HOORAY FOR RECESS

Ask any child what their favorite thing at school is and without a moment's hesitation they will say, "RECESS!" Well, those kids in New Jersey should be happy because there is a new law that will "require public school districts to provide a daily recess period of at least 20 minutes for students in grades kindergarten through 5. The recess period would be required to be held outdoors, if feasible." I hope this is a sign that other states will follow!

Here is some valuable information from experts that confirms why recess should be an essential component of the school day.

In “Give Students Time to Play” Debbie Rhea explains:

Kids are built to move. Having more time for unstructured outdoor play is like handing them a reset button. It not only helps to break up their day, but it also allows them to blow off steam, while giving them an opportunity to move and redirect their energy to something more meaningful once they return to the classroom.

When a human sits for longer than about 20 minutes, the physiology of the brain and body changes. Gravity begins to pool blood into the hamstrings, robbing the brain of needed oxygen and glucose, or brain fuel. The brain essentially just falls asleep when we sit for too long. Moving and being active stimulates the neurons that fire in the brain. When you are sitting, those neurons don't fire.

www.edweek.org/ew/articles/2014/02/26/22rhea.h33.html

In another article I found that Anthony Pellegrini, a professor of educational psychology at the University of Minnesota, emphasized that the new science of recess says that recess isn’t a waste of time at all:

Having recess is much, much, much better than not having recess…That’s unequivocal, I feel. That’s a no-brainer.
Pellegrini says, “because attacking recess has got this sort of intuitive feel: If you give kids more time doing something, they’ll do better in school. When in fact the opposite is probably the case.” Repeated studies have shown that when recess is delayed, children pay less andless attention. They are more focusedon days when they have recess. A major study in Pediatrics found that children with more than 15 minutes of recess a day were far better behaved in classthan children who had shorter recess breaks or none at all.

http://www.education.com/reference/article/Ref_Recess_Elementary/

One more fascinating article I found was “Get Tech out of Schools.” Researcher Patricia Greenfield argues that:

Precisely because young people spend so much time with digital media outside of school, schools must offer them a very different kind of education in order to even the cognitive scales. In Greenfield’s view, this means reading copious amounts of old-fashioned literature—just what young people are not doing (according to research) on their own time…. schools could also strive to provide more of the face-to-face contact, the in-person social interaction, that has been largely displaced by young people’s use of Facebook, Twitter, and texting in their off-hours.

http://www.slate.com/articles/technology/future_tense/2014/08/technology_in_the_classr

I’m obviously a believer in play and recess, and you must be as well if read my blogs. This is some powerful information that I hope you can share with your parents, administrators, and legislators!

HOW PARENTS CAN RECOGNIZE AND PROTECT THEIR CHILDREN FROM ANXIETY

Here is a great article by Laura Pearson, and I think you'll agree with me that recess and  playing outside is a wonderful antidote for anxiety.

How Parents Can Recognize and Manage Anxiety to Protect Their Kids

Busy parents with anxiety often work hard to keep daily life steady, yet worry can slip into conversations, routines, and the emotional tone at home. The core tension is painful: protecting children’s emotional well-being while managing a mind that scans for threats and can’t always relax. Anxiety effects in families are rarely loud or obvious, but children notice patterns, absorb tension, and may start reacting in ways that look like “just a phase.” Naming the parental impact on children early makes it easier to protect family mental health.

Understanding How Anxiety Spreads at Home

Parental anxiety can quietly shape the emotional “signal” kids receive each day. When a parent is tense, rushed, or scanning for problems, children often mirror that state and routines can start feeling urgent or fragile. Many kids are emotionally porous, so noticing this pattern is about awareness, not blame.

This matters because anxiety in kids is easier to support when you catch it early, before it turns into daily battles over school, sleep, or separation. The fact that parent stress is a public health concern is helpful here, since your steadiness directly supports their well-being.

Picture a morning where you double-check everything and speak faster without meaning to. Your child might respond with tears, stomachaches, irritability, clinginess, or sudden perfectionism, especially around deadlines, transitions, or conflict. Those signs are clues to a trigger, not proof anyone is failing.

Turn Job Stress Into a Realistic Plan (Not More Pressure)

When work stress is the main “carrier” of anxiety in your home, changing what’s fueling it can be just as important as changing how you cope. If your current job is driving your anxiety, improving your career prospects can create real breathing room, especially when it’s done in a way that doesn’t add more pressure to your days. Online degree programs can make it more realistic to keep working full-time (or keep up with family responsibilities) while you earn a credential, because you’re not forced into a rigid, on-campus schedule. 

