ON THE ROAD AGAIN...

Teachers often ask me if I enjoy traveling.  NO!  Flying, waiting in airports (aka Airport Appreciation Time), noisy hotel rooms, security lines…NO FUN!  However, when I get to share with a group of teachers it is pure JOY!  It makes my heart sing when you smile and get excited about a new idea!  Thank you for making this 65 year old woman feel like she still has something to offer teachers and children!  Besides, YOU always energize me with some great new ideas!  Look what I brought home with me this week from Mobile, Houston, and Huntsville, AL.

Kisses and Hearts

Pamela Pounds draws kisses on her students’ papers for a job well done.  They get to color in the lips.  She also draws hearts when they “make her heart sing.”

Snaps Jar

Kat Baxter has a jar called the “Snaps” jar.  When the kids do something that they are proud of they write it on a strip of paper and place it in the jar.  The teacher pulls their names from the jar and the class gives them “snaps” to celebrate.

Top Priority

When introducing something important to your class put a sign on the door that says “Top Priority.”  (I can think of other situations when you might want that sign on your door!)

New Claps

Teach children the “hotdog” clap by extending your arms wide horizontally and clapping.  For a “hamburger” clap extend your hands vertically.

File Folder Website

Check out filefolderfun.com for FREE file folder games.

IMPORTANT PERSON

Important Person – Hold one child at a time in your lap as you sing this song to the tune of “Lassie and Laddie.”

                 

                  Child’s name is important, important, important.

                  Child’s name is important to you and to me.

                  At work and at play

                  He/she does his/her best each day.

                  Child’s name is important to you and to me.

We Like You – Invite children to brainstorm words that describe good friends.  Write words on index cards and place them in a bag.  Each child chooses a word.  Sing the word to the tune of “We Wish You a Merry Christmas.”

We like you because you’re wonderful.

We like you because you’re wonderful.

We like you because you’re wonderful.

We really like you!

Hint!  You could pin or tape words to children so they could strive for that adjective.

PAPER DOLL TEACHER

Here’s something fun to make for your door to welcome the students.  Lay on a large sheet of butcher paper and ask a friend to trace around your body.  (You’ve probably done this to your children before.)  Color yourself and cut yourself out.  (Go ahead and take off a few inches.  You can body sculpt all you want!)  Tape this on the door and then make the following labels and attach them to the different body parts. 

“A head full of great ideas.” 

“A mouth to sing you songs and read you stories.” 

“Arms for hugging.” 

“Hands to help you learn new things.” 

“Pockets to hold surprises.” 

“Tennis shoes for outdoor fun.”  

“A heart full of love for you!” 

Special Notes and Pictures

You know all of those drawings and love notes you receive every year.  Here's a way to save them and show the children that you value what they give you.  All you have to do is get an old three ring notebook and make a cover with your picture and the year.  When  a child gives you something you can date it, hole punch it, and put it in the notebook.  Keep it in your classroom library so children can revisit it.  

*One teacher saves these through the years because the children enjoy looking at what other classes have done.

SCHOOL IS FUN

                                    IT LOOKS LIKE I’M PLAYING BUT….

Make a book by taking pictures of your students engaged in different centers.

 Use the following captions to describe the benefits of each area.

Let one child take home the book each day to share with their families.

        

Dramatic Play – It looks like I’m playing, but I’m developing social skills, emotional skills, independence, oral language, my imagination, responsibility, and the executive function.  I may use these skills as a mother, father, safety officer, or politician one day.

Blocks  - It looks like I’m playing, but I’m developing motor skills, math concepts (number, size, shape, space), oral language, social skills. eye-hand coordination, self control, and my imagination.  I may be a builder or architect when I’m grown.

Art – It looks like I’m playing, but I’m developing my creativity, small motor skills, problem solving, sharing, cooperation, independence and responsibility.  I may use these skills as an artist, illustrator, or designer one day.

Math  - It looks like I’m playing, but I’m developing oral language,; social skills, small motor skills, concepts about quantity, shape, size, pattern, and an interest in math.  I may use these tools as a computer programmer, accountant, or mathematician in the future.

Library  - It looks like I’m playing, but I’m developing alphabet knowledge, oral language, print knowledge, listening skills, eye-hand coordination, concepts about the world,  and the desire to read.  Maybe I’ll be a publisher, author, or librarian when I grow up.

Science  - It looks like I’m playing, but I’m developing a curiosity about the world, sensory skills, problem solving, language skills, and experience with the scientific process (observing, predicting, experimenting, recording, reporting).  If I’m a doctor, lab technician, pharmacist, or landscaper I will utilize these skills.

