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      <title>PreK-2 Transitions by Liza Jane Goodes</title>
      <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt</link>
      <description>M4U3A1</description>
      <language>en-us</language>
      <pubDate>2022-08-25 11:55:49 UTC</pubDate>
      <lastBuildDate>2025-06-16 08:34:54 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
      <image>
         <url></url>
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      <item>
         <title>Transition Steps</title>
         <author>lizagoodes</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274332296</link>
         <description><![CDATA[<ol><li>&nbsp;Complete the introduction to the lesson (Circle time). <em>(My students are sitting on their numbers at this point in a semi-circle shape)</em></li><li>Explain the activity to them in as much detail as possible, most times this requires us doing the activity so that the students have a visual understanding of what would be expected of them.</li><li>Ask them to repeat what they have to do.&nbsp;</li><li>Divide the students into their smaller groups for the activities. (With the babies I generally only have 10/12 students in the classroom, so I divide them into two group (Numbers 1-6 = Group 1) and then explain that when I say their group number they can stand up put their pillows away (they sit on little pillows) and head over to the table behind them</li><li>Ensure that the materials are in place for them so they don't run around and collect them. (This should be done before the start of the lesson), if it isn't, then I revert back to my little leadership appointments, so here the modification would be:&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <mark>Steps 1 - 4 remain unchanged</mark>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;The two assigned "Teacher's Helpers" will be used to collect the specific materials for their table, they will then stand up from their chairs head over to grab the crayons (for example) and then put them on their table for their group)&nbsp;</li><li>Explain the steps: Stand Up, put the pillow away and walk to the table, hands on knees, and then use a signal to alert them when to start the activity (i.e. when you say go, once everyone is seated, a beeper, a clock/time, whatever works best for your class, I personally just ask them if they're ready and then once they've replied yes, I say Go and then they're off).</li><li>Students begin their activity.&nbsp;</li></ol><div>&nbsp; &nbsp; &nbsp; &nbsp;&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-29 05:43:51 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274332296</guid>
      </item>
      <item>
         <title>Special Needs Strategies</title>
         <author>lizagoodes</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274334372</link>
         <description><![CDATA[<div>I found this article that has quite good ideas for helping students with special needs. It is general but quite a few god points to take from this.</div>]]></description>
         <enclosure url="https://www.friendshipcircle.org/blog/2011/06/06/12-special-needs-transition-tips-tricks-strategies/" />
         <pubDate>2022-08-29 05:46:17 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274334372</guid>
      </item>
      <item>
         <title></title>
         <author>lizagoodes</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274340226</link>
         <description><![CDATA[<div>Some ways I could modify these routines for students with <strong>special needs </strong>would be to:</div><ul><li>Before the lesson starts (circle time), I would explain the lesson break down (i.e. I will now explain the activity and then we will see how to complete it and then we'll move to the tables and complete them together). This will ensure that they understand what will happen during the lesson.</li><li>Before asking them to move explain the activity in full detail to reduce the stress of movement, you could also ask a group of students to preview the movement (i.e. show the students how to successfully move from the pillows to the tables), which again could help ease any stress.</li><li>Visual Timetables can really help students, place this somewhere that the students can refer back to at any given time, so that they can also track their days progress.</li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-29 05:52:34 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274340226</guid>
      </item>
      <item>
         <title>Strategies for Learning Difficulties</title>
         <author>lizagoodes</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274354902</link>
         <description><![CDATA[<div>I found some really good ideas here for students with specials needs and learning disorders as well.</div>]]></description>
         <enclosure url="https://www.teachspeced.ca/transition-skills" />
         <pubDate>2022-08-29 06:07:32 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274354902</guid>
      </item>
      <item>
         <title>Some Strategies to help students with Learning Difficulties</title>
         <author>lizagoodes</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274361443</link>
