Writing activities for 5 year olds

10 Fun Writing Activities for Kids

2. Cards & Letters

When you assign homework, your students don’t always see the greater purpose. But, writing cards and letters is real-life writing with a purpose. Whenever there’s a holiday, you can use this method to get them to write and have fun while doing it. Let them design and write cards for Father’s Day, Valentine’s Day, Christmas, and all other holidays. This practice will also help your students learn the standard format for writing friendly letters.

3. Fill in the Story

It was a sunny day. The little tiger just woke up… He saw the _____________, and he said _____________. Together, they ____________________________. Then, they ________________________. They had lots of fun. They agreed to ________________________.

You’d be surprised to see how creative your students can get with few simple sentences. If you need inspiration, then you can get some worksheets with blank stories.

4. Drawing Words

How would you draw the Moon? How would you draw the word “precious”? Think of different words. They can signify items, but you should also let them play with abstract concepts, such as love or beauty.

This activity inspires writing because it helps the students understand the true meaning and importance of every word they use.

5. Birthday Messages

Whenever someone has a birthday, get the entire class to write a message. You can get a big piece of paper where everyone will have space to write. You can also turn this into an art project, so the students will have an authentic purpose for writing.

The sentences can start with, “I wish you…” Let everyone express their message and appreciation for the friend.

6. Cut Out My Name

This is a great way to teach cursive writing. Get some paper and fold each piece lengthwise. Each student should write their name in cursive on one half, with the fold being at the bottom. Cut around the upper side of the name.

When you unfold the paper, you’ll get a symmetrical figure. Each name gives a different figure. What does it look like? A bug! Let them draw or paint on the clean side of the paper.

7. Chalkboard Writing

For this activity, you’ll need clipboards, chalkboard paint, a paint brush, tape, and chalks. Tape the clipboards on the sides, so you’ll get a nice frame for your board. Then, paint the middle with a coat of chalkboard paint. Let it dry, and apply a second coat. When that dries, you can remove the tape, and the chalkboard will be ready.

You can get all students to tape their own boards, and you’ll be the painter. When the tiny boards are ready, they can use them to write answers to your questions.

8. Write A Choose Your Own Adventure

Write a collaborative class story in the style of “Choose Your Own Adventure.”  Start a story and bring that story to a fork in the road.  Allow students to write the optional paths that the story can take. Once you have a couple of student-written options, continue the story in the same way.  If you have older students, it’s fun to put them in small groups. Tell the groups they need to have at least three branches, and when everyone is done, trade stories and read each other’s adventures. 

9. Vocabulary Challenge

Pick a new word for the students to learn. Think of something unusual. Explain the word. Tell them to use it in a sentence. Then, tell them to write a short story around that sentence. If you turn this into a team activity, it will be more fun.

10. Typing Challenge

The students love this one! Students have to learn how to type, right? This is a fun way to practice writing and typing! You can project a Google Doc and call up a student to write for one minute.  The next student will add on to what the first student wrote for one minute.  One after another, the students work together to write a (HILARIOUS) short story. They felt like real writers.  Grab a free digital composition notebook to use with this strategy. 

We, teachers, have to be fun. It’s a choice, but it’s the right one to make. With a bit of creativity and effort, we can make even the most challenging aspects of learning easy on them.

10 Creative Writing Activities for Kids

Every child will naturally gravitate toward different activities. Some will be enamored by STEM, while others might prefer sports, music, or history. Creative writing however is one of the activities that any kid can participate in and get substantial payoffs for doing so. 

According to UC Berkley’s research, creative writing can boost students’ future academic performance, help them develop a growth mindset, and kindness toward others.

Whether you’re a teacher working with K-12 students or a homeschooling parent, creative writing activities are a net positive for your child.

Let’s take a look at some of them, as well as the perks your kids can gain by participating in creative writing exercises.

There is substantial evidence to suggest that we are at the peak of creativity at a young age. Children make friends more easily, think outside the box, and aren’t scared of speaking their minds despite apparent social norms. 

According to Curtin University research, children experience creative writing in a classroom environment as an exercise in mental self-expression.

By taking away the shackles of “academic writing” and “authorial standards”, creative writing enables kids to truly write from the bottoms of their proverbial hearts.

Melissa Mauro, writer, editor, and an educational specialist at TrustMyPaper spoke on the topic: “Creative writing is not dissimilar to traditional art forms such as drawing or painting in terms of its mental stimulus. Children who participate in creative writing at a young age are likely to develop effective self-expression skills and better academic writing skills than their peers.

Beyond that, kids stand to gain a range of character traits and skills during early childhood through creative writing: 

• Better ELA skills (English and Language Arts)
• Improved imagination and unconventional thinking
• Better self-confidence and communication skills
• Improved ability to solve problems through thinking
• Encouraged exploration, research, and analytic skills
• Early growth in academic writing sensibilities

1.

