Examples of Dispatch/Transition Activities
Kindergarten /Grade 1
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Picture Cards or Word Cards: Student partners are given a card as they enter. They sit to talk about the
card, make oral sentences, etc. Teacher calls on a few using equity sticks after 2 minutes.
Song/poem/chant on CD or Tape: Song is ready to go. Teacher pushes the on button and students either
listen quietly or sing/chant quietly with the song.
Song/Poem/Chant (which has been previously practiced whole class) on chart paper or poster: Students sit
and do their best to read the poster quietly, practicing for when the teacher may call on them. Train them to
“whisper” read.
High frequency words/Sentence structure: Give students a “cut up” sentence on cards. Sentences include
words/grammar that is being taught. Students work in pairs or alone to construct their sentence. Teacher
calls on a few to share at the end of the transition.
Examples: (Focus on questions) Where /is/ my /book? Who/ has/ a /pencil? (Focus on subject verb
agreement) I/have/ a/ black/ dog. He/ has/ a/ new/ cat.
Grade 2
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Vocabulary: Write two sentences using the new vocabulary words. Be ready to share with a partner and
then with the class.
Chants/Songs: Once a rhyme or chant has been introduced, students can practice reading/reciting as the
transition activity. Have the rhymes where it is easy for everyone to see them.
Sentences/Questions: Once the story has been read, give each student a card with a question word as they
enter the classroom. Have them write a question based on the story.
Grade 3
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Sentence structures: Use a sentence pattern that was practiced on a previous day. Have the structure on
the board and a list of vocabulary that comes from the lesson or unit. Example: Tell a partner how you
might use items/tools. Ex: I might use a clipboard to hold my paper when I write.
 Retell: Write two sentences that tell about the reading selection read the day before
 Writing Poems/Chants: Teach a variety of poetry and chant structures during “Engagement.” Things such
as Haiku, Poems using the parts of speech, name poems, etc. Then have students work on these types of
poems for the few minutes of transition. Have a couple of students share out.
 Answer questions with complete sentences: Have several numbered questions on the board related to the
selection previously read. Assign a number to each student or pair of students. Students or pairs then write
an answer in a complete sentence.
Grade 4
All of the activities in Grade 3
 Retell: Write as much as you can remember about the selection we are reading.
 Questions and Answers: Have students each write a question related to the theme or selection. Then have
them exchange their question with a partner and answer the question with a complete sentence. Choose
with equity sticks for a few students to share out.
Grade 5
All of the activities in Grade 3
 Descriptive vocabulary: Teacher lists some common adjectives or verbs related to the lesson theme or
story on chart paper. (Ex: seasons and/or trees) Students brainstorm independently to come up with
synonyms. EX: big=large, huge, giant; pretty=awesome, gorgeous, magnificent; fall (v)=drop, float,
move. After 3-5 minutes teacher uses equity sticks and adds the words to a common chart.
 Meaning from context: Students are tasked to think of a synonym for each word by using the context.
(Vocabulary example from one story: produce, occurs, mainly, stored, releases, dormant.) Assign two
words and the page number where it is found so that students use the story text to help them find a
synonym.
 Posters: Students work on independent posters which were earlier taught during direct instruction. For
example, a poster of the “Life cycle.” This is for only 5 minutes or so, and they add to the poster each day.
 Prepositional Phrases: Students search pages of the story for prepositional phrases. (only 3-5 minutes)
Ready to share/read when teacher pulls their equity stick.