WHISPER AND RELEASE

Some children need more “thinking time” than others. When students blurt out the answer, it deprives some students of that time. These strategies will also develop self-regulation and encourage your students to think of divergent answers.

Whisper and Release
Have children hold up their hand and whisper their answer in their fist. When most children have responded say, "1, 2, 3, release!" Children open their fist and whisper their answer.

Thumbs Up Thinking
Explain that you are going to ask a question. If they know the answer they can put their thumb up next to their chest.

*If they know more than one answer, they can put up a finger for each additional thing they know.

Pop Up Q & A
To review information, divide children into partners. Ask the question or give a math problem. Students discuss the answer with their partner and then stoop to the ground. When all the groups are squatting down, the teacher says, “One, two, three!” Children pop up and say the answer. If they arrived at different answers, let the class evaluate the correct response.

Pick Sticks
Ask each child to write his/her name on a large craft stick. Color one end green and one end red. Place the red end in the bottom of a can. Ask a question, and then choose a stick. That child gets to answer the question. Return their stick to the can with the red end up.

Me Too!
Teach children sign language for “me too!” (Extend thumb and pinky finger and place the middle three fingers on your palm as you point your thumb toward your chest.) Tell children when you are reading a book they can use the sign to let you know they’ve had a similar experience.

CRITICAL THINKING CARDS

Many times when teachers are evaluated they are criticized for not using higher order questions. I’ve created these prompt cards that may help you improve in this area. You can download them and then cut out the ones that are most appropriate for your grade level. Glue them to index cards, punch a hole, and attach them to a book ring.

https://drive.google.com/file/d/0B1SnEagA4jljVTNCemZnbUJVMVk/view?usp=sharing&resourcekey=0-n2sk1JhhwMTdf0rxDX2Y2Q 

*Hint! Color code the different levels. For example, you could outline level one questions with a green marker. Outline level two with a blue marker, and so forth.

THAT'S A GOOD QUESTION

Isn’t it interesting that one of the most powerful teaching strategies is frequently overlooked? Between screens and assessment, there is the hidden secret of asking GOOD questions. As simple as it may seem, that’s something we can all practice and improve in 2025.

Why ask questions?

*Spark children’s interest

*For assessment

*To evaluate teaching effectiveness

*To see where students are to set new goals

*Evaluate children’s level of understanding

*Motivate students to seek information

*To encourage children to see new relationships

*To challenge children to think critically

*To help students make personal connections with the information

*To encourage communication and learning among students

*To summarize and evaluate


Here are some general tips for asking good questions:

Open-ended – Ask open-ended questions, rather than “yes” or “no.”
Convergent questions have one answer, but divergent questions encourage students to make new connections and think outside the box.

Phrase Questions Clearly – Focus on one aspect at a time.

Acknowledge Responses - Avoid judging answers by repeating their response. “Good thinking!” “That’s close.” “I never thought about that before.” “Kiss your brain!”

How did you know that? Encourage children to “think out loud.” This will help peers develop higher thinking skills.

Probe – Extend students’ thinking by having them clarify an idea or support an opinion.

Give Time (Smile! ) – Help children think about what they want to say and provide for individual differences by asking children to smile if they know the answer. Allow at least 3-5 seconds of think time.

Pause – Pause a few seconds after students have responded. This may encourage them to think more deeply or to elaborate.

Come back tomorrow for some specific strategies that are easy to implement and could have powerful results!

WHAT'S IN YOUR WALLET?

Here's a simple "hands on" activity that you can use this week.  Children can "save" sight words, letters, math facts, colors, shapes, and other skills you want them to master in their wallets.

How to Make a Wallet

Materials: construction paper 9” x 12”, markers, green paper cut 4” x 2”

1st Place the paper lengthwise and fold up the bottom to an inch from the top.

2nd Fold in half.

3rd Open and glue both sides.

4th Let the children decorate the outside.

