SPECIAL DELIVERY

Note: If you are at a school that doesn’t observe holidays, you can easily adapt these ideas for writing or math standards.

Special Delivery
You will need a gift bag or cloth bag for this game. Write "Special Delivery" on the bag. Write each child’s name on an envelope and place it in the mailbag. One child is “it” and skips around the room as you sing the song below. At the end of the song, “it” reaches in the bag and chooses an envelope. “It” delivers the envelope to that child and they exchange places. The game continues until each child has had a turn and received an envelope. 

The Mail Is on the Way (Tune: “The Farmer in the Dell”)
The mail is on the way.
The mail is on the way.
There will be lots of Valentines,
I hope one comes my way.

Hint! Just use first names for younger children. Write first and last names for older students.

Five Little Cookies
(Hold up 5 fingers to begin.)
Down around the corner at the bakery shop
Five little cookies with sprinkles on top.
Along came (child’s name) with a penny one day.
He/she bought one cookie and ate it right away!
4…3…2…1…

*Make cookies out of felt or fun foam. Pass out pennies to five children have them exchange their penny for a cookie when their name is called.
(I used puff fabric paint to make my sprinkles.)

Heart Puzzle
Cut 4" circles out of red paper. Cut 4" squares out of red paper. Give each child a circle and a square. Demonstrate how to fold the circle in half and cut on the crease to make two half circles (aka semi-circles). Can the children make a heart from the two halves and the square?

Valentine Concentration
Cut 4” squares out of red poster board. Take duplicates of valentine stickers and place them on the squares. Mix up the squares and place them face down on the carpeting. Play a memory game where children turn over two squares at a time and try to match up like stickers.

Here's the youtube link where you can watch me demonstrate these projects:
https://youtu.be/d4om_IAcVmw

FINNY'S DREAM!
Here's a new story video that my webmaster (Alex May) created.

https://bit.ly/drJFinnyNarrated

WE ALL NEED A LITTLE LOVE

You gotta LOVE February and Valentine's Day if you are a teacher! And I'll help you with your February lesson plans over the next few days with ideas that you will LOVE!

Text Talk
Conversation hearts were the beginning of text talk. According to a little research on the web, “Sweetheart” candies have been around since 1901. In the past decade the sayings have been updated with phrases such as “TEXT Me” and “LOL.” Although over 100 years old, it’s good to see these little candies alive and well. Here are some adaptations for using them as a springboard for learning.

Sweetheart Math 

Conversation hearts are good to sort, count, read, pattern, add, subtract, and eat!
*Estimate how many will be in a bag. Count. Graph the ones that are the same.



Matching Game
Make a game by cutting paper hearts out of construction paper. Write like phrases found on candy hearts (such as “Kiss Me, “Cool One,” “WOW!” “Cutie Pie”) on two of the hearts. Glue one to a file folder and then have children match and read the ones that go together.

Heart Necklace
Let children make their own paper hearts, hole punch them, and then string them to make a necklace. Encourage them to think of their own phrases they would put on candies. (WOW! Trace, write, hole punch, and string - lots of small motor skills!)

Bringing Home a Valentine
(Tune: “Baby Bumblebee”)
I’m bringing home a valentine for you, (Cup hands and move them to
One that says, “I love you.” the beat in front of your body.)
I’m bringing home a valentine for you
With a great big hug, and a (kiss) (kiss), too! (Hug self and then kiss
in the air.)
Softer….hum

*Download this book to go with the song at drjean.org.


Here's a video where you can watch me demonstrate these activities:

https://youtu.be/d4om_IAcVmw

OPPOSITES DAY AND BACKWARDS DAY

Oops! I missed OPPOSITE DAY on January 25th, but you can still celebrate Backwards Day on Friday, January 31st.

Backwards Day January 31st
Mix things up on Backwards Day this Friday by reading a book backwards, walking backwards, wearing your shirt backwards, saying a poem backwards, etc.

Good-Bye and Hello
Reverse the daily schedule by starting the day with your good-bye song and ending with a good morning song and the morning message. Say your Z Y X’s (alphabet backwards) and count backwards. Turn around in your chairs and face the back of the room. Read a book backwards. Oh, and don’t forget to eat your dessert first at lunch!!!