The key is choosing a school with strong support systems so you’re not trying to manage everything alone. Many adults balancing work, school, and parenting benefit from emotional support (encouragement and understanding), practical support (help navigating requirements and logistics), and workplace support (communication and flexibility when it’s possible). Paired with proactive planning, mapping a doable schedule and using available university resources, those supports can make the challenges of nontraditional students feel manageable and keep you moving toward your academic goals.

Use a 7-Step Reset to Calm Yourself and Support Your Child

When your anxiety spikes, your child usually feels the ripple, through your tone, pace, and decisions. A simple “reset” helps you steady yourself first, then respond in a way that builds safety and resilience, even on busy work-and-school days.

1. Name your stress out loud (privately) before you act: Take 10 seconds to label what’s happening: “I’m anxious about tomorrow’s deadline,” or “I’m overwhelmed and rushing.” This small self-reflection tool creates distance between the feeling and your next move, which makes it less likely you’ll snap, catastrophize, or over-control. Research showing that parental anxiety predicts child anxiety is a good reminder that your pause isn’t selfish, it’s protective.
2. Do a 90-second body reset (breath + shoulders + feet): Inhale for 4, exhale for 6, five times. Drop your shoulders, unclench your jaw, and press both feet into the floor to cue your nervous system that you’re safe right now. Use this before school drop-off, a hard email, or helping with homework, any moment you’re about to “leak” stress into the room.
3. Run the “Plan, not pressure” check from your work-stress map: If your schedule is already tight, don’t add a new wellness routine, attach the reset to the structure you built in your realistic plan. Ask: “What’s the next doable step, and what can wait 24 hours?” Then take one concrete action (send one message, set one reminder, choose one priority) so your brain gets proof you’re not trapped.
4. Model a healthy stress script your child can borrow: Say one sentence about your feeling, one sentence about your coping, and one repair if needed: “I’m stressed. I’m going to take three breaths and then we’ll talk. Sorry my voice got sharp.” This teaches kids that big feelings are manageable and relationships can recover, skills they’ll use at school and with friends.
5. Create a “safe emotional space” with a daily 10-minute check-in: Pick a consistent time (after snack, before bed) and use two prompts: “What was hard today?” and “What helped even a little?” Keep it judgment-free, no fixing unless they ask. If your child shares something small, treat it as practice for the bigger things later.
6. Coach resilience with the 3-step problem-solving loop: When your child is upset, guide them through: Name the problem, list two options, choose one “try-it” step. Example: “Homework feels too big” becomes “Do the first two problems, then take a 5-minute break.” You’re not removing stress; you’re teaching your child they can move through it.
7. Set a family “reset cue” for heated moments: Choose a neutral phrase like “reset time” and a simple action everyone recognizes, get a drink of water, hands on belly, then return. Use it when voices rise, especially during morning routines or work-from-home interruptions. It keeps boundaries clear without shame and shows your child that calming down is a normal, shared skill.

Questions Parents Ask About Anxiety and Kids

Q: What signs suggest my anxiety is affecting my child?
A: Watch for new clinginess, irritability, sleep changes, stomachaches, or a sudden need for constant reassurance. You may also notice your child scanning your face to “check” if things are safe. Start by tracking patterns for a week and naming one small change you can make, like speaking slower during transitions.

Q: When should we consider therapy instead of “handling it at home”?
A: Seek support if anxiety causes school refusal, frequent meltdowns, avoidance of normal activities, or lasts more than a few weeks. Therapy is also a good idea if family conflict is rising or you feel stuck in reassurance loops. Asking early can prevent anxiety from becoming your family’s default.

Q: How does treatment like CBT help kids and parents?
A: CBT teaches practical skills for handling worried thoughts, body sensations, and avoidance step by step. Research on CBT treatment shows family factors can strengthen how much child anxiety decreases, so parent involvement often helps.

Q: Can I talk about my anxiety without scaring my child?
A: Yes, if you keep it simple and pair it with a coping plan: “I’m feeling worried, and I’m taking breaths to calm down.” Avoid adult details and make space for your child’s questions. The goal is honesty plus steadiness.

