Terrific Transitions
Terrific Transitions
Terrific Transitions
50 Easy & Irresistible Ideas That Keep Children Interested, Engaged, and Learning as They Move From One Activity to the Next
by Ellen Booth Church
Terrific
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
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Dedication
To Jerry . . . my most wise and BEST transition in Life!
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Scholastic Inc. grants teachers permission to photocopy the contents of this book for classroom use only. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 555 Broadway, New York, NY 10012.
Cover design by Jaime Lucero Cover artwork by Bari Weissman Interior design by Sydney Wright Interior artwork by James Graham Hale ISBN: 0-439-20108-X Copyright 2001 by Ellen Booth Church All rights reserved. Printed in the U.S.A.
Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
C ontents
Introduction
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Transition Tips
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Imagine That . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Can You Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Imaginary Shoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Imaginary Hats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Grab-Bag Pantomime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Roll-Call Lineup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 If You Are Wearing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 All Aboard! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 The Ants Go Marching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Gooey Popcorn! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
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. . . . . . . . . . . . . . . . . . . . . . . . . . .20
Same and Different Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Crazy Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 I Spy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 How Many Ways Can You ___? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Look Again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 You Name It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Starter Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Puppet Interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 The Magic Story Bag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Whats in the Bag? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
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The Spin Inside Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Shout It Out! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 The Teeny, Tiny Sound Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 The Quiet Listening Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 HeartbeatDrumbeat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Tense and Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Be a Marionette! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Hear a StoryFeel a Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Dont Just Do Something . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
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The Bear Went out the Window . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Hand and Finger Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Sounding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Sounds That Cant Be Spelled . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Sonic Unwinding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Pass a Rhythm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Miss Minny Monkey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 My Fingers Are Starting to Wiggle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Sing It to Me! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
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Action Breaks
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Musical Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Two-Minute Aerobics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 No-Fail Simon Says . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Classroom Orchestra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Weight Lifting! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Mirror Movements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Peanut-Butter-and-Jelly Break . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Take a Hike! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 An Ants-Eye View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Jump Rope Without the Rope! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
I ntroduction
Tran si tionAn act, process, or instance of changing from one state, form, activity, or place to another. (Websters Dictionary II)
The true goal of any journey is not the end destination, but the accumulation of experiences along the way. Deron Levine
hildren are always making transitions, big and small, inner and outer. As they grow, they transition from infants to young children and with each transition comes more responsibility and challenge. Life is a transition from one phase to another, with many turns and obstacles along the way to make it interesting. In your classroom, transitions are opportunities for children to practice handling change.
Transitions are the journey from one activity to another and are an important part of your curriculum. Transitions can be as much a part of your lesson as anything else. And they take little time. You can introduce activities during a transition that you might not want to do in a long lesson. If successful, you can extend it at another time. You can even choose transition activities that complement a theme or unit of study.
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The following is a list of some of the skills developed during transition activities:
P increased attention span P receptive and expressive language P creative thinking P problem solving P observing
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
But transitions need preparation just like any other activity. Plan for them and youll enjoy the results. You might want to include transitions in your daily lesson plan. You may wish to choose a collection of transition activities from this book to keep on cards in your pocket. Then you can easily rotate these activities, keeping activities fresh and improving their effectiveness.
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Types of Transitions
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P Movement Transitionsways to
transition from place to place P Calming Transitionsactivities for achieving serenity and the redirection of attention P Action Breaksopportunities to release extra energy through aerobics, movement, and exercise
P Thinking Timethought-provoking
activities that provide creative thinking and dramatic play to make the most of those extra minutes P Musical Interludessongs, poems, and fingerplays to be used whenever needed
Why Transitions? [
Transitions are teacher-inspired interludes actively participated in by children. Of course, children need to have free choice in activities, but that is within the clear structure of free play or center time. Without the structure of teacher-directed transitions children use their free time creatively but not necessarily constructively. Transitions are not merely a means of controlling or managing the group. They are interesting, engaging, and open-ended activities within a definite structure. At times children need assistance in movement from a self-directed activity to teacher-directed activity (or vice versa). Children need (and want!) to know what is expected of them. By using a variety of transition activities, you can give children the direction they require while providing them with an opportunity to develop important skills.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Transition Tips
The noblest pleasure is the joy of understanding. Leonardo Da Vinci
Keep these tips in mind when planning successful transitions with your children:
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Make transitions fun and meaningful. Keep a collection of fingerplays, games, and songs on index cards in your pocket for instant activities. Grab students attention with verbal and nonverbal cues. Be dramatic use the element of surprise, facial expressions, and voice changes to indicate that something different is about to happen. Indicate when a transition is about to happen, especially cleanup time. Five-minute reminders work well. You can use a stopwatch or alarm clock to mark cleanup time. Let the object tell that it is cleanup time. For example, saying, The watch says its time to clean up may get a quicker response from children. Tell children what is going to happen next. Preparing them for what is ahead
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helps children deal with any fear of or concern with the unknown. In this way children understand better what is expected of them and look forward to the change.