Opposite Song (Tune: “Shortnin’ Bread”)
We can do opposites, opposites, opposites.
We can do opposites follow me.
Top and bottom… (Touch top of head and bottom of foot.)
Front and back… (Touch tummy and then back.)
Happy and sad… (Smile and then frown.)
Left and right… (Hold up left hand and then right.)
Up and down… (Point up and then down.)
Loud and soft… (Say, “Loud,” loud and “soft,” soft.)
Open and shut… (Open and shut hands.)
Stand and sit…and put them in your lap! (Stand and then sit and put hands in lap.)

Let children suggest other opposites you could sing in the song.

Opposite Game
Whatever the teacher says, the students do the opposite. For example if the teacher says “cry” the children laugh. If the teacher says “up” the children point down.

T-Chart
Have children fold a sheet of paper in half and illustrate opposites. Use a T-chart to identify antonyms.

Take photos of children acting out antonyms and use them to make a class book.

Hint! Introduce the word “antonym” and explain that it means the same thing as “opposite.”

ASL - SIGN TO LEARN

You know I LOVE sign language! I’m certainly no expert, but if I can do it, anybody can do it. Let me give you a few reasons why I’m such a believer that sign language is the perfect  vehicle for active learning.

It’s quiet.

It’s multi-sensory.

It’s engaging. (All I have to do is sing a song in sign language and I have children’s undivided attention.)

It’s good for differentiated instruction and for children who are non-English speakers. 

It’s free and it’s simple.

It’s like bubblegum. Bubblegum? Yep! We need to figure out how to stick things in the brain, and sign language can provide that connection.

Sign language can be a powerful tool for classroom management.

Sign language can be a strategy to teach children how to communicate with friends and work through conflicts.

Sign language can be a creative vehicle for reinforcing state standards.

It’s a great learning tool for teaching letters, high frequency words, vocabulary, etc.)

                                                         

SIGN LANGUAGE CENTER

Make a SIGN LANGUAGE CENTER with a pocket folder. Glue a copy of manual signs for letters on the inside of the folder. Write alphabet letters on index cards and place in the pocket. Children choose a card and then try to reproduce that sign.  For older children, write sight words or spelling words on index cards for them to practice spelling manually.

    

PATTY CAKE PLAY

WHY PATTY CAKE?

Patty cake is a great brain break when children are restless.

When you patty cake you cross the midline which activates both sides of the brain.

It's good for eye-hand coordination.

It's TPR - Total Physical Response - motor skills and oral language.

Patty cake encourages self-regulation and the executive function.

It nurtures 21st century skills - cooperation, collaboration, and communication.

You've got purposeful practice for automaticity (aka repetition) because children will want to do it over and over.

How about INTENTIONAL TEACHING? Choose words or skills you are working on and integrate them into this movement game.

It's free, simple, environmentally friendly, sugar-free...Doesn't get much better than that!!

What skills can you practice?

In addition to traditional hand clap chants like "Miss Mary Mack," you can practice these skills.

Sight Words
Children face a partner. They say the word as they clap. They cross and tap partner’s hands on each letter. Then high five and say the word in the air.
the (clap hands)
t (right hand)
h (left hand)
e (right hand)
the (high five)

Letters and Sounds
Clap right hands and say a letter. Cross left hands and make the sound.
A (right hand)
/a/ (left hand)
B (right hand)
/b/ (left hand)
C through Z

Counting
Count by one’s, five’s, ten’s, etc.

Nursery Rhymes
Patty cake nursery rhymes.
*Use the tune to "100 Bottles of Pop on the Wall" or "Yankee Doodle.)

Math Facts
Say addends and then high five the sum.
3 (right hand)
plus (left hand)
4 (right hand)
equals (left hand)
7 (high five)
Here's a patty cake video I made several (well, many) years ago with my grandson.



http://bit.ly/drjeanPattyCakePlay

MOVING SIGHT WORDS TO THE BRAIN

Here are some multi-sensory ways to put vocabulary, sight words, and spelling words in the brain. Purposeful practice for automaticity (aka repetition) is essential to skill mastery, and these chants and dances will be more fun than drill and kill. They're also the perfect brain break where children can learn as they move.

