MY, OH, MY OH! IDEAS FROM OHIO!

Sentence Structure  (Lisa Ruff)

Make the love sign with your hand. 

1. Your thumb is the capital.
2. Your pointer finger asks if it makes sense.
3. The little finger is a reminder for the punctuation mark at the end.
4. Check to make sure you LOVE your sentence.  You need all three fingers to love it!

Rock You Cheer  (Kristen Reed)

Start off pat, pat, clap, clap, pat, pat, clap, clap…

(Child’s Name) did a good job!  Good job!

(Child’s Name) did a good job!  Good job!

Popcorn Cheer  (Kristen Reed)

The teacher says, “Assume the position” as all the children squat down on the floor.  The teacher points quickly to each student and she/he jumps up and yells “POP” and then squats back down.  After pointing to every child say, “EVERYBODY!” and they all jump up and say “POP!”

Walking Feet  (Christina Venrick)

(Tune:  “Are You Sleeping?”)

Walking feet, walking feet,

To your chair, to your chair.

Show me that you’re ready.

Show me that you’re ready.

Are you there?

Are you there?

*Children try to be in their chair by the end of the song.  You can change it to tiptoe, walk backwards, giant hops, etc.  You can also change the chair to their “square” or another space.

Freeze  (Lori Nutter)

Teacher says, “Freeze.”

Children freeze like ice.

When the teacher has their attention she says, “THAW” and the kids whisper, “Like water,” as they move and swirl.

Let’s Stop and Signal Our Success!  (Amanda Workman)

Use a positive behavior traffic light.  Students start on the green light.  Positive behavior is acknowledged by moving up to the yellow light and then to the red light.  When a student gets to the red light they choose a cheer from the bucket.  Everyone says, “We are going to stop and signal your success!”  Then everyone does a cheer for them because we love showing off positive behavior!

That Was Easy  (Mindy Neal)

Parent helpers work with students on word lists.  When a student passes a word list they get to press the Staples “That Was Easy” button.  The kids are excited to press the button and this allows the teacher to multi-task by being able to keep on teaching while being aware what the child did.

Environmental Print  (Erin Terry)

Use the “Pizza Hut” song by taking pictures of restaurants in your community and displaying them on an interactive white board.  Add other important places in your community, such as the library, park, school, etc.

I also got to present at the incredible Indiana Association for the Education of Young Children Conference in Indianapolis last week.  Loved, loved, loved those teachers!!!  Here’s a song that Rachel Calvert shared

I’m a Little Fireman  (Rachel Calvert)

(Tune:  “I’m a Little Teapot”)

I’m a little fireman on the go.   (Pretend to drive a truck.)

Here is my helmet.                  (Touch head.)

Here is my hose.                  (Pretend to hold a hose.)

When I see a fire hear me shout,   (Hand over forehead.)

“Turn on the water.  Put the fire out!”

TALES FROM TOLEDO

Take a look at some of these TERRIFIC ideas from Toledo!

P.S.  I do not judge or edit what teachers share with me.  Therefore, you might see duplicates or things you’ve done before.  However, I’m always amazed at the creative  tips that teachers come up with!

Self Control  (Becky Gilsdorf)

Use this visual cue to help children who are out of control.

Cross hands over your chest.  (Self)

Slide both hands down the sides of your body.  (Control)

As the child repeats the movements silently it will calm them down.

Hand Poem  (Barb Williams)

Hands up high.         (Hands in the air.)

Hands down low.         (Hands down.)

Hide those hands, now.   (Hands behind your back.)

Where did they go?    (Shrug shoulders.)

One hand up.           (Right hand up.)

The other hand, too.   (Left hand up.)

Clap them,         (Clap.)

Fold them,    (Fold in lap.)

Now we’re through!

Hallway Tip  (Stacey Keller)

“Zip” – pretend to zip your lips.

“Flip” – fold arms across your chest.

“We’re ready for the hallway trip.”

Watermelon Cheer  (Kathleen Wright)

Watermelon, watermelon,

Growing on the vine.

We did a good job.

We did just fine!

Yeah!!!  (Thumbs up.)

Echo Count by 2’s  (Kathleen Wright)

Clap and count 4 beats until you get to a thirty and then shout.

2 4 6 8

10 12 14

16 18 20

22 24 26 28

30!

Quiet Coyote  (Alyssa)

Hold your hand with the pinky and pointer fingers up like ears.  Tap the middle and ring finger on your thumb.

1, 2, 3 Eyes on Me  (Rooe Aliakbar)

Teacher says:          1, 2, 3 - eyes on me.

Children respond:   1, 2 – eyes on you!