Writing prompts are one of the easiest creative writing activities for kids to implement. All you have to do is create a pool of unfinished sentences and assign them to each kid at random.

You can use Scholastic and its story starters if you want to add an element of playfulness to your writing ideas for kids. 

Instruct your kids to write at least a paragraph of text inspired by the writing prompt you assigned to them. This will ensure that each child thinks about the prompt a little longer than usual to come up with a creative solution to the exercise. 

2.

A great creative writing activity for preschoolers and early K-12 students is to learn the alphabet by coming up with words for each letter.

Depending on your kids’ age group, you may have to assist them in spelling each word properly. Once the exercise is done, you can ask each student to read a single word out, and then you can write it on the board.

This is a great opportunity for all the kids to collaborate, expand their vocabulary and learn from one another through a creative writing activity.

Even children who aren’t as excited about creative writing exercises for kids are bound to perk up at the group’s energy and excitement.

3.

Flashcards are a tried-and-tested method of studying, regardless of the child’s academic level. You can teach your kids what flashcards are all about, and you can then create them together as a creative writing activity.

Once you’ve created a pool of flashcards, you can look for matching words and phrases which correlate in some way. Think “light” and “dark”, or “apples” and “oranges”. 

This will keep the children entertained, teach them new words, help them express themselves through writing, and improve their memorization.

Writing ideas for kids such as writing prompts and word rhymes can be created through flashcards you write – keep experimenting with creative writing.

4.

While not strictly a creative writing activity, you can combine other academic fields with writing exercises to keep things interesting. Kids can learn letters, words, and phrases through painting, drawing, sculpting, and other art-related activities. 

Instruct your kids to draw using letters exclusively, or to cut out different letters and then create collages with them.

These can be abstract or realistic, depending on your child group’s age. However, crossing into arts and crafts through creative writing can significantly affect the kids’ creative tendencies for the better.

5.

Spelling songs are as old as time itself, and they work wonders when it comes to creative writing. Use a spelling songs playlist in your classroom and encourage students to sing along.

Then, you can exercise spelling through the songs you’ve listened to and re-listen them to spot grammar errors. The creative writing activity can extend further, and you can allow kids to come up with their rhymes and songs.

Nancy Howard, SEO specialist, writer, and academic advisor at SupremeDissertations put it this way: “Through music, children can learn to associate letters and words with certain harmonics, instruments, and sound queues. This can improve their learning process in terms of musical arts and creative writing alike – mix them as much as you can.”

Have a child who loves music? Try these Music Games and Activities For Kids to get him excited and

6.

Writing letters to your future self is one of the best writing ideas for kids that you could use in your classroom.

Your kids will most likely already have dream jobs and careers which they hope to pursue in the future. Even though these plans might change, they can still play around with the idea through a creative writing activity.  

Ask them to write a whole letter to themselves 10 years down the line. Where do they live and what are they doing in the future?

Keep these concepts simple so that your kids can understand what you are trying to communicate, and the creative writing activity will bear fruit.

7.

Going back to the idea of merging creative writing with other fields, you can ask your kids to write a critique of an art piece.

Again, use your best judgment when it comes to choosing an art piece for your students to sink into. 

K-12 students may not understand Pollock or Warhol, but they’d be delighted to look at Dutch or Italian Renaissance paintings. Choose the right art pieces for your kids and ask them to write down their thoughts on the painting.

What do they see, and what would they do differently in the artist’s place? This is a great creative writing exercise that will undoubtedly spark your students’ imagination and encourage them to express their thoughts on paper.

8.

You can encourage teamwork and collaboration in your classroom by assigning students into teams of two at random and assigning a creative writing activity.

Ask the students to write a story (with a writing prompt or without) so that each student writes a single sentence at a time. 

This will allow one student to challenge the other with creative writing, which will get more and more imaginative with each sentence. Students can then read each other’s creative writing and compare their essays to others in the classroom.

It’s a great opportunity for students to bond, develop creative competencies, and learn through writing activities for kids.

9.

Challenge your students to think outside the box by introducing writing prompts that address the story’s end instead of its beginning. The obvious example is “And they lived happily ever after”, but you can come up with several versions for your students.  

This writing will ensure that students think differently about their creative writing activity compared to traditional exercises.

It can lead to very inspiring and unconventional ideas, and students will enjoy working on these types of creative writing exercises for kids.

Most importantly, it will keep pushing their creative writing tendencies further and encourage kids to express themselves without worrying about academic writing standards.

10.

As a teacher, you are more familiar with poetry than your students. This allows you to create a word pool of words that rhyme with one another, and you can ask students to create songs and poetry.

Rhymes are a great creative writing activity since students can sing along to the phrases and paragraphs they write. 

