Showing posts with label teaching tips. Show all posts
Showing posts with label teaching tips. Show all posts

Thursday, May 27, 2010

Writers Block: Help Kids Break Down the Wall! by Alexis Montgomery



When you think of writer’s block, you probably picture a professional novelist; say Stephen King or J.K. Rowling, sitting at a typewriter or computer, staring blankly into space as they try to visualize a way to round out their character through the use of creative storytelling. But absolutely anyone can suffer from this common creative roadblock, so it should come as no surprise that kids suffer from writer’s block as well. Although children are often considered more creative than adults, they may lack both the knowledge and tools necessary to harness their ideas and translate them into coherent writing. As a teacher, it’s your job to work with them on ways to get past any anxiety they may feel at being forced to write and find a way to make it fun. Here are a few tips.

1. Give examples. Almost any kid can find a way to relate to a topic if you just get the ball rolling for them. If their assignment is an essay on their summer vacation, for example, they could write about a trip they took, a friend they made at camp, or helping their dad with the barbeque. Sometimes all they need is a nudge in the right direction.

2. Get them talking. Going straight from an assigned topic to writing it out can be a little intimidating. If a child is struggling, start asking them questions. Chances are they can answer almost immediately. Have them write down their answers and then prompt them to organize them into a list. From there they can begin to fill in the blanks.

3. Brainstorm. Have kids shout out (or write down) ideas that they think relate to the topic. Write them on the board in a cluster diagram (main ideas in the middle with branches pointing to related ideas or sub-topics). This should give kids who freeze up a couple of ideas to use as a springboard. No volunteers? Ask some pointed questions to get them started.

4. Start with a drawing. Not every kid is geared for linguistics. Some do better with pictures, so if they’re having trouble getting started, suggest they draw a picture or a comic strip that relates to the topic, and then have them write a description. Having something concrete to focus on may work better than an ambiguous idea.

5. Don’t begin with the beginning. If a child has a definite idea for the body of an essay or the climax of a story, have them write it out and work from there. Just getting started with writing may help them work out the rest.

6. Free write. Have a child who is stumped write any old thing that pops into their head, even if it’s gibberish. Getting into the right mindset for writing may spark an idea.

7. Take a break. Your brain, like your body, can become exhausted. Taking a break to stretch or get a snack might be enough for them to reboot and come back fresh.

8. Don’t push. Trying too hard to critique or help might only serve to give kids a complex, so let them get it out, make mistakes, and then offer suggestions in a passive way, such as by highlighting spelling errors or inconsistencies and then directing them to a dictionary or asking questions to lead them to specific conclusions. If they feel that they can figure it out on their own, they will gain confidence in their abilities.

These techniques should be quite helpful for grade school on up, but the best approach is to avoid these problems altogether by putting your child on the right path as early as possible. And you can start before they even learn to write. Preschoolers can be taught to tell stories through drawings. You can let them tell their own story, or dictate one and have them draw (or scribble) it out for you. Be sure to offer lots of encouragement and allow them to explore their own creativity. This way they can learn to frame a story long before they actually have to represent it with written words. Letters, after all, are merely pictorial representations of sound. You can also help them to write letters, lists, and messages to post around the house. Encouraging your child to express itself through writing from an early age will assist them not only in pre-empting or overcoming writers block, but also in developing their comprehension skills, which will help them in all academic subjects.

Alexis Montgomery is a content writer for Online Degree Programs, where you can browse through various online degree programs to find a college that suits your needs.

Kathy Stemke's websites:
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Monday, February 22, 2010

INTERACTIVE WEBSITES FOR KIDS!



Instead of sitting in front of the television for hours, why not have your children learn as they have fun? Check out these enchanting websites for hours of interactive exploration in learning.

