SNOWING ARTS AND CRAFTS

http://bit.ly/drjeanWinterFun

Snow Dough
You can use any play dough recipe for snow dough. Simply omit the food coloring and let the children knead in iridescent glitter to make it sparkle. (My favorite dough is: 2 cups flour, 2 cup salt, 2 TB. cream of tartar, 2 TB. vegetable oil, and 2 cups water. Mix ingredients together in a pan until smooth. Cook over medium heat, stirring constantly until the mixture forms a ball and sticks to the spoon. Cool and knead. Store in airtight containers.)
Note! Make sure children wash hands before and after playing with dough.


Snow Flakes
Let children fold coffee filters in half, then fourths and eighths. Cut little “bites” out of the folded edges. Open. You can make colorful snowflakes by coloring the coffee filters with water soluble markers before cutting them.

Hint! Make snowflakes out of newspaper, tissue paper, wrapping paper, and other types of recycled paper.


Snow Prints
Let children draw winter scenes on blue construction paper with crayons. Give them white paint and a sponge or Q-tip to “make it snow.”


Positive and Negative
Fold a sheet of construction paper in half. Cut three semi-circles similar to the one shown on the fold. Open. Explain the positive and negative shapes. Use the snowman cutouts for some of the games mentioned yesterday. Tape wax paper to the the back of the negative design as shown. Let children decorate and the hang on a window.

Ice Skating
Give each child 2 paper plates. Demonstrate how to place these on the floor and put one foot on each plate. Slide your feet as if skating. Put on some waltz music and let the children skate, twist, and turn. Play “freeze.” When you stop the music children must “freeze” in their positions. When the music begins again they may continue to skate.


Snow People
Instead of drawing snow “men,” encourage children to paint or draw snow ladies, snow children, snow pets, and other characters.


Sock Snowman
You will need a white tube sock and some fiber fill for this project. Children stuff 3 large handfuls of fiber fill into the toe of the sock to make the snowman’s body. Tie off with yarn or string. Stuff 2 large handfuls to make the middle section. Tie off. Stuff 1 large handful for the head and tie off at the top. Invert the top of the sock and pull over the head for a hat. Children can decorate with markers, felt scraps, etc. Encourage them to name their snowman and tell a story about what they would do if it were real.

Icebergs
Fill plastic containers with water. Add food coloring and freeze. Place these in your water table and tell the children they are icebergs. Add walruses, polar bears, and other plastic arctic animals.

OPPOSITE DAY

Opposite Day is January 25, but it could add a smile to any cold, dreary day.


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.”

Backwards Day January 31st
You can also celebrate Backwards Day on January 31st by reading a book backwards, walking backwards, wearing your shirt backwards, saying a poem backwards, etc.

INDOOR GAMES FOR A WINTER DAY

The weather outside is frightful,

But inside our game is delightful.

And since we can’t go out to play

Here are some indoor games for today.

Silent Touch
This is a great game to quiet children and build memory skills. The first child gets up and touches an object and then sits down. The second child gets up, touches the first object, then touches an additional object. The third child touches the first object, second object, and adds a third object. The game continues as classmates touch what the previous children have touched in sequential order and then add a new item. When a child forgets, simply begin the game all over again.

Four Corners (This is the BEST indoor game ever!)
Number each of the corners in the room ~ 1, 2, 3, 4. (You can write the numerals on paper and hang them up if you want.) Choose one person to be “it.” “It” hides their eyes and slowly counts from one to ten as the rest of the class tiptoes to a corner in the room. When “it” says “freeze,” everyone must be in a corner. “It” then calls out a number (1, 2, 3, or 4) and the children in that corner are out of the game. They sit down in the “stew pot” in the middle of the room. “It” counts to ten again as everyone moves to a new corner. The game continues until there is one person left. That person becomes the new “it.”
Hint! Shorten the game by having “it” call out two corners at a time.

*If there is no one in the corner, ask “it” to call out another number.

