated cardboard also make good flippers.

More! Write words on one side and glue matching pictures on the back.

Write children’s names on one side and glue their picture on back. 

Put pictures on one side and initial consonants or vowels on back.

Put sets, number words, or math facts on one side and the answer on
 the reverse side. 

Write antonyms on opposite sides. 

Write two words on the front and the contraction on the back.


What’s Up, Pup?
SKILLS: phonics; rhymes; sets and numerals; math facts
MATERIALS: Construction paper, scissors, markers, old workbooks, glue
DIRECTIONS: Cut puppies out of construction similar to the one shown.
Cut pictures of familiar objects from workbooks. Glue a picture on the puppy’s tummy and the corresponding initial letter under the ear. Children identify the sound and then check by lifting the ear. 

More! Use this pattern for matching upper and lowercase letters, words and pictures, math facts, etc.
https://drive.google.com/file/d/0B1SnEagA4jljZGxkcDZmaFQ4UVU/view?usp=sharing


Go Fishing
Why? letters, sight words, math facts, etc.
What? stick, string, magnet, brad fastener
How? Cut out fish using the pattern on the following page. Write skills on the fish and attach a brad fastener for eyes. Tie one end of a piece of string to the stick and attach the magnet to the other end of the string. Spread the fish out on the floor. Children try to catch a fish by dangling the magnet over the eye. They can keep the fish if they can identify the information on it.




Tic Tac Toe
Children will need paper, crayons, and a hard surface. Tell them to make a big tic tac toe frame in the middle of their paper. Next, ask them to write a letter in each section. Randomly call out alphabet letters. If they have that letter on their grid they can color it in. The first one to get three in a row or cover their whole frame wins.
*Adapt for numbers, sight words, or other skills.

RECYCLE ME, PLEASE!

You know all those cardboard food boxes you throw away? Well, here's a great opportunity to give them a second life, teach your children to recycle, and make some cool materials for your classroom. Send a note asking families to save their cardboard food boxes for a week and then let the fun begin!

Cardboard Castle 

Let children use masking tape to create a castle or other play sculpture.

What's for Breakfast? Book 

Each child chooses the front of their favorite cereal box. They can write original sentences or fill in the blank "(Child's name) likes (cereal)."



Puzzles 

Cut box fronts into puzzle shapes. Store in zip bags. For younger children use two like boxes. Cut one up and let them place the pieces on the second box.

Fronts and Backs 

Cut front and back panels off of boxes. Mix them up and then ask the children to match up the ones that go together.


*Play a memory game where you place the fronts and backs face down on the floor. Children try to match up pairs.

Stencils and Templates 

Cut geometric shapes out of box fronts. Children can trace these with colored pencils, crayons, or markers.
*Cut seasonal shapes or objects that relate to a unit of study for the children to trace.

Sewing Cards 

Punch holes around the sides of boxes. Children can sew these with yarn, string, or old shoelaces.



Weaving

Cut notches around the sides of boxes and let children weave through these with yarn.

Fractions

Give each child the front panel off a box. Can you cut it in half? Fourths? Eights?



Math – Have children sort the boxes by product, size, etc. Graph favorite cereals, cookies, crackers, etc.
How about a free song download and flip book about recycling?

http://www.drjean.org/html/monthly_act/act_2015/04_Apr_css/index.html

What Will I Be When They Recycle Me?
(Tune: “Oh, Dear, What Can the Matter Be?”)
What will I be when they recycle me? (Roll hands in a circle.)
What will I be when they recycle me?
What will I be when they recycle me?
I’ll come back to life—you will see! (Clap your hands and then point your finger.)

I am an empty soda can (Pretend to hold a soda can in front of you.)
Made of precious aluminum.
I can save lots of energy
If you will recycle me. (Roll hands in a circle.)

I’m an old bottle of plastic (Pretend to hold a plastic bottle.)
But I could be fantastic!
Toys, pipes, car bumpers, and much more—
That’s what my plastic is for. (Roll hands in a circle.)

A pile of used boxes and papers we (Make an invisible square in the air.)
Come from the precious wood of trees.
Recycled we’ll be as good as new (Roll hands in a circle.)
And save some other trees, too.

I am a fine jar made of glass— (Cup hands to make a bowl.)
Please don’t treat me like plain old trash! (Shake head “no.”)
I’ll make new jars again and again
Recycle me—yes you can! (Roll hands in a circle.)

Though we may look like old used stuff, (Open palms.)
Stop, wait! Please don’t give up on us! (Make sign language for “stop.”)
Think of the great possibilities— (Put index finger on your head and tap.)
Recycle us, set us free! (Roll hands in a circle and then throw up hands in the air.)