Pass the Ball Game

Purpose: A cooperative circle game that reinforces waiting patiently, taking turns, and using polite language.
Duration: 7 minutes

Materials:

• Soft ball or bean bag
• Timer (set for 10–15 seconds)
• Turn-Taking Picture Cards (optional visual prompts)

Steps:

1. Gather in a Circle (30 seconds)
   • Have children sit or stand in a circle, spaced comfortably apart.
2. Explain the Rules (1 minute)
   • Show the soft ball and explain: “When I start the timer, we will pass the ball around the circle.”
   • Demonstrate: hold the ball, say “I’m waiting,” then gently roll or hand it to the next friend.
   • Emphasize polite words: “Please pass,” “Thank you,” and “Your turn.”
3. Play the Game (4 minutes)
   • Give the ball to one child and start the timer for 10 seconds.
   • While the timer runs, the child holds the ball and waits quietly.
   • When the timer dings, the child says, “I’m waiting,” then passes to the next child, saying, “Your turn.”
   • The receiving child responds, “Thank you,” holds the ball until the next ding, and repeats.
   • Continue until each child has had multiple turns (adjust time as needed).
4. Encourage and Reinforce (throughout)
   • Praise children who use polite language and wait quietly.
   • Offer gentle reminders or show a Turn-Taking Picture Card if a child forgets the words.

Differentiation and Supports:

• Slow the timer interval (e.g., 15 seconds) for children needing extra processing time.
• Provide sentence strips or gesture cues for nonverbal learners: point to “My turn,” “Please,” “Thank you.”
• Pair more independent children with those needing additional support.

Assessment & Follow-Up:

• Observe who uses correct phrases without prompting.
• Note children who rush the pass or need visual cues; plan targeted practice in small groups.
• In future sessions, invite children to pass other classroom items (crayons, blocks) using the same steps.

Teacher Reflection Questions:

• Which children waited patiently and used polite words?
• Who benefited from slower pacing or extra visual supports?
• How can I adapt the game to maintain engagement and scaffold emerging turn-taking skills?

Turn-Taking Talk Discussion

Purpose: Reflect on feelings and strategies after practicing taking turns and patience.
Duration: 3 minutes

Materials:

• Turn-Taking Picture Cards

Steps:

1. Gather in a Circle (30 seconds)
   • Invite children to sit comfortably in their circle spots.
   • Show one Turn-Taking Picture Card (child waiting patiently).
2. Feeling Check (1 minute)
   • Ask: “How did you feel when you were waiting for the ball?”
   • Prompt with faces: “Show me a calm face 😊 or an excited face 😃.”
     
     
     
   • Follow-up: “Why did you feel that way?”
     
     
     
3. Strategy Share (1 minute)
   • Ask: “What helped you stay patient?”
   • Encourage sentence frames: “I took deep breaths.” or “I said ‘Please wait.’”
     
     
     
4. Friendly Advice (30 seconds)
   • Ask: “What can you tell a friend who is waiting?”
   • Scaffold: “You can say…” and invite responses: “It’s OK, your turn is next!”
     
     
     
5. Wrap-Up (30 seconds)
   • Praise efforts: “I saw super listening and kind words!”
   • Conclude: “Remember, waiting shows you care about friends.”

Teacher Reflection Questions:

• Which children named a strategy they used?
• Who responded well with sentence frames?
• How can I support children who felt frustrated?

Breathe and Reflect

Purpose: Guide children through a simple breathing exercise to help them calm down and practice self-regulation after the activity.
Duration: 3 minutes

Materials:

• Breathing Exercise Poster

Steps:

1. Gather in a Circle (30 seconds)
   • Invite children to sit or stand comfortably in a circle.
   • Ask them to place one hand on their belly and one hand on their chest.
2. Introduce Breathing (30 seconds)
   • Show the Breathing Exercise Poster.
   • Explain: “We will breathe in through our nose like smelling a flower, and blow out through our mouth like blowing out a candle.”
3. Lead Deep Breaths (1 minute)
   • Inhale for three counts: “Breathe in… 1, 2, 3.”
   • Exhale for three counts: “Breathe out… 1, 2, 3.”
   • Repeat this cycle 4–5 times, speaking slowly and encouraging gentle movements of the belly.
4. Feeling Check (1 minute)
   • Ask: “How do you feel now?”
   • Invite children to finish the sentence: “I feel ______.”
     
     
     
     
     
     
5. Closing Praise (30 seconds)
   • Celebrate: “Great job calming your bodies and waiting patiently today!”
   • Encourage them to use these breaths anytime they need a quiet moment.

Teacher Reflection Questions:

• Did children settle and engage in the breath work?
• Who might need additional modeling or visual cues next time?
• How can I integrate breathing breaks into our daily routine?

Role-Play Demonstration Activity

Purpose: Model polite turn‐taking language and patient behavior using a teacher–volunteer exchange.
Duration: 4 minutes

Materials:

• Soft ball or bean bag

Steps:

1. Gather in a Circle (30 seconds)

   • Invite children to sit where they can clearly see you and a volunteer.

2. Teacher Models (1 minute)

   • Teacher holds the ball and says, “My turn, please.”
   • Teacher gently hands or rolls the ball to the volunteer and says, “Your turn.”
   • Volunteer responds, “Thank you,” holds the ball, says “My turn,” then hands it back.
   • Repeat once so the full exchange is clear.

3. Children Chime In (1 minute)

   • Prompt the class: “Friends, what does the teacher say?”
   • Children respond together: “My turn, please.”
   • Then ask: “What does our friend say when it’s their turn?”
   • Children reply: “Thank you.”

4. Volunteer Practice (1 minute)

   • Select two new volunteers to stand in the circle.
   • Guide them through one full exchange: “Friend A: My turn, please. Friend B: Thank you, your turn.”
   • Offer gentle prompts as needed.

Differentiation & Supports:

• Visual Cue: Hold up a Turn-Taking Picture Card showing “My turn” or “Thank you.”
• Sentence Frame Poster: Display “My turn, please” and “Thank you” on the board.
• Extra Wait Time: Pause 3–5 seconds after each prompt for children needing more processing.
• Positive Praise: Acknowledge children who wait quietly and use polite words.

Assessment & Follow-Up:

• Note which children say the phrases without prompts.
• Encourage children who need more practice to watch or repeat the demo.
• In later sessions, invite volunteers to model with different classroom items (blocks, crayons).

Teacher Reflection:

• Which children confidently used the language?
• Who needed additional visual supports or prompting?
• How can I vary the model to keep all children engaged?