Jess Messerli ECHD 3450 February 20, 2014 Transition Strategies Age/Grade Level: Kindergarten Transition Times: Morning Table Work Whole Group Calendar Time Whole Group Read Aloud Table Work Table Work Line Up (to go to lunch, related arts, assembly, etc.) One Subject at Table Different Subject at Table Play Centers Clean Up & Get Ready to Go Home Morning Table Work Whole Group Calendar Time The transition time from morning table work to whole group calendar time can be hectic, especially with a class of twenty or more kindergarten students. Teachers can choose to have the students transition as a whole group or as smaller groups at a time. Teachers may want to start with transitioning in smaller groups while students learn the expectations of transitioning in the classroom (no running, put materials away, push chair in, walk to your carpet spot). After students know these expectations and have had opportunities to practice in smaller groups, a teacher can try and use a transition that involves the whole group transitioning at once. It is important for the teacher to model the transitions and give students opportunities to practice. 1. Find Your Empty Space Song This song is a short 24-second video found on Youtube that could be played to cue students to clean up their area and transition to the carpet for whole group calendar time. It is unrealistic for students to be able to do all of this in 24 seconds, especially initially, so it would be good for the teacher to repeat the song at least once to give students more time (could be repeated more depending on the needs of the individual class). This would be used as a whole group transition, so students would need to have practiced the transition expectations to be able to move smoothly to the carpet while their classmates are doing the same.
As a teacher, I would first introduce the song while students are all sitting at their tables and have them just listen to the words. The song talks about finding their empty space, which I would reinforce is their assigned carpet space at the carpet. I would model what it would look like to clean up my table spot, push in my chair, and walk to the carpet, which would show students what is expected of them. I would maybe show students what the transition should not look like (running, leaving materials at the table, etc.) so they have a comparison. I would then have them practice the transition without the music while I observed. The students would get to practice the transition multiple times with the music towards the beginning of the year so they could get used to it. Find Your Empty Space (Video file). Retrieved from http://www.youtube.com/watch?v=sbwhsv6_8vk 2. Table Numbers I plan to have the tables that my students sit at to have numbers. I can easily call the table numbers to have the students transition themselves to the carpet for the whole group calendar time. I can choose to call them in order or randomize my selection. As the year progresses and the students have been introduced to the concept of odd and even, I could call the tables that way to reinforce the concept and give students practice. The students would have the same transition expectations as they would for any other transition. I would start teaching my students this transition on the first day of school by introducing them to their table numbers. I may have students who don t quite know their numbers, however the chance of someone at their table knowing the number is very high. This could help students who aren t familiar with these numbers become more familiar and it s another way to be exposed to numbers. 3. Clothes Colors Another way to transition students to the carpet area for whole group is by calling out a color and if a student is wearing that color, they can transition themselves to the carpet. This is another way to have smaller groups transition. By calling clothes colors, it gives the students a variety and when they go can change on any given day depending on the colors they are wearing and the colors you call.
I would teach this in a very similar way that I taught the table numbers. I plan to have the colors displayed somewhere in my room so when initially introducing my students to the strategy, I would reference that display so they know where they can look if they ever need help with their colors. The key to any transition working is practice. Giving my students the opportunity to practice this transition (maybe during other times of the day) will allow them to become more familiar with the strategy quicker. 4. Morning Greetings High Fives & Handshakes This is a whole group transition to the carpet for calendar time. Students will first be prompted to put their materials away. Then, they will be prompted to stand up, push their chair in, and stand behind their chair. Next, when the teacher says Greetings, the students would have to give five (or a number of your choosing) high fives or handshakes to five different friends/classmates before finding their spot at the carpet. Students will need to walk and keep talking to a minimum. It s important to encourage students to give a greeting with their high five or handshake ( Good Morning or Hey There would work). Teaching this concept could get a little tricky and would have to be planned at a good time because the chance of some students getting slightly out of control is possible. I would first introduce my students to what a proper high five and handshake looks like, which can be done simply by modeling with one of my students. I would then have my students practice giving high fives and handshakes to their classmates at their table. This gives them practice without creating a potential mass chaos situation. After some practice, we would try the transition as a whole group while I observed to make sure things went smoothly. If a student starts to get out of hand or is not doing the transition correctly, I will stop them, model again what it should look like, and have then do it again the correct way. The students will already be familiar with their carpet spots so it will make knowing where to transition to easy. Whole Group Read Aloud Table Work This transition time can be another tricky one that has the potential for chaos and confusion. Going from a whole group read aloud at the carpet back to the tables to work
