Count with Rudolph!

Let's count with Rudolph!









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Help the elf !

Help the elf sorting the letters of the alphabet










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Santa is here!

Let's play and learn while waiting for Santa!






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Are you ready for Christmas?

Christmas Resources to Make Teaching Fun this Season!

This is a pack from my former store Ingles360











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An Old Woman and a Gingerbread Man


One of our school annual projects is working crosscurricular in our EFL/ ESL classes.

So, these are some of the activities we did at school while reading The Gingerbread Man

We ..
  • made predictions. The kids looked at the cover of the book and told what they think the story would be about.
  • went on a picture walk through the book.  We didn't read the text, just looked at each picture and told what they thought is happening in each picture.
  • cololored the cover of our folder. Some kids wanted to add glitter to the mouse. Yes, girls.
  • learned that G is for ginger, M is for man. Kids cut and pasted pictures from magazines and sorted them. M /G
  • made some gingerbread man cookies using this recipe. We ate some and took the rest home.
  • created a disguise for the Gingerbread Man
  • graphed our favorite disguise
  • read different versions of the story
  • used the vocabulary cards to review and practice vocabulary
  • used the necklace to recalled the events of the story. 
  • sorted the words by beginning sounds, syllables, short or long words
  • estimated how many cookies there are in a jar
  • made puppets with craft sticks to sequence events
  • finished the sentence __________ as fast as you can, you can catch me, I'm the Gingerbread Man! (walk, walk/ dance, dance/ jump, jump) we moved while saying the sentences.
  • learned a poem
A Gingerbread Cookie
Mom made a surprise the other day.
She gave it to me on a lovely tray.
A gingerbread cookie
with buttons so neat-
But best of all he was good to eat!
  • made Gingerbread Playdough 
Gingerbread Playdough:

3/4 C all purpose flour
1/2 C salt
1 1/2 t powdered alum or cream of tartar
1 1/2 t vegetable oil
1/2 C boiling water
brown paste food coloring
1 1/2 t pumpkin pie spice

In a medium bowl add first 3 ingredients and mix. Then add water and oil; mix. Add spice and food coloring; mix. Then knead dough until smooth. Store in airtight container.



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Cinderella- Write the room


Do your kids love the story of Cinderella? Then they’re going to love the FREE resources I’m sharing with you today. Get ready for Write the Room!


What primary student does not enjoy Write the Room? This fun, kinesthetic activity allows your students to get out of their seats and walk around the room, all while learning great vocabulary, letters, sounds, and more through literacy. It’s no wonder it’s a class favorite!

Write the Room is a great activity to do for your vocabulary center, word work stations, writing time, and more. Everything you need for a Cinderella Write the Room is included in this download. Simply download, print, laminate (if desired), and hang the cards around your classroom. Your students will then grab their recording sheet and a clipboard to walk around the room discovering their answers. 

This FREE download includes Cinderella vocabulary cards in full color. Plus you get two options – one with the words underneath and one without. Then your students will enjoy taking the printable worksheets, walking around the classroom, and writing the correct words on the lines. If there’s time, they can even color their materials. 




When students have finished the three sheets where they write the room, they then use their new vocabulary to write sentences, a short paragraph, or a full story. This is a great way to focus on capital letters, periods, and spacing while getting some extra writing practice into their school day.

Overall your 3rd and 4th grade students will love completing these activities with your next fairy tale theme. The fact that both of these are freebies is just icing on the cake! Click through now to grab your copy today.




Are you ready?



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I spy ...Stories!


So many people - adults and children alike – enjoy fairy tales, tall tales, and children’s stories. And who can blame them? They’re heartwarming stories that allow us to learn lessons while hearing about beloved characters. But why does the learning have to stop when the story ends? Now it doesn’t! Let your primary students continue learning about 17 of their favorite tales with this resource.


These “I Spy” packs are a great way to get your students reviewing and consolidating new words while having fun. Children will use a magnifying class to find words related to the stories – each hidden within the picture. 

Here are the 17 different stories included:

*Beauty and the Beast
*Jack and the Beanstalk
*Rumpelstinksy
*The Ugly Duckling
*The Shoemaker and the Elves
*The Enormous Turnip
*Goldilocks and the Three Bears
*Little Red Riding Hood
*The Three Pigs
*Snow White
*Hansel and Gretel
*The Little Mermaid
*The Gingerbread Man
*Rapunzel
*Sleeping Beauty
*The Little Red Hen
*The Princess and the Pea


For each story your students will be asked to use their magnifying glass to find the words, which they then write down on their recording sheet. Then they can write a story using their newfound words. 