Clap and Snap – As you spell out words clap on the consonants and snap on the vowels.

Jumping Jacks – Do jumping jacks for each letter in a word.

Palm Pilot – Hold up one palm and trace the letters in a word with the index finger of the opposite hand. After making the letters say the word and “take it to the brain” by pretending to run your fingers up your arm to your brain.


Sight Word Cadence
Children echo each line as you sing four word wall words at a time. Slap thighs and march as you sing.
There are some words you need
If you want to learn to read.
A All And Are
Be Book Boy By…etc.

Singing the Word Wall
Sing the word wall from a to z with the tune of “Gilligan’s Island.”

Disco – Finger up in the air and move it across your body as you say different letters in a word. Hands on hips as you say the word.


Air Writing – Children use their finger, foot, knee, tongue, elbow and other body parts to spell out words in the air.

March – Children march and swing arms on each letter. They salute and say the word at the end.

Body Writing
Tall letters (b, d, f, h, k, l, t) - touch your head
Tummy letters (a, c, e, i, m, n, o, r, s, u, v, w, x, z) – touch your tummy
Toe letters (g, j, p, q, y) – touch your feet
For example:
H – touch head
O – touch tummy
P – touch feet
Clap as you say the word “hop.”

MOVING MATH

Turn math standards into a game with these activities.

I Love Math!
Here’s a “quickie” math game that is like “rock, scissors, paper.” Each child will need a partner. Children open one palm. Make a fist with the other hand and place it on the palm. The teacher says, “I love math” as children tap their fist on their palm. On the word “math” the children stick out some fingers. Children add their fingers with their partner’s to determine how many in all. If they agree, they continue with the game. If they disagree, they have to work it out.

Body Addition and Subtraction
Children stand and put their hands in the air as the teacher says a number. When they touch their heads the teacher says “plus” or “minus.” As they touch their waist the teacher says a second number. When the touch their knees everyone says “equals.” And when they touch their toes they say the answer to the math fact.

Adaptations: Tell number stories where children touch and tell the answer.


Magic Fingers
The teacher calls out a “magic number.” The teacher holds up numbers on one hand next to her chest. The children must hold up the correct number of fingers to equal the “magic number.”


Addition Pokey (Tune: “Hokey Pokey”)
Put 1 finger in. (Hold up finger on right hand.)
Put 1 finger more. (Hold up 1 finger on left hand.)
Shake them altogether (Roll around.)
And then lay them on the floor. (Place on floor or table.)
Add them both together, (Bring hands together.)
And you don’t want to stall.
Now you have 2 in all.
2 fingers…3 fingers…4 fingers…5 fingers

*Do “Addition Pokey” with other facts.

https://www.youtube.com/watch?v=ry-VVkLKKIE&index=1&list=PL7bsHC8DZJxh3UuXWDyOXZ1c_dGBUdxOA

Hi Ho Adding We’ll Go (Tune: “The Farmer in the Dell”)
1 plus 1 equals 2 (Hold up fingers as you sing.)
1 plus 1 equals 2
Hi, ho, adding we’ll go. (Roll hands around.)
1 plus 1 equals 2


Circle Count
Students sit or stand in a big circle. Explain that the group will be counting around the circle, each saying one number. You may count zero to twenty, or decide to “count on” and choose random numbers like 36 to 47. Choose a magic number in the sequence of numbers that will be counted. The person who says that number each time around will go sit in the middle of the circle. Play continues (with the given numbers or a new set you choose) until only one student is left in the circle.

*Have students count by tens to one hundred. Each student says one number. The student who says “one hundred” goes to the middle of the circle.

Giant Number Line
Attach a piece of tape to the floor in a prominent place in your classroom. Let children walk on it forwards, backwards, hop, etc. After playing with the line, ask them to sit on the floor. Explain that you’re going to turn it into a number line as you demonstrate writing numbers (0-10) on the tape.

*Ask one child at a time to walk on the number line as they say each number.
*Call out different numbers and ask random students to stand on those numbers. What is one more? What is one less?
*Give students dot cards (0-10) and ask them to match their card with the number on the line.