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Children need to be able to anticipate predictable segments of the day. Take a series of photos to show the events of the day (circle time, free play, snack, outdoors, story, etc.). Display the photos low on a bulletin board, wall, or clothesline so that children can easily refer to them during the day. Take time at the beginning of the year to teach children about transitions. Show them the different signals that you will use and what you expect from the children. You may want to practice some transitions. Invite children to create their own versions of the transition activities. They often have good ideas and delight in seeing others participating in the transition game of their own design.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Clothespin markers work well for organizing cleanup. Create a clothespin for each child with his or her photo or name written on it. At the beginning of center activities, attach the clothespins to something in each center. When it is time for cleanup, children find the center in which their marker is placed and clean up that area. Create the role of Cleanup Inspector. The Cleanup Inspector is a hard-hatwearing person (you!) or puppet who checks on the cleanup teams working in each area. Later in the year, when children understand expectations, they may take turns being the Cleanup Inspector. Have children create and decorate cleanup puppets made from gloves or mittens. These puppets love to eat trash and put away toys. They make cleanup time just that much more fun. Organize use of outdoor equipment by creating a photographic sign-up system. Let children choose a photograph or drawing of the equipment they wish to play with before they go outdoors. This will help avoid the rush to equipment.
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Attention-Getting Signals
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Create a signal to be used to get childrens attention. Explain to children that when they hear the signal they are to freeze in place. Once they are frozen, you have their full attention to explain any directions. A few chords on the piano, a flourish on the xylophone, a distinctive drumbeat, or a bell are all good auditory signals to use. Flicking the lights can work as a visual cue as well.
musical instruments (bells, drums, tambourine, triangle, xylophone) puppet used as a classroom friend that acts as an Announcer piano chords, such as the opening to Beethovens Fifth Symphony sound-effects recordings, such as vehicle noise, loud weather, or animal sounds whispering hand motions or sign language
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Imagine That . . .
Objectives. . . [ .....................
Creative Thinking Large Motor Creative Movement
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Variations
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ne way to help children move quietly and creatively from place to place is to encourage them to imagine interesting obstacles along the journey. Whether the goal is the door for recess or the tables for snack, engage childrens creative minds and movements along the way.
Change the scene and the obstacles frequently to keep children surprised.Try these variations, but also invite children to make up their own:
P We have to move
through a plate of Jell-O.
P Something happened to
the ceiling. It is very low now. How can we go out without bumping our heads?
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
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Variations
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hildren enjoy moving creatively with a partner. In this transition, children are asked to move in different ways with a partner as they go to their destination. Keep it fun and light and you will have a happy group of children lined up two-by-two and ready to go.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Imaginary Shoes
Objectives. . . [ .....................
Creative Thinking Expressive Language Problem Solving Large and Small Motor
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Variations
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hat we wear on our feet can affect the way we move. Invite children to think about how they would move if they were wearing different shoes. By concentrating on moving their feet in new ways, children will focus on moving creatively instead of dashing for their destination.
P ice skates, snow shoes, or skis P tap shoes or ballet toe shoes P bootsastronaut, fishing,
cowboy/cowgirl
P bedroom slippers
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Imaginary Hats
Objectives. . . [ .....................
Creative Thinking Large Motor
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Variations
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reative movement and dramatics provide opportunities for children to learn about themselves and others as they become different characters. Why not invite children to try on a new personality as they move from one place to another? The results will be an organized group of people you may not recognize!
