END OF YEAR PROGRAM

Somebody emailedme this week to see if I had any suggestions for songs her class should singfor their program at the end of the school year.  My advice was, “What songs do your children like best?” 

I rememberedthis idea that I wrote about last summer, but I thought it might be “timely” toshare it again.  You can adapt "TheVery Hungry Caterpillar" to the "Very Eager Kindergartener/Preschooler/etc."   Think about a song you havetaught your class each month this year and write it on a poster.  Continue adding one new song each monthand you’ll be all set to “perform” at the end of the year.

When schoolstarted some very eager kindergarten children wiggled in the classroom.  Each month was exciting as they learnednew things…

In Septemberthey learned colors..."The Color Farm."

In Octoberthey learned their ABC's..."Alphardy"

In Novemberthey learned the days of the week..."Days of the Week"

In Decemberthey sang a holiday song..."Jingle Bells"

In Januarythey learned the months in the new year..."Macarena Months"

In Februarythey celebrated 100 Days..."Zero the Hero"

In March theywent on a bear hunt..."The Cool Bear Hunt"

In April theylearned to pick up trash..."The Litter Patrol"

In May theyvoted to teach YOU how to do the "Tooty Ta."   (Ask the audience to stand andjoin you.)

In June itwas time to say good-bye and fly off to first grade..."May There Always BeSunshine."

MITTEN WEATHER

Thumbs in thethumb place.           (Holdup palms and stick out thumbs.

Fingers alltogether.

This is the songwe sing                  (Rotatewrists.)

In mitten weather.

When it is cold                              (Wraparms around and shiver.)

It does not matterwhether

Mittens are wool                           (Stickout right hand.)

Or made of finestleather.            (Stickout left hand.)

Mitten MatchGame

Cut pairs of mittens out of differentcolors of construction paper, felt, or fun foam.  Use the mittens to play a matching game.  Hide one of each mitten in the room asthe children hide their eyes.  Passout the other mittens to the children and have them “meow” as they hunt aroundthe room for the matching mitten.

*Youcan create other matching games using mittens.  Write upper and lowercase letters on mittens; numerals andnumber words; antonyms; pictures and sounds, and other skills you are focusingon.  Children clothespin thematching pairs together.

Imade this mitten match game for my grandson years ago.  I was using them to teach mygranddaughter colors on my last visit when my grandson said, “Can you hidethose for me to find?”  I think ofall the toys that have gone by the wayside over the past four years, but thoselittle mittens have not been lost. In fact, my daughter said there were four first grade boys at her housethe other day getting out of control. She got out the mitten game and they played it for over an hour!!!  Seriously!  The Mario race track lasted 30 minutes and those simplelittle mittens entertained them for an hour and a half.  Once again proving that plain vanillais the best “flavor” for children!

I GET BY WITH A LITTLE HELP FROM MY FRIENDS!

I have two new specialfriends that you all know.

K –A – R – E – N

V – A – N – E – S –S – A

Karen and Vanessa

Are my new blogger friendsyou know!

I am like a little girlwith a new toy called “my blog.” It’s so much fun to share ideas every day with you, but I am a dinosaurwhen it comes to technology. Fortunately, there are two extremely talented and generous techies outthere who are holding my hand.

Special thanks to VanessaLevin of pre-kpages.com for being so patient and knowledgeable.  She’s my “go to” for any technicaladvice. 

And Karen atprekinders.com has just created a blog button for me.  Isn’t it adorable?

I get by with a littlehelp from my friends.  We alldo!  We hold hands and sticktogether!

Great teachers are made bythe teacher next door.  And greatbloggers are made by friends like Vanessa and Karen!

Note!  You can now sign up by email to receivean idea every day!  Just look at the top of my sidebar and fill in your email address.

SO YOU HAD A BAD DAY...

According toresearchers, this is the “most depressing” time of year.  The dreary weather, holiday bills, andforgotten resolutions contribute to gloomy days for children and adults alike.  We all have bad days (even inAustralia), but we can add a little sunshine with favorite songs and stories.