Q: What should I do if I think my child’s well-being is slipping?
A: Start with basics you can influence today: sleep routine, movement, regular meals, and predictable connection time. Then loop in a pediatrician or school counselor if changes persist. Evidence linking parental stress and well-being is a reminder that caring for you is part of caring for them.

Turning Parent Anxiety Into Steady Support for Kids

When anxiety is running in the background, it can be hard to tell what’s protective parenting and what’s simply anxiety taking the wheel. A hopeful parenting approach starts with practical anxiety management: noticing patterns, naming what’s happening, and choosing grounded responses, along with self-care encouragement for parents and professional support when it’s needed. Over time, that steadiness changes the tone at home, kids feel safer, feelings become easier to talk about, and building resilience in families starts to feel possible again. Resilient families are built one steady choice at a time. 

WHO IS THE FRIDAY FAIRY?

It used to be more fun to be a teacher. Now I say, “We’d go to jail now for things we used to do in the classroom.” I don’t mean that literally because we never did anything mean to children, but many of the restrictions were just not an issue in the “old days.” We could take our class out for recess (Yep! Run around and play time.) whenever we wanted and we had a lot more flexibility and creativity in terms of the curriculum.

                                

The “Friday Fairy” used to come to my room every week and nobody complained. The children LOVED the Friday Fairy because she left a little penny candy in their desk while they were at lunch. (I invited a 5th or 6th grade student to sneak in my room and distribute the goodies while we were out of the room.)

See what I mean? You’d probably get in a lot of trouble for doing that now. However, there are other things you can do to make Friday a special day. And, after the children have worked hard all week it’s nice to end on a happy note. Here are some other ideas for Fabulous Friday:

15-30 minutes free time at the end of the day.

Jamboree – Get together with your grade level and sing.

Guest Reader – Invite a parent, politician, or school helper to read.

Game Time – Children bring board games or card games from home. (NO video games)

Recess – Now, wouldn’t that be fun? 30 minutes of unstructured play outside. (One teacher said she did this and her kids asked her, “What should I do?” Sad!)

Dancing with the Stars – Play music and let the children dance.

Take off your shoes – I know this sounds stupid, but my kids thought this was the great fun.

Kinder Café – Invite a different parent each week to come in and cook.

Do Your Own Thing – Children get to read, draw, talk…

MYSTERY READER (Gina from Michigan)

Parents sign up using a google.doc so the kids do not have any idea who is coming in. We wait very quietly with the lights out and when the door is open someone is very surprised. The parents can bring a "souvenir" to help the child retell the story at home but this is not expected. 

MAKE UP YOUR MIND TO END EVERY FRIDAY WITH "DESSERT" (AKA SOMETHING FUN!)

WHAT'S IN YOUR BACKPACK?

PLAY GIVES CHILDREN A CHANCE 

TO PRACTICE WHAT THEY ARE LEARNING!

Fred Rogers

Fred Rogers is my hero! What a legacy of kindness, love, and gentleness he left us! It is so true that children learn through play, but many parents and administrators "don't get it." Here's a poem to send home or to share at your first parent meeting about how children learn through play.

WHAT’S IN YOUR BACKPACK?

What’s in your backpack?
It’s empty today.
Where’s your work?
Did you just play?

When I built with blocks
I learned about shapes.
I balanced and shared –
Our skyscraper was great.

I played in the windy house
And talked with my friends.
I rocked a baby
And played pretend

In science I observed,
Guessed, and experimented, too.
The same things grown up
Scientists do.

Art was messy.
I created and explored.
I solved my own problem
When I spilled glue on the floor.

My fingers got a work out
With puzzles and clay.
Those same muscles
Will help me write one day.

I counted and sorted and
And measured, too.
I used my brain
Like a math whiz would do!

Out on the playground
I ran like the wind.
I learned to take turns
And helped a hurt friend.

Story time is what
I always like best.
I can use my imagination
And give my body a rest.

I sang and danced,
Learned a finger play, too.
I answered questions
And said “please” and “thank you.”

There will be time
For worksheets and tests,
But talking and playing
Is how I learn best.

I love to go to school!
I’m glad I’m me.
An empty backpack
Means I’m learning, you see!


Backpack Book
Here's a little book you can make to send home the poem.

Punch holes in the top of a lunch bag (which is actually the bottom of the bag). You will need to do this for the children. Put a pipe cleaner through the holes and twist to make a handle.
Lift up the flap and tuck the bottom of the bag under it. Glue the poem to the inside of the book.