One of these can even become your signature classroom anthem, for example. To make things more challenging, you can ask the students to use all the words you’ve assigned in the word pool.

This will teach them about the organization and word count management, traits that will become more important in later academic education.

The fun part of creative writing exercises for kids is allowing them the freedom to complete the assignments in any way they see fit.

Some students may want to create paper collages to complete the creative writing activity, while others may ask you for a dictionary to use.

Be a mentor to your students or kids and don’t discourage their creative tendencies – they will look back at your efforts fondly as a result. 

Author:
Nicole Garrison

Games and games with low mobility for preschool children

Consultation for parents MDOU D/S 231

Topic: Games and game exercises of low mobility for preschool children

Author: Tochenykh VV, physical education instructor.

Yaroslavl, 2015

Sedentary games are used as an independent form of work on physical education. The purpose of sedentary games and game exercises is:

• decrease in physical activity, i.e., a gradual transition from an excited state to a calmer one;
• removal of general fatigue, motor tension of the muscles of the hands, flexibility and mobility of the fingers, coordination of the movements of the arms and legs;
• development of mindfulness, ingenuity, memory, observation, dexterity, speed of reaction;
• strengthening the cardiovascular, muscular, respiratory and other body systems; nine0018
• orientation in space;
• formation and consolidation of motor skills;
• getting pleasure and creating a good mood;
• preservation and strengthening of the health of preschool children;
• increasing interest in physical culture and a healthy lifestyle.

In sedentary games, movements are performed at a slow pace, their intensity is insignificant. nine0003

The specifics of this type of games are: the way children are organized (circle, loose, line, etc.), the movements that are included in the game, the method of playing the game (choosing a game, venue, preparing for the game, gathering children for the game, explaining the game, conducting game, the end of the game), the pace at which it is played (slow), the number of repetitions of movements (3-6 times).

Games of low mobility contribute to the development of memory, ingenuity and observation, coordination of movements, orientation in space and motor skills. In addition, they give children pleasure, create a good mood, which is important. Games of low mobility are held with all children simultaneously at a physical education lesson (in its third part), leisure and holidays, daytime and evening walks, in the process of physical culture minutes and physical culture pauses, and independent motor activity of children. nine0003

Games and game exercises of low mobility for the younger group.

1. "Bunny"

One of the players is designated as a bunny. Everyone else becomes in a circle.

Bunny, Bunny, what's wrong with you?

You are sitting quite sick,

You get up and dance,

Here, have a carrot.

At the last phrase, “bunny” takes a carrot (it can be a painted carrot, a ribbon, etc.) and performs dance moves, everyone else clap. Then the "bunny" changes. nine0003

2. Find a toy

The teacher hides the toy somewhere in advance and offers to look for it. Anyone who notices where the toy is located approaches the teacher and quietly tells him about it. When most of the children cope with the task, the teacher allows you to go to the toy and bring it.

3. "Silence".

Game progress. Walking in a column one by one around the hall, pronounce the following:

Silence by the pond,

The grass does not sway.

Don't make noise reeds,

Fall asleep kids.

At the end of the poem, the children stop, crouch, bow their heads and close their eyes. After a few seconds, the teacher says: “Kwa-kva-kva!” - and explains that the frogs woke the guys up, they woke up, got up and stretched. The game starts over.

4. "Bubble".

The children, together with the teacher, hold hands and form a small circle, becoming close to each other, then they say:

Inflate, bubble,

Puff up big

Stay like this

Don't crash. At the same time, everyone expands the circle and holds hands until the teacher says: “The bubble has burst!” Children put their hands down and squat down, saying, "Clap."

5. "Don't wake up the bear!"

Children form a circle holding hands. In a round dance they go in a circle with a teacher who pronounces the text. Like snow on the hill, snow and under the hill snow, snow. (They turn in the opposite direction, walk in a round dance. ) And under the tree there is snow, snow, And on the tree there is snow, snow. (They go to the center of the circle.) And under the tree, the bear is sleeping. Hush hush! Don't wake up, sit down, don't make noise! (They squat down.)

6. "The cat came up to the stove"

Children form a circle holding hands. Together with the teacher they go in a circle. The cat came up to the stove, The cat came up to the stove. He found a pot of porridge, he found a pot of porridge there. (They walk in a circle in the other direction, holding hands.) And on the stove, kalachi, Oh, delicious and hot! (They stop, turn to face the center of the circle, clap their hands.) Pies are baked in the oven (tilt forward, hands forward, palms up), They are not given to hands. (They straighten up, hide their hands behind their backs.)