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Grab-Bag Pantomine
Objectives. . . [ .....................
Creative Thinking Large and Small Motor Problem Solving Taking Turns
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Variations
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he world of make-believe can shift a groups mood and energy, and focus their attention in a positive way. Since children love to imitate the ways things move, use this interest to create a movement game that helps them transition from one place to another.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Roll-Call Lineup
Objectives. . . [ .....................
Receptive Language Cooperation Listening
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Variations
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Try these fun ways to call children to leave an area to line up for the next activity:
here are so many ways you can call children to line up. The trick to smooth line up roll calls is diversity. The more options you have, the more successful you will be at keeping the group organized.
Choose an initial consonant sound (such as d, r, t, f ) you would like children to recognize. Call childrens names replacing their original initial consonant sound with the new one. For example: For the /d/ sound you would call Tomiko, Justin, and Chelsea as Domiko, Dustin, and Delsea. Note weather children are able to recognize their names with the new initial consonant sound.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
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Variations
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If youre wearing pants with pockets, go line up! If youre wearing pants with pockets, and can do a little dance If you have velvet brown eyes, go line up If you have velvet brown eyes, and can look way up high If you are wearing a big broad smile, go line up If you are wearing a big broad smile, and can walk like a crocodile
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
All Aboard!
Objectives. . . [ .....................
Listening Large Motor Taking Turns
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Variations
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ven in this day and age children are attracted to trains. Perhaps it is their colossal size that makes an impression on children, or a trains soulful sounds and majestic length. Whatever the appeal, just start a train movement and you will have children in line in no time!
Engine, Engine Number Nine (traditional chant) Engine, engine number nine, Running down Chicago line. Ashley and Joshua, get on line, Engine, engine number nine. Down by the Station (traditional song) Down by the station, early in the morning, See the little pufferbellies all in a row. See LaToya and Tran get on the engine, Puff-puff, toot-toot, off we go.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
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Variations
Juan and Kayla stop to tie their shoes.
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P The ants go marching two by two, P The ants go marching two by two,
Darius and Megan stop to say Moo!
little silliness can go a long way when getting children organized. When the sillies are kept under control by a song and accompanying movements, children stay attentive.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Gooey Popcorn!
Objectives. . . [ .....................
Listening Large Motor Social Interaction Cooperation
his silly movement game encourages children to work cooperatively. The recipe is a mix of one part movement, one part music, and one part dramatic play. Stir in imagination to make a popcorn ball of children.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
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Variations
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Try comparing . . .
ou dont need any extra props for this game, so you can do it anywhere at any time to keep children interested and involved. Same and Different is basic to every curriculum. By making comparisons, children use the higher-order thinking skills of analysis and evaluation.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Crazy Questions
Objectives. . . [ .....................
Expressive Language Listening Creative Thinking
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Variations
talk? (change animals)
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hildren are accustomed to adults asking P What would happen if there were questions that have right or wrong no television sets? Computers? answers. These types of convergent questions Video games? do not invite higher-order thinking or even P Where do rainbows come from? good conversation. If you ask a child What Where does night come from? color is this?, there is only one right answer, Where do clouds come from? and it is a one-word answer. Divergent quesP Why do leaves change colors? tions invite children to think beyond surface information. They must use the higher-order thinking skills of application, analysis, synthesis, and evaluation to answer. Sounds like hard work? Its not! In fact divergent questions or crazy questions are as much fun as they are thought provoking!
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
I Spy
Objectives. . . [ .....................
Expressive Language Creative Thinking Problem Solving Observing
he trick to creating great instant thoughtprovoking games is to use what is around you. No special materials are required! Invite children to look for an object in the room, make up a riddle, or give descriptive clues so other children can guess. In this way, you are encouraging children to notice their environment and take a multidimensional view of their surroundings. This kind of activity stimulates important visual observation and inference skills.
j j . . .Variations Describe
P objects in the room P childrens clothing and your clothing P each other
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You may wish to graduate to objects that are not visible but children are familiar with, such as animals, vehicles, buildings.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
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Variations
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hinking outside the box is a fun way to utilize a few minutes of time. At the same time, you are stretching childrens brain power and perhaps your own! Open-ended questions stimulate creative thinking and deductive reasoning and keep childrens minds engaged when you need to keep the group under control.
