Activities for social skills groups

20 Evidence-Based Social Skills Activities and Games for Kids

Oct 14 2020

Positive Action Staff

•

SEL Articles

Activities and games for socialization are a great way for your child to learn how to behave around their peers, no matter if he is a toddler, preschooler or if he just started kindergarten. Games can teach skills like taking turns, managing emotions, and reading body language.

Use these evidence-based social skills activities to help your child build their social behaviors and learn how their actions affect others. With these games, they can become more independent and maintain healthy relationships throughout their lives.

1. Staring Contest

Many children have trouble maintaining eye contact in conversation. A staring contest can help kids make and keep eye contact in a way that allows them to focus on that task, rather than trying to communicate simultaneously.

If your child still feels uncomfortable, you can start smaller. Place a sticker on your forehead for them to look at and then build toward having a conversation.

2. Roll the Ball

It’s never too early to start building social skills, and a game of roll the ball suits children as young as toddlers. Kids take turns rolling a ball back and forth between them, laying the foundation for other social skills.

Kids learn to carry this skill into taking turns in conversation or when doing joint activities. They also learn self-control by aiming the ball toward their friend and rolling it hard enough to reach them yet with limited force.

3. Virtual Playtime

Sometimes, your child can’t have play dates in person, but they can still spend time together over video chat and other online spaces. Video chats help kids make eye contact by looking at their friend on the screen.

Learning to adapt to new situations becomes a valuable trait, whether with social distancing or in their future workplace. Coming up with new ways to spend time together increases problem-solving abilities, which adds to a set of vital social skills.

4. Emotion Charades

Emotion charades involves writing different emotions on strips of paper. Your child picks one out of a hat or bucket. Then, they must try to act out that emotion.

Emotion charades can help children learn to recognize emotions using facial and body cues. You can even adapt social skills activities like this to create a game similar to Pictionary, where children draw the emotion.

By depicting and acting out emotional expressions and reactions in social skills activities, children learn emotion management, which plays an important role in creating positive relationships and communicating feelings.

5. Expression Mimicking Games

When you play this game with your child, you're teaching social skills with expressions. Mimicking your expressions allows your child to understand what certain expressions mean and recognize them when others make them in real conversations.

When kids with social challenges learn to read facial expressions, they become more comfortable in situations involving them.

6. Topic Game

You can play several variations of the topic game, but the most common one involves choosing a topic and naming things that fit into that category using each letter of the alphabet. For example, if you choose animals as the topic, you might come up with:

A: Aardvark
B: Baboon
C: Chicken

The topic game teaches kids to stick to one subject and follow directions until they complete the activity. It also helps them make connections and get creative with letters that have fewer options.

7. Step Into Conversation

Step Into Conversation is a card game made for children with autism. The game presents structured social skills activities, like starting a conversation and talking about specific subjects based on cards.

The game helps kids learn how to talk to others appropriately and carry a conversation with perspective and empathy. It teaches good manners and self-control by showing them how to politely enter a conversation, when to talk, and when to listen.

By using socialization games like this one, you give structure to conversations to develop the social skills necessary to handle different situations in their daily life.

8. Improvisational Stories

Many children tell stories even outside of intentional social skills activities. With improvisational stories, you add another challenge that requires them to collaborate and create a narrative without thinking about it beforehand.

For this activity, place cards with pictures or words face down. The child picks three of these cards, and they must include these objects or topics in the story they tell. The game ends when all the cards are gone, or the kids reach the end of their story.

You can use this activity as a multiplayer game where children take turns adding to the story and building on each other’s ideas, or one child can tell you their own story.

9. Name Game

With this simple game, kids roll or toss a ball to someone after they call out their name. Social skills activities like this one work well for helping even toddlers learn their peers’ names. It shows that they are attentive to others, and it’s a step toward getting to know other people.

10. Simon Says

Simon Says builds social skills for kids' self-control, listening, and impulse control as they copy their peers' movements and follow instructions. It also helps keep the attention on the game and rewards good behavior for those who follow the rules throughout the game.

11. Rhythm Games

You can incorporate rhythm games as a social skills activity both at home and in the classroom. These music-making games let your child be creative while following directions and recognizing patterns.

