Feel free to email in or respond with your own uses!
1. General cattle call. (Come on up and take one, everybody.)
2. Call up children by names – teaches name awareness, id, attention, turns, waiting…..
3. Call up children via their addresses – safety skills, general-self knowledge, awareness of self in the neighborhood and community.
4. Call up children by phone-numbers; same goal as above. This is considered general pre-k knowledge.
5. Hold up pictures of the children or cards with their names written on them. Good for representation of self, self-image, word recognition. Again, this is expected of all children entering kindergarten.
6. Hand out a number card to each child and call them up by the numbers.
7. Do the same for shapes. Again, this is considered part of the general knowledge fund expected for all pre-k children. Especially, now that we are all part of the Core Curriculum – – which is another subject altogether.
8. Do the same for colors or positions/prepositions: come up if you are on the end, in the middle, wearing blue…..
9. Have a student hold the instrument basket, go over to each child and let them take an instrument. Great for leadership, strength, language and other social skills.
10. Have a student call up their classmates by name. My kids love to call the names into a little microphone. The auditory feedback provided via the amplification motivates even shy children to speak up at our school.
11. Call children up by describing their clothing. This fosters self and peer awareness.
12. Call the kids up by saying the first letter of their name, or first syllable/consonant.
13. Call them up by rhyming their names. This is a good pre-literacy, auditory skill.
(Fiddle dee diddle. Fiddle dee Dandrew. Come on up if your name is …..Andrew!)
14. How about calling the kids up by conceptual catagories such as boys, girls, long sleeves, short sleeves, eye color, long and short hair etc. Good for self and other awareness, language concepts and generalization of such knowledge.
15. By age/ birthday month
16. By town.
17. Ask the children “who wants this name of instrument?”
18. Ask the children “whose turn is it (to take one?)”
19. Make cards with pictures of instruments on the back. Have the children come up, choose a card and take the related instrument. The symbolic visual representation communicates a meaning and is a precursor to reading. Make other devices with pictures of instruments on them and use for the same purpose. For example, tape pictures to a large cube box and roll as a dice. Do the same with a dreydel at Chanukkah time.
20. Make a picture board with black and white line drawings, colored line drawings, actual pictures of instruments, or PECs pictures to use with children who can not communicate as effectively with spoken language.