*Label the corners with letters, numbers, sight words, vocabulary words, etc.


Detective
One child is the “detective.” The detective describes a “missing child” (classmate), giving their eye color, hair color, description of clothing, likes, etc. The first person to identify the missing child gets to be the new detective.

Hint! Here is another variation of this game. Send the detective out in the hall. Select one child and hide him or her under your desk or behind a shelf. The detective returns to the classroom and tries to identify the missing child. (You can also let two children exchange seats and see if the detective can spot the switch.)


Hot Potato
You can use a small ball, bean bag, or stuffed animal for this game. Children sit or stand in a circle. Children begin passing the “hot potato” (ball or bean bag) around the room when the music starts. Explain that it is a “hot potato” and they need to pass it quickly to the next friend. When the music stops, the one holding the “hot potato” is out of the game and must leave the circle. If two children are holding it they are both out. The last child remaining is the winner. Begin the game again.




Silent Ball
You will need a small, soft ball for this game. Explain that the object of the game is to see how many times you can toss the ball without talking. Look at the person you are throwing the ball to so they will be ready. Silently count how many times we can throw the ball without talking or dropping it. If someone talks or drops the ball, then the game begins all over again.

Tower Topple
This game is similar to Jenga. Have children get a block and then sit in a circle. The first child begins building the tower by placing her block in the middle of the circle. The second child places his block on top of hers...The game continues as children try to build the tower higher and higher. When it falls over every shouts "tower topple" and the game begins again.


Going On A Trip
The first player begins by saying, “I’m going on a trip and I’m taking (names an object).” Second player says, “I’m going on atrip and I’m taking (names first object and names a second
object).” Next child says, “I’m going on a trip and I’m taking(names first object, second object, and names a third object).” The game continues as each player tries to remember previous
objects. When a player forgets, begin the game all over again.

*You can also name objects in alphabetical order. For example, the first person says something that begins with an “A,” the second person names something that begins with a “B,” and so on.
Change the game to “going on a picnic,” “going to the moon,” etc.


Penny ~ Penny
One person is “it.” “It” chooses three friends to leave the classroom. While the three are out of the room, “it” walks around the room and places a penny in one child’s hands. All the children
cup their hands as if they are holding the penny. The three children are then called back into the classroom. The three walk around the room opening hands until one finds the penny and says, “Penny, penny, I found the penny!” That child then becomes “it” and the game continues.

*Let children hide a seasonal toy, such as a bunny or a pumpkin.
*Play a similar game by having one child leave the room as youhide a small object. Guide her to the object by saying “cold” when she is far away and “hot” as she gets closer to the object.

Charades
Children will have fun “performing” and “stumping” their classmates with this game. One child at a time gets up in front of the room. The child acts out a nursery rhyme as her friends try to guess which one it might be. The first child to guess correctly gets to act out the next rhyme. (You might need to suggest rhymes to younger children.)

*Children could also act out book titles, songs, feelings, animals, or other categories.
*Children can make sounds or simply pantomime.
“Statues” is a similar game where children work in groups and freeze in position to symbolize a book, song, or other event.

FIVE MINUTE GAMES

Got a minute or two, try one of these quick games.

Johnny Jump Up
You will need a photo album and index cards to make this game. Write words on the index cards and insert them in the plastic sleeves. On several cards draw a stick figure jumping and write, “Johnny jump up!” Randomly insert the Johnny cards in the album. As you shuffle through the book children read the words. When Johnny appears they all jump up and shout, “Johnny jump up!”

          

*Adapt this game to popular cartoon figures or seasonal characters.


Where’s Kitty?
Place flash cards in a pocket chart. Take a small picture of a cat and explain you will hide kitty behind one of the cards. Have children close their eyes as you hide kitty. “Who knows where kitty is?” Children take turns calling out a word and then looking behind it for kitty. The first child to find kitty gets to hide it for the next round.