Starfall K-2-Very interactive!
Have fun while learning to read!
http://www.starfall.com/

Between the Lines K-2-Turn pages in “book” and read independently. Includes a “word helper”.http://pbskids.org/lions/stories/

Reading Planet K-2-Read along with stories and songs!! (some in Spanish)Ex. “Caterpillar, Caterpillar” http://www.rif.org/readingplanet/content/read_aloud_stories.mspx

Cartoon Factory All kids-Fun!! Select a picture and then write text to create cartoon. (You can print what you make.)http://www.nationalgeographic.com/kids/ngo/cartoons/more.html

Literacy Center K-1-Activities using color, shapes, words, numbers and the alphabet.http://www.literacycenter.net/lessonview_en.htm

Wacky Web Tales 3-5-Practice parts of speech by creating a wacky web tale and/or song.http://www.eduplace.com/tales/

Wordplay All-Click on a word and watch it play! Great visual for verbs!!http://pbskids.org/lions/games/wordplay.html

ABC-Lots of games to reinforce alphabet and simple vocabulary words.http://pbskids.org/lions/games/


Kathy Stemke's websites:
Moving Through all Seven Days link:http://www.lulu.com/content/e-book/moving-through-all-seven-days/7386965#http://www.helium.com/users/406242.html
http://www.associatedcontent.com/user/237923/Kathy_stemke_dancekam.html
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Friday, February 12, 2010

CREATIVE WRITING LESSON by Sara Dutcher


OBJECTIVE: This activity promotes basic description and argumentation.

Alien Report

You are a delegate from an alien planet, Xyxm, and your mission is to travel the galaxy and explore other planets. After visiting the planet Earth, you must report on one custom/behavior or item (e.g., baseball, shopping malls, or vacuum cleaners) that Earth has and Xyxm lacks. You must inform your superiors as to why it exists, what purpose it serves, and why (or why not) Xyxm should adopt or import the custom/behavior or item. Be specific, and explain fully the need for and the benefits or drawbacks of you chosen topic.

FREE WRITING

· List five things that are characteristic of American culture and five things characteristic of non-American culture (e.g., hot dogs and sushi)
· List five holidays, celebrations, etc. characteristic of some Earth culture (you may chose from various cultures)
· List five places that one can visit and that might have significant meaning to someone (anywhere in the world)
· Chose at least two of these things from your list, make two columns: Pro's and Con's. Then, briefly list points for each.
· Chose one the one that you feel has the most potential, and begin your first draft.

PAPER

First draft

Your first draft needs to be three to four pages long, double-spaced, in 12 pt Times New Roman with standard one-inch margins. Be sure to clearly outline your reasoning and give enough background on the aspect you are discussing. Remember, your audience (your superiors on Xyxm) have never been to Earth and know only vaguely of its inhabitants and customs. Explain why Earthlings have this item and what adopting it might mean for Xyxmians. Be sure to keep the tone formal, informative, and direct.
Have fun. Be creative. And, as always, ask if you have any questions about your topic.

Second draft

You will be put into small groups and will read through one another's' papers, making comments and sharing ideas. After doing this, you will need to work on your second draft. This draft needs to be five to seven pages long, and should follow the same formatting guidelines as mentioned above.

Note to teacher:

Other options for group/class work:
(1) Have them present to the class, as though some were delegates sent to Earth and others were their commanding officers on Xyxm. Have the 'Commanders' ask the 'Explorers' questions and vote on whether or not they will accept the new custom/item or whether they will not. Make sure they explain their decision.

(2) Using the web board, have them "report" to their commanders, describing some of the things they have seen on Earth, where they have been, what they have experienced. Then, have them respond to at least two of their classmates, pretending that they are the commanding, Xyxmian-based officer. They should ask question about the report and point out aspects of it that seem interesting and that could use further explanation.

(3) Have them send an e-mail to you, reporting as they might in (2). You will be the commanding officer and will try to guide them to picking out an interesting topic.

Sara Dutcher

Visit my website!!!
http://www.freewebs.com/atonoffunchildcare

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Saturday, November 21, 2009

Tips for Teaching English Language Learners Successfully



Let's hear from Dorit Sasson, my guest blogger. As a teacher of ELLs, I know how challenging it is to keep the learning continuum at a high and discipline problems at a low. But still how is this all possible if students can’t read and understand the lesson? Or how is possible to meet each student’s needs when they are not catching up with their native English speaking peers? Just how is it possible to correctly assess students’ needs so that lessons match their learning styles and needs?

