TEACHER! TEACHER!

Do you get tired of children saying, “Teacher, teacher!” the first few days of school.  This song will enable them to learn the name of their teacher, school, principal, as well as their community, city, state, and country.

Take photographs of yourself, the principal, the school, your community, and so forth.  Glue pictures to construction paper and write a verse similar to those below on each page.  Sing the words to the tune of “The Wheels on the Bus.”

The name of my school is (school’s name), 
school’s name), (school’s name).

The name of my school is (school’s name).
That’s the name of my school.

The name of my teacher is (teacher’s name), (teacher’s name),

(teacher’s name)…

The name of my principal is…

The name of my librarian is…

The name of my P.E. teacher is…

Hint!  Make a similar book for social studies concepts.

                        The name of my city is...

                        The name of my state is...

                        The name of my country is...

                        The name of my continent is...

                        The name of my planet is...

Hint!  You could also include the name of your mayor, governor, President, etc.

FINGER PLAYS 101

Have you ever watched children when they are doing a finger play?  It’s a perfect example of  TPR= Total Physical Response.  You can almost see the synapses firing in the brain.  If I were in charge of early childhood, children would spend at least 5 minutes a day doing finger plays, and here are some reasons why:

Engaged – 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.

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.

Common Core State Standards – You got it!  Speaking, listening, comprehension, phonological awareness all rolled into one!

Skills for the 21^st Century – You’ve got those, too, with communication and cooperation.

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, 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.

Free Reading Recover APP

My friend Dr. C.C. Bates at Clemson University has developed an app called “Record of Reading” that you might want to check out.  Here is what she says about it:

I have developed an app with some computer scientists here at Clemson University. The app, Record of Reading, is available for free in the App Store. It is basically a digital running record for oral reading assessment. It correlates the Reading Recovery levels with the Fountas & Pinnell levels and with the Lexile levels when appropriate. All the formulas for accuracy rate and self–correction rate are embedded in the app and there is a fluency rubric as well. I think the neatest feature is that it records the child reading and syncs it with the teacher's record. When it is replayed the record appears as the child reads. The record can be emailed - so if a teacher was participating in a staffing meeting on a child he/she could send the record to the others attending.  We have had several releases to fix minor glitches, but the latest version is solid. We have had over 15,000 downloads. 

YOU ASKED FOR IT!

You deserve a break from my “back to school” blogs so today and tomorrow I will try to answer several requests from teachers who have attended recent workshops.  First, a teacher asked me to create a song to help children learn to tie their shoes.   Second, is an explanation of the importance of crossing the midline.  And, tomorrow you’ll find an explanation of what children learn from doing finger plays.

TYING SHOES

(Tune:  “This Old Man”)

Let’s get ready to tie your shoes. 

Over and under, now what to do?   (Pull strings tight.)

Make a loop simple as can be.  (Make a loop with right string.)

The other string is a rabbit you see.  (Hold up left string.)

The rabbit goes around

And into the hole.  (Take left string around loop and stick in the hole.)

Pull the loops tight and there is your bow!  (Take both loops and pull.)

That’s an important thing to know.  (Hold up index finger and point.)

Tie your shoes and you’re ready to go!  (Slap hands together.)

Hint!  I gave my own children a large teddy bear and an apron with big strings.  It was easier for them to see the process and succeed on something large before trying to tie with skinny shoestrings.

Here’s a song for a different way to tie shoes.

TYING SHOES VERSION 2

(Tune:  “Ball in the Jack”)

Take the 2 strings                     (Make loops with each string.)

Make two bunny ears.

Over and under

And a knot will appear.                (Tie loops in a knot.)

Pull the ears nice and tight.

You’ve tied your shoes and that’s alright.

Now you can tie your shoes and mine.

Knowing how to tie shoes is so fine.

Put your right foot out and your left foot, too.

You’ve tied your shoes - good for you!

SHOE SHERIFF CLUB (Karen Hansen & Karen Aikin)

This is a repeat of an idea a teacher shared last fall.  You’ll love it!  When children learn to tie their shoes they get to sign their name on a poster that says “Shoe Sheriff Club.”  Each day a child on the poster gets to wear a badge and be Shoe Sheriff for the day.  If someone’s shoes come untied, they have to go to the Sheriff instead of bothering the teacher.

*Here’s another repeat idea from Ashley Swedell.  She puts shoes on table legs and if children finish their work early they can practice their tying.

 

BRAIN HUG

Draw a line vertically down the middle of your body.  That’s called the midline.  Every time you cross over that line, you are helping connect the hemispheres in your brain.  Teaching children how to give themselves a brain hug will also center them and help them gain self-control.

Thumbs up.                           (Stick up your thumbs in front of you.)

Thumbs down.                      (Point thumbs down.)

Cross your arms.                  (Cross fists with thumbs pointing down.)

Clasp your fingers.               (Keeping wrists crossed hold hands.)

Bring your hands in.             (Bring clasped hands down and in toward chest.)

Give yourself a hug.             (Squeeze arms.)

Thumbs up.                            (Stick up your thumbs in front of you.)

Thumbs down.                      (Point thumbs down.)

Cross your arms.                   (Cross fists with thumbs pointing down.)

Clasp your fingers.                (Keeping wrists crossed hold hands.)

Bring your hands in.              (Bring clasped hands down and in toward chest.)