can be tough if not managed well. Because everyone will be sitting in closer quarters (unlike transitioning from the tables, which are more spread out, to the carpet) I would chose to do most of these transitions in smaller groups, not as one large group. 1. Spell Names This transition involves having the students all sit quietly and listen for their name to be spelled by the teacher. The teacher could choose to simply spell the name or sing spell the name (depending on the teacher s comfort level). This allows students to familiarize themselves with the letters in their name and the letters in others names while listening for their own. If my name is Jess, but I am hearing that my friend, who is named Lucy, has the letter L at the beginning of her name, I m more likely to associate the initial sound in Lucy, the L sound, with the letter L because that is what my teacher said her name starts with. When the student hears his/her name, he/she is to stand up and walk to their table spot. This can go as quickly as the students recognize their name. Initially, this transition strategy may take longer. However, as time goes on and students become more familiar with the spelling of their names, the transition will go quicker. I would initially teach this by using cards with the students names on them. By holding up a card and spelling the name on the card, it reinforces the name and allows students to visually recognize their name and then put two and two together. Giving the students the support of seeing their name on the card can help them become more comfortable with the transition. Practice is the key and is the most important aspect of having this strategy go smoothly. 2. Colored Square/Spot If there is a rug/carpet with colored squares or spots on it, it would be easy to use this to help with transitions. Calling the colors of the squares/spots that the students are sitting on. Most likely, they will have a permanent carpet spot so it is important to call the colors in random order each time this strategy is used. The strategy is as simple as saying, If you are sitting on the color red or If you are sitting on the color yellow. This helps to reinforce the colors and allows a small group to transition back to their table spots.
Teaching this would be pretty easy as long as students know their colors. Reinforce the transition expectations that you have for the room (walking, not running, etc.) If students are struggling with their colors, you can hold up a card with the color on it so they could check the card with the color they are sitting on. 3. Magic Number This transition strategy is a bit of a game that reinforces numbers and allows students to practice counting. The teacher picks a number (the quicker you want the transition to go the lower the number). Then the students each say a number in order counting up. Whoever says the magic number, stands up and goes back to their table spot. Once the magic number is said, the next student starts over with the number 1. Example if the magic number is 4: Student A = 1, Student B = 2, Student C = 3, Student D = 4 goes back to his/her table spot, Student E = 1. This would take some time to teach to the students. The initial teaching and the next few times this strategy is used, the teacher would have to really slow the transition down and probably point to each student when it s his/her turn. Having the students in a circle to start would be easiest because it would be clear who is next person to say a number. Mixing up the magic number is key since most likely, the students will be in their assigned carpet spots. 4. Site Word As a teacher, I plan to have a site word wall for my students to reference when writing. This will included words we have discussed throughout the year. This strategy involves the teacher drawing a students name (cards, popsicle sticks, or however else the teacher wants to do it) and having the student read any of the site words off of the wall. The student would need to point to the word and say what it is. This strategy would be better done later in the year after the students have more of a background knowledge of the site words and have had time to practice them in other capacities and subject areas. This is a pretty easy transition to teach. It is simply calling on a student and having them say a word. The biggest teaching point that could be a struggle is having other students sit quietly when it s not their turn. Modeling how to point to
the site word and what to do after saying the site word is important and should be done when the transition strategy is first taught. The teacher should continue to model along with allowing the students to practice until the students can do the transition smoothly. Table Work Line Up (to go to lunch, related arts, assembly, etc.) The transition from table work to lining up to go somewhere can be hectic. Chances are, wherever you are going, whether it s to recess, lunch, related arts, or an assembly, the students will be pretty excited to go. This excitement can create chaos if not managed well. The best way to manage the situation is to make sure the students are familiar with transition strategies that can successfully get them to the door. 1. Syllables to the Line This transition strategy can be highly successful at getting students into line, reinforcing the concept of syllables, and can be fun for the students. In this strategy, the teacher tells the students to stand up and push in their chars. After they do this, the teacher will say a word, the students and teacher will then say the word again while clapping out the syllables. For every syllable, the students take one step towards the line. The teacher keeps saying words until all students have successfully clapped their way into line. The teacher could focus on site words or spelling words each week to help familiarize the students with it. Teaching this would have to come after the students have been exposed to the concept of syllables. The process would be slow at first and would need a lot of teacher guidance. The teacher could even say the word, clap the syllables, and then clap the syllables again with the students. This way the students get to hear the syllables clapped before they have to do it. Students will need to have a basic understanding of the rules of standing in line (keep hands to yourself, no talking once you are in line, etc.). By having this knowledge, it will allow students to be successful with the transition after they get to the line. Modeling and allowing practice is key for this transition strategy, just like with other transition strategies. Classroom Transitions in Kindergarten (Video file). Retrieved from http://www.youtube.com/watch?v=k1dqylbh1rk