One teacher saidthat when she had a bad day they ended by singing “May There Always BeSunshine.”  The children stood in acircle and held hands as they sang.

MayThere Always Be Sunshine

Tune:  “Stewball Was a Race Horse”  ("Keep on Singing and Dancing" CD)

Maythere always be sunshine.

Maythere always be blue skies.

Maythere always be children.

Maythere always be you.

Maythere always be stories.

Maythere always be music.

Maythere always be teachers

Tocare for you.

Maythere always be sunshine.

Maythere always be blue skies.

Mayyou always feel special

Becauseyou are you!

Another idea is toend your day with a “car wash.”  Children form two lines facing each other.  Children hold up palms and move them ina circular direction.  One child ata time walks between the two lines (car wash) as friends gently touch them andsay something positive about them. After children have had a turn they become part of the car wash.

WE REALLY LIKE YOU!

This idea wasincluded in my January website on “Vocabulary Vitamins,” but in case you missedit, I think it would be a delightful way to perk up a dreary winter day.

Let children brainstorm words that describefriends.  Write

special words on index cards and place themin a sack. You will

need enough cards for the number ofstudents in your class. 

Let one child at a time choose a word.  Use the word as you

sing this song to the tune of “We Wish Youa Merry

Christmas.”

                  Welike you because you’re special word.

                  Welike you because you’re special word.

                  Welike you because you’re special word.

                  Wereally like you! 

                 

Pin the word to the child and call them bythat word all day.

If a child isn’t behaving appropriatelyask, “Do I need to take

your word away from you?”  They’ll be doing the right thing in

no time

CATCH A RAINBOW FISH!

Here’s anotherlong forgotten book that I found recently.  First, cut out a large fish shape and give one to eachchild.  After reading RAINBOW FISH,invite children to draw a picture of how they can be a good friend.   (Let them dictate or write sentencesto go with their illustrations.) Make a cover for your book from construction paper.  Each child gets a Hershey’s kiss aftersharing their pictures.  Next, letthem smooth out the wrappers and then glue them to the cover of the book.  Taaaa daaaa!

GROUNDHOG DAY EXTRAVAGANZA

Be sure and visit groundhog.org for some great ideas for your lesson plans next week.  You'll be amazed at all the resources, cutouts, games, etc.

Groundhog Day– February 2nd

(Tune:  “Say, Say, My Playmate” – HAPPY EVERYTHINGCD DISK 1)

February 2^nd,                           (Holdup 2 fingers.)

Is Groundhog Day.

Gather round hishole                    (Makecircular motion.)

To hear what he’llsay.                  (Placehand by ear.)

Will spring beearly

Or late this year?

Watch and listen

To what you’llhear.

If he sticks hishead out                  (Makea hole with one hand.)

On a sunny day                           (Stickthe index finger from the other hand

His shadow willfrighten him           up through the hole and wiggle.)

And he will say,

“I’ll go back inmy hole                  (Tuckfinger in your fist.)

And go back tosleep.

You’ll have winter

For six moreweeks.”

If he sticks hishead out         (Makea hole with fist and stick up finger.)

On a cloudy day                         

He’s notfrightened

So he will say,                           (Wigglefinger.)

“I think I’ll stayout

And the weathershould clear.

Spring will behere

Early this year.”

Download this book at drjean.org/monthly activities/February, 2007.

Cup Puppet– Let children draw agroundhog or download an image off the internet.  Staple to a straw. Punch a hole in the bottom of a paper cup and insert the straw in thecup.  Raise and lower the groundhogas appropriate in the song.

SidewalkShadows – Go outside on a sunny day and have children stand with theirbacks to the sun.  Let them makesilly motions and play “Guess what I am?” Give them chalk and let them trace around each other’s shadows.

Draw shadows at10, 12, and 2 and compare.