A 2010 study by Kirschner and Tomasello shows that joint music-making helps social behavior. In a game where children must “wake the frogs” with music, the researchers found that kids who followed the rules by making music were more likely to help others who tried waking the frogs with non-musical means.

12. Playing with Characters

These social skills activities involve tapping into your child’s natural tendency to play. Using stuffed animals or dolls, you can interact with your child through the toys.

Having conversations through toys teaches kids to recognize behaviors and communicate their feelings. They practice their social skills through the toys in an imaginary, low-risk environment, without worrying about the toys’ hurt feelings.

13. Play Pretend

Kids will typically create a scenario in which they pretend to be someone or something else. For example, they might play house and take on the roles of parents, become a doctor, veterinarian, teacher, or cashier. Each of these situations allows them to explore different social skills activities.

As they pretend to parent another child, for instance, they must learn to recognize and respond to emotions, deescalate situations, and adapt to new situations.

14. Token Stack

You can adapt token stack from board games like checkers to create social skills activities that teach children how to have a considerate conversation. Every time the child speaks and responds appropriately, they add another token to their stack.

They face the challenge of trying to stack their tokens as high as possible while taking turns speaking. This activity makes them focus on having a calm conversation and giving thoughtful responses to questions and statements.

15. Decision-Making Games

Social skills activities like decision-making games come in many forms. By using strategy games or activities as simple as sorting and matching, your child learns persistence, thoughtfulness, and cooperation with others.

These games help kids with indecision, as they ask the child to make a choice, even if it’s not right the first time. It demonstrates low-risk consequences and encourages them to try again if they make a mistake.

16. Building Game

When children work together to build something, like a tower using blocks, they must communicate, take turns, and understand each other to bring their creation to life.

Kids will work together to come up with a method to build their item. When they apply it, they learn to try again if the creation falls and celebrate each other’s unique abilities when they finish the project successfully.

17. Community Gardening

Community gardening works differently than other social skills activities in that it teaches children to nurture a living thing.

Gardening with others increases social competence by having your child take care of something and learn responsibility, as they cannot neglect their plants. This activity also gets kids outdoor and can help calm them.

18. Team Sports

Children can participate in team sports through their school, on a recreational team, or even play with friends in their backyard. Team sports show kids how to work together toward a common goal and keep their focus on the game.

They also learn to recognize emotions, like when someone gets hurt or scores a goal, and react appropriately when they win or lose.

19. Productive Debate

A productive debate works well for older kids to learn how to manage emotions and work on positive expression, even in challenging situations. They learn how to have difficult conversations calmly, without turning them into an argument or trying to insult the other person.

People who can debate and listen to their opponent develop more of the skills needed to become leaders in the classroom and workplace.

20. Scavenger Hunts

During scavenger hunts, children work together to find objects or get a prize at the end of the activity. By working toward their goal, they learn teamwork, organization, and positive decision-making. They can choose to split up, move as a group, and collaborate to reach the end of the game.

They also get rewarded for cooperating. These activities help them with creative problem-solving abilities by making up clues for other players to solve.

What’s Next?

Using evidence-based social skills activities and games helps your child build social skills while doing something they enjoy. You can adapt any of these activities to something that engages your child and allows them to get creative with their socialization.

However, activities and games can only go so far. The Positive Action social skills curriculum is designed to work in tandem with activities like these and more to help your child identify their self-concept and shift this introspection to their social interactions. We feel social skills start within.

Explore our sample lessons for even more ways to encourage your child’s social-emotional learning, or contact us to find out how our program can improve your child’s social skills and have fun doing it today!

Try These 5 Great Social Skills Activities for Students & Groups

Working as a school psychologist in the public school system for many years, I sometimes heard school counselors asking for advice about which social skills activities they should do with their students

Children in the group often had difficulty with skills such as:

listening
waiting their turn in conversation
staying on topic
sharing materials
understanding another person’s feelings
getting along with others
resolving conflict
appropriately expressing their own feelings

This article gives five suggestions for social skills activities for students and groups.

You may think these activities are more appropriate for elementary-age students but I think they can really be adapted for younger and older groups.