5th Cut 4 ½ ” x 2 ¼ ” green rectangles and write high frequency words on them.
When children learn a word they get to “save” it in their wallets.

Letter Wallets
Younger children could save letters, numbers, or shapes in their wallets.


Math Wallets - Write addition and subtraction facts on dollars and save them in math wallets.

Vocabulary - Have children write vocabulary words on dollars and store them in their wallets.

SURPRISE SACK

Want a new trick to capture your students' attention this week? How about a surprise sack to capture their interest and curiosity? Take a gift bag andhide a book, game, object, or prop that relates to a skill or theme you are working on and sing this song to the tune of “I’m a Little Teapot.”

Surprise Sack
What’s in the surprise sack?
Who can tell?
Maybe it’s a book or maybe it’s a shell.
What’s in the surprise sack?
Who can see?
It’s something special for you and me!
What’s in the surprise sack?
Who can say?
Maybe it’s a picture or maybe it’s a game.
What’s in the surprise sack
Look and see.
It’s something special for you and me!

Mystery Box
Hide something you want to talk about (book, natural object, etc.) in a box and play “20 Questions.” Children get 20 chances to ask yes/no questions to figure out what is in the mystery box. Tally the questions on the board to keep track.



*Use this as an opportunity to teach strategies that will help narrow the answer. For example: Is it living? Is it non-living? Is it something in your house? Is it a person? Place? Thing?


Imagination Bag
Give each child a paper lunch bag and explain that you are going on an imaginary trip. You can take a trip to the pumpkin patch, zoo, outer space, or any place that fits with their interests or a theme. Have them open their bags and look for something they might see on the imaginary trip. Encourage them to take turns naming objects and making imaginary places on the floor in front of them.

*Time imagination bags into concepts you want to reinforce, such as letters, shapes, sounds, etc. For example: “Who can find something in their bag that is a square?”

Surprise Video!

Here's a new story and download that Alex May (webmaster) has created.  He's getting pretty amazing with AI!

https://bit.ly/drJKitesNarrated

DO YOU LIKE PEANUT BUTTER?

Here's one of my silliest songs that your kids will LOVE! 

(Who wouldn't smile singing about peanut butter on their "underwear"?)

https://bit.ly/drjeanPB

Click to view video

Peanut Butter (Tune: "Allouette")
Peanut butter, we like peanut butter. (Clap hands and march to the beat.)
Peanut butter, that’s what we like best.
Do you like it on your head? (Point to head.)
Yes, we like it on our head.
On your head?
On our head.
Ohhhhhh. (Hands on cheeks and move head from side to side.)

Do you like it on your shirt… (Point to shirt.)

Do you like it on your pants… (Point to pants.)

Do you like it on your socks… (Point to socks.)

Do you like it on your shoes… (Point to shoes.)

On your underwear? (Cover your eyes.)

*Is someone in your room allergic to peanuts? Let them explain what an allergy is and why they can't eat peanut butter. Let them choose another food to insert in the song, such as "macaroni" or "watermelon."

*Tie in with standards by focusing on the questions and statements.

*Cut a sheet of paper in half and then fold in half to make a book. Run off the attached worksheet and let the children put the pictures in the book in sequential order.

https://drive.google.com/file/d/0B1SnEagA4jljUnlKSkhSUnlyalU/view?usp=sharing

WHAT'S A VERB?

If you can DO it, then it's a verb!

Verbs, Verbs, Action Words 
Verbs, verbs, action words
Things that you can do.
I’ll say a word, and if it’s a verb,
Show what you can do.
Run (Children run in place.)
Fly (Children pretend to fly.)
Dog (Children shout, “That’s not a verb.”)

Continue calling out verbs for the children to pantomime.


Charades
Let children take turns acting out verbs as their classmates try and guess what they are doing.