This work begins with the 97 tips which you’ll find in my electronic booklet or ebooklet, “Yes! You Can Teach K-12 English language learners Successfully” on how to teach ELLs more effectively. Here, you’ll find bite-sized tips for a bite-sized price on differentiated instruction, teaching vocabulary, improving reading comprehension and lessons and oral instruction among others. click here to purchase the book: http://www.tipsbooklets.com/index.php?page=prodlist.php&p=609&c=54 Following you'll find just 10 of the many tips you can find in my book.

1. Provide ELLs with opportunities to work
individually that allow them to progress at
their own pace. In a regular day to day lesson,
you can say to your class: “Do as much of question
5 as you can in 10 minutes,” or “Choose
which question you want to start with.”


2. Help English language learners master
the spelling and the vocabulary of different
lexical items by grouping words according
to their learning abilities (i.e., lower, middle, and
higher performing groups). You might also give
ELLs two lists of words: one required and one
optional.


3. Consider the needs of primary school
children when planning differentiated
lessons. Use small groups for short, focused instruction
when there is a small group of students
who struggle with an alphabet letter or sound.


4. Group children based on a book choice
that supports a theme. If the theme is survival,
for instance, each group of children would
read a different book that shares this theme.

5. Plan every lesson to include three parts:
a great beginning, an engaging middle,
and a satisfying ending. Planning reading lessons
strategically engages ELLs right away and, as a
result, fewer discipline problems occur.

6. Provide students with real-life learning
experiences that are connected to learning
both in and out of the classroom. Turn a dull
textbook subject into an active learning experience
that also relates to a real-life situation. Students
love the subject of “money.”

7. Pre-teach vocabulary using the student’s
native language if possible. Using an
ELL’s mother tongue is one way to integrate ELLs
in the general education classroom.

8. Check work regularly. Build on students’
lack of understanding to re-explain and
re-teach certain learning concepts.

9. Break complex content into manageable
portions or steps. Keep it simple with
small amounts of information and directions presented
at a reasonable pace to succeed.

10. Create simple systems like a “buddy system”
where an ELL is paired with a native
English speaking student. This eases isolation
and helps an English language learner adjust to
his/her new classroom.

To get more great tips from Dorit visit her websites:
www.newteacherresourcecenter.com
www.newteachersignup.com
sassondorit@gmail.com

Kathy's websites:
Moving Through all Seven Days link:http://www.lulu.com/content/e-book/moving-through-all-seven-days/7386965#http://www.helium.com/users/406242.html
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Tuesday, October 6, 2009

Tips for New Preschooler Teachers by Adrienne Carlson


It’s never easy to teach children. Kids are unpredictable, they tend to become cranky when they’re uncomfortable or hungry, and they may throw tantrums when they don’t get their way. But, they’re so much fun to be around; their energy is infectious, and they show their affection for you in more ways than one. Kids are both exasperating and lovable, so when you’re teaching a group of preschoolers, you need to learn how to remain calm under all circumstances.

Don’t stay strictly to your plans: When you’re teaching preschoolers, you cannot stick rigidly to your plans, either for your lessons or schedules. You must be able to improvise and go with the flow; otherwise you’re going to end up feeling very frustrated.

Use stories to good effect: If there’s one thing that’s bound to hold a child’s attention, it’s a story. Use costumes, props, and story related activities to keep their interest. They also enjoy things that are not routine, like a trip to the playground or a game of catch in the park. So mix up ideas and routines when you’re in charge of preschoolers.

Discipline should be firm but gentle: Be firm in your authority without frightening the child into submission. You must be able to make the child understand that in the classroom, he or she is just like the rest of the children and they must follow the classroom rules. Get children involved in setting the rules so they will be more likely to obey them.

Maintain good relations with the parents: When you teach preschoolers and interact with them on a regular basis, you must know their parents well and be able to maintain good relationships with them. Treat all kids and parents equally to avoid criticism and accusations of bias.