Where’s theGroundhog? – Cut twenty 4” squares out of heavy paper.  Write high frequency words, math facts,letters, etc. on the cards.  Glue apicture of a groundhog on one square. Have the children sit on the floor in a circle.  Mix up the cards and place them face upon the floor.  Identify the word(etc.) on each card as you place it down on the floor.  Tell the children to turn around.  Hide the groundhog under one of thesquares.  Children turn back aroundand try and guess where the groundhog is hiding.  One at a time children call out a word and then “peek” tosee if the groundhog is under it. The first child to find the groundhog gets to have a turn hidingit.  The game continues as childrenhide the groundhog and then try to discover his whereabouts.

EARLY CHILDHOOD SUMMIT

Yeah!  The Early Childhood Summit that will be at the College of Charleston this summer now has all the details up on their website ecsummit.cofc.edu.

Oh, my!  This will be the one conference you won't want to miss!!!  Take a look at all of the presenters and the sessions that will be offered.  Talk about an amazing opportunity to learn, grow, and connect!  Besides, you'll get to visit MY CITY!

I know a lot of teachers are writing grants so they can attend.  Get  busy because space is limited!

DR. JEAN, DR. JEAN, WHO DO YOU SEE?

Over ten years agoI did a workshop in Commerce, Texas. Much to my surprise, that was the home of Bill Martin!  He was suffering from Parkinson’sdisease at the time, but graciously invited me to visit his home on “Brown BearLane” at lunch.  I was speechlessto be in his presence.  What abeautiful spirit he had!

As I was cleaningout a closet this week I came across a book I made after my visit.  It was a take off on his “Brown bear,brown bear…” chant.  This book isprobably only special to me, but I thought it was an idea that you might beable to adapt to a classroom field trip, guest speaker, or other experience.

Bill Martin liveson in his stories, rhymes, and these unforgettable words:

CLOTHESPIN HANG UPS

Karen Wallace gaveme this idea when I was at the GA K Conference.  I loved it because it was simple, easy, inexpensive, andcould be used in a variety of ways. Write letters on one side of the clothespins with one color ofmarker.  Write numerals on theopposite side with a different color. Children can use their little pincer muscles as they:

*Put the clothespinsin alphabetical order.

*Put theclothespins in numerical order.

*Make words withclothespins.

*Use theclothespins for place value.

What else can youthink of?

WHY I WEAR BLACK!

Someone recentlyasked me why I always wear black. So here are 10 good reasons:

1. Black doesn’t show the dirt.
2. Black doesn’t show the wrinkles.
3. Black makes you look thinner.
4. There is only one shade of black and it’s easy to match.
5. Black is easy to accessorize…black purse, black shoes, black sweater, etc.
6. You can dress black up and down with a colorful scarf or necklace.
7. Black isn’t trendy like some colors.  Nobody will know if you bought black three years ago or this year.
8. Black works for all four seasons.
9. Johnny Cash, one of my favorite singers, always wore black.
10.  I look good in black.  (At least I feel I do.)  When I go shopping I tell myself, “No more black!”  However, black just seems to call my name and wants to come home with me!

Ms. M had some other great reasons to wear black:

-Black is more authoritative.
-Black is less distracting to your students.
-Black is calming and stead fast. 
-Black is almost always professional.

SUPER DUPER GLUE

Do you know about thisstuff?  It’s AWESOME!  It’s so much easier to use than a gluegun, and it’s ten times more effective. You can get E 6000 at Walmart or most hobby stores. 

 

I just made some pointers that will endure being thrown around in my suitcase.

*The black pom pom is for “Baa Baa Black Sheep.”

*The jewel is for finding “sparkle words” (aka vocabulary words).

*The fake fingernail is for pointing to the top of the page, the author, the title, the copyright date, etc.

*The goggly eye is for spying details in illustrations or for “I Spy” books.

Heads up!  Don’t’ use this around children or in a small space.