Activities can also be modified for a one-on-one situation such as parent/child or counselor/student.

What the research says about social skills instruction: Phillip C. Kendall, Professor of Psychology, reported the positive effects of using modeling and role playing, and teaching self-evaluation when teaching social skills.
Further research, such as Social Skills Training for Teaching Replacement Behaviors: Remediating Acquisition Deficits in At-Risk Students, confirms the benefits of intense social skills instruction.

Interactive Social Skills Books for Kids

5

Great Social Skills Activities for Students

1. Use engaging conversation, demonstration, role-play and/or visuals to teach students what social skills are and why we need to use them.

See an example of social skills below:

When first introducing kids to a social skills group it is a good idea to have them understand what social skills are and why they are important.

As a starting activity, write down different social skills (such as the ones from the list above) on individual slips of paper and put them in a bowl, hat, etc.

Have your students sit in a circle and pass around the slips of paper, taking turns pulling them out of the bowl one at a time.

When the student pulls the slip of paper from the bowl, ask them to say what the social skill means, have them give an example, and/or ask them to tell the rest of the group why that skill is important.

Give as much guidance and support as your students need to answer the questions. You may want to go first, to show the students how to do this activity.

Here is an example:

If a student picked “sharing materials” she could say “That means to let someone use something that you are using.

For example, if I am coloring with crayons I can let my friend borrow my crayons and color with me. Sharing is important because it shows others that you care about how they feel. Part of being a good friend is sharing.”

You could even have students act out the skills. So in this example, you can have one of your students pick materials to share with the other members of the group.

You can also let students create their own drawings of the skill you are talking about. To give you an idea of what I mean, below is a drawing of sharing:

Depending on the students’ skill and age level, frustration tolerance, and ability to sustain attention, you can do all of the suggestions I mentioned in this activity or just one.

You can break this into several lessons by only doing a few social skills at a time.

You also might want to add some skills that are not on the list such as showing empathy, staying on topic in conversation, and using manners.

Recommended Article: 15 Behavior Strategies for Children on the Autism Spectrum

2.

Use games and fun activities to practice sharing, turn-taking, listening, following directions, encouraging others, and being polite.

In the video below, the therapist uses bubbles as the prop. Other objects can be used to tailor this activity to students of different ages.

Imagine implementing this same lesson but using activities such as shooting a basketball in a net, playing with a remote control car, doing an activity on the computer, etc.

Recommended Article: 8 Fun Activities to Practice Social Skills with Your Child

3. Use conversation starters to create a dialogue between students or between counselor and student.

Then the youth is supposed to ask another person a question related to the topic they pick, and the other person is to ask a related question back.

This activity allows students to practice listening, taking turns in conversation, staying on topic, and expressing interest in another person’s thoughts, ideas, and/or life. See examples in the video below.

The counselor in the video below encourages the students to pick a topic from a slip of paper in a cup (e.g., friendship, fears, favorite activities, etc..)

4. Teach what is means to be a friend.

This next video gives you great ideas for how to talk to children about what it means to be a friend.

After you show the video, have your students:

tell you what they learned about being a friend
draw a picture that shows someone being a friend to another person
and/or practice one of the skills in the video

For example, this video mentions being a good listener and sharing as two of the things good friends do, so as part of the lesson have your students practice listening to each other and/or sharing items.

Talk to your students about what it means to be an active listener (e.g., looking in the direction of the person who is talking, waiting your turn to speak, responding to what the person said, trying to understand how the other person might be feeling, etc.).

The “What it means to be a friend” lesson could be a great segue into the lessons above which hone in on sharing skills and conversation skills.

Related Article: How to End Bullying Part 1: 19 Tips for Parents and Teachers

5. Practice complimenting each other.

Speaking of being a good friend, complimenting others (a great friendship skill) is another nice activity to do with your group.

Set the expectations from the beginning that only kind words and respect for each other is allowed in the group.

For this activity, you could go around in a circle and have each student say something nice about someone else in the group.

To make sure everyone gets a turn to be complimented, put people’s names on slips of paper in the bowl and have them pass it around taking turns pulling out names.

This activity will get easier as the students get to know each other better.