*Adapt kitty for holidays or seasons. It could be a skeleton, turkey, cupid, etc.


Catch and Tell
You will need a beanbag, sponge ball, or tiny stuffed animal 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, social studies, and other skills. It’s perfect for waiting in the hall or during transitions.

Snowballs
Each child takes a sheet of scrap paper and writes a word wall word, spelling word, math fact, etc. on it. Children wad up their sheet of paper to make it a “snowball.” Divide the class into two teams and have them stand about 20 feet from each other. When the teacher says, “Let it snow!” children begin throwing their snowballs at the opposite side. Children pick up a snowball and identify the information on it before throwing it back at the other side. The game continues until the teacher says, “Freeze!” Count the number of snowballs on each side. Who has more? Who has less? In this game, the team with the smaller amount is actually the winner! Everyone gets another snowball and the game continues.

*At the beginning of the school year, have children write their names on snowballs and play the game. It’s a great way to get acquainted with classmates.

*As a study review, have children write questions on the snowballs. When children open them they must answer the question before throwing it again. Remind the children that if they don’t know the answer, it’s O.K. to ask a friend for help.

FINGER PLAY

AUTHENTICITY is imperative when teaching young children. Finger plays are REAL! There is no screen or music or clown costumes or puppets or polka dots! It's just YOU looking in children's eyes and connecting with them visually, auditorially, kinesthetically, and emotionally. Oh, and they are FREE! It doesn't get much better than that!

I've heard people say, "Finger plays are old fashion." Well, you might call them that, but then you'd have to call chocolate chip cookies and mashed potatoes and BINGO and swings and hugs...old fashion as well. Let me share just a few things children can learn when you do a finger play. (You might want to enlighten some administrators or supervisors or parents with this information. Sometimes they just don't "get" what we do!)

Engagement – Doing a finger play is a natural way to engage children’s attention and help them focus.

Oral language – Repetition of finger plays builds oral language skills.

Auditory memory – Children activate their short term memory as they memorize finger plays.

Comprehension – Most finger plays have a simple story plot for children to follow.

Imagination – With so much time spent in front of a screen, finger plays encourage children to make pictures in their brains.

Sequence – Remembering the sequence in finger plays can help children retell stories.

Phonological awareness – Finger plays build a foundation for rhyme, rhythm and alliteration.

Eye-hand coordination – Visual connections with finger plays are important for writing and reading.

Small motor skills – Doing finger plays is like sending the fingers to the gym to exercise.

Active Learning - Multiple senses are engaged as children watch and wiggle their fingers and repeat rhymes.

Purposeful Practice for Automaticity (aka repetition) - Children will enjoy saying these rhymes over and over.

Brain Breaks - Children will be oxygenating the brain and crossing the midline as they do finger plays. Memorizing poems and rhymes is also good for short term memory.

Executive function – Children develop self-regulation and impulse control when they participate in finger plays.

Social skills – All children can be successful with finger plays with this group experience.

Transitions - Finger Plays can be used to entertain children during transitions or any time you’ve got a minute or two.

Best of all, finger plays are FREE! They can be used to entertain children during transitions or any time you’ve got a minute or two.

*If you’ll go to my website (drjean.org), you’ll find 5 free videos where I demonstrate finger plays. 

*Go to my September, 2011, website and you’ll find a download with the words. I would suggest taking one each week and putting it on an index card. (You could also write it on a language experience chart or use it on an interactive white board for choral reading.) At the end of the week punch a hole in the rhyme and attach it to a book ring. If you’ll do this every week, in a few months you’ll have a whole RING OF RHYMES.

https://www.drjean.org/html/monthly_act/act_2010/07_Jul/pg00.html

PLAY DOUGH PLAY

Play dough can be a learning tool just like worksheets and computer games. Although play dough wasn't invented until the 1950's, molding materials, such as clay, have been an integral part of early childhood programs forever. For thousands of years children have joyfully played with mud and sand.