Bring the fun back into learning with this 54 page resource. Your Kindergarten, 1st, and 2nd grade students will love this hands on approach, and you’ll be impressed with how well their vocabulary takes off as they progress through the sheets. Click through to grab your copy today!

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In the Garden


These are some activies we did while studying Adam and Eve as part of our "Yes, I can!" serie

We..

  • collected leaves and made a collage
  • made a serpent using socks
  • created handprint trees
  • designed a garden using favorite art supples
  • painted with branches (or leaves)
  • pretended to be animals in the garden
  • discussed about the choice Adam and Eve made
  • looked for information about snakes

  • set our dramatic play area up as a garden.  The children made paper trees to hang in the area. Provided stuffed animals, artificial plants and trees (we asked parents to loan some to our class this week). The children took care of the animals and the plants.

  • put story pieces in the order of the story
  • went on a leaf hunt in order to collect leaves of different plants. I gave my kids instructions such as: find leaves that have more than one color, leaves with toothed edhes, leaves heart shaped, etc.. 
  • sorted leaves by size, shape, color, vein patterns, edges and made a big book of leaves
  • learnt a poem 
My garden
I'll work in my garden
I'll rake it with care
and some tiny seeds
I will plant here and there
In the spring the sun will shine
and with force the rain will fall
to make my garden blossom and grow tall

  • sang a song
Adam and Eve 
Tune of Mary had a Little Lamb

God created Adam, Adam, Adam.
God created Adam from the dust one day.
Adam needed a helper, a helper, a helper.
Adam needed a helper
So he would not be alone.
God created Eve, Eve, Eve.
God created Eve
From a rib from Adam's side.
They lived in a garden, a garden, a garden.
They lived in a garden, the Garden of Eden.
Add more verses as you like!


  • played a game: pass the fruit: sitting in a circle, pass the fruit while music plays. When you stop the music, they freeze.  Have the child who has the fruit hold it up in the air. Ask the children "Should we eat that fruit?".  Instruct them respond "NO!".
  • used wearables such us crowns and watches to retell  the story and to learn the memory verse.


  • painted, wrote and colored while reinforced Biblical principles




  • with the older kids we solved a wordsearch about the theme


  • read and wrote the memory verse




  • Suggested books
Adam and Eve by Roger Priddy
Adam and Eve and the Garden of Eden by Jane Ray




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Cinderella- Sorting Mats

My students love sorting mats. That´s why I started my collection of ready to print and use mats. They are ideal to review and practice vocabulary in pairs or in groups.

Children have to sort pictures according to stories.

This is one of the stories you can find here




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Bears, Families and Goldilocks

One of our school annual projects is working crosscurricular in our EFL/ ESL classes.
 So, these are some of the activities we did at school while reading Goldilocks and the Three Bears
We ..
  • made predictions. The kids looked at the cover of the book and told what they think the story would be about.
  • went on a picture walk through the book.  We didn't read the text, just looked at each picture and told what they thought is happening in each picture.
  • cololored the cover of our folder. 
  • learned that B is for bears, G is for Goldilocks. Kids cut and pasted pictures from magazines and sorted them. B /G
  • made some teddy bear cookies using this recipe. We ate some and took the rest home.
  • discussed about the different types of real bears. Polar bears, grisly bears, etc. and about  the difference between real bears and make-believe/Teddy
  • filled a Ziploc bag with Gummy Bears and estimated  the correct number of bears.
  • read different versions of the story
  • looked for information about bears. Then we compared real bears and fictional bears. We completed the chart.
  • used the vocabulary cards to review and practice vocabulary
  • used the necklace to recalled the events of the story. 
  • sorted the words by beginning sounds, syllables, short or long words
  • talked about the bears' family and our family
  • built up a dramatization about a family situation, I gave different roles and short role-play
  • children cut out pictures of families and sorted them in different ways and explained what they took into consideration: number of family members, those with babies, those with big kids, etc
  • sorted, patterned and graphed Gummy Bears by colour
  • made puppets with craft sticks to sequence events
  • finished the sentence __________ as fast as you can, you can catch me, I'm the Gingerbread Man! (walk, walk/ dance, dance/ jump, jump) we moved while saying the sentences.
  • learned a poem
My family

This is my family.

Let's count and see

How many people can you see?