If the students just met and are not sure what to say about each other, allow them to say something nice about a family member or friend outside of the group.

As the group gets to know each other, the compliments should be about the group members.

Side Note: To teach self-evaluation, discuss how you and your student(s)/client(s) did during each activity. Give specific feedback about what went well and discuss areas that need improvement.

Let your clients share their own thoughts and perceptions about how they did during the activity. Encourage your clients to think about their own behavior when they are involved in similar real-life scenarios.

You may be interested in Model Me Kids.

Model Me Kids produces dozens of videos to teach/model social skills that can help children develop better relationships.

Video modeling is a research-based practice. You can view more of the Model Me Kids Video Program here. Below is a sample video.

Recommended: Become a Certified Self-Esteem Coach for Children

Education and Behavior – Keeping Us on the Same Page for Kids!

Simple rules for effective participation in events

Home
Simple Rules for Effective Participation in Events

In whatever professional field you work, regular honing and improving your own skills is an important point, without which, alas, it will not work to remain a competitive employee. You can gain skills through training, mentoring, practice, reading the necessary literature. And, of course, do not forget about industry events, which often combine practice, education, and communication with colleagues and experts in your industry. nine0009

Time to go to some conference! And we will tell you how to do it effectively.

It is at conferences, meetings with experts, master classes, workshops and other similar events that useful contacts are established, which are so necessary in order to succeed. Yes, having practical skills is important, but in matters of professional growth and career, personal connections still play a huge role. If you want to be noticed, you need to flash before the eyes of those who make decisions, and be remembered by them from a professional point of view. The more you know the experts in your field, the more doors will open for you over time. nine0009

Industry events are the best place to meet people professionally.

Firstly, because initially there will be no extra people (or their percentage will be extremely small). Marketers go to conferences of marketers, jewelry designers will not be interested there, and vice versa. Secondly, when going to a conference, people are initially set up for communication and for the fact that other conference participants will approach them in order to get to know each other, communicate and establish contacts. If you didn't know how to approach the important person in your career and how to find something to talk about, the conference will be a great time and place to finally take that step. nine0009

And even if from the first time you suddenly do not dare to approach your “professional idol”, you still will not leave the event empty-handed - at least think about all the experience that you will have time to learn from senior colleagues, speakers and invited guests. But, as in any other situation, the maximum benefit can only be obtained if you approach the issue with all responsibility, and go to events prepared.

What is behind this mysterious "be prepared" and how to participate in events effectively, so that the time and money spent on them are commensurate with the result obtained?

Looking for an event

Traveling to an event starts with finding it. You can search for events in several directions:

Special groups in social networks. Social networks have long been something more than just a way to stay in touch with mom and friends. Facebook alone has hundreds of professional groups and communities, larger or smaller, you just have to search and choose the ones that will be of interest to you. As a rule, community members regularly post various interesting events in groups. When choosing a professional group on a social network, pay attention to how active it is (when was the last post), what region it belongs to and how many members it has. nine0004
Events in social networks - directly the calendar of events, the one where the most interesting parties of the city are usually celebrated on the coming weekend. And although most of the events will indeed be from the “cinema, clubs, theater” category, professional events can also be found there if you configure the search correctly. Large conferences always create separate pages and events on social networks.
Another point about social networks: personal pages of opinion leaders. Find pages of people who are famous in your industry and are considered recognized experts and follow them. Most likely, in order to maintain a personal brand, they regularly write on their pages - it is likely that from time to time they also talk about some useful industry events on them. In addition, their support is a kind of guarantor of the quality of the event. nine0004
Online calendars and catalogs of events as a TimePad poster - now there are a lot of aggregators of business and educational events, both general and special for a particular profession. For example, for the digital market, the Tegline catalog conveniently collects and sorts events.
Finally, word of mouth - just listen to your colleagues. Most likely, one of them has long been a regular at professional events, which will be more interesting to go to with a company. nine0004

Making a choice

Suppose that the events are found, but the list of those that interested you exceeded all expectations. Events are superimposed one on another, and in general it is not possible to visit all of them for a number of reasons. A new problem arises: how to narrow down the search area and choose from all this variety exactly the event that will be most useful to you?