7. "The king was walking through the forest"

Children stand in a circle, holding hands. The king walked through the forest, Through the forest, through the forest. (Walking in circles.) I found myself a princess, princess, princess. Let's jump with you, let's jump, let's jump. (Jumping on two legs in place.) And we kick our legs, we jump, we jump. (Throw straight legs forward.) And clap your hands, clap, clap. (They clap their hands.) And stomp our feet,

Let's drown, let's drown. (Stomp their feet in place.)

8. "Flies - does not fly"

Children sit or become a semicircle. The facilitator names various items. If it is something that flies, the children raise their arms up or to the sides; if something that does not fly, give up. The leader can deliberately make mistakes in movements, many, imitating him, can also make mistakes. The task of children is to resist and not make mistakes.

9. "It's me!"

The teacher shows the children how to perform the movements, expressively pronounces the text. Children perform movements, imitating an adult. These are eyeballs. Here! Here! (They show first the left, then the right eye. ) These are the ears. Here! Here! (First they take the left ear, then the right.) This is the nose! It's a mouth! (They show the mouth with the left hand, the nose with the right.) There is the back! There's a belly! (The left hand is placed on the back, the right hand on the stomach.) These are pens! Clap clap! (They extend both hands, clap twice.) These are the legs! Top, top! (They put their palms on their hips, stomp twice.) Oh, they are tired! I'll wipe my forehead. (The right palm is passed over the forehead.)

10. "Once upon a time there were bunnies"

Children stand in a circle or scattered. The teacher shows the movements and reads the text, the children repeat the movements.

Once upon a time there were bunnies (They show rabbit ears with their hands.)

At the edge of the forest, (Shake hands.)

Once upon a time there were bunnies (They squat and show the roof of the house with their hands above their heads. )

In a small hut, We washed our ears, (Rubbing ears.)

Wash your paws (stroking hand movements)

Bunnies dressed up, (Hands on the belt, turns left and right.)

They put on slippers. (Alternately put the feet on the heels.)

11. "Met"

For each line, alternately connect the fingers of the right and left hands, starting with the little finger.

On the last line, show the horns by stretching out the index fingers and little fingers. nine0003

Two kittens met: "Meow-meow!",

Two puppies: “Bow-wow!”,

Two foals: "Igo-go!",

Two tiger cubs: "Rrrr!",

Two bulls: "Moo!"

Look what horns!

12. "The cat releases its claws"

On the count of “one”, press the pads of your fingers to the top of your palm and hiss like an angry cat: “Shhh!”

On the count of “two”, quickly straighten and spread your fingers, meow like a contented pussy: “Meow!”. nine0003

Repeat the game, each time turning into an angry, then into a good-natured kitten.

Games and game exercises of low mobility for the middle group.

1. "Where they knocked."

The children stand in a circle with their hands behind their backs. The driver goes to the middle and closes his eyes. The teacher silently walks around behind the children, stops near one of the children, hits the drum 2 times and puts a handkerchief in the child’s hands, steps aside and says: “It’s time!”. The person standing in the circle must guess who has the handkerchief hidden. A new driver is selected, the game resumes. nine0003

2. Gawkers

Children walk in a circle one after another. At the signal of the leader "Stop!" stop, make four claps, turn 180 degrees and start moving in the opposite direction. The one who makes the mistake is out of the game.

3. Game exercise "Snowstorm".

Children line up one at a time. Educator - "Metelitsa" becomes ahead of the column. Everyone joins hands and, without breaking the chains, moves at a moderate pace after the teacher. "Metelitsa" leads children between play buildings on the site, various objects. After a while, everyone stops and rests; the exercise is repeated. nine0003

4. "Ball".

Children sit in a circle on a carpet (diameter of the circle is 2 m) and roll a ball (ball) over the circle. The child standing in the middle tries to intercept the ball. If he succeeds, the one who rolled the ball unsuccessfully goes to the middle instead of him.

5. "Edible-inedible"

Children stand in a circle. The driver says the word he has conceived and throws the ball to one of the children. If something edible is planned (fruits, vegetables, sweets, milk, etc.), then the child to whom the ball was thrown must catch it (“eat”). If the word means something inedible, the ball cannot be caught. The child who did not complete the task becomes the driver, and the game is repeated. nine0003

6. "Come with us!"

Children are scattered. The teacher, together with the children, pronounces the text and shows the movements. Let's join us (raise their hands to the sides) Stomp their feet (stomp their feet while standing still), Clap their hands (clap their hands). Today is a good day! (Raise straight arms up - to the sides.)

7. "Low-high"

Children stand in a circle. Adult. We decorated the Christmas tree with different toys, and different Christmas trees grow in the forest: wide, low, high, thin. I will say: high - raise your hands up; low - squat and lower your hands; wide - make the circle wider; thin - make a circle already. The game will be more fun if the adult tries to confuse the children. nine0003

8. "Do the opposite!"