This is my mother,
And this is my father.
This is my sister,
And this is my brother.
This is my grandfather

This is my grandmother

This is my aunt,

This is my uncle,

they are my cousins
This is my family
  • discussed about what the word family means, we named different family members and talked about family structures and how families work together and share responsibilities at home such as cleaning the house; preparing meals; picking up toys as well as they share leisure time.
  • made a list of the things the children know about families and homes
  • celebrated a Bear Day so each child brought in a stuffed bear. 
  • played just like "Simon Say" except the teacher says "Bear Says". With younger children, do not make children sit out... just say "Bear didn't say".
  • brought in their teddy bears. They talked about what kind of bear their teddy bear is. I.e. grisly, polar, brown, koala. 
  • answered the question "What color bear did you bring in?" Graph the results. Who has the biggest bear? Who has the smallest? Which one is the most unique? 
  • drawed teddy bears then talked about them. They answered some questions such as What’s your teddy bear’s name? What colour is it? Where does it sleep?...
  • learned a song
The Bear Went Over the Mountain 
Tune: For He's a Jolly Good Fellow
The bear went over the mountain,
The bear went over the mountain,
The bear went over the mountain,
To see what he could see

To see what he could see,
To see what he could see

The other side of the mountain,
The other side of the mountain,
The other side of the mountain,
Was all that he could see

Was all that he could see,
Was all that he could see,
The other side of the mountain,
Was all that he could see!



  • played "Mamma Bear Says" (Simon says) one kid is mamma bear and gave instructions such as "go into the house" "go to the kitchen" "sit down" "stand up and go into the bedroom" "pick up your clothes from the floor" "go to bed"
  • wrote "A day in Mamma Bear's Life" as the answer to "What does she do everyday?"






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Time for pumpkins


To do beforehand:

Send home the new unit note.

Prepare the newsletter for the theme.

Check supplies.


Print the reproducibles for the week.

Make enough copies for your children.

Send the fieldtrip notes and prepare the tags.

Prepare the Family Fun Pack.

Make a beautiful Bulletin Board to decorate your class.




Explain that during the next days they are going to learn about apples.

Write on the board or on a sheet of paper:


Invite children to tell you things they already know about the topic.

Keep the list until you have completed the theme.

On posterboard print some Family words. Let the children come in small groups to decorate the signs with glitter, markers, stickers.

Brainstorm a list of descriptive words for pumpkins

Vote about your favourite recipe with pumpkins


We reviewed some sight words with these pumpkin cards










4 funny pumpkins grow in the farm 



4 funny pumpkins grow in the farm

the farmer came and took 1

then there were 3

3 funny pumpkins grow in the farm

the farmer came and took 1

then there were 2

2 funny pumpkins grow in the farm

the farmer came and took 1

then there was 1

1 funny pumpkins grow in the farm

the farmer came and took it

then there was none



I'm a little pumpkin
Tune of "I'm A Little Teapot" 

I'm a little pumpkin short and stout; (Squat down with hands on hips)
Here are my eyes and here is my mouth; (Point to each part as named)
When it's Halloween and you are out (Point to audience)
Just lift my lid and hear me shout. (Pretend to lift lid)
BOO! (Jump up and shout BOO!) 






Blow up a round balloon. Dip orange yarn into a mixture of one part glue and one part water. wrap yarn around the balloon until completely covered. Let dry, then pop balloon, use black craft foam to make face.


I bought some plastic pumpkins and made counting mats for kids to sort pumpkins in the correct card.

We also practised Adding and Substracting with Pumpkin Mats











We also worked on some shape recognition using these cards








Orange mix:
Fingerpaint with red and yellow paint.

Orange

 I like orange
I like orange
O-r-a-n-g-e
I like orange
I like pumpkins.
I like oranges.
O-r-a-n-g-e-s
I like orange.


Orange Collages
Set out sheets of white  construction paper, scissors and glue. Let the children look through magazines to find  pictures. I printed the questions in a white piece of paper. They had to look for colourful things in magazines and made a poster

Pumpkin Pancakes: add pumpkin pie spice to your regular pancake recipe.
Grill and serve, they don't even need syrup!



This is the time you “wrap up” the work.

Let children reflect about what they learned.

Discuss about things they liked and didn’t like.

Use this time to assess the teaching strategies

Gather the children in a group at the conclusion of the study of the theme.

Write on the board or on a poster

“Things we learned about pumpkins”

Invite children to tell you something about they have learned.

Prompt questions such as “What have we done during this week?” “What were we talking about?”

Make a list of all the things children say.

Read the first list you made with the group at the beginning of the unit.

Say “These are the things we write at the beginning. Do you remember?” “Now, this is what we have learned

At the beginning of the theme send home a note to parents stating for the theme the children will be learning about for the next few days,.

Suggest some ways families can be involved in the topic of study, for example:

Include the titles and authors of some of the children’s books about the theme.

Invite parents to look for these books in the library, check them out and read them with their child.

Send home some of the finger plays, rhymes, songs, poems that you have used with the children. Print them on colorful cards and record the children singing or chanting. Invite families to sing and rhyme with their children.

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