PE Challenge - Create Your Own PE Game

This past week I subbed in the same 3rd grade class all week. I love week long assignments because I can teach something from beginning to end and see the results of my teaching efforts.

On Monday we were supposed to go out for PE but it was 95 degrees so we couldn't go out. I had to come up with something for those 50 minutes so I decided to have the kids come up with their own PE games. I knew the rest of the week was going to be much cooler, so I knew I had time to play the games they came up with.

I had the student get into groups of 3 to 4, groups of their own choosing.

The groups needed to talk about and agree upon what they were going to do, here are the requirements they needed to follow:

• Name of the game - could be a variation of an existing game or a completely made up game.
• Number of players - would it be teams, groups or individual?
• The play area or boundaries - they needed to think of our playground area and decide where their game was going to be played.
• Materials Needed - their game could only be played with whatever balls or PE equipment we had available to us in the classroom.
• Rules: They needed to come up with all the rules for the game.

The rules were much harder for them to write out. They had a hard time thinking through the whole game and what rules needed to be stated. As the students worked on this I walked around asking questions like:

What do they do if they are tagged - sit, go out, become one of the taggers, etc.?
Is there a free space? What does that mean? How long can they be free?
How is the winner determined?
How does the game restart?

These questions helped guide them in their rule writing.

Throughout the week I picked 2 games a day to play. I broke the class into 2 groups and 1/2 way through switched the kids so they got a chance to play each game.

I only had to intervene a few times when the game managers lost control of their players. Each day we ended with a debriefing on what worked and what didn't. How game managers needed to maintain control and how players needed to be more respectful and cooperative. Overall, it was very successful and ALL the kids had a great time! They loved all the different games and struggled with, but liked being the game managers.

Here are a few pictures of the games being played with their papers and drawings. I just love the names they came up with for the games.

I created a PE Challenge worksheet if you would like to try this out with your class, I highly recommend it!!

You can pick this up from either one of my stores - for FREE!

Happy Playing!

A Pocket Full of Kisses by Audrey Penn

Chester loves his mom and the kissing hands that she always gives him. One day, Chester sees his mom give his brother a Kissing Hand and he gets so upset. Chester thought Kissing Hands were just for him and was worried that she might run out of them. Mom explains to Chester that kisses are like stars, there are enough for both him and his brother. Mom then considers Chester and decides that because he is a big brother he should have something extra special. She gives him a kiss for his pocket so he can pull it out whenever he feels like he needs an extra kiss.

Below are a list of skills, strategies and ideas that you can use to create a meaningful lesson. I have also created a packet that includes most of what I have listed below.

Reading level: 2.4

Theme/subject: family, new life experiences

Genre: fiction

Suggested Vocabulary/phrases: tenderly, motherly tone, warm and inviting, in the blink of a moment, paled, settled in