Wiggle Song  (Sarah Drummond)

(Sing in a whisper voice.)

I wiggle my fingers.

I wiggle my toes.

I wiggle my ELBOWS.  (yell this word)

I wiggle my nose.

Now, no more wiggles are left in me.

So I will sit still -

As still as can be.  (Fold hands and place in your lap.)

WHO Are We?  (Linda Pelger)

W – H – O  (Make arm motions for the letters.)

Who, who are we?

W – H - O

Verb Chant  (Linda Pelger)

A verb, a verb, is an action word, an action word.

You can do it, do it, do it, do it, do it.

Can you jump?  (Jump two times)

Can you hop?  Swim?  Dive?  Laugh?  Frown?  Jog?  Etc.

Stu’s Cheer (Kristie Stubloski aka “Miss Stu”)

Teacher:  I like it, I like it, I- I – I.

Kids:               LOVE IT!!!

Attention Grabber  (Sherry Raessler)

I am looking.

What do I see?

I see (student, class) sitting (or standing or whatever you need)

Properly.

Rhyming Chant  (Tina Ponzi)

(Slap knees and clap hands to get the rhythm.)

When I say bat, you say cat.

Bat – cat

Bat – cat

*You can also use this chant for opposites.

When I say hot, you say cold.

Hot – cold

Hot – cold

Bubbles and Marshmallows (Debbie Cheek)

When walking in the hall tell the students to pretend to put bubbles in their mouths as they puff out their cheeks.  (They keep their mouths closed to keep the bubbles in and then they can’t talk.)

*You can also use marshmallow toes in the hallway.  Talk about what marshmallows sound like when they fall and that’s the sound their feet should make.

Stinky Brain Break  (Jamie Garner)

The kids get to take their shoes off during center/workshop time and we call it a “Stinky Brain Break.”  If you present it at the start of a center the first 15 minutes of independent work time is silent.

FREEZE  (Jamie Garner)

Teacher says:           Freeze!

Students respond:         Ice Cold!  (Wrap arms around self as if shivering.)

Teacher:                  I’m looking for frozen students.

Are You Listening?  (Carla Montgomery)

(Tune:  “Are You Sleeping?”)

Teacher:         Are you listening?  Are you listening?

Children:         Yes, I am.  Yes I am.

Teacher:           Look at my toes.  Look at my nose.

                  Please sit down.

OU Sound  (Carla Montgomery)

To teach the /ou/ sound pinch fingers at the class and teach them to say,

“/ou/  Oh, you pinched me!”

Tales of a Teacherista

Here’s a new blog with classroom pictures, ideas, and more!

www.teacheristatales.blogspot.com

Check  (Kelly Kohlhofer)

Make a checkmark with your magic pencil (finger) and then point up and down your body for “Check yourself.”  At first verbally say, “Check yourself” with the motions.  Then you can just tap a student’s shoulder and make the hand motions.

*Teacher says:         Eyes click.

Children respond:         Lips zip.

Thinking Chair  (Kelly Kohlhofer)

Use a “Thinking Chair” for students who need to be removed from a situation.  Then ask if they thought about what they could do different.

Out Chant  (Kelly Kohlhofer)

O –U –T spells out, out.

O – U – T says get out of here.  (Point thumb out.)

Grab Your Partner  (Tina Rufenacht)

Pass out one Old Maid card to each student and when they find their match, it’s their partner.

*You can also use shapes, clocks, beginning sounds, etc.

Quieting Tricks  (Meghan Boyle)

*Before going in the hallway say, “Hands on your hips.  Smile on your lips.”

*Hush little children don’t say a word.

We’re leaving the room and shouldn’t be heard.

Hands at your side and do not talk.

Tip toe in the halls when we start to walk.

*Tattle Tale Phone

Have a phone in the classroom for the children to use instead of telling the teacher.  If they want to use it they put their hand up to their ear.  Teacher nods or shakes her head to let them know.  Have a laminated sheet so they can pick who to leave a message for:

         Press # 1 – teacher

         Press #2 – discipline person

         Press #3 – principal

         Press #4 – President of USA

GYM TIME!

I have a treat for you today... or should I say I have a treat for your TEAM today!

Here is a pack of Get in the Game Brain Breaks for your students.

What are brain breaks?

“Neurobics” is a term that refers to brain exercises or activities that can improve students’ learning. Although you can’t get inside your students’ heads and shake up their brains, these activities can help make your students’ brains more alert.  You can use these brain breaks to start your day, between lessons, or whenever your students appear bored or restless. These ideas can also be adapted for those winter days when you can’t get outside.