Provide props for children to manipulate, or just let their imaginations run wild with these How many ways can you _____ questions:
P How many ways can you use a key? P How many ways can you use a plate? P How many ways can you use a circle?
A square? A triangle?
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Look Again
Objectives. . . [ .....................
Expressive Language Creative Thinking hat would happen if you could change the way you look at things? It would change your experience. You can change a groups mood by inviting children to change their perception. Starting with objects and moving on to feelings helps children see that how they look at things affects their world.
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Variations
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Starter Pictures
Objectives. . . [ .....................
Creative Thinking Small Motor Taking Turns Cooperation dults often draw or doodle when they are waiting. Why not do a class doodle together? Starter pictures are just like they sounda start to a drawing. You never know what will come out of it!
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Variations
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P Use different media for your starter pictures.Try using paint. Cut pictures from
magazines to make a collage. Or even make starter sculptures of clay or Play-Doh.
P Display works by modern artists for children to study (available in art books and
on the Internet). Painters such as Paul Klee, Joan Miro, Jackson Pollock, Pablo Picasso, and Henri Matisse all worked in styles similar to the group picture you may have created. Be sure to share the titles of the works children enjoy.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Puppet Interviews
Objectives. . . [ .....................
Increased Attention Span Listening Expressive Language Social Interaction Creative Thinking puppet is an effective tool for redirecting childrens attention. Keep a collection of puppets hidden away near your meeting area or a waiting area. Earmark these as special puppets you use for Puppet Interviews, not the ones children use during playtime. If they are kept special in this way, the interest level will remain high.
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Variations
and place it with the materials in your listening center.
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pontaneous storytelling can be a fun way to inspire thinking. It is especially good for those times when you need something quick to do. Some children can tell stories without props or direction, but most young children benefit from the use of visual or tactile clues to get the story started, and keep it going.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
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Variations
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uessing games are about the simplest thought-provoking tool you have in your transitions toolbox. They require children to use deductive reasoning and creative thinking skills. Bound to entertain and involve, these games are a winner every time because children love the element of surprise!
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
efocusing childrens attention is often all that is needed to change a mood. One way to shift their attention is to invite children to move from an active outer focus to a quieter inner focus. All it takes is an interesting prop, movement, or idea.
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Variations
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P a nature item, such as a pretty flower, piece of wood, or leaf P a vegetable or fruit that is later washed and tasted by the group P something delicate, like a paper or cloth doily, or a downy feather
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
xaggeration is a wonderful way to eliminate or change a mood or action. When children deliberately experience a behavior they are doing unconsciously, they can actually exhaust and change it!
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Shout It Out!
Objectives. . . [ .....................
Creative Thinking Focusing Attention Listening Verbal Expression
s the noise level rising? Take it a few steps higher and you can actually lower it. Often children make noise because they need to. Trying to quiet them without acknowledging this is often a temporary fix. By deliberately having children make sounds in different ways in a controlled setting you can meet and satiate their need to shout.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
y inviting children to play with sound in a game, you can help them focus and center their energy and find a peaceful way to spend the rest of the day in your classroom.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
he flip side of making noise is listening for it. And, of course, the only way to hear sounds is to be quiet. The world is filled with sounds that children may not be aware of. When children focus their attention on sounds in their environment they begin to hear these ambient sounds. At the same time, they become more aware of the sounds they are making.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Heartbeat Drumbeat
Objectives. . . [ .....................
Increased Attention Span Listening Relaxation Centering
he warming and dependable sound of a heartbeat can be very calming. A steady beat is a place we all can go back to in times of stress. It has been found that many times when people gather together their hearts adjust to beat together in the same slow rhythm. The same thing can happen when we replicate a heartbeat with a drum. We can soothe agitation and pounding heartbeats into the slow pulse of peace.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
hildren may not even be aware that they are carrying tension in their bodies, although they usually express it with excited behavior and movements. We all can be tense at times, but relaxing is often difficult. By deliberately experiencing and exaggerating the tension, we can get to the other siderelaxation!
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Be a Marionette!
Objectives. . . [ .....................
