Transition Activites
Transition activities allow me to lead students from one activity to another.
Silent Math
When we are in the hallway waiting to go into lunch or other classroom, we will play a little counting game where students count one at a time (line leader “1”..next in line “2”, etc). If a student misses a number the person behind them must correct it. If we get to 100 without any mistakes the students will get to vote on a reward. Later in the year, may be adapted to count by 2’s or counting backwards.
("Sponge and transition," 2011 )
("Sponge and transition," 2011 )
A Sound Idea
Make a tape of sounds from the environment, crickets chirping, cell phones ringing, water running, a thunderstorm, a kitty mewing. When the tape is played the students are asked to identify what the noise is. I will keep a numbered list for my own reference so i don’t forget what’s on it. This teaches students to listen and make observations about their world. This can be done in the hallway with a wireless recorder/player. As we go down the hall I will play two sounds, the students must remain silent, when we get to the destination, they will tell the person in front of them and behind them what they think the sound was, and then they will tell me their guesses.
("Sponge and transition,"2011 )
("Sponge and transition,"2011 )
Clean Up Game
When it is time to transition, but we still have a few moments I will have students pick things up by calling out commands of what to pick up. For example, 3 blue blocks, 7 cars, something that is round, etc.
("Sponge and transition,"2011 )
("Sponge and transition,"2011 )
Pattern Line Up
For when we have a few minutes before we have to line up; I will have shapes with different colors cut out of paper. Students will have to use the shapes to make a pattern. I will call students one by one from the name bucket; they will pick up a shape and stand in line to create a pattern. In the beginning of the school year, I will only have allow students to
choose from two shapes or colors, limiting the repetition of pattern. As the
year goes on I will create more shapes for more complicated patterns.
("Sponge and transition,"2011 )
("Sponge and transition,"2011 )
I Spy...
Explain that when you say, “I spy,” every child needs to stop what he/she is doing, listen, and respond with, “What do you spy?” Say something like, "I spy children dancing in one place," or “I spy a rock star silently playing a guitar.” The students act out that idea until you again say, "I spy." Then all the students stop what they are doing and respond with, "What do you spy?" The game continues with you suggesting other ideas such as, “I spy children waving their arms.” After playing awhile, say “I spy students lining-up quietly.” Children may be chosen to lead the activity.
(Shelby, 2009)
(Shelby, 2009)
Rain
When it is time for me to get students attention I will start this to get their attention. I starts by rubbing my hands together and wait for all students to do the same..When all are rubbing their hands, the I start a new sound, finger snapping, then hand clapping, next slapping thighs, try foot stomping. To END the storm, reverse the actions. At the end, the group one by one stops rubbing hands and sits and waits for the action to be completed by the group. When this ends I will give instruction about what students should do next.
adapted from (Shelby, 2009)
adapted from (Shelby, 2009)
Writing in the Air
I will use this while students are waiting to use the bathroom. Ask students to write things in the air using their right elbow. You could say, “Write (or print) your name,” “Write the name of your favorite food,” “Write your address,” etc. Ask the students for ideas of what to write or have different students lead the activity.
adapted from (Shelby, 2009)
adapted from (Shelby, 2009)
Sponge Activites
Sponge activities are so when students have extra time; they keep students from just sitting in their seat or misbehaving. However, I believe that sponge activities should not just be busy work; all the activities I have planned are also educational.
Card Name Game
When I have a few minutes to spare the students will each draw a name out the bucket I keep the name cards in. They will read the name and tell everyone something about the student. This will help them to learn about respect and treating others how they want to be treated.
("Sponge and transition,"2011 )
("Sponge and transition,"2011 )
Question of the Day
I will post a question that students are not likely to know without doing research or problem solving. These may be riddles or just challenging questions. When students have free time, they may work to answer the question. The student who comes up with the answer will earn a star sticker. After a question has been answered I will post a new question, but I will only post a maximum of two questions everyday. Students may answer the question by writing their name, date, time and answer on a sticky note and posting it under the question. I will check the posting periodically, and announce the correct answer and who got the extra sticker at an appropriate time.
adapted from (Shelby, 2009)
adapted from (Shelby, 2009)
Simon Says
Everyone loves a good game of Simon Says! I will get creative with commands so students practice balance, left and right, coordination, counting, pattern, etc.