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. I wonder what a pocket full of kisses means. {possible questions during} I wonder why Chester got so upset when his mom gave his brother a kissing hand. {possible questions after} I wonder if Chester’s brother will want a kiss for his pocket.  **Remember to have your students answer/reflect their questions.
• Author's point of view – Third person. Be sure to find 3 pieces of evidence to support this.
• Author's purpose – entertain {evidence} The author uses very descriptive language. The illustrator drew beautiful pictures. Chester was happy when he got the kiss for his pocket. All of these things make an entertaining story.
• Beginning, middle, end - {most important event from beginning} Mrs. Raccoon gave Chester a Kissing Hand.  {most important event from middle} Chester saw Mrs. Raccoon giving Ronny a Kissing Hand and he got very upset.  {most important event from end} Mrs. Raccoon gave Chester a special kiss for his pocket.
• Cause and effect – Why does Chester want to give back his brother? Because he plays with his toys, swings on his swing and reads his books. Why could Chester hear his mother’s words in his head? Because he pressed his Kissing Hand to his cheek. Why was Chester the happiest raccoon in the forest? Because he just got a Kissing Hand from his mom. Why did Chester start to cry? Because he saw his mother giving his brother a Kissing Hand. Why did Chester think his mom didn’t love him anymore? Because he thought his mother gave his brother HIS Kissing Hand. How come mom says she won’t run out of Kissing Hands? Because when someone loves you their kisses are always there, just like the sun-rays are always there. Why does Chester’s mom think he deserves something special?  Because he is the Big Brother. Why did Chester hug his mom at the end of the story? Because she just gave him a special kiss for his pocket.
• Character analysis - describe Chester. Describe Chester’s mom. {looks like, feelings, thoughts, character}
• Compare & contrast – compare Chester and Ronny. Compare you and your brother or sister.
• Connections - {possible text-to-self connections} Not liking your brother. Thinking your mom doesn’t love you.  {possible text-to-text connections} Connect this with the Kissing Hand – both are about Chester, his mom and a Kissing Hand.
• Drawing conclusions & inferencing – Why does Chester think his mom doesn’t love him anymore when she gives Ronny a Kissing Hand? {text clues} Chester cries and asks his mom why she gave Ronny his Kissing Hand. {what I know} If my mom gives my brother (or sister) the same something special she gave me, it doesn’t feel so special anymore. {my conclusion} I think Chester thought the Kissing Hand was just for him so when she gave Ronny one it was like giving his own and it wasn’t special anymore.
• Fact & opinion – {fact} Chester’s mom gave him a Kissing Hand. Chester wanted to give Ronny back. Chester was sad when he saw his mom give Ronny a Kissing Hand. Kissing Hands will never run out. Mom gave Chester a kiss for his pocket. {opinion} Chester is mean to Ronny. Ronny is a pest. Chester is wrong for thinking his mom doesn’t love him anymore. I think Chester will lose his pocket kiss. I think mom is wrong and the sun will run out of sun-rays.
• Main idea & details - {main idea} The story is mostly about Chester being upset that his mom gave Ronny a Kissing Hand. {details} Chester cried when his mom gave his brother a Kissing Hand. Chester asked if his mom didn’t love him anymore. Mom explained to Chester that she would never run out of Kissing Hands.
• Plot - the turning point or climax in the story is when mom explained about the sunrays and the stars.
• Predict – What do you think the story is about? Do you think they will give Ronny back? What do you think a Kissing Hand is? Why did Chester start to cry? What do you think the story about the stars is going to tell Chester? What was Chester right about? What do you think mom will give Chester as his something extra special?
• Problem & solution - {problem} Chester doesn’t think Ronny should have a Kissing Hand. {solution} Mom tells Chester about the sunrays and the stars then she gives him a special kiss for his pocket.
• Sequencing – Chester wants to get rid of Ronny. Mom gives Chester a Kissing Hand. Chester sees mom give Ronny a Kissing Hand. Chester gets upset. Mom tells the sunray and star story to Chester. Mom gives Chester a special kiss for his pocket.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Mom decides that Chester does need something extra special so she gives him a kiss for his pocket. When do you think Chester might need that extra kiss in his pocket?
• Summarize - {someone} Chester {wanted} wanted to get rid of Ronny {but} but mom said no {so} so mom gave Chester a Kissing Hand {then} then she gave Ronny a Kissing Hand. {finally} Chester was so upset about Ronny’s Kissing Hand his mom finally gave him a special kiss for his pocket.
• Theme – moms have enough love for all their kids. 
• Visualize – Mom gave Chester a Kissing Hand and a kiss for his pocket to help make him feel better. What does your mom do or say to you – either now or when you were younger – to make you feel better?

You can pick this up from either one of my stores.

Happy Reading!