BRAIN ENGINEERS - PART C

SensoryStimulation

Senses are likepathways to the brain.  The moresenses you activate, the more likely the message will get to the brain and stayin the brain.  If you’ve been to myworkshops, you’ll remember the Cone of Experience.  (People remember 10% of what they read; 20% of what theyhear; 30% of what they see; 50% of what they see and hear; 70% of what they sayor write; 90% of what they do.) This model was developed by Edgar Dale in the 1960’s.  Although it is not researched based, itcertainly makes a lot of sense when we think about planning instruction in theclassroom.

Novelty andChallenges

The brain respondsto new and interesting things. 

Children needchallenges (attainable) to keep them motivated.

Repetition

Repetitionstrengthens connections in the brain. 

Games, partnerprojects, and technology can provide interesting repetition.

Prompt Feedback

Use pair sharing,self-check games, and group activities.

Pre-Exposure

Expose students toskills and content you will be focusing on.

Introducevocabulary ahead of time.

Preview new themeswith a video, field trip, story, etc.

Parent Power

Here are somesuggestions you can share with your families:

*Read to them

*Give them time todiscover and learn on their own.

*Play games withthem.

*Choose high touchtoys over battery operated toys.

*Talk to them andanswer their questions.

*Limit televisionand computer time.

*Encourage outdoortime and exercise.

*Make sure yourchild gets plenty of sleep.

*Providenutritious foods.

BRAIN ENGINEERS - PART B

ClassroomEnvironment

Vary the seatingarrangement.

Temperature - thebrain functions better in cooler temperatures

Lighting - brightlighting is important.  Naturallighting is the best.

Noise - reduceexternal noise as much as possible.

Color – use lightblue and yellow for the walls. Highlight information with brighter colors.

Avoid clutter anduse walls for information and affirmation.

Schedule,routines, rituals – set the stage for learning.

PositiveEnvironment

Create a warm,accepting classroom environment.

Model respect andexpect students to do the same for classmates.

Eliminate threats.

Give childrenopportunities to vent emotions.

Goal Setting

Prompt and primechildren to learn.

“What are my goalstoday?”

“What do I need todo today?”

Rewards

To reward or notto reward?  Human brains aredesigned to enjoy and remember rewards.

Use rewardsjudiciously.

Use low-cost andabstract rewards.  (Choose a song,sit in the teacher’s desk, 15 minutes free time, etc.)

Push Water

Water should beavailable throughout the day.

Brain Foods

Teach children tomake good food choices and eat a well-balanced diet.  Green leafy vegetables, salmon, nuts lean meats, and freshfruits and vegetables  are particularlygood for the brain. 

Encouragenutritional snacks (carrots, raisins, yogurt, nuts, fruit, veggie sticks,popcorn).

BeyondWorksheets

Use blank books,graphic organizers, art, drama, technology, and other open-ended activities tomeet individual learning styles and strengths.

Remember!  Every child’s brain is unique anddifferent!

BRAIN ENGINEERS - PART A

As teachers, we reallyare brain engineers, andwe need to know as much as we can about the brain.  EricJensen has always been my “go to” source for brain research.  I read TEACHING WITH THE BRAIN IN MINDover ten years ago, but I recently reread the second edition and was struck bythe “dissonance” (loved how this word was used in the book) between researchand practice.  Research onchildren’s brains continually emphasizes the importance of movement,multi-sensory experiences, emotions, environmental factors, language, etc. inlearning.  Classroom practice is afar cry from what we SHOULD be doing and what we know is BEST for children! 

Knowledge ispower!  I know how busy you are, sohere are some of my favorite highlights from the book.  Children are fascinated by theirbrains, so explain the research to them when you experiment and try newthings.  “Boys and girls, I foundout from the brain research that we need to move more to get blood going to ourbrains.  Let’s give it a try todayand see what happens!”  “Your brainis like a sponge and needs lots of water. Everybody bring a water bottle to school and let’s ‘hydrate’ our brainsmore often.”