Here's a FREE book for you on PLAY DOUGH POWER!

http://bit.ly/drjeanPlayDoughPower

Brain Research
When children tap and swipe on a device or sit passively gazing at a big screen there is little sensory input in the brain. We know that the only way information can get IN the brain is through the senses. Think about how much more input there is when children touch, see, talk, and hear when they are using play dough.

Small Motor Skills
Pinching, squeezing, rolling, and molding dough is like sending little fingers to the gym. Many children's small muscles are not developed and they struggle to hold a pencil and write. Play dough is a natural way to strengthen those little hands.

Social Skills
All you have to do is put out some play dough for a small group of children and observe. They will learn to share and spontaneously communicate with their friends about what they are making. They'll also challenge their friends to be creative.

Emotional Skills
Play dough is a great release for children who are stressed or have the fidgets. As they manipulate the material they can release pent up energy and calm themselves.

Imagination
So many crafts and things we give children have steps and a "model" for them to reproduce. Play dough is a blank canvas that can be turned into anything! Whatever the child creates is theirs and represents the "process" rather than the "product."

          

Hint! You'll find these center ideas using play dough in the free download.

The Play Dough Song Tune: “Row, Row, Row Your Boat”
(Children make the motions with the play dough as they sing.)
Squeeze, squeeze, squeeze play dough (Children squeeze dough.)
Feels so good to me.
Squeeze, squeeze, squeeze play dough

It’s easy peasy!



Poke – Poke fingers in the dough.



Pinch – Pinch off pieces of the dough.


Roll – Roll the dough into a snake.



Pat – Pat like a pancake.



GLUTEN FREE PLAY DOUGH
You know, I never thought about children with gluten allergies having a reaction to most play dough recipes. Fortunately, my good friend Barbara Lees shared this recipe with me!!! Thanks, Barbara!

BLOCK PLAY

I often tell teachers, "If I could have two things in my classroom I'd take books and blocks." Blocks are great for creative play and STEM, but they can also be used for other skills.

Note! For some of these activities you will want to tape the paper to the blocks or use sticky notes. For other games that will be used in multiple ways (such as letters and numerals), you could write on the blocks with a permanent marker.

Sequence– Tape illustrations (from a workbook or worksheet) of different parts of a story. Children can sequence the pictures and retell the story using the blocks.

Rhymes– Tape pictures of objects that rhyme to blocks and have children match them up.

CVC Words– On 2 ½” squares write consonants with a blue marker and write vowels with a red marker. Tape to blocks. Let children build CVC words using the blocks.

Prefixes and Suffixes– Use a black marker to write root words on 2 ½” x 5” pieces of paper and tape to blocks of the same size. Write prefixes with a green marker and suffixes with a red marker on 2 ½”” squares and tape to square blocks. Children place the prefixes in front of the root words and read. Place the suffixes on the end of the blocks and read.

Onsets and Rimes– Write rimes (vowel and letters following) on 2 ½” x 5” pieces of paper and tape to blocks. Write onsets (consonants and blends) on 2 ½” squares and tape to blocks. Children put onsets on rimes and read the words.

Singular and Plural – Write nouns on 2 ½” x 5” pieces of paper. Tape to blocks. Write “s” on a 2 ½” square and tape to a block. Challenge children to read singular words and then make them mean “more than one.”

Inflicted Endings– Write verbs on 2 ½’” x 5” pieces of paper. Write “s,” “ing,” and “ed” on 2 ½” squares and tape to blocks. Can children make words and then use them in sentences?

Letter Blocks– Write uppercase letters on 26 blocks and lowercase letters on other blocks. Can children match upper and lowercase letters?

Alphabetical Order– Ask children to put the blocks in alphabetical order.

Sight Words and Spelling Words– Invite children to reproduce their names, high frequency words, spelling words, or vocabulary words with the letter blocks.

Beginning Sounds– Using old workbooks, cut out pictures and tape them to blocks. Ask children to match up letters with pictures that begin with the same sound. (You could do this for final sounds or vowels.)