*Make a number line on the sidewalk with chalk and use for similar activities.

HEY, MACARENA!

This dance is so much fun. You can count, say the months, or say the ABC's as you wiggle and cross the midline.

Macarena Count to 100
Directions: Children stand and do the “Macarena” as they count.
1 (Right arm out palm down.)
2 (Left arm out palm down.)
3 (Right palm up.)
4 (Left palm up.)
5 (Right hand on left shoulder.)
6 (Left hand on right shoulder.)
7 (Right hand behind head.)
8 (Left hand behind head.)
9 (Right hand on left hip.)
10 (Left hand on right hip.)
(Clap two times.)
That is one ten. (Hold up one finger.)
11…100

*Do the “Macarena” with Dr. Jean on this video:

https://www.youtube.com/watch?v=iGKXZVxAffM&list=PL7bsHC8DZJxh3UuXWDyOXZ1c_dGBUdxOA&index=40

*Skip count using the Macarena. Counting by 2’s, 5’s, 10’s, etc. will help children with multiplication.

Macarena Months(Dance the Macarena as you sing.)
January, (Left arm out with palm down.)
February, (Right arm out with palm down.)
March, (Turn left palm up.)
April, (Turn right palm up.)
May, (Right hand on left shoulder.)
June, (Left hand on right shoulder.)
July, (Right hand on back of head.)
August, (Left hand on back of head.)
September, (Right hand on left front hip.)
October, (Left hand on right front hip.)
November, (Right hand on back right hip.)
December, (Left hand on back left hip.)
Then you turn around. (Turn around.)

*End with "There are 12 months, 52 weeks, and 365 days in a year, WHOO!" (Point to the sky on Whoo!)



http://bit.ly/drjeanMacarenaMonths


Macarena Alphabet
Sing or say the letters as you cross the midline.
A (Left arm out with palm down.)
B (Right arm out with palm down.)
C (Turn left palm up.)
D (Turn right palm up.)
E (Right hand on left shoulder.)
F (Left hand on right shoulder.)
G (Right hand on back of head.)
H (Left hand on back of head.)
I (Right hand on left front hip.)
J (Left hand on right front hip.)
K (Right hand on back right hip.)
L (Left hand on back left hip.)
And M (Turn around.)
N (Left arm out with palm down.)
O (Right arm out with palm down.)
P (Turn left palm up.)
Q (Turn right palm up.)
R (Right hand on left shoulder.)
S (Left hand on right shoulder.)
T (Right hand on back of head.)
U (Left hand on back of head.)
V (Right hand on left front hip.)
W (Left hand on right front hip.)
X (Right hand on back right hip.)
Y (Left hand on back left hip.)
And Z (Turn around.)

ACTIVE LEARNING PHONOLOGICAL AWARENESS

Phonological awareness is the ability to recognize sounds in oral language (rhyme, alliteration, syllables, etc.). Tie movement in with oral and aural activities to engage the body and brain.

RHYME

Handy Rhymes
Have children extend their arms as they say pairs of words that rhyme. For example: sun (extend right hand) - fun (extend left hand). As they progress, the teacher says a word (extend right hand) and then children say a word that rhymes (extend left hand).

Rhyming Song
Do this activity to the tune of “Skip to My Lou.”
Cat (hold out right hand)
Hat (hold out left hand)
Those words rhyme.
Cat (hold out right hand)
Hat (hold out left hand)
Those words rhyme.
Cat (hold out right hand)
Hat (hold out left hand)
Those words rhyme.
They all end with “at.” (Roll hands around as you say this.)

Rhyme Ball
You will need a ball, beanbag, or other object to toss for this game. Children sit or stand in a circle. The teacher says a word and then tosses the ball to a child. As the child catches the ball, she must say a word that rhymes.

Rhyme Detectives
Tell the children that they will get to be detectives andlisten for words that rhyme. You say a word, and they put their pinkies up if they hear a word that rhymes with it. Pinkies down if it doesn’t rhyme.
For example: Cat - hat (pinkies up), run - dog (pinkies down).




SYLLABICATION

Mouth It!
Have children gently place their palm under their chin and ask them repeat to words. Surprise! The mouth opens on each syllable (all syllables have vowels and the mouth opens).

