- Act happy
- Coder card that makes the 123 Robot perform a sequence of behaviors to show happy.
- Act crazy
- Coder card that makes the 123 Robot perform a sequence of behaviors to show crazy.
- Act sad
- Coder card that makes the 123 Robot perform a sequence of behaviors to show sad.
- A feeling, that can be expressed by facial expressions and body language.
- Actions performed by a robot, defined by the programming language.
- A state of enjoying well-being and contentment
- A state of feeling of grief or unhappiness.
- A state of being tired or annoyed by being uninterested.
- A state of being upset because of being unable to do or complete something.
- A state of being glad that something has (or has not) happened, or that something or someone exists.
Encouraging Vocabulary Usage
General notes on encouraging vocabulary usage with young children:
- The goal of introducing new vocabulary to young children, is to have them begin to incorporate new words naturally into their conversations and explorations; not to simply memorize vocabulary. Reinforce vocabulary throughout daily activities. Look for opportunities to have emotion check-ins during the day such as at the beginning of an activity or when wrapping up. Use varied and complex feeling words to help students develop powerful feeling vocabularies.
Tips for Encouraging Vocabulary Usage
- Building emotional vocabulary - Encourage students to use a variety of feeling words beyond happy and sad. Play a game where students group feeling words into families. How many different feeling words are related to “happy - pleased, grateful, glad” or “sad - upset, frustrated, weepy.”
- Model labeling emotions - Model for students how to use new vocabulary to name their feelings in real-time. For example, if you see a student that is having trouble using the Coder cards with the Coder, ask the student to label their feelings. Suggest vocabulary words, such as frustrated to help the student label their emotion.
- Pass the Hat - Cut out pictures that represent emotion vocabulary words and place them in a hat (or large envelope). Pass the hat around the circle as music plays. When the music stops, the child holding the hat picks out a picture and is asked to identify it, express how they look when they feel that way, or describe a time when he or she felt that way.