The answer is simple: you need to identify the key need, think about what exactly you want to get from the event. nine0009

Do you want to listen to a lecture by a specific person , to hear his reasoning about some situation or about an interesting case from his practice? Follow the social networks of the person you are interested in - most likely, sooner or later she will announce that she has become a speaker of a particular conference, which will greatly facilitate your choice of event.
Or, for example, your goal is to improve some specific skill within your professional competencies. Choose something more highly specialized, thematic event, workshop. nine0004
If you want to get involved in the community as a whole, learn more about internal trends and tendencies, perhaps you should choose more informal meetings and events focused on communication and exchange of experience.

First of all, you should start from your goals and what exactly you want to get at the event, but in no case should you forget about other factors. When choosing an event, pay attention to the speakers, organizers, past and future participants, the overall reputation of the event and, of course, its format and cost. If at least one of these points causes you doubt or concern, it is better to neglect this event and opt for another. nine0009

We need to talk

Any event is first of all people, and it is on them that you should focus. It is impossible to build a quality career if you are a stranger in your own professional community. Growth requires establishing industry contacts, and in this sense, events are the very few hours that can and should be spent on proper networking.

If you are interested in meeting as many people as possible, do not miss any opportunity. Conferences, even the most interesting ones, can really be tiring - but it's up to you to make them interesting for yourself. nine0009

If the event takes place over several days, attend all days plus the after-party (if scheduled). It is best to spend the whole day at the event - people tend to come and go, someone is active before lunch, someone comes after the second coffee break. If you spend only part of the day at the event, it is likely that you will not be at the right time in the right place and will not meet the person who is important to you.
Do not be afraid to communicate. nine0018 If you're not yet a communications guru, it can be difficult to approach and strike up a conversation with a person. The only thing left to do is to gradually train yourself and force you to make contacts. If at the first event you don't dare to talk to someone yourself, don't blame yourself - but be sure to try next time. And remember that the people at the conference are waiting to be approached, so in general they will be more positive towards you.

Seize the opportunity to connect with people in different ways , this is exactly what you need to go to after-parties and coffee breaks. At the conference, you can meet the person you need in a formal setting, and at the after-party, consolidate the effect and acquaintance in an informal setting.

Make contact immediately. Have you met a person? Ask right away if you can add him to Facebook - social networks are the easiest way to maintain professional connections now. You can also write down the phone or exchange business cards, but this is currently less effective. In the case of a recorded phone number, you are unlikely to remember at the right time that once, three years ago, you wrote down Ivan Ivanovich in a book and he can help you if you have never communicated since then. In 80% of cases, business cards are thrown into the trash at once with a broad gesture a day after the end of the event. nine0004
Read Keith Ferrazzi's book Never Eat Alone and Other Networking Rules. Help!

Sit down, five!

There's nothing worse than attending events just for show. Yes, hoarding badges with your name from different events and hanging them over your desktop can be fun. But with this approach, it is unlikely that you will be able to take your career to a new level, while precious time and money will be wasted. nine0009
None of the events should pass without a trace for you. It’s good if you make it a habit to evaluate the results of the events you attended and the time spent on them. For clarity, you can conduct calculations on paper or electronically.

Before the event, write down your goals and expectations from it, after the event, add what results were actually obtained. To do this, for example, you can create your own scale for evaluating the usefulness of the knowledge gained, you can count the number of new contacts in a social network, or collect notes of speakers' speeches (by the way, do not forget to reread them from time to time). nine0009
Whatever way you choose to evaluate the result, attending events is first a story about connections and your education, and only after that - a pleasant time spent in the company of like-minded people at the snack table. If after the event you do not feel that you have gained at least some new and useful knowledge, but simply wasted time, this is also a result. In the long run, negative experiences will help you discard those options that turned out to be useless and focus only on what is really important and effective. nine0009
Share this with your friends!

Five skills to upgrade this winter! Tips Mila Semeshkina for Forbes

Each of us has our own traditions to make the winter holidays unforgettable.

Nov 21, 2022 | News

News of online education in the world: autumn-2022 nine0009
How is the world learning this fall? Collected the most interesting.