Pass the Story
Write verbs on index cards and place them in a sack. Have the class sit in a circle and begin passing the bag around. The first child chooses a word and begins the story by using that verb. The second child chooses a word and adds to the story with their word. Continue passing the bag as children add to the story using a verb from the bag.

Catch and Tell

Have children think of an action word in their head. The teacher throws a ball or beanbag to a child. That child states the verb they are thinking of and then passes the ball to another friend. Children continue passing the ball and saying verbs.

Say What?
Write simple verbs on the board. Invite children to come up and add different endings for their friends to read and then use the word in a sentence.

*Cover the end of a fly swatter with white paper. Write different endings on the paper (ing, ed, s). Children place the ending by verbs and read the new word.

WHAT'S A NOUN?

What's a Noun?(TUNE: She’ll Be Coming Round the Mountain)
A noun is a person, place, or thing. Yee haw! (Fist in air.)
A noun is a person, place, or thing. Yee haw!
A noun is a person. (Point to a person.)
A noun is a place. (Point to a place in the room.)
A noun is a person, place, or thing. (Point to a place.)


Wacky Sentences
Write nouns and picture clues on 5 index cards and verbs on 5 index cards. Place them in lunch bags labeled “nouns” and “verbs.” Children choose a noun card and a verb card and write a sentence using the words.

Hint! They love to use nouns with their teacher’s name, principal, and other stars.


Noun Sort
Fold a sheet of paper into fourths. Write “people, animals, places, things” in the sections. Give children old newspapers and catalogs and ask them to cut out pictures of people, animals, places, and things and glue them in the appropriate section. Can they label their pictures?

Noun Hunt
Give children a clip board and challenge them to find all the nouns they can in the classroom. They can write the words or draw pictures.
*For homework ask them to make a list of the nouns in their home.


Noun Names
Make name cards for the students in your class from 8” sentence strips. Write each child’s name and glue their picture on the card. Use these for writing prompts in a center.

ZYX AND 20, 19, 18

My webmaster (The Amazing Alex May) created a video with one of my songs. Those of you who have taught your class this song know how the kids get a kick out of singing it. (I've even been known to surprise my adult friends by singing the alphabet backwards!) Those of you who have never done this song might think, “That’s stupid!”

The idea for singing the alphabet backwards originally came from a teacher who said she used it during transitions to focus the children’s attention. For example, while waiting in the hall she would challenge the students to say the ABC’s backwards. Or, she’d make a game of getting the room cleaned up while they said the alphabet backwards. It’s interesting that brain research suggests saying the alphabet backwards or counting backwards is actually a good brain exercise.

The bottom line is it’s free and I hope it’s fun for your students!

http://bit.ly/drjean_alphaforwards

Alphabet Forwards and Backwards
A B C D E F G
H I J K L M N O P
Q R S T U V
W X Y and Z
Now, I’ve said my ABC’s.
Next time sing them backwards with me.
Z Y X W V U T
S R Q P O N M
L K J I H G
F E D C B A.
Now, I’ve said my ZYX’s,
Bet that’s not what you expected!


Country Countdown 1-20
Tell the kids to put on their cowboy and cowgirl boots and hats before you begin.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 (Heel tap left and right as you count.)

Turn around and count back down. (Turn around.)
20 19 18 …..

https://youtu.be/GOXlAgfqq4A

*Why should you ask children to count forwards and backwards? This will help them understand one more, one less, and so forth.

I'M FINISHED - NOW WHAT?

In every classroom you will have racehorses and turtles. Make assignments and by the time you turn around the racehorses are saying, “I’m finished.” Meanwhile, the turtles never seem to make it to the finish line.

Here are several ideas to focus children’s attention and give them something to do when they complete their work. Most of the activities are open-ended and can be adapted to different age levels.

Super Duper Stars
Make a list of 10 things children can do if they finish their work. (Choose from the list below or create your own.) Children start with one and work through the activities in sequential order.

Note! I did this in my kindergarten and it worked like a charm. Eventually, the children realized there was no reason to hurry through their work because there was more waiting for them as a super duper star!