Table Toys  - It looks like I’m playing, but I’m developing small muscles, eye-hand coordination, attention span, social skills, and concepts about size, shape, color pattern.  I might use these skills as a chef or dentist one day.

Language – It looks like I’m playing, but I’m developing oral language, alphabet knowledge, print connections, phonological awareness, visual skills, book knowledge, phonics; motivation to read.  No matter what I become when I grow it, it will be important to know how to read.

Writing  - It looks like I’m playing, but I’m developing eye-hand coordination, small motor skills, alphabet knowledge, self confidence, vocabulary, and an interest in print.  I might use these skills one day as a journalist, administrative assistant, or poet.

PORTFOLIOS AND ASSESSMENT

Probably the last thing you want to think about this summer is ASSESSMENT.  However, here are a few ideas that might make your job easier this coming year.   (Drawings, work samples, observations, checklists, rubrics, journals can all be used for evaluation.)

Portfolio – Individualize children’s growth by collecting samples of their work each month and saving the work samples in a portfolio.  You can use grocery sacks or clasp envelopes and date each month.  Collect a writing sample, self-portrait, small motor activity, math page, etc.  You could bind these together and present them to parents at your end of year conference.

Notebook – Put a divider with each child’s name in a three-ring notebook.  Place a copy of the skills checklist for each child behind their divider.  Also, put a clear sheet protector for storing samples of their work and anecdotal notes.  Simplify record keeping by having this handy when you work with individual students or small groups.

Four Square Assessment – At the beginning of each month, have children fold a piece of paper into fourths.  Ask them to write/draw the same thing in each square every month.  You might have them draw a picture of themselves, write their name, write letters of the alphabet, numbers, shapes, write a story, etc.  Adapt to your age level and standards.  Date and save for a “reliable” picture of the child’s progress throughout the year.

Interest Inventory -  In addition to saving writing samples and self

portraits in a “portfolio” each month, have children complete an

“interest inventory”  by filling in sentences similar to the ones below:

         I am good at______.

            I like to _____.

I want to work on _____.

           My favorite book is _____.

                 I wish _____.

Hint!  Younger children could just dictate their responses to an adult.

NAME COOKIES

Cut 3” circles (cookies) out of poster board.  Write each child’s name on the “cookie.”  Place the cookies in an empty cookie box or bag.  Chose one name at a time and use it in the chant below:

                                                                                

Who ate the cookie in the cookie jar?                          

Child’s name ate the cookie in the cookie jar.        

Who me?         (First child responds.)                                   

Yes you.           (Class chants.)                                            

Couldn’t be?     (First child.)                                   

Then who?       (Class chants.)                                   

Second child’s name ate the cookie         

         (Choose a second child’s name) in the cookie jar.

Cookie Game

Glue each child's picture to the back of the cookie.  Place on the floor and give children a spatula.  They can take turns reading names and flipping the cookies over.

Class Book

Give each child a cookie to eat for snack.  Take a picture of them eating their cookie, and then make a book with their pictures.  Write, "Who ate the cookie from the cookie jar?" at the top of the page.  Write "(Child's name) ate the cookie from the cookie jar.

Let one child take the book home each evening to share with their families.

CLASS YELLOW PAGES AND BUSINESS CARDS

Yellow Pages

Tear off the front and back of your “Yellow Pages” to use for the outside of this book.  Make inside pages for the book that say, “We are good readers.”  “We can help you with the computer.”  “We can tie shoes.”  “We are good spellers.”  “We like to draw.”  “We are mathematicians.”  “We like to clean.”  (Include pages that represent the different multiple intelligences, as well as common tasks in the classroom.)  Encourage children to sign up on the pages where they can help others.  When someone comes to you for help, remind them to look in the “Class Yellow Pages.”

Friend Phone Book

Younger children will enjoy a "Friend Phone Book."  Take a picture of each child and glue it on a sheet of paper.  Have them write their name at the top and their phone number at the bottom.  (You may need to do this for younger children.)  Tear the front and back off your local phone book to make a cover.  Glue a title that says “Mr./Ms. Name Class Directory” on the front.  Use in the dramatic play center by a play phone or place in the math center with an old cell phone.

Business Cards 

Want to impress your parents the first few weeks of school?  Use your computer to help each child design a personal business card.  Include the child’s name, school, teacher’s name, and a graphic of their choice.  Print on cardstock (you can get about 10 on a page) cut apart, and have children distribute them to family members, neighbors, and friends.