Nov 09, 2022 | News

Education News Digest: Strikes, Attacks, Lockdown Breaks and Educational Change

During the time that our "Education Digest" column was not updated, more than one thundercloud passed through the world. No, no, universities, schools and online platforms have not fallen into chaos! But faced with old problems in a new guise. nine0009
Jul 13, 2022 | News

ALL (GENERALLY ALL) COURSES FOR FREE!

LECTERA.COM OPENS FREE ACCESS TO ALL ITS PROGRAMS FOR USERS FROM RUSSIA

Jul 05, 2022 | News

Mila Semeshkina on the cover of the April Forbes Club! nine0009
Lectera already has offices in Moscow, Miami and Dubai, and in the near future it is planned to open a representative office in Europe.

May 13, 2022 | News

April education news

Whatever happens in the world, learning remains an integral part of our lives. According to our tradition, we have collected for you the most positive and interesting news from the field of education for April to inspire you to your May educational exploits! nine0009
May 06, 2022 | News

StartupCity recognized Lectera.com as one of Florida's Top 10 Tech Startups of 2022

A panel of industry experts selected Lectera.com based on the company's achievements and innovation in education.

Mar 11, 2022 | News

Top 10 Education News 2021: Lectera edition nine0009
Did you know that the first correspondence courses, the progenitors of modern online education, appeared back in 1728?

Dec 24, 2021 | News

A new category of courses in Lectera. Learn a new profession!

We have great news for you: Lectera has a new category of online career courses!

Dec 10, 2021 | News nine0009
TechBullion: why learning with Lectera is the right choice

On December 8, the popular British online publication TechBullion published an article about our educational platform, which talked about the principles of Lectera, the main directions of education and our Fast Education methodology.

Dec 10, 2021 | News

Popular

Psychological and pedagogical conditions for the formation of social skills in young children