Building Sentences– Challenge children to construct sentences using the high frequency words.
I like…
We can…

I see…

DON'T FORGET MATH!!!!

Sorting – Can they sort like blocks together? Can they regroup the blocks by another attribute?

Numerical Order – Write numerals 0-10 on 2 ½” x 5” pieces of paper and attach to blocks. Can they put the blocks in order? 

Sets and Numerals – Write numerals, number words, and sets on blocks for children to match.



Roll and Stack – Children take one or two dice and roll. They select that number of blocks and stack them as tall as they can. 

Counting – How many blocks can you stack?

Math Signs – Write inequality signs, =, +, and – on pieces of paper and attach to blocks. Children can build equations and practice addition and subtraction with the numeral blocks and signs

Liquid Measurement – Write “cup” on two square blocks. Write “pint” on a rectangular block. How many cups in a pint?



Fractions – What would happen if you cut the square block in half? What would happen if you cut the rectangular block in half? How many ways can you make the square block? Rectangular block?

Measure Up – Children lay on the floor as friends take unit blocks and measure how many blocks long they are. Use different size blocks and compare.

Graphing – Have children draw their faces on 2 ½”” squares. Tape to blocks. Use for comparing and graphing.
For example: You could have a picture of a bus, feet, and a car. Children place their block under the way they travel to school. Which one is more? Less? How can we tell for sure?

HAPPY HAPPY 2026!

 Start your New Year with a SMILE with one of these videos. It's a perfect way to create a classroom community, increase happiness, nurture language skills, and play and learn!

 Click to visit page.

*Each video has a free download.

OUTDOOR PLAY

Several years ago I read Richard Louv’s book LAST CHILD IN THE WOODS: SAVING OUR CHILDREN FROM NATURE-DEFICIT DISORDER. It reminded me that exposure to nature is essential for healthy physical and emotional development in children AND adults. (This book first came out in 2005, but you can imagine the decrease in outdoor time and increase in screen time over the past 20 years!!!!)

Educators, as well as many parents, are concerned about all the time their children spend in front of a screen. But, you can’t always give children a choice. If you say, “Do you want to go outside and go for a walk or play video games on your computer?” You know what the answer will be.

kidsgowild.org 

This UK site strives to help parents be informed and motivated to get their kids into nature and go wild with fun! 

These are some suggestions I adapted from the website that you might want to share with your parents:

Climb a tree

Roll down a really big hill

Build a tent

Hunt for stones

Watch the sun wake up

Go on a nature walk at night

Plant it, grow it, eat it

Discover what’s in a pond

Go to a park

Play in the sand

Run around in the rain

Fly a kite

Hunt for bugs

Go fishing

Cook on a campfire

Look for objects in the clouds

Make a mud pie

Swing on a rope swing

Just think how giving children 30 minutes of OUTDOOR WILD TIME every day this summer could impact their lives!!!

Note!  FOREST SCHOOLS started in Denmark in the 1980's and they have been growing across the UK. Forest Schools are a type of outdoor education where children develop academic skills, as well as social and emotional skills in a woodland environment. It's an interesting concept, so google it and see what you think.

GOING CRAZY????

Are you going crazy right now? Well, here's a video that might help you destress and laugh with your students. When I was about to lose it I would sit down in a chair and slowly start singing this song. The first time I did it my students looked shocked and were speechless! They quickly realized Mrs. Feldman was just being silly and we ended up laughing together. After that when things got a little tense in the classroom I would sing this song and they would join in, relax, and smile!

https://www.youtube.com/watch?v=BgDU5RpzUms

I Am Slowly Going Crazy
(Tune: "Reuben, Reuben, I’ve Been Thinking")
I am slowly going crazy, (Cross right ankle on left knee. Place right
elbow on right knee and place chin on palm.)
1, 2, 3, 4, 5, 6, switch. (Cross left ankle on right knee and place
chin on left palm.)
Crazy going slowly am I, 6, 5, 4, 3, 2, 1, switch.
Continue singing faster and faster.