Kids are quick and enthusiastic learners, so you can bet your teaching experience will be rewarding and satisfying.

By-line:
This guest article was written by Adrienne Carlson, who regularly writes on the topic of accelerated online degree http://acceleratedonlinedegree.org/. Adrienne welcomes your comments and questions at her email address: adrienne.carlson83@yahoo.com

Moving Through all Seven Days link:http://www.lulu.com/content/e-book/moving-through-all-seven-days/7386965#http://www.helium.com/users/406242.html
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Monday, October 5, 2009

THE MANIPULATIVE CENTER


Activities

*Use vocabulary to define quantities and relationships and make comparisons
*Demonstrate concepts such as part and whole by sorting, matching, sequencing and classifying
*Form groups by sorting and matching
*Develop perceptual awareness skills
*Practice counting
*Experience-basic-addition/subtraction concepts
*Discover similarities and differences
*Develop small muscles, grasp and wrist rotation with puzzles and connecting pieces
*Develop three dimensional eye-hand coordination
*Make and repeat simple patterns using objects
*Discover color, shape, line and texture
*Work-on-persistence,-attention-and problem-solving skills

Getting Organized

For children to use puzzles and other small-scale manipulative materials, there needs to be a defined area for their use away from foot traffic. There should be small tables, benches and an open space with a floor mat where individuals or small groups can play games. Many varied and interesting materials can be assembled for use in this area – anything that invites children to construct, fit things together or develop patterns. Shelving at the child’s level, with picture and word labels for containers, will keep the area from becoming messy. Puzzles and manipulatives need to be rotated as children look for the next level of challenge.

Basic Equipment


*Puzzles of varying difficulty and puzzle rack
*Matching games
*Pattern blocks and patterns
*Linking and Lego-type materials
*Beads and string with bead patterns
*Button, zip, lacing and snap boards
*Light table with clear, colorful sorting and
patterning objects
*Counting objects
*Peg and geo boards
*Building sets/Legos
*Simple dominoes and Lotto games

The art of teaching is the art of assisting discovery
by Mark Van Doren


"Doing things well with their hands is important for many things children will learn in school. They need to be able to hold pencils and crayons correctly so they can learn to write and do mathematics. Play that involves the use of hands, muscles and eyes helps children develop coordination and problem-solving skills. Puzzles and pegboards give practice coordinating hand-eye movements. Simple number games aid the learning of concepts and functions of numbers. In particular, children this age need a lot of practice in digital dexterity – opening and closing items and using things without dropping, breaking or spilling them. If they can’t use their hands well, they will be afraid to try new things, and trying new things is an important way that children learn."

Moving Through all Seven Days link:http://www.lulu.com/content/e-book/moving-through-all-seven-days/7386965#http://www.helium.com/users/406242.html
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Saturday, September 19, 2009

MOVEMENT LESSONS P-Z!



The letter P. Playing with the parachute with our partners in PE. Learning about percussion for our musicians-to-be.

The letter Q. Who is queen for the day? That’s the question. And when we are really quiet we can answer using gestures. Introduce the art of mime. Mime out stories about queens.

The letter R. After the races are run, and we’ve rock ‘n’ rolled like the best, we deserve to relax and to rest. Have an oldies rock n' roll party. Dress up like the fifties, watch the movie, "Grease," and learn the old dances. (twist, stroll, jerk, monkey, mashed potatoes)

The letter S. How about throwing snowballs? Or take your chance to dance with spiders and scarves. Dance like spiders on all fours. Investigate all the ways to dance with a scarf.

The letter T
. The T is toe-tapping, tap dancing, tail-tagging, target-throwing, tennis-ball-tossing fun.

The letter U. The letter U goes up and under, and up and under all over the U.S.A. Create a USA shape on the floor with masking tape. Travel across the country going up on a raised platform, jumping down, and crawling under a mop handle.

The letter V. Who would not like to see themselves on video while wearing vests, and playing volleyball at their best? Make paper vests in two colors, one for each team. Set up a rope as a net, and hit balloons over it.