         <description><![CDATA[<div>Here are some of the main ways you can modify your transition steps for students with learning disabilities:</div><ul><li>Make sure to explain as much as possible, and then ensure that they students can relay that information to you. The more precise your explanation the better they may understand.</li><li>You'll get to know your students over time, be sure to adapt for their needs as well (i.e. if the student gets nervous completing activity, pay special attention to give them assistance when they need it.)</li><li>Differentiation, different students learning differently, so here you can ensure their are visual aids explaining the steps for those who need it, you could also verbally recite them for those who are auditory learners (or create a song), etc... </li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-29 06:14:19 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274361443</guid>
      </item>
      <item>
         <title>Language Barrier Strategies</title>
         <author>lizagoodes</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274365258</link>
         <description><![CDATA[<div>Here I have a few tips of my own:</div><ul><li>Translate everything at the start, if you have a co-teacher who speak their mother tongue be sure to have her/him translate the steps to the students as well.</li><li>ROLE PLAY, ROLE PLAY and more ROLE PLAY, if there is no translation for them, you could physically show them what is expected, and over time they'll master it.</li><li>Observe, be sure to watch when they begin transitioning between activities, and help where possible, reminding them of what was said.</li><li>Visual Instructions, I had a co-worker who used stickers that laid out the paths the students could use to move from one activity to another, and then over time took them away as the students got more used to what was expected and how to do it themselves. (i.e. arrows)</li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-29 06:18:11 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274365258</guid>
      </item>
      <item>
         <title>Online Modifications</title>
         <author>lizagoodes</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274365468</link>
         <description><![CDATA[<ol><li>Ensure Parents are told that the students should be sitting at a table when doing the lesson.</li><li>Complete the introduction to the lesson (Circle time).&nbsp;</li><li>Explain the activity to them in as much detail as possible, most times this requires us doing the activity so that the students have a visual understanding of what would be expected of them.</li><li>Ask them to repeat what they have to do.&nbsp;</li><li>Here, ensure before the lesson starts that the students are seated at the table beforehand, ask the students to raise the required materials for the lessons, to check that they have everything they need (i.e. raise your pencils).</li><li>Parents will be given the resources list before the lesson to help the student complete the activity. So here the parents would hand over their materials (i.e if we're doing a worksheet or colouring page)</li><li>Students begin their activity.&nbsp;</li></ol><div>For online classes my students don't move around as much. (Mainly because they're 20 minutes long) but if they had to I would modify the transition like this:<br>Steps 1 to 4 remain unchanged.</div><ul><li>From asking them what they have and don't have, do a timer game (or countdown), students that have everything countdown with me.</li><li>Remind the students what they're missing and then we say you have 10 seconds, two times (<em>sorry my kids can only count up to 10 so we just count twice haha</em>), and then give the student and their parent the time to gather those materials, so that the entire class can start the activity together.&nbsp; &nbsp; &nbsp; &nbsp;&nbsp;</li></ul><div><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-29 06:18:23 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274365468</guid>
      </item>
      <item>
         <title>Transition Steps</title>
         <author>angeliquecarynjack</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274424996</link>
         <description><![CDATA[<ul><li>Start playing a soft, calm sound/song to indicate that clean-up will start in five minutes.&nbsp; The calm music/sound will keep the students calm and let them know that they still have some time to finish up.&nbsp;</li><li>With one minute to go, let students know that they have one more minute before clean-up.&nbsp;</li><li>Once the time is up, explain to the students that clean-up time is starting and what is expected of them.&nbsp;</li><li>Then, play the class clean-up song and put on a timer for the students to see.</li><li>Teacher walks around while students are cleaning up and acknowledges what each student is doing.</li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-29 07:22:30 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274424996</guid>
      </item>
      <item>
         <title>Special Needs Strategies</title>
         <author>angeliquecarynjack</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274425191</link>