LEARNING CENTER SIGNS

IT LOOKS LIKE I'M PLAYING BUT...

Just because children are playing, doesn’t mean they are not learning!!! Here are some center signs for you to post in your classroom to help parents, administrators, and other visitors recognize all the skills that children are developing.

Why use learning centers?

Learning centers are the most natural way to organize a classroom and encourage children to become active learners. Centers encourage children to make choices, explore at their own level, engage in hands-on discovery, solve problems, work with friends, use language, and be creative. Centers are also an effective way to use classroom materials, time, and space. Above all, learning centers capitalize on PLAY, which is the most meaningful and FUN way for children to learn.

*Hands-on activities in centers provide many pathways to the brain and are engaging for young learners.

*Children can work at their own pace and level.

*Executive function skills of task initiation and task completion are nurtured with centers.

*21st Century Skills are enhanced as children cooperate with others, communicate, problem-solve, and think critically.

*Centers give children the opportunity to develop organizational skills and responsibility.

*Centers can provide children with purposeful practice for automaticity.

*Children take it in and take it in and take it in…and then something comes out! With centers we are laying a foundation by giving children a variety of rich experiences.

Click to download the signs

Thanks to Carolyn Kisloski for these fantastic center signs.

PLAY DOUGH POWER

Oh, happy day!  It's summertime and you have a chance to put your feet up for "a few days" before it's time to start all over again.  I am so happy that the pendulum is swinging back to "hands-on" and PLAY.  You'll find some free downloads on my blog each day that I hope will remind you how much fun teaching can be! 

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. In this book you'll see how play dough can be used as a learning tool - just a whole lot more fun than worksheets or a computer game!

                                    

http://bit.ly/drjeanPlayDoughPower

WHY?

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."


  
 

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. 

LEARNING FITNESS TRAIL

You can integrate reading, writing, math, and exercise with a learning/fitness trail.

Materials: cardboard rectangles (8” x 10”), markers, tape

Directions: Have your students brainstorm different “body” and “brain” exercises and write them on the board.

For example:
10 jumping jacks
say a nursery rhyme
8 windmills
count backwards from 20
12 squats
name your city, state, and country
15 toe touches
name 5 insects
run in place
sing the ABC’s forwards and then backwards
count by 10’s to 100
hop on one foot – hop on the other foot

Divide children into small groups and let them choose an exercise, write it on a piece of cardboard, and decorate it.




Tape the exercises around the playground and let the fun begin.

Hint! Invite other classes to participate in your learning/fitness trail.


Indoor Fitness Trail
Make a similar game to use in the classroom on rainy days.
For example:
*Count to 100 by 10's as you do jumping jacks
*Patty cake some nursery rhymes with a friend
*Count backwards from 20 as you march in place
*Do squats as you name as many insects as you can
*Balance on one foot as you name your city, state, and country
*Balance on the other foot as you say your address and phone number
*Touch toes and then stand up and read a word in the room
*Sing the ABC’s forwards and then backwards as you stand on tip toes
*Run in place as you name different shapes that you see

LET'S PLAY A GAME!

People don't stop playing because they grow old -

They grow old because they stop playing!

Stay YOUNG as you play one of these games with your children!



Here's a link to download all of the the activity cards:

file:///Users/jeanfeld/Downloads/ActivityCARDS-DrJeanJuly2015-4.pdf


Check out these games for indoor and outdoor fun.

Play Ball

Juggling and Balance Beam

Follow the Leader and Mirror

Jump the Creek

Camping

Step School

Going on a Trip

Penny-Penny

Tower Topple

Charades

KINDERGARTEN DAY

Today 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.

We have to remember that we will all grow up one day and sit in front of a computer, but we have one chance in a lifetime to be in kindergarten and hold hands, sing, dance, and PLAY! So shut your door today and "play kindergarten"!

My "kinderoos" in the 1980's.  
I'd love to know where they are now.


Kindergarten Bill of Rights

Dr. Jean

Kindergarten children have the right to the pursuit of happiness.

Kindergarten children have the right to wooden blocks and a housekeeping center.

Kindergarten children have the right to play dough and puzzles.

Kindergarten children have the right to hold hands with their friends and play games.

Kindergarten children have the right to free play outside.

Kindergarten children have the right to sing and dance and be silly.

Kindergarten children have the right to explore with paint, crayons, markers, glue, scissors, and to make a mess!!!

Kindergarten children have the right to have books read to them…many, many books.