VaryInstruction

In K-2 classroomschildren can handle 5-8 minutes of direct instruction.

Change your voice,change location, use a prop, divide children into small groups, use choralresponse, etc.

Use movement toactivate attention.  Stand, go fora walk, stretch, dance, march, or sing.

Balance activelearning with passive learning.

Movement

Movement canstrengthen learning, improve memory, and enhance motivation and morale.  Movement can also enhance social skillsand reduce stress.

Exercise fuels thebrain with oxygen and increases the number of connections between neurons.  (Rats grow more brain cells when theyexercise!  Hmmm!  Why are we taking away recess and PE?)

Play

Play is good forus and for our brains!

Exercise play(running, dance, routines)

Group games(basketball, soccer)

Outdoorexplorations (digging, climbing)

Solitary play(puzzles, beads)

Stand and stretch(Simon Says)

Constructive(blocks)

Dance and drama

Walks and hikes

Point to (touchsomething that starts with /m/, point to a proper noun)

Music, Music,Music! 

Singing is anengaging and convenient way to learn. Music acts as a place holder in the brain and is good for repetition.

Language

Children need totalk as they learn and they need to talk about what they have learned.  DEATH IS SILENT.  LEARNING IS NOISY!

Invite children todiscuss what they have learned and recall information with a partner. 

Encourage parentsto talk to their child daily about school events and what they are learning.

Questions

Ask open-endedquestions and give children time to think.

Encourage childrento “think out loud” by asking, “How did you know that?”

Cross LateralMovements

Crossing themidline helps blood flow to both hemispheres. 

*Simple Tap - Touch right hand to left kneeand left hand to right knee.

*Bend and Stretch - Lift left knee andtouch with right elbow.  Lift rightknee and touch with left elbow.

*Backwards Touch - Lift left foot behindyou and stretch back with right hand and touch.  Reverse for the right foot and left hand.

*Nose and Ears – Touch right ear with lefthand and place right hand on your nose. Touch left ear with right hand and place left hand on your nose.

*Disco Dance – Put right index finger inthe air and point to the left. Bring right index finger down by your side.  Place left index finger in the air and point to the right.  Then bring down by your side.

*Crazy Eights – Make the figure eight infront of you with your right hand and then your left hand.   Make “lazy” eights by makingeight laying down with your right hand. Make lazy eights with your left hand.

Clasp your right and left hand and makelarge lazy eights.

Lean over and pretend to draw an imaginary“lazy” eight on the floor with your right hand and then your left hand.

*Brain Hug – Stretch out arms, cross rightover left, clasp fingers, bring down and toward your chest and squeeze yourarms.

PersonalProcessing

Children need timeto digest new information and reflect on what they have learned.  Just call the rest period after lunch“brain growth” time.

CA KINDERGARTEN REVIVAL

I was fortunate to beinvited to the California Kindergarten Conference last weekend in Santa Clara,and it was like a revival!!!  Ithink we all left feeling reaffirmed and inspired to create “kinder” gardenswhere children can grow and learn in happy, meaningful, age appropriate ways.

Make New Friends ButKeep the Old

Teachers motivate me withtheir passion, enthusiasm, and new ideas! I was reminded of a song I learned when I was a Brownie.  “Make new friends, but keep theold.  One is silver and the othergold.”  Technology is the newfriend, but we must hold on to our old friends (play, centers, games, music,stories, finger plays, nursery rhymes) as well!

Losing the War

One teacher repeated acomment he had heard from a (very wise) administrator:  “We might be winning battles, but weare losing the war.”  WOW!  Test scores might be improving, butwhat about children’s love of learning? What about creativity and problem solving?  What about social skills and learning to care for others?

Groundhog Extravaganza!

Don’t you love it?  Some teachers said that they calleverything an “extravaganza” and it motivates the children and gets themexcited.  “Oh, we’re going to havea math extravaganza after lunch!” (I might try having a Martha Stewart extravaganza next time I have toclean!)