         <description><![CDATA[<ul><li>With special needs students, give them extra warnings that clean-up time is coming up. Instead of doing the usual five minutes for the rest of the class, do a ten minute warning for students with special needs.</li><li>Be sure to use both visual and verbal indications, for example put the timer where the students can clearly see it. Make use of posters in a designated area so that students can see that it's clean-up time.&nbsp;</li></ul><div><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-29 07:22:43 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274425191</guid>
      </item>
      <item>
         <title>Strategies for Learning difficulties</title>
         <author>angeliquecarynjack</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274426747</link>
         <description><![CDATA[<div>To ensure less confusion, make sure to use resources that are clean-up time specific. For example:&nbsp;</div><ul><li>use a specific song</li><li>timer and&nbsp;</li><li>visuals just for clean-up time so that when students hear or see these specific resources, then they will automatically know that it's clean-up time.</li></ul><div>Going up to individual students and letting them know that it's almost clean- up time and again when clean-up starts.<br><br></div>]]></description>
         <enclosure url="https://www.youtube.com/watch?v=SFE0mMWbA-Y" />
         <pubDate>2022-08-29 07:24:22 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274426747</guid>
      </item>
      <item>
         <title>Language Barrier Strategies</title>
         <author>angeliquecarynjack</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274427066</link>
         <description><![CDATA[<div>Use visuals to indicate what is expected for students with a language barrier. For example:</div><ul><li>A visual class timetable that has a clean-up section that can be indicated when used.</li><li>Have picture labels that show what an area is supposed to look like after cleaning up.</li><li>Have transitioning pictures that show the steps to follow.</li></ul>]]></description>
         <enclosure url="https://padlet-uploads.storage.googleapis.com/1751443483/97260372888151913533f83cc195cdf4/Visual_Timetable_Cards.png" />
         <pubDate>2022-08-29 07:24:44 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274427066</guid>
      </item>
      <item>
         <title>Online Modifications</title>
         <author>angeliquecarynjack</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274427208</link>
         <description><![CDATA[<div>Even though it's in an online setting, the clean-up transition steps can still be used.&nbsp;</div><ul><li>When clean up is approaching, the teacher will verbally announce that there is five minutes to go before clean-up starts and then play the calm music/song as per usual.</li><li>With one minute to go, the teacher will inform students that they have one minute to go. <strong>Modification</strong>: <strong>show a 1 minute timer on the screen, counting down.</strong></li><li>When the one minute is finished, the teacher will tell the students that it's clean-up time and what is expected (for example, please put a way your materials etc.) <strong>Modification: to check understanding, the teacher can show pictures of what's expected or ask student volunteers to explain to the class what they will do.&nbsp;</strong></li><li>Then, the teacher will play the usual class clean-up song and put up a visual timer that counts down.&nbsp;</li></ul><div><br></div><div><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-29 07:24:56 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274427208</guid>
      </item>
      <item>
         <title>Visual Timetable</title>
         <author>lizagoodes</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274430904</link>
         <description><![CDATA[]]></description>
         <enclosure url="http://www.tasklist-template.com/wp-content/uploads/2017/11/visual-schedule-template-schedule-eDMGaf.jpg" />
         <pubDate>2022-08-29 07:28:19 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274430904</guid>
      </item>
      <item>
         <title>Arrow markings to help with pathway recognition</title>
         <author>lizagoodes</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274431976</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://alexdwagner.github.io/images/IMG_4732.jpg" />
         <pubDate>2022-08-29 07:29:32 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274431976</guid>
      </item>
      <item>
         <title>Transition Steps</title>
         <author>simphiweboqo</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274439457</link>
         <description><![CDATA[<div>Transitioning from the classroom to outside play usually occurs after a bathroom and water break in most scenarios in my classroom.&nbsp;<br><br></div><div>	◦	The teacher can first alert students by telling them that they're going outside (by verbally announcing it).&nbsp;<br><br></div><div>		◦	The teacher will start this transition by playing the line-up song(The song is 2 minutes long and gives students time to prepare for outside play). During this period, students will be getting ready by putting their shoes on and wearing their hats while the song plays.&nbsp;<br><br></div><div>			◦	Once the lineup song ends, the 1-minute warning will start. For this, the teacher will use a timer that will be displayed on the board which will count down from 60 to 0.&nbsp;<br><br></div><div>		◦	As students lineup by the door each ready student in the line, will shout out a number. The first student will say 1 and the student after that will shoutout the next number which is 2 (This is done to alert the teacher how many students are ready).&nbsp;<br><br></div><div>			◦	Before the students leave, the teacher will check if the students did a good job in lining up straight and quietly (The teacher can give positive feedback about the transition). The teacher will explain the rules and how students should behave when they make their way to the playground.&nbsp;</div><div><br></div>]]></description>