Children are scattered around the room. The teacher shows the movements, the children must repeat them, but in the opposite direction. For example, the teacher leans to the right, the children to the left; the teacher takes a step forward, the children take a step back, etc.

9. "Vegetables and fruits"

Children stand in a line or scattered around the room. The teacher names various vegetables (children should quickly sit down) and fruits (raise their hands). Those who make a mistake take a step forward. The kids with the fewest mistakes win. nine0003

10. Weather vane

The players stand in a line or scattered. The teacher calls the cardinal directions, each corresponds to a certain action: north - hands on the belt; south - hands on head; east - hands up; west - hands down.

11. Balloon

Children form a circle holding hands. Together with the teacher they go in a circle. I went to the store with my mother, bought a balloon there. Let's inflate the balloon, Let's play with the balloon. (They stop, turn to face the center of the circle, hold hands, perform a “spring”.)

Balloon, inflate! Balloon, inflate! (They walk back with small steps - inflate the balloon.) Inflate big Don't burst! (They clap their hands. ) The balloon flew away, Yes, it hit a tree And ... burst! Raise their hands, shake them from side to side; then they put their hands on their belts, slowly squat down, saying: "Shhhhh."

12. "Guess whose voice" The players stand in a circle; the driver goes to the middle, closes his eyes. Children walk in a circle, reading a poem: We made everyone in a circle, we will suddenly turn around at once. And as we say: lope - lope - lope, guess whose voice. The words "skok - skok - skok" are pronounced by the child whom the teacher touched. If the child makes a mistake, he closes his eyes again. The game is repeated. Children walk in a circle in the other direction. nine0003

Games and game exercises of low mobility for the senior group.

1. "Missing Pens"

The teacher shows the movements and says the text, the children repeat the movements.

My pens are gone. (Hide hands behind back.)

Where are you, my hands? (Look around. )

One, two, three, four, five,

Show me again. (Show hands, pull forward, twirl them.)

My legs have disappeared. (Sit down.)

Where are you, my legs? (Cover the legs with the arms.)

One, two, three, four, five,

Show me again. (Get up, jump on the spot.)

2. "Two girlfriends"

Children stand in a circle or scattered. The teacher shows the movements and says the text, the children repeat the movements.

Two girlfriends on the lawn: (Slap on the knees.)

"Kwa-kva-kva, kva-kva-kva." (Clap hands.)

Two green frogs: (Slap on the knees.)

“Kwa-kva-kva, kva-kva” (Clap hands.)

"Qua!" (Stomp with one foot.)

They sing songs in chorus: (They fold their palms and slightly “open” them - this is a mouth.)

“Kwa-kva-kva”, (Clap hands.)

“Kva-kva-kva”, (They stamp their feet several times. )

And they interfere with sleep. (They threaten with a finger.)

"Kwa-kva-kva-kva-kva" (Clap hands.)

"Qua!" (They make one flood.)

3. "Tree, bush, grass"

Children form a circle and move in a circle.

The teacher explains the rules of the game: for the word "tree" the children raise their hands up, for the word "bush" they spread them to the sides, for the word "grass" they lower their hands down, touching the floor. nine0003

An adult pronounces words at random, children perform the corresponding movements. Whoever makes a mistake is out of the game.

4. "House"

Children stand in a circle or scattered. The teacher shows the movements and says the text, the children repeat the movements.

There is a house on the edge, (They fold their palms in a “house” over their heads.)

There is a lock hanging on the doors, (They close their hands “in the lock”. )

Behind the door is a table, (Cover the cam of the left hand with the right palm.)

Palisade around the house. (Hands in front of you, fingers spread out.)

“Knock-knock-knock – open the door!” (They tap their fist on the palm.)

" Come in, I'm not evil!" (Arms to the sides, palms up.)

5. Herringbone

Children stand in a circle or scattered.

The teacher shows the movements and says the text, the children repeat the movements. nine0003

Our Christmas tree is beautiful, (They walk in a circle, holding hands.)

She rose to the sky, (They stop, stretch their arms up.)

Slender beauty, (They walk in a circle again, holding hands.)

All the guys like it. (Stop.)

6. "Cabbage - radish"

The teacher explains the rules of the game: you need to raise your hands to the word “cabbage”, and clap your hands to the word “radish”. Then the adult pronounces these words in random order, and the children perform the movements. You can complicate the game by speeding up or adding another word (for example, the word "carrot" - jump in place). nine0003

7. "The cat came up to the stove"

Children form a circle, hold hands. The teacher stands in a circle with the players. The teacher shows the movements and says the text, the children repeat the movements.

The cat came up to the stove,

The cat came up to the stove. (They walk in a circle, holding hands.)

He found a pot of porridge,

I found a pot of porridge there. (They walk in a circle in the other direction, holding hands.)

And on the stove kalachi,

Oh delicious and hot! (They stop, turn to face the center of the circle, clap their hands.)