*Brainstorm other things you can do when you feel like you’re going crazy!

*Make a class book of “Things That Drive Us Crazy!”

GOING ON A SANTA HUNT

I had a great time making this video a few years ago. I hope it makes your children smile and is a positive outlet for all their energy!

https://www.youtube.com/watch?v=KXheMF7XAzs

Thanks to Sara Lensing for adapting these words from “The Cool Bear Hunt.” 

Santa Hunt
Get out your backpacks.
Open ‘em up.
Let’s put in some cookies for Santa and his reindeer.
And, let’s put in a thermos of milk in case he gets thirsty.
Oh. and don’t forget your Christmas lights in case it gets dark.
Zip ‘em up and repeat after me.
(Children repeat each line.)
We’re gonna find Santa (March and slap thighs.)
Before Christmas day.
He has a big, round belly (Extend arms.)
And a long, white beard. (Pull down from chin.)
Look over there! (Point.)
It’s a Candy Cane Forest!
Can’t go over it. (Arms over head.)
Can’t go under. (Arms down low.)
Can’t go around it. (Circle arms.)
I guess we’ll go through it. (Open palms and shrug shoulders.)
Slurp, slurp, slurp! (Pretend to suck on candy cane.)

We’re gonna find Santa
Before Christmas day.
He has a big, round belly
And a long, white beard.
Look over there!
It’s a hot chocolate river.
Can’t go over it.
Can’t go under.
Can’t go around it.
I guess we’ll swim across it. (Stroke arms as if swimming.)

We’re gonna find Santa
Before Christmas day.
He has a big, round belly
And a long, white beard.
Look over there!
It’s a gingerbread house!
Can’t go over it.
Can’t go under.
Can’t go around it.
I guess we’ll go through it.
Yum, yum, yum! (Pretend to eat gingerbread.)

We’re gonna find Santa
Before Christmas day.
He has a big, round belly
And a long, white beard.
Look over there!
It’s Santa’s workshop.
Can’t go over it.
Can’t go under.
Can’t go around it.
I guess we’ll go through it.
Shhh! (Finger over lips.)
Get out your Christmas lights. (Pretend to get out lights.)
Turn them on – click.
Let’s set out the cookies and milk.
I see a big, round belly.
And a long, white beard!
It’s Santa!
He-he-he! We can’t let him see us!
Tip toe! (Tiptoe.)
Quick! Go through the gingerbread house! Yum, yum, yum,!
Swim across the hot chocolate river!
Go through the Candy Cane Forest! Slurp, slurp, slurp!
Go home.
Open the door.
Shut the door.
Phew!
We found Santa.

Merry Christmas to all!

Note! Each year I bought some inexpensive canvas and let my grandchildren paint a holiday picture. We dated these and they are my favorite decorations. Some day when they get married I will pass the "gallery" on to them.

Guacamole Christmas
I don’t know why, but many teenagers are obsessed with my “Banana Dance” video. I think they are making fun of an old lady singing about fruits and vegetables, but I also think I might make them smile. Depression and anxiety are high in many areas of our society right now, so maybe we all need a little "Guacamole Christmas"!


http://bit.ly/drjeanGuacamoleChristmas

Form the avocado ...
Peel the avocado ...
Guacamole Christmas

Form the tree
Trim the tree
Lights to see pretty lights to see

Form the cookies
Bake the cookies
Eat the cookies

Form the snowball
Roll the snowball
Build the snowman

Form the house
Decorate the house
Rock the house

Form the stocking
Hang the stocking
See the goodies – candy and toy goodies

Have a happy Christmas, happy happy Christmas
Feel the love
Share the love

LITTLE MISS MUFFET

Here's a new video for your nursery rhyme collection.

https://bit.ly/drJMuffet