Bubblegum Learning

I was visiting with oneteacher and he explained that teaching kindergarten was like bubblegum.  You have to give children real,concrete, hands-on experiences so that what they learn will STICK!

TransitionalKindergarten

California is moving backthe starting date for kindergarten from December to September.  Yeah!  They are going to offer a “transitional kindergarten” forchildren as they make the change. Ozma Ferren wrote this song to the tune of “Tiny Tim” to celebrate thechange:

Transitional kindergarten wherewe work and play.

Transitional kindergarten,hip, hip, hip, hooray!

Transitional kindergarten,celebrate the day.

Transitional kindergarten,hip, hip, hip, hooray!

Blogger Buddies

There was a lot of buzzabout the internet, websites, blogs, and the big, new WWW frontier.  I’m sure everyone who reads my blog hasalready leaped into the WWW and is familiar with pinterest and thepinboard.  Did you know there’s afree pinterest app?                                                                           Another goodalphabet site someone suggested was abcya.com.

It was fun to put blogsand faces together when we met one afternoon.  Here’s Camille Johnson from http://camillesopendoor.blogspot.com/.

FILE FOLDER VISUALS

When Ipresented my “Totally Math” workshop in CA last week I showed these visuals touse with some of my finger plays. A teacher requested that I share these on my blog.

FiveLittle Hot Dogs 

Five littlehotdogs frying in the pan.         (Holdup five fingers.)

The grease gothot, and one went BAM!   (Clap.)

Four littlehotdogs…                                (Fourfingers.)

Three…                                                   (Threefingers.)

Two…                                                      (Twofingers.)

One…                                                      (Onefinger.)

No little hotdogsfrying in the pan.           (Holdup fist.)

The pan got hotand it went BAM!

Cut hotdogs out ofpaper and glue them to spring clothespins.  Draw a pan similar to the one shown on a file folder andmake a slit along the middle of the pan. Attach the hotdogs and remove one at a time as you say the rhyme.  When the pan goes “Bam!” close the filefolder.

*Change the wordsto:  “Five little kernels sizzlingin the pot.  When the oil got hotone went ‘POP’!” 

Five LittleMonkeys

Five littlemonkeys jumping on the bed.  (Holdup 5 fingers.)

One fell off andbroke her head.             (Touch palm to head.)

Momma called thedoctor, and the doctor said,  (Holdhand to ear.)

“That’s what youget for jumping on the bed.” (Point finger.)

Four…three…two…one…

No little monkeysjumping on the bed.   (Shake head “no.”)

They’re all sickwith broken heads!        (Hold palms up in theair.)

*Glue papermonkeys (I found my on google images) to clothespins.  Decorate a pocket folder to look like a bed.  Remove one monkey at a time as you saythe rhyme.

*Glue children’sphotos to clothespins and insert their name in the chant:

“Jason, Jason,jumping on the bed…”

You could usephoto clothespins for lots of other songs, transition activities, graphing,etc.

MATH LINE UP

Here’s a simplesolution for when children shove to get in line – and they can learn something.  You will need a Pringle’s can and pokerchips.  Cut a slit in the lid ofthe can.  Write numerals 1-25 (orthe number of students in your room) on the chips.  Place the chips in the can, shake them up (love the sound!)and then pass the can around to each child.  The child who selects “1” takes the can and lines up at thedoor.  The other children line upin numerical order as they place their chips in the can.

Hint!  Write odd numbers on white chips and evennumbers on red chips.

Write number wordson the back.

Have childrenthink of a math fact that equals their number.

PICKING UP TRASH

My husband and Iwent for a walk on the beach today. He started picking up trash, and soon I joined in.  I think we both enjoyed our walkbecause we did something positive to appreciate our environment.

We can’t pick upall the trash on every beach in the world, but we can pick up a little. 

We can’t solve allthe problems in the world, but we can make life a little sweeter for one childat a time.  Maybe a cheer or a songor a story or a pat on the back will make a child in your room smile today!