2. Line Up Song This transition is very easy for students. The teacher just needs to turn on the line up song and this will be the cue for students to put away their materials, stand up, push in their chairs, and walk to the line. The song is over two minutes long so once the students are used to it, the teacher may not need to have to play the entire song and can stop it early if necessary. It s a fun, upbeat song that can prompt students to get ready and line up. To teach this strategy, all the teacher will need to do is model what should be done. Reinforcing the rules of standing in line and getting to the line is key, but hopefully the students will know these from other times in the classroom. Give the students a chance to practice once the song comes up. This can be done when they expect it and also at an unexpected time to see if the students really understand and know how to do the transition when they aren t thinking about it prior. Line Up Song (Video file). Retrieved from http://www.youtube.com/watch?v=tkhxbr-ideg 3. Line Up March This is one of my personal favorites, mostly because my husband and I came up with the words and created it. I enjoy having fun ways for children to line up. The students will be told to put materials away, stand up, and push in their chair. They then will repeat the chant after the teacher while marching to get in line. The line up march goes as follows (teacher says first, students then repeat): I don t know what I ve been told. Mrs. Messerli s class has earned the gold. We know how to get in line. We can do it every time. We face the front and stand up straight. So that we are never late. In the hall we don t talk. We never run, we always walk. Sound off Duck Tails
Sound off Bubbles Teaching this would not be too difficult. The students could practice marching after the teacher models how to do so. The words are also not difficult since the students will be repeating everything the teacher says. Going through the chant a few times with the students repeating will help them get used to it. Then combining the marching and chant for a few practices. This is a fun way to get students in line quickly (they only have until the chant is over). 4. Birthdays This transition is very easy and involves the students knowing their birthday months. I would plan to have the months posted in the room so if a student isn t quite sure, they could check the birthday chart. The students will walk to get in line whenever their birthday month is called. The teacher can start with the current month and go in order or the teacher can randomize the selection. The main teaching points for this strategy come from teaching the students how to walk to get in line and what is expected of them once they are in line (face forward, hands to themselves, show their ducktails and bubbles). One Subject at Table Different Subject at Table This can be one of the trickiest transition times because the students are getting a change of scenery. The students are working at their table spots and then transitioning to another subject at their table spot. Having students sit for too long without a brain break or transition can be hard for them so I am a big believer in doing a transition activity between subjects. All of the below transitions can be done while standing beside their table spot. 1. Dinosaur Stomp This song and video is a fun dance for students to do between subject areas. The students will stand by their desk and watch the video. They can follow along with the dance steps that the group does in the video. This transition activity would be used as a fun brain break between activities. To teach this is easy. The students just have to follow along with the steps in the video. The teacher can be modeling as the video goes as well. Eventually, the students will get the hang of it enough that they can be following along while the
teacher is making any necessary preparations for the next activity. One thing the teacher will need to keep an eye on is if students start to get too wild and goofy. The teacher needs to make it clear to the students, and remind them often, that they need to be following along with the video. Dinosaur Stomp (Video file). Retrieved from http://www.youtube.com/watch?v=cga1ryorbuo 2. Simon Says Simon says is a game that everyone loves to play. This is another good transition for students between activities. The teacher can have the students do simple tasks such as touch your head, close your eyes, and turn around once. The teacher can also use the game to have students get ready for the next activity. For example: Simon says, take out your crayons. This is a fun way to get students attention while getting them prepared for the next activity. To teach this strategy, the teacher needs to explain how the game works. However, for this purpose and with students so young, I wouldn t have students get out if they messed up (did something when Simon didn t say). I would want all of my students to participate and having them get out wouldn t accomplish this goal. Because this is a game of listening and following directions, it is pretty easy for the teacher to monitor how successful the transition activity is and make any necessary changes based on the particular class. 3. Copycat Clap This game is sort of like Simon Says except for the fact that the teacher does not give any verbal cues. The teacher will do a sequence of claps, stomps, or whatever other motions he/she desires. The students will then repeat the sequence that the teacher just did. The teacher should start out with just a few actions in a row. As the students get better, the teacher can make the sequences longer. This really works on the students abilities to listen and follow directions. To teach this, the teacher would need to explain how the transition works. The teacher will then need to start slow. This strategy does not have a lot of teaching points because it is mimicking the teacher. Students will catch on at their own pace.