Creative Thinking Large and Small Motor Social Interaction Cooperation
ave you ever watched children move when they are relaxed? They are so loose that even if they fall they usually dont get hurt. They just roll and move with the direction of the fall. That is the gift of relaxed movementa sense of ease and safety.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
ave you ever felt the calm created by the sound of a quiet voice? There is something about the measured tones of a calm, clear speaking voice that relaxes and soothes. Combine this technique with beautiful words, and the effect is transporting.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
n todays culture, childrens lives are getting more and more scheduled. There is less time for quiet reflection. Taking a moment to not do is an essential part of creating peace both inside and out.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
j j
Variations
j j
ave the children got a case of the sillies? Use them in a song to get children under control and have a good laugh together. Just take a familiar song and change the lyric to something totally ridiculous. Then invite children to add their own silly verses to it. Not only will children refocus their attention but they will use creative language skills at the same time!
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
et childrens attention in a creative way with hand and finger rhymes. By focusing childrens attention on the motions to a song, you can easily capture their wandering attention.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Sounding
Objectives. . . [ .....................
Listening Cooperation Vocal Expression Auditory Perception hen is sound music, and when is it noise? What may sound like music to one person may sound like fingernails on a chalkboard to another. Playing with sounds and tones can be used to fill extra time, calm a group, and to get childrens attention. Just start singing a tone, any tone, and the children will look at you right way.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
j j
Variations
Sound Leader.
j j
P Let volunteers take turns being the P Make hand and foot sounds or
rhythms for children to replicate.
sing the philosophy If you cant beat em, join em, you can get childrens attention by amplifying their sounds. If what a noisy group sounds like is a bunch of unconnected sounds and syllables, try saying Blawhipjrtft. Children will notice you immediately and will be amused at how strange the teacher sounds today!
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Sonic Unwinding
Objectives. . . [ .....................
Listening Self Awareness Calming
as your classroom ever been too noisy? Why does it happen? Childrens physical and emotional energy level can increase as the day progresses expressing itself with sound (noise). By giving children a specific time and method to express this energy, they learn to unwind in an entertaining way.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Pass a Rhythm
Objectives. . . [ .....................
Listening Non-Verbal Communication
j j
Variations
game. Beat a rhythm question and have children answer by beating a rhythmic response.This can be done as a call and response with you or with pairs of children communicating back and forth.
j j
hythm is an important part of the musical experience for children and a potent transition tool. Just start a rhythm with your hands and before long children will be joining in. And, if they are creating a rhythm with you, then you have their undivided attention.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
j j
Variations
j j
hildren love songs that involve hand movements and change. These keep children interested and involved as they try to remember the next motion. Use them when trying to get children focused.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
as your class got the wiggles? This musical interlude invites children to wiggle more and more. By the end of the song children should have their wiggles wiggled out and be ready for the planned activity.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Sing It to Me!
Objectives. . . [ .....................
Creative Thinking Self Expression Listening
j j
Variations
musical conversation with you, invite them to do it with a partner. Ask them to think about what they want to ask or discuss and then sing it!
j j
hen is a song not a song? When it is a discussion! Musical improvisation is a great way to engage childrens creative minds and hearts. You dont need any words or props to do it, just a willingness to play with sound and melody. This is a great activity to do when there is just a little extra time to use creatively.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Action Breaks
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Action Breaks
Musical Friends
Objectives. . . [ .....................
Listening Cooperation Large Motor
j j
Variations
a handshake or just a tap on the shoulder?
j j
hildren need to express emotions and feel a sense of connectedness. Short, active, and fun games that build cooperation are ideal Action Breaks.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Action Breaks
Two-Minute Aerobics
Objectives. . . [ .....................
Listening Large Motor Body Awareness shift in the classroom mood can be as simple as raising childrens heart rates. When children are breathing deeply and their blood is pumping, you will see a visible change in their emotions, attitude, and physical well-being. No props are neededjust a leader giving simple directions for children to follow.
j j
Variations
Knees, and Toes.
j j
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Action Breaks
j j
Variations
she/he just moves to the other game. Dont forget to have two Simon hats!
j j
P Play the game with two groups and two leaders. If one person misses in one game P Play a Simon Says Follow the Leader game. Let children form a line behind you.