Kindergarten children have the right to go on field trips.

Kindergarten children have a right to a quiet time every day so their brains can process information.

Kindergarten children have the right to think school is the most wonderful place in their world.

Kindergarten children have the right to think that they are capable and worthy.

Kindergarten children have the right to hopes and dreams.

Kindergarten children have the right to smiles and hugs.

KIDS GO WILD

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!!!!)

This is the perfect time to get outdoors and let children explore in a less controlled environment. 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!

We need to engage children in outdoor activities and create opportunities where they will choose to play and “be wild”! These are some suggestions 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

Here's a great website to share with parents to encourage more outdoor family fun:

https://www.parents.com/fun-things-to-do-with-kids-outdoors-8667161

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 an woodland environment. It's an interesting concept, so google it and see what you think.

www.kidsgowildforestschool.com

IT'S A DEAL WITH CARD GAMES

People have been entertained by card games for centuries, so shuffle up that deck and let’s pass on some learning fun with children.

Sorting
Ask children to sort cards by color, suit, number, etc.

Order Please
Remove the face cards and then have the children put the cards in numerical order.


Patterns
Can children make a pattern with their cards? Can friends identify the pattern?

Mind Reader
Remove face cards. One child comes to the front of the room and draws a card. Don’t let anyone see what it is! Classmates take turns trying to guess the number by asking yes/no questions that include math vocabulary. For example, “Is it greater than 5? Is it even? Do 3 and 5 equal it?”

Line Up
Remove face cards and pass out a card to each child. Call out directions for lining up using math vocabulary. For example, “If you come between 7 and 9 you can line up. If you are an odd number lower than 5 you may line up. If you add your number to 6 and get 8 you may line up.”

Number Stories
Remove face cards, shuffle, and then have each child draw two cards. Encourage them to think of a number story using the two digits. Can their friends tell the answer?

Memory
Use two suites of cards for this game. Shuffle cards and place them face down in rows on the floor or a table. Children rotate turning over two cards. If their cards match they may keep them and take another turn. If their cards don’t match they turn them back over and the next child has a turn. The game continues until all pairs have been matched.

Top It
(This game was formerly known as “war,” but “top it” sounds more politically correct.) Remove face cards and shuffle. Split the deck and place face down. Children remove one card at a time and turn it over. The child with the highest number takes both cards. If they turn over the same amount they place 3 cards face down and turn over the 3rd card. The highest number takes all the cards. The game continues as long as time permits.

Add It Up
This is similar to top it. Children turn over one card at a time. The first child to correctly add up both numbers gets both cards.

High, Low, Equal
Make a game board similar to the one shown. Children place a deck of cards face down. They select two cards at a time and place them in the correct category.

Scramble
Remove face cards. Pass out a card to each child. The teacher calls out a number between 2 and 20. Children “scramble” around the room and find one or two other numbers that will equal that amount.

Dealer’s Choice
Go Fish and Crazy Eights are other traditional card games your students can play, or let them create their own games.

Homework
Wouldn’t it be great if children taught their parents how to play some of these card games?
Note! I’ve heard that if you have a casino in your area they will donate free cards to your classroom. Apparently they drill a hole through the cards first, but they’d be just fine for classroom activities.

INDIVIDUAL RESPONSE GAMES

These games will involve all your students and you can quickly check to see who has mastered a skill and who needs additional work.

Cell Phone
Run off an image of a phone on heavy paper. Children can “design” their own cover on the back. As you call out numbers or letters they tap them on their phone.

*Use phones to practice learning phone numbers.

*Have children spell out sight words on their phones.

*Let children make up their own games they can play with a partner.

*Hole punch the corner so they can take “photos.”


Yes/No

Each child has two index cards. One says “yes” and the other says “no.” As you ask questions, children respond by holding up the card with their response. For example: “Our state is Arizona.” “Fish has the short a sound.” “Blue and glue rhyme.”

*Cut an envelope in half. Write “yes” on one side and “no” on the other.


Zip It
Write letters, words, numbers, etc. on the left side of a sheet of paper as shown and insert the paper in a zip bag. Call out a question, and children “zip” to the correct answer and then hold up their bag.

*If you write numerals horizontally you can use it like a number line.


Wipe Off Boards
Children write letters, words, or numerals on wipe off boards and hold them up. Erase with a sock and you’re ready to go again.