4. Hear My Voice This is yet another strategy that is close to Simon Says and the Copycat Clap. This is where the teacher whispers instructions to the students. If the students hear the teacher, they will know what to do. This is a great way to do a quiet transition or get students to quiet down if they are being too loud. They can do simple tasks like touching their nose but can also do things to prepare for the next activity or put things away from the previous activity. If you hear my voice clap once. If you hear my voice, get out your glue. Because this is a listen and follow directions action, the students don t need to be taught a lot. They just need to be able to listen to directions and do what the teacher says. Play Centers Clean Up & Get Ready to Go Home This transition time can be one of the most hectic times of the day. Transitioning from play centers at the end to getting the space cleaned up and getting ready to leave for the day. It is hard for kids to want to stop playing with whatever they are playing with. It may also be a very exciting time for kids when they realize it s time to get ready to go home for the day. All of this combined can create chaos. 1. Clean Up Song This song can be used as a cue for students to know that it s time to clean up and get ready to go home. Depending on the class, the song could be repeated if more time is needed. The expectation would be that when students hear the song, they begin to clean up their space. After their space is cleaned up, they should proceed to their cubbies to get their things together, get ready to leave for the day, and go sit at their carpet spot. To teach this, it is important to introduce the song to the students before they being their play centers. If a teacher tries to introduce the song for the first time while students are playing, the students probably won t pay attention. Even after being introduced ahead of time, the first few times the song is played the teacher will have to verbally prompt the students so they can make the connection between the verbal instructions and the song. After awhile, the students should
become used to this transition and should be able to begin the transition process when they hear the song. Children s Clean Up Song (Video file). Retrieved from http://www.youtube.com/watch?v=t6ur7zdwt70 2. Mission Impossible This is a fun song and video for students to clean up and get ready for the end of the day to. The song plays the Mission Impossible theme song and has a countdown digital clock. The students can try and get things put away and get ready to go home before the clock runs out. Just like the Clean Up Song, the teacher should introduce this to the students before the first time he/she wants to use it in the play center setting. One key point that the teacher must teach and reinforce is that just because there is a countdown, it does not mean the students should ever be running. This will be a strategy that the teacher will just have to observe and correct behaviors if necessary. Mission Impossible Countdown Timer (Video file). Retrieved from http://www.youtube.com/watch?v=k4ik18qswho 3. Go Class Go Song This is another favorite because it is another song that my husband and I made the lyrics for. It is sung to the tune of the Go Cubs Go song (for the Chicago Cubs). The teacher could record the song or just turn on the music and sing along. The students may eventually learn the words and sing along as well as they get ready to go home. By hearing this song start, it will serve as a cue for students to get ready. The words are: Pick up time is underway. We are going to go home for the day. Hey class, what do you say? We had an awesome day. They re saying clean up your space. There s no time to waste. Hey class, what do you say?
We had an awesome day. (REPEAT) My friends and I cleaned our spaces. Now we have big smiles on our faces. I ve got my coat, backpack and mail. I move faster than a snail. They re saying clean up your space. There s no time to waste. Hey class, what do you say? We had an awesome day. (REPEAT) Just like other songs, introducing before the first real situation is key. The students will need verbal prompts and cues the first few times but it will hopefully become second nature 4. Beat the Clock Beat the clock is a fun transition to use at the end of the day. The students will be prompted when the clock starts. The teacher will time the students to see how long it takes them to get their space cleaned up, gather their belongings, and get ready to go home. The clock will be stopped once every study is sitting at their carpet spot ready to go. The times at the beginning of the year will be longer. The teacher will write the time on the board and the class will try and beat that time the following day. This isn t hard to teach. The most important thing to remember is to reinforce that the play centers need to be cleaned up correctly and that the students should not run to get ready. If running is a problem, the teacher would keep track of how many students she sees running and could ad 5 seconds per student to the end time. This will encourage students to walk so they don t have penalty times.