Five Minute Fillers
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Pre-kindergarten-“Do as I do”-Have students copy movements made by the teacher, and even have the students make up some movements. Ex: Pat your shoulder. To be inclusive I would limit some of the movements. For example if I had a student in a wheelchair, everyone would do the movements sitting down. I would only say movements that students could do while sitting. Also if students couldn’t complete a movement I would make sure that they know they don’t have to do the movement.
Kindergarten-“Alphabet Identification”-Sung to the tune of Mary had a Little Lamb
Point to a letter you know; that you know; that you know
Point to a letter you know; and tell it to us.
This is useful for inclusion because students get to pick the letters they know. They aren’t required to know a letter that someone else picked for them. If they don’t know a letter they don’t have to choose it. The activity becomes individualized.
1st-2nd-“Circle Counting Game”- About 5 students stand in a circle. Each person says a number, but the group members can’t speak in order. Each person must speak out randomly. If two people say the number at the same time, they must begin again. See how high the group can get. To be inclusive, this game can be played counting by ones, twos, fives, tens, etc. Groups can be put together based on ability/need and each group can be given a different number to count by.
3rd-4th-Listen up, everyone
Going to name ___ (addition problem, adjectives, nouns, etc)__
One a piece, No repeats
No hesitation, Just concentration
Starting with ___(Student’s Name)__
Almost anything can be put in the first blank, whatever is being taught in the class at the time. These can be used with inclusion students as well because the teacher picks the thing he/she wants them to name. It can be easy or difficult depending on the teacher’s choice. I would also allow students to pass and we would come back to them if they were a student who needed more time.
5th-“Don’t Be Greedy”- Students stand beside their seats, and the teacher rolls a die. Each time the teacher rolls the die, students add the number to the previous total, keeping a running score. Students can sit down at any time during the game, accepting the total at that point as their final score. For example, if a student sits down after three rolls of the die showing 4, 6, and 1,he or she has a score of 11. The game continues until someone rolls a 2.The students still standing lose ALL their points -- because they've been greedy! The seated student(s) with the highest score wins. As an inclusive activity, adding aids can be provided (ex: number line, calculator) for fast adding, assistance from the teacher or from another classmate.
Pre-kindergarten-“Do as I do”-Have students copy movements made by the teacher, and even have the students make up some movements. Ex: Pat your shoulder. To be inclusive I would limit some of the movements. For example if I had a student in a wheelchair, everyone would do the movements sitting down. I would only say movements that students could do while sitting. Also if students couldn’t complete a movement I would make sure that they know they don’t have to do the movement.
Kindergarten-“Alphabet Identification”-Sung to the tune of Mary had a Little Lamb
Point to a letter you know; that you know; that you know
Point to a letter you know; and tell it to us.
This is useful for inclusion because students get to pick the letters they know. They aren’t required to know a letter that someone else picked for them. If they don’t know a letter they don’t have to choose it. The activity becomes individualized.
1st-2nd-“Circle Counting Game”- About 5 students stand in a circle. Each person says a number, but the group members can’t speak in order. Each person must speak out randomly. If two people say the number at the same time, they must begin again. See how high the group can get. To be inclusive, this game can be played counting by ones, twos, fives, tens, etc. Groups can be put together based on ability/need and each group can be given a different number to count by.
3rd-4th-Listen up, everyone
Going to name ___ (addition problem, adjectives, nouns, etc)__
One a piece, No repeats
No hesitation, Just concentration
Starting with ___(Student’s Name)__
Almost anything can be put in the first blank, whatever is being taught in the class at the time. These can be used with inclusion students as well because the teacher picks the thing he/she wants them to name. It can be easy or difficult depending on the teacher’s choice. I would also allow students to pass and we would come back to them if they were a student who needed more time.
5th-“Don’t Be Greedy”- Students stand beside their seats, and the teacher rolls a die. Each time the teacher rolls the die, students add the number to the previous total, keeping a running score. Students can sit down at any time during the game, accepting the total at that point as their final score. For example, if a student sits down after three rolls of the die showing 4, 6, and 1,he or she has a score of 11. The game continues until someone rolls a 2.The students still standing lose ALL their points -- because they've been greedy! The seated student(s) with the highest score wins. As an inclusive activity, adding aids can be provided (ex: number line, calculator) for fast adding, assistance from the teacher or from another classmate.