One of Each by Mary Ann Hoberman

Oliver Tolliver loved his life. He had a cozy home and one of each of everything, just for him. Oliver was so happy with what he had he decided to invite someone over to see his home. When Miss Peggoty Small came to see his home she was not all that impressed. Oliver could not understand why she did not think it the most perfect home. She  explained to him that it was perfect for one, but not for more than one. Where was she to sit? How could she enjoy a cup of tea when there was only one tea cup? Oliver realized that having just one of each meant he could not have friends over. Oliver decided to fix this problem, he went and bought two of everything. Now Oliver has friends over and they are all happy and comfortable as they share his two of everything.

Listed below are the reading skills and strategies that you could use to create and fantastic lesson, or you could use the FREE classify and categorize page I made to go along with it. Students will classify quantities by categorizing things that come in one's or in two's.

Reading level: 2.5

Theme/subject: sharing, friends

Genre: general fiction

Suggested Vocabulary/phrases: tumbledown, delight, collection, trouser, bureau, dreary, cavorted, accord

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what one of each is. {possible questions during}  I wonder why Oliver thinks one is the best. {possible questions after}  I wonder if Oliver will buy more than 2 things now than he has more than one friend. **Remember to have your students answer/reflect their questions.
• Author's point of view – Third. Be sure to find 3 pieces of evidence to support this.
• Author's purpose - entertain {evidence} the story is written in rhyme. Animals don’t wear clothes or live in houses. This all makes an entertaining story.
• Beginning, middle, end - {most important event from beginning} Oliver lived in one little house. {most important event from middle} Oliver invited a friend to see his things. {most important event from end} Oliver decided he needed more than one so he could have more than one friend over.
• Cause and effect – Why did Oliver have one of each? Because there was only one of him. Why did Oliver invite Peggoty Small over? Because he wanted to show off his stuff.  How come Peggoty did not think one of each was good? Because there was no room for one more. Why did Oliver rush out the door?  Because he had to go buy one more. Why was Peggoty so happy when she came back over to Oliver’s house? Because Oliver made his house cozy for two. How come Oliver cut up all his fruit? So he could share it with more than one person.
• Character analysis - describe Oliver {looks like, feelings, thoughts, character}
• Character changes – In the beginning Oliver thought one of each was the best. Everything was just perfect for him. At the end of the story Oliver decided that he needed more than just one so he could invite friends over.
• Classify & categorize – Classify quantities: things that come as one and things that come in twos.
• Compare & contrast – compare things you can do by yourself and things that you need more than one person to do.
• Connections - {possible text-to-self connections} having one of something. Needing more of something so you can have friends come over.
• Drawing conclusions & inferencing – Do you think Oliver will buy more than one now that he has more than one friend?  {text clues} Oliver liked having more friends over. {what I know} It is better when there is enough for everyone. {my conclusion} I think Oliver will now buy more than 2 things so he can have all his friends over at one time.
• Main idea & details - {main idea} The story is mainly about Oliver and his house.  {details} Oliver had one of everything. Oliver invited Peggoty over to see his house. Oliver decided to buy more stuff so he can have more friends.
• Plot - the turning point or climax in the story was when Peggoty came over and told Oliver it wasn’t suited for two.
• Predict – What do you think the story will be about? What do you think Peggoty will think of Oliver’s house? How do you think Oliver will respond to what Peggoty said about his house? How will Peggoty respond to Oliver’s house now? What do you think Oliver’s idea was?
• Problem & solution - {problem} Oliver only had one of each. {solution} Olive bought more so he could invite more than one friend over.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Theme – It is important to make sure your friends area comfortable when they come to your house. It is better to have two of each, that way each person gets their own.

You can pick this FREEBIE up from either one of my stores.

Happy Reading!

Move Over, Rover! by Karen Beaumont

Rover is snug as a bug in his doghouse when it starts to rain. He is happy to be out of the rain but then he gets some unwanted company. The cat, mouse, blue jay, raccoon and others come to his doghouse to get out of the rain. Soon Rover and all his soggy friends get a surprise visitor...a skunk! What will they do now?

Listed below are the skills and strategies you can use to create a lesson or practice activity for your students. I have also created a FREE sequencing activity if this is something your students need practice with.