Walk making an interesting movement, and say Simon Says wiggle your arms. Children follow and imitate the movement.Then let children take turns leading the line. Finally, take back the lead and begin making smaller and slower movements as you bring children quietly back to their activities.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Action Breaks
Classroom Orchestra
Objectives. . . [ .....................
Creative Thinking Auditory Perception Problem Solving Taking Turns
j j
Variations
j j
ction Breaks are positive outlets for extra energy. In fact, an Action Break helps prevent problems on rainy days, when a trip to the playground is unlikely.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Action Breaks
Weight L ifting!
Objectives. . . [ .....................
Large Motor Strengthening Body Awareness hen large muscles are not used enough they can tighten and become difficult to control. The result can be children who move erratically and bump into things, and each other. By providing an activity that targets specific muscles, you are providing an outlet for extra energy and strengthening childrens muscles at the same time.
j j
Variations
j j
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Action Breaks
Mirror M ovements
Objectives. . . [ .....................
Creative Thinking Large and Small Motor Social Interaction Cooperation
y moving together in a simple partner game during an Action Break, children can experience a sense of connection with a friend and release some energy, too!
j j
Variations
a hole in the top, and tie string or yarn through the hole. One child in each pair wears the Mirror Tag to indicate which child in the pair is the mirror. These help children remember who is the mirror and who is the mover.
j j
P To make Mirror Tags, cover paper disks or plastic lids with aluminum foil, punch
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Action Breaks
Peanut-Butter-and-Jelly Break
Objectives. . . [ .....................
Receptive Language Large and Small Motor Listening good laugh can turn the tide of a stressful day. Story songs are effective Action Breaks. These active, playful, and often humorous activities invite children to participate with their minds, bodies, and imaginations.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Next you get the berries and you pick em, you pick em you pick em, pick em, pick em (pretend to pick berries). And you smash em, you smash em, you smash em, smash em, smash em (pretend to smash between your hands). And you spread em, you spread em, you spread em, spread em, spread em (pretend to spread on bread.) Then you take the sandwich and you bite it, you bite it, you bite it, bite it, bite it (pretend to bite sandwich). And you chew it, you chew it, you chew it, chew it, chew it (pretend to chew sandwich). And you swallow it, you swallow it, you swallow it, swallow it, swallow it (pretend to swallow but have difficulty because it is so sticky). MMMmmmm MMMMmmmm! (try singing peanut butter and jelly again but with mouth stuck together!) Be prepared for peals of laughter at the end!
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Action Breaks
Take a Hike!
Objectives. . . [ .....................
Creative Thinking Listening Large Motor Imagination
roups of children and adults together in close proximity can produce physical and emotional tension. Children bump into each other and things. It is our responsibility to create enough space to promote classroom harmony.
Taking a classroom hike is an effective way to relieve tension. An imaginary walk can turn your space into a mountain range. In so doing you will transport children from the tight confines of your four walls to another place and time. And as they walk, they will be burning some of that extra energy, too. To begin the hike, you might say, Everyone meet me at the rug for a hike. Lets pretend that the walls of the classroom are gone and now we are surrounded by high mountains. I see a path over there that will lead us up the mountain. It is narrow so we will have to hold hands in a long line. As children join hands, guide them around the room and even out into the hall pointing out beautiful views, dangerous passes, and strenuous climbs. End the walk by bringing them back to the rug and reality!
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Action Breaks
An A nts-E ye View
Objectives. . . [ .....................
Expressive Language Large Motor Creative Thinking Perceptive
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Variations
fish, a lion, an elephant, a walrus, and other animals children are familiar with.
j j
hildren have a gift for pretending. With just a simple suggestion, they can become almost anything. A short pretend break may be all you need to create a sense of calm in your classroom. And taking on another persona is a good way to expand and shift our perceptions of the world.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Action Breaks
j j
Variations
animals or childrens names. How would a robot, a field mouse, or an astronaut jump?
j j
erhaps you have not been able to take children outdoors because it has been raining for days. Or perhaps the indoor gym has been unavailable all week. Whatever the reason, children need to give voice and movement to this wonderful kinetic energy.
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources
Notes
The secret of genious is to carry the spirit of childhood into maturity. Thomas Huxley
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Terrirfic Transitions Ellen Booth Church, Scholastic Teaching Resources