1. Calmers & Energizers
Energizers! 88 Quick Movement Activities that Refresh and Refocus
by Susan Lattanzi Roser
With all of these activities, practice the words together, then add movements, noting
how to do them without making contact with other kids.
Go Bananas!
This activity provides students the opportunity to “go bananas” for a quick moment and
get out some of their energy. Don’t worry if kids mix up their lefts and their rights.
Words Actions
 Arms above head, palms
 Bananas…Unite!
together
 Peel Bananas, peel-peel  Lower arms one at a time,
bananas (x2) then return to above head
 Peel to the left  Lower left arm
 Peel to the right  Lower right arm
 Lower arms in front of
 Peel down the middle
body
 Clap arms like an alligator
 And chomp! Take a bite
mouth
 Chomp, chomp! Take a  Clap arms like an alligator
bite mouth
 Go bananas, go-go  Jump and spin around
bananas! (x2) freely
Video of Go Bananas: http://www.youtube.com/watch?v=ytnbGpRmOqE&feature=related

2. Dum Dum Dah Dah
This is a follow-the-leader movement activity. The leader and the group chant “dum-
dum-dah-dah” as they make the two motions, one for dum and one for dah. Once kids
get the hang of it, allow them to take turns being the leader.
 Leader  Leader
◦ Dum Dum (Clap thighs) ◦ Dum Dum (Touch shoulders)
◦ Dah Dah (Clap hands) ◦ Dah Dah (Touch shoulders)
 Group  Group
◦ Dum Dum (Clap thighs) ◦ Dum Dum (Touch head)
◦ Dah Dah (Clap hands) ◦ Dah Dah (Touch head)
 Possible Movements
◦ Touch toes, knees or shoulders (straight or crossed); touch head; reach
left/right; reach front/back; nod head; snap fingers; march; jump; arm circles;
reach up, etc
 Ending
◦ Whisper words and finish with shh-shh-shh-shh with small/quiet actions
Video of Dum-Dum-Dah-Dah: http://www.youtube.com/watch?v=6RcR1WsxYpA
Now I’m Still
Create a steady rhythm to chant the words to. The children move to the beat in the
motion described. When you say the word still the children must freeze. When
everyone is sufficiently still, start again with another movement word.
 I’m walking  I’m jumping
 I’m walking  I’m jumping
 I’m walking  I’m jumping
 Now I’m still  Now I’m still
 Tips
◦ Practice what it looks like to be “still”
◦ Remind kids that they’re to maintain their personal space and not bump into
others
 Possible Movements
◦ Active movements: spinning, skipping, hopping, twisting, bending, clapping
◦ Calmer movements: blinking, snapping, stretching, sitting

3. 1-2-3, Calm Down Me
Each time “1-2-3 calm down me” gets quieter. In the last 2 verses, the volunteers say
“1-2-3” and the kids can say “calm down me.”
 1-2-3 calm down me: run hands from the top of the head down the side of the
head or face
 1-2-3 calm down me: run hands from shoulders down arms to fingers --
opposite hands
 1-2-3 calm down me: run hands from shoulders down chests and tummies
 1-2-3 calm down me: run hands from hips down legs to feet -- opposite hands
on legs
 Then have the kids sit down.

4. Activities, Themes and Books
Tailoring Your Read-Aloud to meet the needs of children under stress
Activities that reduce stress and strengthen connections
 Involve several senses, not just vision and hearing
o Bring things to touch, smell or taste.
 Include humor, fun, excitement or comfort
o Silly is good.
 Relate to the children’s interests: sports, dancing, cooking, strange or unusual
things, pirates, mysteries, popular news, or games.
o Ask you kids about their interests!
 Encourage movement
o Act out stories, play games, dance, build things.
 Allow kids to practice communicating in a pro-social way
o Make time for conversation and expression of ideas and opinions.
Themes that support children under stress
 Explore cause and effect
o What happens next?
o Why did that happen?
 Allow kids to explore empathy and perspective-taking
o How would it feel if?
 Explore persistence
 Explore feelings
 Topics that are of high interest to the kids
Books that support kids under stress
Books that explore a range of emotions
 The Way I Feel by Cain
 Today I Feel Silly by Curtis
 Yesterday I Had the Blues by Frame
 How Are You Peeling? Foods With Moods by Freymann and Elffers
 Books by Kevin Henkes (Chrysanthemum, Lilly’s Purple Plastic Purse, Chester’s
Way, etc.)
 Walter Was Worried by Seeger
 No David! by Shannon
 Sometimes I’m Bombaloo by Vail

5.  Elephant and Piggie books by Willems
Activities, Themes and Books
Tailoring Your Read-Aloud to meet the needs of children under stress
Books that support kids under stress (continued)
Books that feature characters with diverse ethnicities and backgrounds
 The Brown Bookshelf
o http://thebrownbookshelf.com/
 Anita Silvey’s Multicultural Book List
o http://childrensbookalmanac.com/category/multicultural/
 WETA’s Colorin Colorado:
o http://www.colorincolorado.org/read/forkids
 Winners of the Coretta Scott King Award
o http://www.ala.org/ala/mgrps/rts/emiert/cskbookawards/recipients.cfm
Books that show kids solving problems on their own
 Picture Books
o Flower Garden by Bunting
o Amazing Grace by Hoffman
o Titch books by Hutchins
o Peter’s Chair by Keats
o Leo the Late Bloomer by Kraus
o In the Night Kitchen by Sendak
o Where the Wild Things Are by Sendak
o Imogene’s Antlers by Small
o The Gardener by Stewart
o A Chair for my Mother by Wells
o Leonardo the Terrible Monster by Willems
o Knuffle Bunny Free by Willems
 Novels
o Ivy and Bean books by Barrows
o Books by Clements (Frindle, Head of the Class, No Talking, etc.)
o Matilda by Dahl
o Jackson Jones books by Quattlebaum
o Percy Jackson books Riordan
o Harry Potter books by Rowling

6. o Series of Unfortunate Events Books by Snicket
o Stewart Little by White
Volunteer Techniques
Ways you can help kids at your Read-Aloud get the most out of their TRC experience
Use TRC’s Promises
During the Read-Aloud, I promise to:
Listen, Respect, Cooperate, and Have FUN!
From the experts:
 Start with only a few rules.
 Be sure you know why you are saying no.
 Give your kids a voice.
 When setting limits, use the language of choices.
 Always be consistent.
More techniques
Volunteers should… Experts say this helps foster…
 Come prepared to lead with  Reduced anxiety from adults
confidence
 Talk to the kids on their eye  Attachment, creating a safe
level and one-on-one environment, recognition
 Use nametags and call the kids  Attachment, recognition
by name
 Only adults read aloud to the  Reduced anxiety from adults,
group creating a safe environment,
security
Use Positive Statements
 A brain under stress makes unconscious responses.
 Telling a child under stress what TO DO will be more effective than telling them
what NOT TO DO:
o “Don’t Run” versus “Please Walk”
 The stressed brain hears “run”

7.  Give kids positive direction for best results.