adapted from (Shelby, 2009)
adapted from (Shelby, 2009)
Mad Libs
I will have a book of Mad Libs in the classroom so that students and I have easy access to it. If students finish early, they can use the book individually or in a small group, we can also use it as a whole classroom. Someone will have the book and say "I need a verb" or "I need a noun" and together students will complete the story and then read it.
adapted from (Shelby, 2009)
adapted from (Shelby, 2009)
Busy Bags
If a group or center has finished early, they may go get a bag with fun (yet sneakily educational) materials in it to play with until the rest of the class is ready to move on. Some examples are playdoh, shape tracers, felt boards, white boards, counting rods, pattern blocks, etc. Each bag will have a card in it to explain how to use the materials in the bag. If applicable there will be detailed pictures as well.
adapted from ("Sponge and transition,"2011 )
adapted from ("Sponge and transition,"2011 )
Silent Ball
Only students who are cleaned up and sitting in their seats may participate. You give one student a bumpy ball. He or she gently tosses it to another student, the student must catch the ball with both hands. If a student drops the ball, gets up out of his/her seat, or talks, they are out of the game. Keep playing until you are down to the last student. Helps develop gross motor skills. (M.MS.01.04 )
("Sponge and transition,"2011 )
("Sponge and transition,"2011 )
Vocabulary Game
I will either say a word for the word wall and the students will have to define it or I will give the definition and the students will have to tell me what it is. This will be repeated until it is time to go to the next activity.
adapted from (Shelby, 2009)
adapted from (Shelby, 2009)
Chain Story
I will pull names out of the bucket and students will build on the story of their classmates. The story will just be oral unless there is a significant amount of time. If there is enough time, I will write the story created or students can draw pictures to go along with it.
adapted from (Shelby, 2009)
adapted from (Shelby, 2009)
Flashlight Sight Words
Write your designated sight words on star shapes and place them on the ceiling. (Precut foam star shapes are available. Magnetic strips work well to use with a suspended ceiling.) At the end of the day or when you have a few extra minutes, grab a flashlight and turn out the lights in the classroom. Have students repeat the following chant with you:
Flashlight, flashlight
Oh, so bright!
Shine on the word _______
with all your light!
Then, choose a volunteer to find the "star" word in the night sky with the flashlight. This activity could be adapted for use with reading vocabulary or science/social studies/math terms.
(Key, 2006)
Flashlight, flashlight
Oh, so bright!
Shine on the word _______
with all your light!
Then, choose a volunteer to find the "star" word in the night sky with the flashlight. This activity could be adapted for use with reading vocabulary or science/social studies/math terms.
(Key, 2006)
Acting Verbs
Verbs that have been encountered in reading will be written down on index cards for students to play “charades” with after work is done, or as a class when we have extra time.
adapted from (Shelby, 2009)
adapted from (Shelby, 2009)
I Have Who Has
This is a game that can be adapted to cover multiple learning concepts. Every student is handed a card (or two depending on the number of cards vs students). Every card follows the pattern “I have___. Who has ____?”, the student “who has” then reads their card. Because the cards are all connected, every student’s card will be used at some point in the game and it doesn’t matter which card starts the game. I will have several sets of these to cover different concepts throughout the year and so students don’t catch on to one particular pattern.
(Neal, 2012)
(Neal, 2012)
Transition or Sponge Activities
These activities can be used for transition or as a sponge activity.
List This
Students create a list of everything they can think of under one topic. For example, all the foods that start with a specific letter or all the animals that have spots, etc. This could be done in line while walking down the hallway, in the classroom to line up, or as a group to see how many they can get.
adapted from (Shelby, 2009)
adapted from (Shelby, 2009)
Finger Plays
There are hundreds of finger plays for a variety of topics. They can be used to fill time, settle bad behavior in the hallway, or students can do learned plays in groups. I will have finger plays as part of my instruction occasionally so students will know a few to do independently. I will keep a few fun plays set aside to teach when there is extra time. These finger plays will always have some sort of academic element counting, direction, describing, etc. or have to do with a topic being learned.
adapted from (Shelby, 2009)
adapted from (Shelby, 2009)