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

Three Little Pigs

Enough with all those skills, how about a new story Alex May (webmaster) just created.

https://bit.ly/drJ3PigsNarrated

CATEGORIES AND RAN

There was a study that showed pre-k children who knew how to play games were more successful in kindergarten. When you think about it, games help children learn to follow rules, take turns, and develop the executive function (task initiation and completion). This is good information to share with parents to encourage them to play board games and card games with their children rather than hand them their phone.


Alphabet Categories
Sounds, parts of speech, categories, rapid automatic naming, and multiple skills are reinforced with this game. When I introduced alphabet categories we played it as a large group game. Once the kids “caught on” we divided the class into two teams and played. Later, they enjoyed playing the game in small groups or with a partner.

Why? initial sounds, categories, rapid naming

What? poster board

How? You will need 2 sheets of poster board of different colors. Cut the poster board into 4” squares. (You will need 23 squares of each color.) On one color print alphabet letters. (Print “u & v” on the same card and “x, y, z” on another card.) On the other color print one of the categories below:

something in the yard              an animal

fruit or vegetable                      movie star

something in the kitchen          body part

river, lake, or ocean                  town or city

country or state                          a machine

type of transportation                  a food

something you wear                  an action

something in the zoo                  a plant

a toy                                             a book

a song                                          a noun

a famous person                          a verb

something in the school              a game

a TV show                                  a feeling

a color                                          an occupation

restaurant or store                     something that flies

Shuffle up each set of cards. Draw a card from the “letter pile” and a card from the “category pile.” Encourage the children to make the sound of the letter. Can they think of a word in the category that begins with that sound?

*When introducing this game, simply play it as a shared group activity and do not keep score. As children become more proficient, divide the class into teams and give points to the first team to come up with a word that fits the category. Children may also enjoy playing this game in small groups.

*Adapt the categories to the age and ability of your students. For example, you could use adjectives, adverbs, nouns, verbs, prepositions, mammals, etc. for older students.


Rapid Automatic Naming

Here 's an adaptation of "categories" that you can use to develop Rapid Automatized Naming. RAN is the ability to name letters, symbols, words, or objects in a quick and automatic manner and impacts reading fluency.

Write categories on index cards, punch a hole in the cards, and attach to a book ring. If you’ve got a few minutes before lunch or while you’re waiting during other transitions you can flip through the category cards and see how many words children can “pop out.”

*Whisper - Let the whole class participate by whispering as many words as they can.

*Toss and Tell – Throw a beanbag around the group and each child must add a word to the category as they catch the beanbag.

*Brainstorm - Write words on the board as the students call them out.

*Think Time - Give older children 2 or 3 minutes to write all the words they can think of. You could also divide students into partners or small groups to do this.

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.

FLASH CARD GAMES

You can take advantage of all the little “teachable times” in your school day with these ideas. Keep flashcards handy for when you have a few extra minutes before lunch, as children wash hands, or while waiting for the bell to ring. Make a different set of flashcards every few weeks that focus on specific skills your students need to master. You can use these games for letters, shapes, numbers, sight words, math facts, etc.

*Store games in a sand bucket on your desk for easy access.

*Keeping Score – Try this idea to avoid students being too aggressive. Cut out two circles from poster board and glue them together. Write “high” on one side and “low” on the other. After playing a game toss the circle. If “high” appears the team with the highest score wins. If “low” comes up the team with the lowest score is the winner.

Hint! If children don’t know the answer when playing games allow them to “phone a friend” (ask a friend) or “ask the audience” (ask the class).

BOOM!
Write “BOOM!” with a bright marker or glitter pen on several of the flashcards. As you “flash” through the cards, children identify the information. When “BOOM!” appears, children jump up and shout out “Boom!” 

*Change the surprise word for different holidays and seasons. In January use a snowman sticker and write “Brrrr!” The children stand up and pretend to shiver when it appears.

*Another fun version is “cowboys” and “chickens.” Insert pictures of a few cowboys and a few chickens. When the cowboy appears the children stand up and pretend to twirl a lasso. When the chicken appears they stand up and flap their arms and cluck.

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!)

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.

*At the beginning of the school year write the children’s names on plates. Have children stand in a circle and place 5 plates on the floor. Sing, “If your name is on a plate pick it up” to the tune of “If You’re Happy and You Know It.”

Musical Plates
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 be used to reinforce letters, words, math facts. etc. Write information you want to reinforce on paper plates. Scatter them 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 plate.