We made a collection of sports themed brain breaks for your brain break cards. And you can store them all in the "locker" we provided. 

click on the picture or {here} to get this pack!

 Cards are organized into Sports Themed:

Baseball- crossing the mid line
Basketball- skill building movements
Hockey- buddy time
Soccer- odds and ends
Tennis- have a racket with these musical movements
Sporting Events
Unwind from the Game- calming activities







Try these brain breaks with your class today and get those brains more alert!

EAT GREEN!

In keeping with the “green” spirit, here’s a song our daughter wrote.

Eat Green!  (Tune:  “Jenny Jenkins” – Going Green with Dr. Jean CD)

Will you eat green, oh my children dear,  (Pretend to strum a guitar.)

Will you eat green my children?                 

Oh, we’ll eat green                           (Make sign language for green by a

Spinach, broccoli, and beans            making “G” and circling it around.)

Chorus

Veggie-weggie, fruity-tooty           (Make fists with hands and thump together.)

Fresh foody, colors of the rainbow.           (Wiggle fingers in a arch.)

Let’s all eat green.

Will you eat orange, oh my children dear,

Will you eat orange my children?

Oh, we’ll eat orange things           (Sign language for “O” and circle.)

Carrots, peaches, tangerines

Chorus

Will you eat yellow, my children dear,  (Make a “Y” and circle.)

Will you eat yellow my children?      

Oh, we’ll eat yellow corn,

Squash, pineapples, and more

Chorus

Will you eat red, oh my children dear,    (Make an “R” and circle.)

Will you eat red my children?

Oh, red we’ll eat

Apples, strawberries, and beets

Chorus

Will you eat blue and purple, my children dear,  (Make a “P” and circle.)

Will you eat blue and purple?

Oh, we’ll eat purple, blue

Grapes, plums, and berries too.

Chorus

Oh what will you eat, my children dear,  (Pretend to strum a guitar.)

Oh what will you eat, my children?

Oh, we’ll eat fresh foods

Good for us and for earth, too,

Chorus

*Make a class book to go with the song.

*Brainstorm different parts of plants that you can eat.

         Leaves – lettuce, spinach, cabbage

         Stems – celery, asparagus, rhubarb

          Roots – sweet potatoes, carrots, onions

          Flowers – cauliflower, broccoli

         Seeds – sunflower, pumpkin, walnuts

As you are eating lunch or snack, comment, “Mmmm!  Don’t you love these leaves?  How does that root taste?  Would you like some more flowers?”

A teacher who is working on a fitness curriculum at the University of Georgia adapted “Patalina Matalina” to fruits and vegetables.  

Patalina Matalina  (vcown@fcs.uga.edu)

Chorus:  Patalina Matalina Upsadina Walkadina

               Hoca Poca Loca was his name.

His head was shaped like a cantaloupe,

And right on top was an antelope!

He had green beans kinda like hairs,

He couldn’t comb them but he didn’t care.

Googly eyes on his face,

Think he’s from outer space!

Nose was as long as a garden hose,

And it hung way down to his toes.

His teeth look like kernels of corn,

Think he could blow a horn?

His neck was red, it was plain to see

It looked just like a strawberry.

His body looked like a grocery sack,

Plastic not paper- matter of fact!

His legs were long like celery stalks,

Green and stringy, made all the girls talk!

He had two knees and two elbows,

The elbows were grapes and the knees potatoes.

He had a heart made of artichoke,

Full of fairy dust and firecracker smoke.

His feet were shaped like a shovel and a hoe,

In the garden, what food he could grow!

WE'RE ON THE LITTER PATROL

Litter Patrol Rap  (Clap and snap to the beat.)

Here I go.  (Stand up as you begin clapping and snapping.)

I'm on the litter patrol.

I'm going to work all day to put the trash away.

The planet earth, you see, is my habitat.

I'm going to clean it up.

Well how about that?

Join me now…

Here we go.

We're on the litter patrol.

We're going to work all day to put the trash away.

The planet earth, you see, is our habitat.

We're going to clean it up.

Well, how about that?

All by yourself.

Here we go.

We're on the...

*Have children suggest other movements you could do to the rap.

*Ask children to bring in empty food boxes.  Cut off the top panel and punch holes in the two narrow sides.  Tie on a piece of string so the box can be used as a trash receptacle in the car.  You can also turn a lunch bag into a litter bag.