Pies are being baked in the oven, (Bend forward, arms forward, palms up.)

They are not handed out. (They straighten up, hide their hands behind their backs.)

8. "Vegetables and fruits"

Children stand in a line or scattered.

The teacher names various vegetables and fruits. If a vegetable is named, then the children should quickly sit down, and if a fruit, raise their hands up. Players who make a mistake take a step forward. nine0003

The players with the fewest mistakes win.

9. "On the track"

Children stand in a circle or scattered. The teacher shows the movements and says the text, the children repeat the movements.

One, two, three, four, five,

Let's stretch our legs.

We are walking on the road,

Raise your legs higher. (Walking in place.)

And along the same track

We jump on the right leg. nine0117 (Jumps on the right foot.)

And now a little more

Let's jump on the other leg. (Jumps on the left leg.)

Let's run along the path,

Let's run to the lawn. (Running in place.)

On the lawn, on the lawn

We jump like bunnies. (Jumping in place on two legs.)

We clap our hands,

Let our feet dance. nine0117 (Free dance moves.)

Stop. Let's sit down and rest. (Squat.)

And we'll walk back. (Walking in place.)

10. "Handles - legs"

Children are scattered.

The teacher shows the movements and says the text, the children repeat the movements.

Everyone clapped their hands - (Clap their hands.)

Friendly, more fun! (Knocking feet.)

Our feet pounded

Louder and faster.

Let's hit the knees - (Slap on the knees.)

Hush, hush, hush.

Handles, handles raise - (Slowly raise hands.)

Higher, higher, higher!

Our pens are spinning, (They turn the hands to the right, then to the left.)

Were down again. (They lower their hands.)

Spin around, spin around

And they stopped. (Stop.)

11. "Traffic light"

To play, you need paper circles (diameter 10 cm) - red, green and yellow - attached to sticks.

Children stand in a line and perform exercises according to the leader’s signals: they squat on a red signal, stand on a yellow signal, and march in place on a green signal.

Further, while moving in a column one at a time, bypassing the site (hall), the exercises change: red - everyone stands still, yellow - they move in a crouch, green - they jump on their toes. nine0003

Penalty points are awarded for each mistake. The one with the fewest penalty points wins.

12. "Three Bears"

The teacher shows the movements and says the text, the children repeat the movements.

Three bears were walking home. (March in place.)

Dad was big, big, (Raise hands up.)

Mom is a little smaller, (Pull their arms forward at chest level. )

And the son is just a baby. (Put hands on waist.)

He was very small,

Walked with rattles. (Imitate rattle play.)

13. "Knock knock"

The teacher shows the movements and reads the text, the children repeat the movements after the teacher:

- Knock-Knock! (Three punches against each other.)

- Yes Yes Yes. (Three claps.)

- Can I come to you? (Three punches against each other.)

- Always glad! (Three claps.)

14. “I have, you have”

Children stand in a circle or scattered.

The teacher shows the movements and says the text, the children repeat the movements.

I have, (They point to themselves.)

You have (They spread their arms, pointing at the neighbors.)

Shiny eyes, (Showing eyes.)

I, you have clean ears. (They show ears.)

You and I, we clap our hands. (Clap hands.)

We are with you, we are jumping on the leg. (They jump on the spot.)

I, you have scarlet lips, (They show their eyes.)

I have, you have rosy cheeks.

You and I, we clap our hands. nine0003

We are with you, we are jumping on the leg.

16. "I have everything"

Before the start of the game, the children lie down on the carpet, arms along the body, stretch out. The teacher shows the movements and says the text, the children repeat the movements.

There is a headboard by the bed, (Raise the head and shoulders, the toes of the feet look straight up.)

And the teapot has a spout, (They sit down, put two fists to the nose, one after the other.)

And the bedside table has legs, (Squat down.)

And the pot has handles. (Hands are placed on the belt or on the shoulders.)

And in this large saucepan (They get up and show the saucepan, closing their hands in a circle in front of their chest. )

There is a very tasty compote. ("Looking" into the pot.)

And I have -

And legs, (Showing legs.)

And pens, (Show handles.)

And spout, (They show the spout.)

And back, (Show back.)

And one more thing -

Very hungry belly! (Show belly)

Games and game exercises for the preparatory group.