Move It!
Clap, hop, walk, or nod the syllables in classroom objects.
*Disco, hula, swim, or march to syllables in rhymes and songs.
“Beep” like aliens or “Wa wa” like Charlie Brown’s teacher as you say words or read.

Instruments
Have children beat out syllables with instruments.

*You could also use cardboard rollers, straws, pencils, etc. like drum sticks to tap out rhythms and syllables.

Syllable Show
Slowly say a word. Children hold up the number of syllables they hear on their fingers.

*You could also let them show the number of syllables by placing the appropriate number of poker chips or other objects on their desk.



BLENDING

Body Touch
Blend words touching parts of the body. Touch the head as you say the beginning sound in the word. Touch the stomach as you say the middle sound. Touch the feet as you say the final sound. Quickly move from head to feet and blend the sounds.

*You can also use the body to isolate sounds. For example:

Where do you hear the /s/ in bus? (Children touch feet.)


Finger Tap
Bend in your fingers and extend your thumb. Going from left tap a finger for each sound with your thumb. For example:

/j/ /e/ /t/. Run your thumb over your fingers as you blend the sounds and say the word.

ACTIVE LEARNING SPORTS SPELL

Get rid of wiggles and learn at the same time by using sports movements to spell out words.

Baseball
Pretend to bat the ball as you say the letters in a word and swing around and hit a homerun as you say the word.


Football
Feet apart and run quickly in place with arms out in front of you as you spell out words. Throw a "touchdown" as you say the word.

Soccer

Kick across your body with your right foot and then kick across with your left foot as you spell words. Kick a "goal" as you say the word.

Tennis
Shuffle as you say the letters and then pretend to hit the ball as you say the word.



Basketball

Dribble on letters and pretend to shoot as you say the word. (Jump up on toes.)

Karate
Feet spread apart with knees bent. Pretend to chop with your right hand and then chop with your left hand as you say letters. Give a little kick as you say the word.

Skiing – Knees together and bend to the left as you swing your arms. Knees to the right as you swing your arms. Say letters as you move from left to right and then use both arms as you say the word.

Ice Skating
Alternate arms in front as you pretend to glide on different legs while spelling words.

Hint! Encourage your students to think of other sports and how they can use them to practice skills.

Cheering Words
Children stand and step from side as they clap and cheer words:
Give me a B. B! I’ve got a B, you’ve got a B.
Give me an E. E! I’ve got an E, you’ve got an E.
Give me a D. D! I’ve got a D, you’ve got a D.
What’s it spell? BED! Say it again. BED!
One more time. BED!

Hint! Model how to do each sport and then “practice” for a minute or two. Once students know the movements you can adapt the moves to count, read sight words, review math facts, say months of the year – it’s all good!

ACTIVE WRITING

Why teach children to write with their wrist when you can get so much more movement with one of these strategies?  Use these movements for letters, numerals, shapes, words, etc.


Invisible Writing
Children extend the middle and index finger and write in the air as they keep their elbow stiff.

Noodle
To practice writing numerals, letters, etc. give children a 9” inch section of a swim noodle. They can use both hands to write in the air (activates both sides of the brain.) Say, “Statue of Liberty” when you want them to listen and hold their noodles in the air.

Palm Pilot 
Children hold up one palm and trace letters on it with the index finger from the other hand. Take it to the brain! 

Midline Writing
Activate both sides of the brain by extending the index finger from both hands as you write in the air.

Tummy Writing
Children lay on the floor and extend one finger above their head. Children use that finger to trace shapes, letters, etc. on the floor.

Back Writing
Children practice writing on each other’s backs.

Hint! Stand in a circle and face right. The teacher models how to write on the first child’s back. The first child repeats it on the second child’s back and it continues around the circle.

Body Parts
Practice making shapes, letters and numerals in the air with different body parts, such as the elbow, foot, nose, belly button, chin, etc.

Hint! Let a different child choose the body part you use each day.

Letter Claps
Hold hands in the air touching and make little claps as you make the shape of the letter and alliterate the sound.

More! Let children write letters with shaving cream on a table, in the sandbox, on the board with a wet sponge, or with chalk on the sidewalk.