*How about a “trash snack”?  You will need flat bottom ice cream cones, Cheerios, miniature marshmallows, pretzel sticks, and peanuts.  Take 4 lunch sacks and put a different item in each sack.  Write “old tires” on the sack with Cheerios, “Styrofoam” on the sack with marshmallows, “Sticks” on the sack with pretzel sticks, and “Stones” on the sack with peanuts.  Take a large bowl and make up a story about collecting trash.  As you name the different items, invite different children to dump the contents in the bowl.  Stir with a large spoon and then serve the “trash” in trash cans (ice cream cones).  The cool thing about this snack is that there is NO trash when the children have finished eating! 

Hint!  Substitute raisins for peanuts if you have students with food allergies.  You can also use fish crackers, sunflower seeds, or other snack foods.

ENDANGERED ANIMALS FROM A TO Z

Endangered Species A-Z  (Echo chant)

Endangered animals

are going extinct.

It’s time to protect them

Don’t you think?

I say antelope, you say /a/.   (Children stand and step from side to side to the beat.)

Antelope - /a/                     (Cup hands around your mouth as you make the sound.)

Antelope - /a/

I say bison, you say /b/  (Step to the beat and cup hands around mouth on the sound.)

Bison - /b/

Bison - /b/

C – condor             D- dolphin

E – elephant          F – falcon

G – gorilla              H – hippo

I – iguana              J – jaguar

K – koala                L – leopard

M – manatee          N – numbat

O – otter               P – panda

Q – quoll                R – rhinoceros

S – sea turtle        T – tiger

U – umbrella bird   V – vulture

W – whale              X – ox

Y – yak                   Z - zebra

Activities:

*Make an ABC book to go along with the chant.  Each child chooses a letter and illustrates her animal with crayons or markers.  Put the pictures together to make a book.  Make a front and back cover from a paper grocery sack.  Bind with book rings.  Have children write their names on the cover of the book because they are the “Illustrators.”  On the inside cover write the copyright date (day you make the book) and publisher (your school).  Make sure to write “The End” on the back of the book.  You might also want to add an ISBN number and bar code.

*What are some factors that contribute to animals becoming endangered or extinct?  What can YOU do to help protect animals?

*Brainstorm how you could learn more about endangered species (plants and animals).  For example, you could go to the library, look on the internet, ask a friend, etc. 

*What’s the difference between “endangered animals” and “extinct animals”?  Assign each child a letter of the alphabet and ask him to do “research” and find an extinct animal that begins with his sound.

*Make a peek-a-boo book of extinct animals.  Each child chooses an endangered or extinct animal.  She writes or dictates a riddle or clue about the animal at the top of a sheet of paper.  Then tape the top of a 4” square to the middle of the page.  Children can lift the square and draw the animal underneath.

RECYCLED BOOK SHOP

Cracker Jack Book- Cut the front and back off a box of Cracker Jacks.  Cut paper the size of the box and give each child a piece to draw a picture of what they’d like to find for a prize.  Punch a hole in the upper left corner and tie with a ribbon.

Animal Cookie Book- Cut the front and back off a box of animal cookies.  Cut paper the size of the box and ask children to draw a picture of their favorite zoo animal.  Staple their drawings between the front and back of the box.  Re-attach the string handle.

Pets – Cut the front and back off a box of dog biscuits.  Cut paper the size of the box and give a sheet to each child.  Children draw pictures of their pets and write stories about them.  (If they don’t have a pet, encourage children to draw a picture of a pet they would like to have.)  Put their pictures in between the front and back of the box , hole punch, and bind together.

Cereal Box Book – Ask each child to bring in the box from their favorite cereal.  Cut off the front of the box.  Write “Child’s name eats name of cereal.” on a strip of paper and glue it on the bottom of the box as shown.  Make a cover for the book that says, “What’s for Breakfast?”   Hole punch the cereal boxes together and bind with book rings.

Hint!  Trim the boxes to a standard size before making the book.

Grocery Sack Book- Cut the fronts and backs off grocery sacks.  Let each child decorate a page with a nursery rhyme or song they like.  Add the words to each illustration, and then hole punch and bind together.

Hint!  Collect sacks from fast food restaurants.  Glue a sack on each page of a grocery 

sack book and write “We eat…”

Gift Bag Book- Cut the front and back off a gift bag.   Cut paper the size  of the gift bag and give a sheet to each child to draw a picture and write a   story.  Staple children’s pictures between the back and front of the gift  bag. 

Hint!  Buy a seasonal bag each month and make a class book.

Phone Book – Cut the front and back off your local phone book.  Have each child write her name and phone number and draw her picture on a sheet of paper.  Bind their pictures between the cover of the phone book.  Place this book on a shelf with an old cell phone so they can practice calling their friends.

Hint!  Older children could write their last name and then their first name just like it would be in a phone book.  Alphabetize these to make your phone book.