%PDF-1.5 % 10 obj > /Metadata 4 0 R >> endobj 5 0 obj /Title >> endobj 20 obj > endobj 3 0 obj > endobj 40 obj > stream
Psychological and pedagogical conditions for the formation of social skills in young children
Galina L. A.1.52017-11-29T12:33:49+05:002017-11-29T12:33:49+05:00 endstream endobj 6 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] /XObject> >> /MediaBox[0 0 595. 32 841.92] /Contents[133 0 R 134 0 R 135 0 R] /group> /Tabs /S /StructParents 0 /Annots [136 0R] >> endobj 70 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /Annots [138 0 R 139 0 R 140 0 R 141 0 R 142 0 R 143 0 R 144 0 R 145 0 R 146 0 R 147 0 R 148 0 R 149 0 R 150 0 R 151 0 R 152 0 R 153 0 R 154 0 R 155 0 R] /MediaBox [0 0 595.32 841.92] /Contents 156 0R /group> /Tabs /S /StructParents 1 >> endobj 80 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 157 0 R /group> /Tabs /S /StructParents 20 >> endobj 9 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 159 0R /group> /Tabs /S /StructParents 21 >> endobj 10 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 160 0R /group> /Tabs /S /StructParents 22 >> endobj 11 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 161 0R /group> /Tabs /S /StructParents 23 >> endobj 12 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 162 0 R /group> /Tabs /S /StructParents 24 >> endobj 13 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 163 0R /group> /Tabs /S /StructParents 25 >> endobj 14 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 164 0 R /group> /Tabs /S /StructParents 26 >> endobj 15 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 165 0R /group> /Tabs /S /StructParents 27 >> endobj 16 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 166 0R /group> /Tabs /S /StructParents 28 >> endobj 17 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 167 0 R /group> /Tabs /S /StructParents 29 >> endobj 18 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 168 0 R /group> /Tabs /S /StructParents 30 >> endobj 19 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 169 0 R /group> /Tabs /S /StructParents 31 >> endobj 20 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 171 0R /group> /Tabs /S /StructParents 32 >> endobj 21 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 172 0R /group> /Tabs /S /StructParents 33 >> endobj 22 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 173 0 R /group> /Tabs /S /StructParents 34 >> endobj 23 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 174 0R /group> /Tabs /S /StructParents 35 >> endobj 24 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 175 0R /group> /Tabs /S /StructParents 36 >> endobj 25 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 176 0 R /group> /Tabs /S /StructParents 37 >> endobj 26 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595. 32 841.92] /Contents 177 0 R /group> /Tabs /S /StructParents 38 >> endobj 27 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 178 0 R /group> /Tabs /S /StructParents 39 >> endobj 28 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 179 0 R /group> /Tabs /S /StructParents 40 >> endobj 29 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 180 0 R /group> /Tabs /S /StructParents 41 >> endobj 30 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 181 0 R /group> /Tabs /S /StructParents 42 >> endobj 31 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 182 0R /group> /Tabs /S /StructParents 43 >> endobj 32 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 183 0R /group> /Tabs /S /StructParents 44 >> endobj 33 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 184 0R /group> /Tabs /S /StructParents 45 >> endobj 34 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 185 0R /group> /Tabs /S /StructParents 46 >> endobj 35 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 186 0 R /group> /Tabs /S /StructParents 47 >> endobj 36 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 187 0 R /group> /Tabs /S /StructParents 48 >> endobj 37 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 188 0R /group> /Tabs /S /StructParents 49 >> endobj 38 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 189 0 R /group> /Tabs /S /StructParents 50 >> endobj 39 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 190 0 R /group> /Tabs /S /StructParents 51 >> endobj 40 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 191 0 R /group> /Tabs /S /StructParents 52 >> endobj 41 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 192 0 R /group> /Tabs /S /StructParents 53 >> endobj 42 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 194 0 R /group> /Tabs /S /StructParents 54 >> endobj 43 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 195 0 R /group> /Tabs /S /StructParents 55 >> endobj 44 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 197 0R /group> /Tabs /S /StructParents 56 >> endobj 45 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 198 0R /group> /Tabs /S /StructParents 57 >> endobj 46 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 199 0 R /group> /Tabs /S /StructParents 58 >> endobj 47 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595. 32 841.92] /Contents 200 0R /group> /Tabs /S /StructParents 59 >> endobj 48 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 202 0 R /group> /Tabs /S /StructParents 60 >> endobj 49 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 203 0 R /group> /Tabs /S /StructParents 61 >> endobj 50 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 204 0 R /group> /Tabs /S /StructParents 62 >> endobj 51 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 205 0 R /group> /Tabs /S /StructParents 63 >> endobj 52 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 206 0R /group> /Tabs /S /StructParents 64 >> endobj 53 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 207 0 R /group> /Tabs /S /StructParents 65 >> endobj 54 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 208 0 R /group> /Tabs /S /StructParents 66 >> endobj 55 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 209 0 R /group> /Tabs /S /StructParents 67 >> endobj 56 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 211 0R /group> /Tabs /S /StructParents 68 >> endobj 57 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 213 0 R /group> /Tabs /S /StructParents 69 >> endobj 58 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 215 0 R /group> /Tabs /S /StructParents 70 >> endobj 59 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 216 0 R /group> /Tabs /S /StructParents 71 >> endobj 60 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 217 0 R /group> /Tabs /S /StructParents 72 >> endobj 61 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 218 0 R /group> /Tabs /S /StructParents 73 >> endobj 62 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 219 0R /group> /Tabs /S /StructParents 74 >> endobj 63 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 220 0R /group> /Tabs /S /StructParents 75 >> endobj 64 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 222 0 R /group> /Tabs /S /StructParents 76 >> endobj 65 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 223 0R /group> /Tabs /S /StructParents 77 >> endobj 66 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 224 0 R /group> /Tabs /S /StructParents 78 >> endobj 67 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 225 0R /group> /Tabs /S /StructParents 79 >> endobj 68 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595. 