1. "Guess what they did" The teacher chooses a driver who moves away from the children at a distance of 8-10 steps and turns his back to them. He must guess what the rest of the players are doing. Children agree on what action they will portray. At the command of the educator "It's time!" the guesser turns, approaches the players and says: Hello, children! Where have you been? What did you see? Children answer: What we saw - we will not say, But what we did - we will show. Children imitate some kind of action, for example, playing the accordion, riding horses, etc. The driver guesses. If he is wrong, he loses. Children say what they did and come up with a new action. The driver guesses again. Then another child is chosen to take his place, and the game is repeated. nine0003

2. "Ring" Children stand in a circle, and the leader is inside the circle. In his palms he holds a ring, which he imperceptibly tries to pass to one of the children: with his palms folded in a boat, he opens the palms of the children in turn. Children closely monitor the actions of the driver and their comrades. The one who got the ring should not give himself away. At the signal of the driver: “Ring, ring, go out onto the porch!” - a child with a ring runs out to the center of the circle and becomes the leader. If the children noticed his ring before the signal, then they are not allowed into the circle. Then the game continues with the former driver. nine0003

4. "Handles-legs" Children are scattered around the hall. The teacher pronounces the words of the text and shows the movements. Children perform. Everyone clapped their hands. Friendly, more fun! (They clap their hands.) Our legs pounded Louder and faster! (They tap their feet.) Let's hit the knees Hush, hush, hush! (They slap on the knees.) Hands, hands raise Higher, higher, higher! (Slowly raise their hands.) Our pens spun (turn the brushes left and right), Lowered again. We circled, circled And stopped (drop their hands). nine0003

5. "Forbidden movement" The players form a circle. The teacher agrees with them in advance which movement should not be done, for example, squat, clap your hands, wave your arms. Then, to the music, he shows various movements that the children must repeat exactly. The more varied and fun these movements, the more interesting the game. The teacher can show the forbidden movement - the one who inadvertently repeats it must dance, sing or read a poem. The game can be complicated: agree that there are two movements that cannot be repeated, but instead of them, others must be done. For example, when the teacher puts his hand on the back of his head, the children should sit down with their legs crossed, and when he leans forward, clap their hands twice. nine0003

6. "Three, thirteen, thirty" The players choose the leader, stand in a circle at arm's length from each other. The driver is in the middle of the circle. When the game is played for the first time, it is desirable that the teacher be the driver. The teacher explains: “If I say: three, everyone spreads their arms to the sides; if thirteen - put your hands on your belt; if thirty, they raise their hands ”(you can choose any movement). The teacher quickly calls one or the other movement. The child who made the mistake sits on the floor. When one or two players remain, the game ends. The rest are winners. nine0003

7. "Tops and roots" Children form a circle or line. In the center of the circle or in front of the line is an adult (leader) with a large ball in his hands (one of the children can play the game). The driver throws the ball, naming some vegetable, and the children catch the ball, name the edible part and throw the ball to the driver. Leading. Eggplant. 1st child. Tops. Leading. Radish. 2nd child. Roots. Leading. Cabbage. 3rd child. Tops. Leading. Potato. 4th child. Roots. Leading. Strawberry. 5th child. Tops. Leading. Garlic. 6th child. Roots. Leading. Cucumbers. 7th child. Tops. Children who have never made a mistake are noted. "Gate" Children walk around the playground in pairs, holding hands. At the teacher’s signal “Gate!” stop and raise their hands. The last pair pass under the gate and stand in front. Game continues. nine0003

8. "Stop!" All players stand on a line drawn along one side of the court. On the opposite side, a circle (two or three steps in diameter) indicates the house of the driver, who stands with his back to the children and says: “Walk quickly! Look, don't yawn! Stop!". As he speaks, the children step forward. As soon as he says: "Stop!" - stop. The driver looks: who did not have time to freeze in place and move? Names these children - they return to the original line. Then the driver again turns his back on the players and says: “Walk fast!”. Everyone continues to step forward, starting from the place where the “Stop!” signal caught them. Those who return to the starting line move from there. The game continues until one of the children comes close to the driver and gets into his house before he says: “Stop!”. The one who succeeds becomes the leader. nine0003

9. "Who left?" Children stand in a circle or semicircle. The teacher offers one child to remember those who are nearby (five or six people), and then leave the room or turn away and close their eyes. One of the children is hiding. The teacher asks: "Guess who left?". If the child guesses correctly, he chooses someone instead of himself. If he makes a mistake, he turns away again and closes his eyes, and the one who was hiding returns to his place. The guesser must name it.

10. "Find the ball!" All players stand in a circle close to each other facing the center. One child (at the choice of the teacher) becomes the center - this is the driver. The players keep their hands behind their backs. One of them is given a ball by the teacher. From this moment, the children begin to pass it to each other behind their backs. The player standing inside the circle tries to guess who has the ball. To do this, he can ask anyone to show his hands, telling him: "Hands!". The child instantly stretches both hands forward with palms up. The one who had the ball or who dropped it becomes the center, and the driver takes his place. nine0003

11. "Tick-tock-tock!" Children are scattered around the room. At the signal "Tick!" everyone makes tilts left and right, at the signal “So!” stop, and at the signal "Knock!" bouncing in place. All signals are repeated 5-8 times. The one who makes a mistake is out of the game. The sequence of signals must change. At the end of the game, the most attentive player should be noted.