Give yourself a hug.              (Squeeze arms.)

GETTING TO KNOW YOU!

It’s often been said that, “People don’t care how much you know until they know how much you care!”  That is particularly true with children and their parents!  Here are some great ideas to help your children get to know you and for you to get to know their families.

Brochure

Make a brochure about yourself, your school, and fun activities you have planned for the year and mail it to the children before school begins (or just give it to them the first day).  To make a brochure, fold a sheet of paper into thirds.  On the front section write “Welcome to your name’s Classroom!”  On the left section place a picture of yourself and write some personal information about your family, pets, experience, etc.  On the inside write “We’ll have a great year together…learning to read, experimenting in science, learning math, working on the computer, cooking, taking field trips, singing, creating in art,” and so forth.

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 if you want to!)  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 your learn new things,” “Pockets to hold surprises,” “Play shoes for outdoor fun,” and “A heart full of love for you!”  

Who Is My Teacher?

Make a book about yourself to read to the children the first day of school.  Include a photograph of yourself as a child, family photos, pictures of pets, favorite foods, hobbies, why you enjoy teaching, etc.  Let one child take the book home each evening to share with their families.  (What a simple way to build a partnership with your parents!)

Hint!  You might even ask each parent to make a similar book about his child to place in your classroom library.

I LIKE TO COME TO SCHOOL

This is such a positive song that you can use to encourage students about your school.  It goes to the tune of “The Farmer in the Dell.”

I Like to Come to School

I like to come to school.

I like to come to school.

I like to learn and play each day

I like to come to school.

I like to make new friends…

I like to read and write…

I like to do math…

I like to sing and draw…/

*Ask children other things they like about school and insert their suggestions in the song.

*Write children’s suggestions on sentence strips and use in a pocket chart.

*Make a class book where each child draws a picture about what they like best at school.  They can dictate or write a sentence to go with their drawings.  Read the book several times to the class and then allow children to “check it out” and take it home.

When K.J. was in pre-k the teacher sent home a photo of the class.  Hardly a day went by that he wouldn't get that picture and say, "I played with my friend Aiden today."  Or, "Amani sat next to me on the field trip."   It was a great way to help his parents get to know his friends and encourage dialog about what happened at school.  I've adapted the idea to a book you could make similar to the one shown from zip sandwich bags.  I call this book a "bathtub book" because it is water-proof and can actually be read in the tub or shower!

My First Week
You will need zip sandwich bags, construction paper cut to fit in the bags, and photos of each child, a class photo, children's drawings, etc.  Glue photos to the construction paper.   Next, let the children draw a self-portrait or what they like best at school etc.  (They can dictate or write a sentence to go with their illustration.)  Stack the bags up and then staple outside the zipper to create a water-tight seal.

OUR HAPPY DAY!

his is a book that will help children feel comfortable as they learn the daily routine in your classroom.  Even if children can’t read the words, the pictures will provide them with clues about what to do.  Read the book each morning to prepare children and to capture their interest in activities you have planned.  Have children refer to the book to “see what we should do next.”  You could also send the book home with one child each evening to share with their families.

First, take pictures of the children engaged in your daily activities and routines.  Glue pictures to construction paper and write captions similar to the ones suggested.  (Adapt to the age level of your students and your curriculum.)   Put the pages together and bind to make a book.

            Welcome to Marshall School

                       

            Put away your backpack and get ready for a great day!                                               

            We start our day with circle time and a song!  

            We talk, do the calendar, and learn together.

           

            Next, it’s time for language arts.  

            We read, write, listen, and learn!

                       

            Time to go outside for P.E.

            We need to exercise our bodies as well as our brains.

            Next comes math!  We count, add, subtract, measure,

             graph, and think!

            Time for lunch.  

            I’m hungry!  How about you?

                       

            Story time is always special.

            Books are friends that we love to visit again and again.

           

            Then it’s time for learning centers.

           

            Let’s recall and review our day.

            Don’t forget your backpacks!

                       

            Good-bye, friends!

            See you tomorrow!

*Make individual books with picture clues for children with language difficulties.  The photos will help them know what to expect as they become familiar school routines.

*Put photos of different activities on large index cards.  Attach a piece of magnetic tape on both sides.  As you review your schedule each morning you can insert specials and adapt to changes.  Turn the cards over as you complete each activity so children will understand the progression of the day.

WHO DO YOU SEE? NUMBER, PLEASE!

We all know wonderful Bill Martin’s “Brown bear, brown bear, what do you see?”  Your children will love saying and “reading” this version with you.  Put each child’s photo on a page with this chant at the top:

            Child’s name, child’s name, who do you see?

On the bottom of the page write:

            I see second child’s name looking at me.

On the last add the teacher’s photo with this rhyme:

            Children, children, who do you see?

            I see teacher’s name looking at me.

            Teacher’s name, teacher’s name, who do you see?

            I see happy children ready to learn with me!

*Make two copies of this book so one child can take it home each day to share with their families.

School Helpers

Introduce children to school helpers with a similar book with the principal, secretary, custodian, dietician, PE teacher, music teacher, and other specialists.

NUMBER PLEASE!

Class 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.”

Class Phone Book

For younger children, make a class phone book with their photos and phone numbers.  (Make up a number if they have an unlisted number.)  Place this by a play phone or an old cell phone so they can practice numeral recognition as they call friends.