         <enclosure url="https://youtu.be/k1dqylbH1rk" />
         <pubDate>2022-08-29 07:38:04 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274439457</guid>
      </item>
      <item>
         <title>Special Needs Strategies </title>
         <author>simphiweboqo</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274439819</link>
         <description><![CDATA[<div>	◦	Taking into consideration learners with special needs, the teacher should allocate extra time to help students transition from one activity to the next. Instead of 3 minutes for students to line up the teacher could add an extra 3 minutes to help students.&nbsp;<br><br></div><div><br></div><div>		◦	The teacher could also send a visual timetable to parents so that they can show students what they will be doing the next day.&nbsp;<br><br></div><ul><li>The teacher should check up constantly with students with special needs by guiding them through the transition at every step.&nbsp;</li></ul>]]></description>
         <enclosure url="https://youtu.be/mLqtJHcpM-I" />
         <pubDate>2022-08-29 07:38:32 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274439819</guid>
      </item>
      <item>
         <title> Strategies for Learning Difficulties</title>
         <author>simphiweboqo</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274440029</link>
         <description><![CDATA[<ul><li>The teacher can use visual aids to show learners what the next activity is going to be. Placing a visual aid on the board with pictures and directions to help remind students how to transition.&nbsp;</li></ul><div><br></div><ul><li>The teacher could also demonstrate to students how the transition should be.&nbsp;</li></ul><div><br></div><ul><li>The teacher could group students in pairs by asking students who are efficient in transitioning from the classroom to outside play to assist those who struggle.&nbsp;</li></ul><div><br></div><ul><li>The teacher can also use lines on the floor and signs in the classroom to guide students to help them see where they should stand.&nbsp;</li></ul><div><br></div>]]></description>
         <enclosure url="https://youtu.be/lQeUQdWNqLE" />
         <pubDate>2022-08-29 07:38:46 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274440029</guid>
      </item>
      <item>
         <title>Language Barriers Strategies</title>
         <author>simphiweboqo</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274441902</link>
         <description><![CDATA[<ul><li>Teachers can incorporate their visual timetable at each and every step of the lesson. This will allow students to understand what activity they are doing and what the next activity will be next.&nbsp;</li></ul><div><br></div><ul><li>Assigning roles in the classroom to students to assist those who struggle with understanding the transition from the classroom to outside play.&nbsp;</li></ul><div><br></div><ul><li>A teacher could use visual aids such as, a video. The teacher could record the transition of the students and play it for them before they transition from the classroom to outside play.&nbsp;</li></ul><div><br></div><ul><li>Using signals and signs to guide students to the lineup area.&nbsp;</li></ul><div><br></div>]]></description>
         <enclosure url="https://www.thechaosandtheclutter.com/archives/transition-strategies-for-kids#:~:text=Use%20a%20transition%20object.,or%20from%20home%20to%20preschool." />
         <pubDate>2022-08-29 07:40:13 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274441902</guid>
      </item>
      <item>
         <title>Online Modifications </title>
         <author>simphiweboqo</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274445024</link>
         <description><![CDATA[<div>Some of these modifications apply to periods where there is a pandemic and students can't transition to outside play due to COVID restrictions.&nbsp;<br><br></div><div><br></div><div>		◦	Teacher can tell students that we're going to transition from online learning to indoor home exercising by explaining the steps on how the transition will happen.&nbsp;</div><div>		◦	Firstly, the teacher will play a song to allow students to get ready to exercise. The song will be 2 minutes long.&nbsp;<br><br></div><div>		◦	Once the song stops, the teacher will give a 30 second countdown.</div><div>	<br>	◦	After the 30 seconds are over students need to stand in front of the camera and raise their hands to show that they are ready.&nbsp;<br><br>	◦	The teacher will explain the rules for the indoor workout exercise and the activity will begin.&nbsp;</div><div><br></div><div>Even though this lesson is online, there are some other ways to help students transition from the online lesson to outside play.