Word Worm
Draw the face of a worm on a 9” circle. 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?
Note! Children can “ask the audience” to read with them if they are unsure of the words.

LET'S PLAY A GAME

WHY PLAY GAMES?
All you have to say is, “Let’s play a game!” and you will naturally engage your students. But there’s more than PLAY going on with these games!

Standards – Sugar coat those standards by developing a game around the skills you want to reinforce.

Executive Function – Through games children can develop task initiation and completion because there is a beginning and an end. They also learn self- regulation and delayed gratification.

Active Learning – With games children can talk, interact with friends, and use multi-sensory materials.

Purposeful Practice for Automaticity – In order to master skills children need to repeat and practice them. Clearly, kids would rather do that with a game than with a worksheet.

Intentional Teaching – Teachers can create flashcard games, board games, or a variety of games based on any skill (letters, numbers, sight words, vocabulary, math facts, science or social studies, etc.) Think about skills in your curriculum and there’s the content for your game.

21st Century Skills – Children will naturally develop cooperation, collaboration, and communication as they share and play games.

Brain Research – The brain likes anything that is novel and challenging. Games add that element of fun and motivation to academic content.

Differentiated Instruction – Games can be adapted for specific needs and used for small group, independent, or take home practice.

Limited English Learners – Games can provide that visual and auditory connection in a non-threatening way.

Instructional Time – Take advantage of transitions and those few extra minutes during the school day by playing games.


HOW?
Look at your standards. What skills do your students need to master? 

Are they struggling with any letters, sight words, shapes, math facts?

Be specific with the content you choose. Start simple and make the games increasingly complex. Remember, nothing succeeds like success.

WHAT?
construction paper, poster board, fun foam, file folders, scissors, tape, glue, hole punch, jumbo craft sticks, magnetic letters, markers, recycled materials, small toys and inexpensive items you can find in a dollar store

Tip!
You can make games yourself.
You can ask parents to make games for you.
You can share games and rotate them with other teachers.

WHERE?
Store games in zip bags, manila envelopes, pencil boxes, plastic tubs, or other containers. *Hint! Color code with stickers to indicate content area.

WHEN?
Demonstrate how to play the games and keep the rules simple. It often takes several times for the children to “get” a game. Model how to care for the materials and clean up.

Games can be used for large group instruction during transitions. They can be used with small skill based instructional groups. And, they can be used for independent practice.

Tip! Use games to motivate your students by saying, “If you work hard we will have time to play a game.”

*Try using “Brain Lotion” before playing games with pieces. (Take the label off a bottle of hand sanitizer and replace it with a label that says “Brian Lotion.” This will keep your games clean and germ free.)


ONLY YOU!

I can't do anything about the skills you have to teach, the checklists you have to complete, or the tests you have to administer, but over the next few days I can share some of my favorite games to make those standards "taste" better. Remember that YOU add the magic!

JOKE PLAY

Jokes are a great way to play and learn!

What did the snowman have for breakfast?
Frosted Snowflakes

What is a snowman’s favorite snack?
Ice Krispy treats.

What’s it called when a snowman has a temper tantrum?
A meltdown.


What do snowmen wear on their heads?
Ice caps.

Where do snowmen go to dance?
The snowball.


Where do snowmen keep their money?
In a snow bank.


What do snowmen like to do on the weekend?
Chill out.

How do you scare a snowman?
Pull out a hairdryer.


How do you know that a snowman crawled into your bed with you?
You wake up wet and there’s a carrot on your pillow.

What do you call a snowman in the summer?
A puddle!

What does Jack Frost like best about school?
Snow and tell.


How did Jack Frost get to work?
By icicle.

Why did the boy keep his trumpet out in the snow?
Because he liked cool music.

Who's there?
Snow.
Snow who?
Snow one at home at my house.

Knock, knock!
Who's there?
Emma.
Emma who?
Emma bit cold out here - let me in!

Knock, knock!
Who's there?
Accordian.
Accordian who?
Accordian to the weather channel, its going to snow tomorrow!

Knock, Knock!
Who’s there?
Ken
Ken who?
Ken I come in? It’s cold out here.

Knock, knock
Who's there?
Atch
Atch who?
Bless you!


Knock, knock
Who's there?
Icy
Icy who?
Icy you!

Here's a video Alex May (web master extraordinaire) has created.

http://bit.ly/drjean-Jan2020Jokes