Alligator Activity Transition
During transition, children choose an object from a container. The container has a picture of a crocodile on it. Teacher and students chant or sing “Crocodile, Crocodile, down by the lake. I’m going to reach in and see what you ate!” The child identifies the object and tells the class what they can about the object before moving to the next activity (small group, lining up at the door, moving from a meal to nap time etc.). Process continues until all have transitioned. |
Transition Using Shapes
During transition, children choose a shape from a container. They identify the shape before moving to their small group table. Shapes include circle, oval, triangle, square, rectangle, trapezoid, and hexagon. Support and scaffolding is offered as needed by both teachers. Ex: T1 describes a shape for a child who needs support, “It has 3 corners”. She points to each one as she counts “1,2,3” and pauses for a moment before giving more support utilizing the beginning sound “it’s a t, t, t” Child shouts “triangle”. Process continues until all have transitioned to the tables. |
Transition Time
During transition time, children will take part in an environmental print activity. Children will find their name out of a bin and hang it up. Next, they will search a bin with multiple environmental print and choose what they can recognize and hang it up at the end of the sentence to their name. Next, the can take part in reading the sentence with their name. Each child gets a chance to participate while we transition. |
Rhyming Transition Idea
Make cards with two rhyming words(pictures) that match and two that don’t match. Have the child pick a card from the stack or even shake it up and have them pick from a bag. Have child name the pictures on the card out loud. (Depending on child’s level say it with them, may have to repeat the words 3- 5 times) Once a child identifies the two pictures(words) that rhyme have them transition to the next activity. |
Uppercase and Lowercase Matching Transition
Write uppercase letters on one set of popsicle sticks. Write lowercase letters on another set of popsicle sticks. Mix them up and spread them out in front of the child,. This can be done on the carpet or table. Provide children with an alphabet sheet that has the uppercase and lowercase letters together. Idea 1: Ask the child to find two letters that match. (We call them mom and child) Idea 2: Teacher picks a lowercase letter and asks a child to find the uppercase letter. (Can you help this baby find his mother/family) Once they find the correct letter have them transition to the next activity. |
Picture Order to dress for Outside During Wintertime |
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Clean Up Time Social Story |
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Name Card Transition
Have a name card for each student. First name on the front of the card. Last name on the back. Hold up one name card at a time. Allow children to recognize their name. Once they recognize their name they can transition. In the beginning of the year, we show their first name and ask whose name is this? As we progress, we show just the first letter and ask whose name begins with this sound? (Then say the letter sound) As more time passes, we show their last name and ask whose last name is this? Before you know it, they recognize their own name as well as their classmates. |
Rhyme Card Transition
Use a set of rhyming picture cards. Pass out half of the rhyme to the students. Keep the other half of the rhyme. Hold up a rhyming picture card. Ask who has the other picture that rhymes with the one I have? Make sure to say aloud what the picture is. Repeating it as necessary. The student with the rhyming card can transition. Variation: Use picture cards for alliteration. Who has the picture that starts with the same sound as my picture? Then say the sound. (If your cards have the word underneath the picture, students can also look for the matching letter, presenting another opportunity for letter identification. |
Erase a Number Transition
Write random numbers across the dry erase board. (1-5 in the beginning of the year, 1-10 as time passes, 1-20 as more time passes. Adjust the numbers to your class needs) Ask…Daniel can you erase the number 12 for me? Once they do, they can transition. Continue to help the students who have not mastered number recognition yet. Or you could ask…Daniel come up and find a number you know. Tell us what number that is. Then the child can erase it. Variation: Write random letters on the dry erase board. Variation: Hang up pictures of quantities represented. Ex. Tens frame with dots or pics of the face of dice. |