&nbsp; Students need to be prepared even at home to go outside by having the appropriate attire and materials to go play outside.&nbsp;</div><div><br>		◦	The teacher could ask students to each volunteer by asking student to tell the class what they think they might need to go play outside.&nbsp;</div><div><br>	◦	The teacher could play a fun game where they show students pictures of some of the things they might need for outside play for example trainers, shorts or sun hat. Each time the students see the picture, they can shoutout the answer.&nbsp;</div><div>	<br>		◦	The teacher could play a fun game where students need to listen to the word and&nbsp; quickly fetch items they need for outside play. Once they have all the items then&nbsp; students can go play outside.&nbsp;<br><br></div><ul><li>Teacher can use a chant where students repeat what the teacher says about being safe when playing outside.&nbsp;</li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-29 07:41:21 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274445024</guid>
      </item>
      <item>
         <title>Timer to use in the classroom</title>
         <author>angeliquecarynjack</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274542767</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://padlet-uploads.storage.googleapis.com/1751443483/8c38cd3c294001f3c2021e3b0e652b1b/timer.webp" />
         <pubDate>2022-08-29 09:41:16 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274542767</guid>
      </item>
      <item>
         <title>visual cards for clean-up time</title>
         <author>angeliquecarynjack</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274543898</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://padlet-uploads.storage.googleapis.com/1751443483/f040d86159514d0d338b2ff8a2d50826/clean_up.webp" />
         <pubDate>2022-08-29 09:43:04 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274543898</guid>
      </item>
      <item>
         <title>Line Up Song</title>
         <author>simphiweboqo</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274808545</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://youtu.be/yFrMF0ScN3Q" />
         <pubDate>2022-08-29 14:19:02 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274808545</guid>
      </item>
      <item>
         <title>Visual Timer</title>
         <author>simphiweboqo</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274811443</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://youtu.be/A1cIa2J0e6U" />
         <pubDate>2022-08-29 14:21:06 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2274811443</guid>
      </item>
      <item>
         <title>Transition Steps</title>
         <author>dieuquanlam</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2275018036</link>
         <description><![CDATA[<div>Because the students are very young, they have not yet learned to coordinate and move smoothly from one group to another. Therefore, it is vital to have a transition routine to help students move from a big group to a smaller group activity. There are a few strategies that I like to implement and rotate in class to help students engage, depending on their energy level and the activity for the day.&nbsp;</div><ul><li><strong>Step 1</strong>: Before transitioning to a new activity, I will have a specific cue to re-direct students' focus. We practice "Call Backs" in our class, such as "Attention! 1,2!" and "Eyes on me! Eyes on you."&nbsp;</li><li><strong>Step 2:</strong> When students' focus is on me (the teacher), I will introduce the next activity. It is important at this time to be excited in our introduction to engage students' interests.&nbsp;</li><li><strong>Step 3</strong>: We will review the norms for the class, such as "Move quickly like little kittens" or "Be patient." I will also demonstrate how we should behave in small group activities, such as "be kind" to our friends and our class furniture.</li><li><strong>Step 4:</strong> This is the key to our transition routine. I would implement different strategies depending on the activity and students' energy levels.<ul><li><em><mark>Option 1:</mark></em> "<strong>Mix and Match Colors</strong>" - We would sing a little song, "If your clothes have any blue, any blue tap your shoes." When I have this group's attention, I will direct them to their small-group station. Then we would repeat the same steps for children with other colors to move them to a new activity.&nbsp;</li><li><em><mark>Option 2:</mark></em> "<strong>Action Cup</strong>" - After an activity where students have been sitting for quite a bit, we can play a little game to have them move around. The teacher (me) would draw a popsicle stick from the cup. On the popsicle stick, there is an action written on it, such as "hop like a rabbit," and students have to hop to move to their next station.&nbsp;</li></ul></li><li><strong>Step 5</strong>: Praise students and give them specific feedback on how they behaved during the transition. Review the instructions one more time before we start our new activity. Instead of using the cue word "go," which students may associate with rushing or excitedly/ loudly grabbing things, I will signal with the word "Green" to let students know they can begin their new activity calmly.&nbsp; &nbsp;</li></ul><div><br></div>]]></description>