Never give up on the power of one!

BOOK N' IT!

Book Drawing - Purchase a roll of tickets at an office supply store or make your own.  Every time children read a book give them a ticket and ask them to write their name on it.  Collect tickets in a cup or sack.  At the end of each week, the teacher draws a name and that child “wins” a book.  (This could be a book the teacher has purchased or it could be a collaborative book the class has made.)

Stay Up Coupon – Instead of rewarding children with a sticker or treat, give them a coupon that says, “YOU GET TO STAY UP 15 EXTRA MINUTES AND READ TO YOUR PARENT.”  Talk about a win/win!

Foot Bookmark – Let children take off their shoes and trace around their feet.  Cut out and decorate with crayons or markers.  Encourage them to use their foot as a bookmark when they “step into a good book.”

Hint!  You could also let children do rubbings of the soles of their shoes and use these as bookmarks.

Read, Write, Share - Franki Reppond,  a teacher in Stafford, TX, shared this great idea that she does with her pre-K students.  Each month she picks a book and reads it several ways (on-line story, book, magnetic story board, re-tell, etc.)  Franki reads the book at least 3 times during the week so the students are able to retell the story as a whole group.  Then the children choose a character in the book and write a letter to that character.   They brainstorm what they want to say and she integrates concepts about print as she models writing the letter.  A second grade class responds to the letter and sends it back to her pre-K class.  The Old Lady and the Gingerbread Man are examples of some of the characters they have written to.

RAPPER NECKLACE

Cut giant lettersout of heavy paper or poster board and let children decorate them with glitter,stickers, fake jewels, etc.  Puncha hole in each letter and tie on a piece of string so it an be worn around theneck.  Children can wear these whenyou sing alphabet songs and then break dance when the letter that they arewearing comes up in the song.

Hint!  You could let children decorate theletter that their name begins with or just let everyone in the class choose adifferent letter.

Here are somesongs that would fun to sing with the necklaces:

Happy BirthdayLetters – (Totally Reading CD)

Yo, A,

It’s yourbirthday.

Let’s all read

Like yourbirthday.

/a/ /a/ /a/ /a//a/ /a/

/a/ /a/ /a/ /a//a/ /a/

Yo, B…etc.

WhoLet the Letters Out?  (KissYour Brain CD)

Wholet the A out?  /a/a/a/a/

Who let the B out?  /b/b/b/b/

Wholet the C out?  /c/c/c/c/

Etc.

MACARENA MATH

Macarena Countto 100  (Better Bodies andBrains CD)

1  (Right arm out palm down.)

2  (Left arm out palm down.)

3  (Right palm up.)

4  (Left palm up.)

5  (Right hand on left shoulder.)

6  (Left hand on right shoulder.)

7  (Right hand behind head.)

8  (Left hand behind head.)

9  (Right hand on left hip.)

10  (Left hand on right hip.)

(Clap two times.)

That is oneten.  (Hold up one finger.)

11, 12, 13, 14,15, 16, 17, 18, 19, 20 (clap clap) That is two tens. 

21-100

Activities: Skipcount using the Macarena.  Countingby 2’s, 5’s, 10’s, etc. will help children with multiplication. 

Do expandednotation with the body movements. Clap the ones, stomp the tens, and snap the hundreds.

Can children countbackwards from 100??

100 Exercise– Do ten sets of the following exercises: toe touches, jumping jacks, arm circles, hops (on one foot), waisttwists, squats, scissor jumps, hops (on the other foot), jog (in place),windmills.

$100Book – Enlarge the front and back of a $100 bill on the copy machine.  (See drjean.org January, 2007 for apattern.)  Cut paper and stapleinside.   Children make a bookabout what they would do with $100.

100 Art –Cut a “1” and two “0’s” out of construction paper.  Children glue them on a sheet of paper to create a“critter.”  They can decorate itwith crayons, markers, or paint.