12. “Claps” Children move freely around the room. For one clap of the leader, they must jump, for two - to sit down, for three - to stand up with their hands raised (any other movement options are allowed). nine0003

13. "Four elements" The players perform movements in accordance with the signals: "Earth!" - hands down; "Water!" -hands forward, "Air!" - hands up; "Fire!" - rotate hands in the wrist and elbow joints. Whoever makes a mistake is considered a loser.

14. "How are you?"

We play all day. The goal of the day is to play too lazy. You look, do not lag behind. Repeat after us.

How are you? Like this!

How are you going! - march in place. Like this! nine0003

How do you run? - Run in place. Like this!

Do you sleep at night? - sit down, hands under the cheek. Like this!

How do you clap your hands? Like this!

How do you stomp your feet? Like this!

How do you ride on toes? Like this!

Lower your hands and reach the ground, how? - Goose. Like this!

Open your mouth wider, how? Like this!

And how will we make grimaces? Like this!

As I say 1, 2, 3, All freeze with grimaces Like this!

List of used literature:

1. Borisova M.M. Sedentary games and play exercises for children 3-7 years old. Collection of games and exercises

2. Penzulaeva L.I. Physical education in kindergarten. Junior group.

3. Penzulaeva L.I. Physical education in kindergarten. Middle group.

4. Penzulaeva L.I. Physical education in kindergarten. Senior group. nine0003

5. Penzulaeva L.I. Physical education in kindergarten. Preparatory group.

6. Stepanenkova E.Ya. Collection of outdoor games.

Exercise games for the correction of dysgraphia and dyslexia: for children and adults

Nowadays, more and more teachers are faced with students who have reading and writing disorders. Parents ask: “What to do? I don’t know how to help?”, and the teachers shrug their shoulders: “Learn the rules, read aloud more often!” and sent to a speech therapist or defectologist. Well, if he is at school, but what if he is not? Such problems are most often left to chance: errors in reading and writing develop into omissions of signs and indices when solving problems in mathematics, physics, and chemistry. The student receives poor grades, and a persistent unwillingness to learn is formed. nine0003

It is even more difficult for an adult student who knows about his problems, but does not know what can be done about it, how to fix it. Most problems arise with technical terminology and abbreviations.

The article will present three exercise games that can be used to correct reading and writing disorders.

Neurocoloring for dysgraphia correction:

• Russian alphabet.
• English alphabet.
• Albums with assignments. nine0018

Dyslexia is a specific disorder of the reading process. It can manifest itself in the indistinguishability of the meaning of the read text, in the difficulty of assimilating and remembering letters and sounds, replacing letters when reading, changing case endings, etc.

Dysgraphia - a specific violation of the writing process. It can manifest itself in the replacement of sounds similar in sound, the distortion of words and sentences, the use of the reverse order of words in a sentence, the distortion of letters when writing, etc. nine0003

Dyslexia and dysgraphia is a large syndrome that includes impairments in presuppositions of intelligence, cognitive immaturity, language deficits, frustration disturbances, appropriate behavioral responses, and, finally, writing impairments. (Kornev A.N.)

Since the types of disorders in dyslexia and dysgraphia are similar, they can be corrected together.

According to scientists, without the cooperation of the teacher and parents, success in correction is unattainable. Based on her work experience, the author believes that parents should be informed about all research results and discussed with them. Parents should know the goals of correction, immediate and long-term, the expected result and the estimated timing of correctional work. This is necessary not only for ethical reasons, but also contributes to the involvement of parents in the work and the formation of a sober view of things in them. The main task of parents is to consolidate the skills learned by the child. nine0003

Online course for educators, parents and neuropsychologists “Children with learning difficulties”:

• Brain. Instructions for use. How to influence the brain.
• Dyslexia, dysgraphia. “Alarm bells”, adaptation of educational materials. Organization of training (in a group, at home, individually). Simple exercises.
• ADHD: how to teach and what to do.
• Adaptation of educational materials and organization of space, time, performance of dz. nine0018
• Removal of psycho-emotional stress (simple exercises).
• PMPK and tutoring.

You can take the course online here.

Exercise Game #1. Work on memorizing words and terms (their graphical version)

Compose dictionary words (or terms, for adult listeners) from syllables, circle them in different colors.

Speech material for first graders: alphabet, crow, law, came in, call, textbook, teacher, glue, carpet. nine0003

Speech material for cadets and listeners on terminology (example): analysis, synthesis, verification, safety, accident, hook, auto pump, liquidation, arson.

! If possible, use word breaks or insert images and other visual cues to improve understanding.

Exercise Game #2. Working on word order to help the child/adult understand the text.

Children's version. nine0006