Bonus Cards
Write activities on strips of paper and put in a can. Children get to draw a “bonus” card when they complete their work.


*Here's where you can download the bonus cards:

https://drive.google.com/file/d/0B1SnEagA4jljbHZuSmtxd1BCRXc/view?usp=sharing

BINGO
Each month draw a “BINGO” grid and write a different activity in each section. Whenever children have extra time, they do an activity and color it in. Who can fill in their whole card by the end of the month? Who can get a line across, down, or diagonally? Each child can win!
*Thanks to Jenny Ianero for sharing this idea she uses with her first graders.

ABRACADABRA!

You can make a little magic like the leprechauns with this wand. Take wooden chopsticks or coffee stirrers and dip one end in glue. Roll in glitter, dry, and ABRACADABRA! Now, let’s see if we can do a little magic with the wands in your classroom.

Smart Wands
Children walk around the room and point to words, letters, shapes, etc. that they can recognize.
*Encourage them to use whisper voices and make complete sentences.
*Divide children into pairs and let one child point while the other child reads the word.

Trackers
Use wands to track print, identify parts of speech, find details in illustrations, and so forth.

Invisible Writing
Use wands to write letters, words, numerals, etc. in the air.

Story Starters
Prompt creativity by having children write stories about what they would do with a magic wand.

Teacher Magic
Close your eyes as you wave the wand and say, “Abracadabra! I wish that all my students would sit quietly and listen to me.” When they are all quiet you can open your eyes. Taa daa!

Hocus Pocus
Can your students help you come up with some other magic chants? On Sesame Street the Count said, "Allah peanut butter sandwiches." In Cinderella the phrase was, "Salagadoola mechicka boola bibbidi-bobbidi-boo."

Harry Potter Cheer
Give yourself a Harry Potter cheer by putting your finger in the air like a magic wand as you go, “You’re psh psh psh – TERRIFIC!!!”

More Magic
You can also make a magic wand by covering a cardboard pants hanger with aluminum foil. Wave it over the children’s heads as you say, “Abracadabra! You are rabbits.” Children hop around like rabbits until you wave your wand and say, “STOP!” Continue calling out different animals and objects for the children to pantomime.





Butterfly Net
How about this wand made out of a butterfly net? It's perfect for "framing" letters, words, etc.

Here's a new video Alex May has created about St. Patrick's Day:

https://www.youtube.com/watch?v=WOVftEuq5Tk

LET'S GO FLY A KITE!

Let's go fly a kite!

Five Little Kites
One, two, three, four, five little kites (Hold up fingers as you count.) Flying up in the sky (Fly fingers in the air.)
Said “hi” to the clouds as they passed by, (Pretend to wave to clouds.)
Said “hi” to the birds, said “hi” to the sun, (Wave.)
Said “hi” to the airplanes, oh what fun. (Wave.)
Then “swish” went the wind, (Move hand down in a
And they all took a dive: swooping motion.)
One, two, three, four, five. (Hold up fingers one at a time and count.)

Click here to download this book on my website.

Click to view Five Little Kites on YouTube

Paper Plate Kite
Cut the inner section out of a paper plate. Decorate the rim with markers. Glue tissue paper streamers to one side. Punch a hole and tie a piece of string on the other side. Go outside and run to make your kite fly.

Kite Experiments
Let children make kites out of lunch sacks, plastic bags, and other materials. Have them predict which one will fly best. Experiment to see which one is best. Why did some work better than others?

Kite Tales
Ask each child to write a story about what it would be like to be a kite. What could you see? What could you hear? How would you feel? What would you do? 

Lion or Lamb?
Explain the quote, “March comes in like a lion and goes out like a lamb.” Every day ask children what kind of day it is, and then let them color a “lion” or a “lamb” on the calendar. Graph "lion" and "lamb" days and compare at the end of the month.