         <enclosure url="https://thumbs.dreamstime.com/b/playing-game-group-kids-show-home-hand-play-hose-hands-repeating-teacher-65527159.jpg" />
         <pubDate>2022-08-29 16:45:10 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2275018036</guid>
      </item>
      <item>
         <title>Special Needs Strategies</title>
         <author>dieuquanlam</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2275018491</link>
         <description><![CDATA[<div>This resource provides a guideline for transition routines for children with special needs.<br>In aiding a transition process for children with disabilities, <mark>preparations must be made in advance</mark> to get them ready.&nbsp; &nbsp;<br>- <strong>Communication:</strong> Before we wrap up our previous activity, I will brief the specific students on what we will do next, such as our transition game (Mix and Match Color or Action Cup game), so they are not surprised. I would also let them know how much time do they have left for the current activity.<br>- <strong>Timing Flexibility</strong>: If the student is still in the middle of their activity when it's time to move on, I will allow them to at least wrap up their current task, not just disrupt their process. <br>- For children with disabilities, we will have <strong>transition toolkits </strong>including items that bring them comfort or security so they can feel safe during the changes, such as finger puppets or soft noise makers (little shakers) or fidgets.<br>- Having <strong>specific songs or cue </strong>music to signal the transition every time would also create a consistent routine for these children. <br>Generally, I provide a step-by-step overview when I introduce an activity, whether a transition or a game. For children with disabilities, I try not to give them too many directions at once. Instead, I will provide a clear goal and then <strong><mark>guide them one step at a time </mark></strong>to avoid them feeling overwhelmed.<br>&nbsp;&nbsp;</div>]]></description>
         <enclosure url="https://www.inclusivechildcare.org/sites/default/files/courses/swf/Children%20with%20Special%20Needs-Transitions.pdf" />
         <pubDate>2022-08-29 16:45:35 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2275018491</guid>
      </item>
      <item>
         <title>Strategies for Learning Difficulties</title>
         <author>dieuquanlam</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2275018981</link>
         <description><![CDATA[<div>Instructions for students with learning disabilities should be short and concise, paired with demonstrations. Each step should be modeled clearly.<br><br></div><ul><li><strong>Chunking Techniques</strong>: Instead of providing all the instructions all at once, I will introduce step-by-step guides so the students would not feel pressured to memorize everything all at once. For example, with the transition activity Mix and Match color, I would sing the song first, "If you have any blue, any blue, stomp your shoes", and have the students identify themselves as wearing blues or reds before giving them the next instruction of where to move on to.&nbsp;</li></ul><div><br></div><ul><li><strong>Visual Cues:</strong> Some children respond better to visual information. Therefore, when we sing a song for the colors of the clothes, I would also have flashcards showing the target color. For the Action Cup, we will have pictures of the action attached to the stick so students can follow the example.&nbsp;</li></ul><div><br></div><ul><li><strong>Multi-sensory Teaching</strong>: The transition routines should be conveyed in different styles to appeal to visual/ audio and kinesthetic learners. We will include visual aids, musical chants, callbacks, and TPR movements to keep students engaged during the transition.</li></ul><div><br></div>]]></description>
         <enclosure url="https://www.teachingexpertise.com/articles/strategies-for-cognition-and-learning-difficulties/" />
         <pubDate>2022-08-29 16:46:03 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2275018981</guid>
      </item>
      <item>
         <title>Language Barrier Strategies</title>
         <author>dieuquanlam</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2275019281</link>
         <description><![CDATA[<div>- Every step of the instruction should also have clear visual demonstrations, either by the teacher or a flashcard on hand. For instance, if I ask for children with blue clothings, I would point at my shirt and pants and show them the flashcard of the color blue.&nbsp;<br>- The language should be concise and use vocabulary that students have already learned. For example, I made sure I have introduced the colors already before we start the Mix and Match Colors game. Students should also already be familiar with actions like "Hop Hop Hop" or "Clap Your Hands" (from songs context) before playing "Action Cup"<br>- Peer Support: Instead of teacher doing all the explanations, I can use a buddy system or "little teacher" to help me translate and demonstrate the activities or modeling behaviors.<br>- It is important to check that students understand the instructions, especially for ESL students. Therefore, my questions would be more intentional and specific. Instead of asking "Everyone ok?" or "Everyone understands?" I will ask questions like "What do we do for this action?" (and show the flashcard). If I have some very advanced students, I can ask them to explain using their own words to give them a chance to practice and for their peers to hear the instructions from a different perspective.&nbsp;<br>- Practice Rounds and Consistent Routine: For ESL students it is important to practice and be patient with their progress. I will introduce and practice the game until students are well familiarized with it before incorporate it into our routine. </div>]]></description>