Reading level: 2.6

Theme/subject: weather, animals

Genre: animal stories

Suggested Vocabulary/phrases: skit-scat, whiff, skitter, scatter, scamper, scurry, romping, sopping

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. I wonder why Rover needs to move over. {possible questions during} I wonder if the blue jay will fit in the doghouse. {possible questions after} I wonder if the doghouse still smells like skunk.  **Remember to have your students answer/reflect their questions.
• Author's point of view – Third. Be sure to find 3 pieces of evidence to support this.
• Author's purpose – entertain {evidence} The story is told in rhyme. Animals are always entertaining. The illustrator drew cute animals. All of these things make an entertaining story.
• Beginning, middle, end - {most important event from beginning} It started to rain while Rover was in his doghouse. {most important event from middle} All the animals got into the doghouse to get out of the rain. {most important event from end} The skunk stunk up the doghouse and all the animals left because of the smell.
• Cause and effect – Why did the animals all go into the doghouse? Because of the rain. Why did all the animals flee the doghouse? Because the skunk stunk up the doghouse. Why was Rover happy? Because he was all alone in the doghouse.
• Main idea & details - {main idea} the story is mostly about the animals finding shelter from the rain. {details} The cat came in. The raccoon came in. The blue jay came in.
• Plot - the turning point or climax in the story is when the skunk stunk up the doghouse.
• Problem & solution - {problem} It started to rain and all the animals needed to get out of the rain. {solution} All the animals squeezed into Rover’s doghouse.
• Sequencing – Rover was in his doghouse. It started to rain. The cat came in. The raccoon came in. The squirrel came in. The blue jay came in. The mouse came in. There was a terrible smell. All the animals ran out. The skunk was left in the doghouse. The storm is over. Rover is all alone in the doghouse.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Visualize – When it started to rain Rover snuggled into his doghouse. Visualize where you want to be when it starts to rain with thunder and lightning?

You can pick this FREEBIE up from either one of my stores.

Happy Reading!

Comparative and Superlative 4 in a Row

Comparative and superlatives can sometimes be difficult and need lots of practice.  When do you use –est, when do you use –er? Those are the questions your students will ask when using comparatives and superlatives.

To help with this question I came up with this fun game to practice this.

My tutor students have had a fun time playing this game. After drawing a card they spin the spinner to see if they will be adding –er or –est to the end of the word. Once they have their new word they must find a sentence that fits the word.

Once they find their sentence they mark the board and record it on their sheet.

This is a fun way for your students to practice this, my tutor kids LOVE it!!

You can pick this up from either one of my stores.

Enjoy!

Teacher Appreciation Sale

 To celebrate all you teachers, I am having a teacher appreciation sale, along with TpT and Teachers Notebook. 

Click on the Teachers Notebook picture to take you to my store. Everything in my store is 20% off plus the additional 10% that Teachers Notebook will give you.

Everything in my TpT store is on sale for 20% off today. Starting the 7th TpT will tack on an additional 10% off your purchase. Use the code TAD13 when you check out. Click on the TpT picture to go to my store.

So, open up your wish list and make those purchases while you can get all your wishes on sale. Or, you might find some new goodies :)

Have a great week!!

Sea World, San Diego

Sea World was offering free passes to teachers, yep, that’s right…FREE, all we had to do was fill out a form and give our credential number. So, last weekend two teacher friends and I went down to San Diego to activate our passes.

We watched just about all of the shows. We watched Killer Whales splash, seals balance balls on their nose, dolphins jump and dive, and dogs, cats and pigs run, climb, and dance.

We touched Manta Rays, walked under sharks, and watched otter’s play. The penguins danced, turtles glided and the Polar Bears slept.

As we walked around we talked about how great it would be to take our class on a field trip to this amazing place. Unfortunately, we are an hour + away.

I think for our next trip down we will dine with Shamu!

Overall, it was a very fun day!

Cheers!