32 841.92] /Contents 226 0R /group> /Tabs /S /StructParents 80 >> endobj 69 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 227 0R /group> /Tabs /S /StructParents 81 >> endobj 70 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 228 0 R /group> /Tabs /S /StructParents 82 >> endobj 71 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 229 0 R /group> /Tabs /S /StructParents 83 >> endobj 72 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 230 0R /group> /Tabs /S /StructParents 84 >> endobj 73 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 231 0R /group> /Tabs /S /StructParents 85 >> endobj 74 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 232 0R /group> /Tabs /S /StructParents 86 >> endobj 75 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 233 0 R /group> /Tabs /S /StructParents 87 >> endobj 76 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 234 0 R /group> /Tabs /S /StructParents 88 >> endobj 77 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 235 0 R /group> /Tabs /S /StructParents 89 >> endobj 78 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 236 0 R /group> /Tabs /S /StructParents 90 >> endobj 79 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 237 0R /group> /Tabs /S /StructParents 91 >> endobj 80 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 238 0 R /group> /Tabs /S /StructParents 92 >> endobj 81 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 241 0 R /group> /Tabs /S /StructParents 93 >> endobj 82 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 245 0 R /group> /Tabs /S /StructParents 94 >> endobj 83 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 248 0 R /group> /Tabs /S /StructParents 95 >> endobj 84 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 252 0 R /group> /Tabs /S /StructParents 96 >> endobj 85 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 253 0 R /group> /Tabs /S /StructParents 97 >> endobj 86 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 254 0 R /group> /Tabs /S /StructParents 98 >> endobj 87 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 255 0 R /group> /Tabs /S /StructParents 99 >> endobj 88 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 256 0 R /group> /Tabs /S /StructParents 100 >> endobj 89 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841. 92 595.32] /Contents 257 0R /group> /Tabs /S /StructParents 101 >> endobj 90 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 258 0R /group> /Tabs /S /StructParents 102 >> endobj 91 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 259 0 R /group> /Tabs /S /StructParents 103 >> endobj 92 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 260 0 R /group> /Tabs /S /StructParents 104 >> endobj 93 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 261 0 R /group> /Tabs /S /StructParents 105 >> endobj 94 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 262 0 R /group> /Tabs /S /StructParents 106 >> endobj 95 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 263 0 R /group> /Tabs /S /StructParents 107 >> endobj 96 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841. 92 595.32] /Contents 264 0 R /group> /Tabs /S /StructParents 108 >> endobj 97 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 265 0R /group> /Tabs /S /StructParents 109 >> endobj 98 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 841.92 595.32] /Contents 266 0 R /group> /Tabs /S /StructParents 110 >> endobj 99 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 267 0 R /group> /Tabs /S /StructParents 111 >> endobj 100 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 268 0 R /group> /Tabs /S /StructParents 112 >> endobj 101 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 269 0 R /group> /Tabs /S /StructParents 113 >> endobj 102 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 270 0 R /group> /Tabs /S /StructParents 114 >> endobj 103 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595. 32 841.92] /Contents 271 0 R /group> /Tabs /S /StructParents 115 >> endobj 104 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 272 0 R /group> /Tabs /S /StructParents 116 >> endobj 105 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 273 0R /group> /Tabs /S /StructParents 117 >> endobj 106 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 276 0 R /group> /Tabs /S /StructParents 118 >> endobj 107 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 277 0 R /group> /Tabs /S /StructParents 119 >> endobj 108 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 278 0 R /group> /Tabs /S /StructParents 120 >> endobj 109 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 280 0 R /group> /Tabs /S /StructParents 121 >> endobj 110 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595. 32 841.92] /Contents 281 0R /group> /Tabs /S /StructParents 122 >> endobj 111 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 282 0 R /group> /Tabs /S /StructParents 123 >> endobj 112 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.32 841.92] /Contents 283 0 R /group> /Tabs /S /StructParents 124 >> endobj 113 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 284 0 R /group> /Tabs /S /StructParents 125 >> endobj 114 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 285 0 R /group> /Tabs /S /StructParents 126 >> endobj 115 0 obj > /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 841.92 595.32] /Contents 286 0 R /group> /Tabs /S /StructParents 127 >> endobj 116 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox[0 0 595.32 841.92] /Contents 289 0 R /group> /Tabs /S /StructParents 128 >> endobj 117 0 obj > /XObject> /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] >> /MediaBox [0 0 595.
Learn more

Learning math games for 1st graders

How to comprehend better

Alphabets with phonic sounds

How to level a reading book

List of kids stories

Origin of goldilocks

Hands on activities for math

Rhyming words for hat

Following directions interactive games

Do your hang low

Guided reading level first grade