Halloween Marshmallow Ghosts

A quick and fun Halloween activity that works on fine motor skills. 

Materials:
black construction paper, liquid glue, mini marshmallows, (little tongs if wanted)

Steps:
1.  On a piece of black construction paper, draw an outline of a ghost. 
2.  Go over the outline with a line of Elmer's glue.  (an preschooler could also do this, great for strengthening hand muscles).
3.  Place mini marshmallows on top of the glue line, forming an outline of marshmallows.  Tonging the marshmallows is also good for strengthening and developing the pincer grip.

4.  Let it dry and add eyes or mouth details with a white colored pencil or crayon.


Hang it for Halloween!

Watercolor Ice Cubes

This is a good, easy, hot day activity.  The only things needed are watercolors, ice cubes, and a few paintbrushes.

Then the ice cubes melt, which is also cool to observe, and if you put them on white paper, leave faint water color stains.

Ice and food coloring is also very fun, when old clothes are available and fingers being stained aren't an issue.

Sand Art

A fun summer activity, best done outside!  The kids create a outline of a simple drawing and then paint it with watercolors.
When the watercolors are dry, they go over the outline with a line of glue.  Using a scoop they sprinkle sand over the outline and shake off the excess.  Then, let it dry again!


Materials:  Paper, pencil, watercolors, water, cups for water, colored sand, liquid glue (cardboard sheets /backing is good for to keep the paper stiff), glue sticks (if using cardboard backing)

Phones

These are pieces of PVC elbow pipe, available at big hardware stores, such as Home Depot and Lowes.  I use them for primarily three things: reading fluency, hearing letter sounds, and revising writing.

The sound through the pipe accentuates what they hear and they are more cognizant of how they are pronouncing.   It really helps some children hear the vowel sounds that they are making.

The kids love using them and are excited to reread a book or poem while they "listen" to themselves read.  They only have to read at a very low volume to hear themselves, so several children reading at the same time is not a problem.

When we are revising writing, I have the students read their writing quietly to themselves (usually sitting at an area like a writing center) and then go back and read it a second time using a blue pen to make changes.  Sometimes they are reading for flow, sometimes with a purpose, such as adding strong verbs or similes and metaphors.

The piping is inexpensive and can be decorated with puffy paint, stickers, or names written in Sharpie (it wipes off with rubbing alcohol at the end of the year).  It's a fun tool to have in the classroom.

Sight Word Path

When teaching and/or reviewing sight words, sometimes we use a sight word path (this also works well in the hallway).  I write the sight words on index cards and place them on the floor, the kids walk the path reading the sight words aloud (it's great to laminate them first for reuse).  If you have a group of kids, you can have one child go until they misread a word and then stop and the next child starts and so on.  
The can also walk the path with a clipboard and record certain words (like all the words beginning with 'c,' etc).  There are many variations, including integrating laying them out and collecting them into the reading of them, hopping, pointing with a yard stick, or taping them down for extended use.

Tall Tales

After reading several tall tales aloud and different versions of the same tales, my students wrote their own tall tales.  We edited and revised them and typed them.  The students created the main character and pasted the exaggerated tales on their bodies. 

Sand Tray Letters

One tactile way of developing letter-sound correspondance skills is by using sand trays to trace letters.  I usually use this in one-on-one situations or small groups.  I hold up a card (Fundations or Orton-Gillingham cards are ideal), but any letter card works and say the name of the letter and then the sound while they repeat the sound and trace the letter.  For younger children we work on one a few letters at a time until they have built a knowledge bank and than add additional letters.

Eventually we move into using the cards to create cvc words that they trace in the sand.  A gentle shake of the tray with erase/reset the sand for the next letter, and eventually it is a quick process.  The kids love the tactile input and some kids truly excel when learning is "hands-on."