         <enclosure url="https://corporate.intergate-immigration.com/news/wp-content/uploads/2016/03/overcome-language-barriers.jpg" />
         <pubDate>2022-08-29 16:46:20 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2275019281</guid>
      </item>
      <item>
         <title>Online Modifications</title>
         <author>dieuquanlam</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2275019508</link>
         <description><![CDATA[<div>In a virtual classroom, students do not need to move around, changing between big and small group activities. However, there will be games where students must group together to make a team.</div><ul><li>When it's time for transitioning or dividing the students into small groups, the teacher can use a random generator or a spinner wheel to assign groups (with names) to students. The teacher can display this spinner wheel on the screen so that all students can see it. They will likely enjoy seeing the needle spinning before landing on someone.&nbsp;</li><li>Because the children are so small, they can't read their names yet, so it is best to use their pictures on the generator.&nbsp;</li><li>If no platform is suitable for the activity, the teacher can always make a simple spinning wheel and add students' faces to it.&nbsp;</li><li>Once the students have been assigned to the group. The teacher should check to ensure they understand which group they are in; for instance, "Blue Team, raise your hands!"&nbsp;</li></ul>]]></description>
         <enclosure url="https://gray-wifr-prod.cdn.arcpublishing.com/resizer/Ep5_-qIwp0I0BBjMWBx78w0wwzA=/980x0/smart/cloudfront-us-east-1.images.arcpublishing.com/gray/EAMUBAA52ZASLCAG625ELT4ZSM.jpg" />
         <pubDate>2022-08-29 16:46:32 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2275019508</guid>
      </item>
      <item>
         <title>Transition Steps</title>
         <author>nickdenicola9</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2276035131</link>
         <description><![CDATA[<div>- The teacher informs students when there is three minutes remaining. They also write a large number 3 on the board. The same is done for 2 and 1 minute remaining.&nbsp;<br><br>- The teacher does a count down from 5 and then claps three times. The students know this means to cease work and turn in their book / worksheet.&nbsp;<br><br>- The students line up at the bathroom door in preparation for hand washing, but they do not open the door.<br><br>- The teacher opens the door and watches to ensure all children was their hands correctly. When finished, they are to line up at the primary door for snack/lunch time. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-30 10:04:21 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2276035131</guid>
      </item>
      <item>
         <title>Special Needs Stategies</title>
         <author>nickdenicola9</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2276036000</link>
         <description><![CDATA[<div>- Special needs students will be handled on a case by case basis depending on their needs. For example, they may be given advanced warning time or told to wash their hands and prepare prior to other students. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-30 10:05:24 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2276036000</guid>
      </item>
      <item>
         <title>Language Barrier Strategies</title>
         <author>nickdenicola9</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2276036962</link>
         <description><![CDATA[<div>- If needed, the Thai teacher can translate. Or the teacher can if they know how to speak the language.</div>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-30 10:06:45 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2276036962</guid>
      </item>
      <item>
         <title>Online Modifications</title>
         <author>nickdenicola9</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2276038260</link>
         <description><![CDATA[<div>- None. This doesn't translate to online lessons at all. </div>]]></description>
         <enclosure url="" />
         <pubDate>2022-08-30 10:08:13 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2276038260</guid>
      </item>
      <item>
         <title>Spinner Wheel Example: </title>
         <author>dieuquanlam</author>
         <link>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2276389191</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://pickerwheel.com/tools/random-image-generator/" />
         <pubDate>2022-08-30 15:03:58 UTC</pubDate>
         <guid>https://padlet.com/skeletalhighwayunited/wcyt3t4vfjb9lfkt/wish/2276389191</guid>
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