The letter W. Which way does the wind blow? North, south, east, or west? Winter wonderland is where you might go. Create a winter wonderland obstacle course with fake snow, inclines, and snowball throw through the hoop.

The letter X. Design pathways and crossroads, play a game of tic-tac-toe, and accompany the movements on a xylophone.

The letter Y. The letter Y is part of the sign for "I love you." We measure and jump a yard and learn to yo-yo, too.

The letter Z. What a way to end: with a zoo. We have a zebra, and the elephant is back, too. We zigzag from side to side.

Moving Through all Seven Days link:http://www.lulu.com/content/e-book/moving-through-all-seven-days/7386965#http://www.helium.com/users/406242.html
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Friday, March 20, 2009

15 KEYS TO UNLOCKING THE WORLD OF READING TO CHILDREN!



There's nothing quite like seeing a child's eyes light up with joy because he/she has finally read their first word. Having fun with language is the key you need to unlock the world of reading to your child. The following are tips for hooking kids on reading along with fun activities. Try them and see what works for you and your child.
1. Make reading a habit. Give your child lots of opportunities to read. Bring a book with you wherever you go. They can read in the car, or waiting in the doctor's office. Make a ritual of reading at bedtime.
2. Play a rhyming game with a puppet. Have the puppet say, "My name is Mark. Can you find words that rhyme with Mark?" If the answer is yes, jump up and down, and if the answer is no, squat down low. "Does park rhyme with Mark? Does ball rhyme with Mark?"
3. Trace and say letter sounds. Involving the senses of touch, sight, and speech is a powerful tool for learning letter sounds. Use a finger to trace a letter while saying the letter sound. Do this on a paper, in a sandbox, or on a plate filled with sugar.
4. Play sound matching games. Using a set of alphabet letters, have your child pick the letter that matches the sound you make. Start with five letters and add more letters when your child is ready. Visit http://educationtipstrt.blogspot.com for more phonics games.
5. Pick books that are the right difficulty level for your child. The aim is to give your child many successful reading experiences. Have fiction and non-fiction books available.
6. Have your child watch your lips to see how you make certain sounds. You can ask, "Can you see my tongue touch my teeth when I say (th)? Does it tickle your tongue?"
7. Play sight word concentration games. Make two sets of common sight words, and have them hunt for pairs. If they can read the word, it goes in their pile.
8. Point out words all around the town. (traffic signs, grocery signs, advertising signs)
9. Gently correct your young reader when the meaning of the story is lost..
10. Say silly tongue twisters, sing songs and say rhymes. This will help kids become sensitive to sounds in words.
11. While you read aloud, use musical instruments to create suspense, or a silly, happy or sad atmosphere. This can bring a story to life and keep your child engaged. You can even make simple shakers with beans or rice inside a can.
12. Create the atmosphere you find in the book. For example, use a poster board to build a rocket if the book is about outer space. When you read aloud, read with expression and proper phrasing.
13. Have the children act out what you read. If the character walks to the store, they should be able to walk in place as they reach a door and open it and grab some groceries. This should be fun and can help on those days it's raining out and their energy levels are high.
14. Use a prop bag to illustrate parts of the story. If you're reading, "Miss Spider's Tea Party," you might pull the following items out of the bag: rubber bugs, a tea cup, silk butterflies, or a handkerchief to wipe the spider's tears away.

15. Do a fun activity that relates to the book in some way. For instance, if the book is about a tall person, make your own stilts using metal cans. Punch two holes on either side of each can, near the bottom. Measure a piece of rope so it is the appropriate length for children. Thread one end of the rope into each hole and secure with a knot. To walk on stilts, children stand on the cans, holding the rope in their hands. (Verify that the edge of the can is not sharp, and add masking tape for extra protection.) If you read a book about lions or the circus, you can have your child jump through a hoop like a lion at the circus. This activity may be done indoors or outdoors. Add words of encouragement such as, "Come, my beautiful lions!" Continue raising the hoop, then alternate between high and low.
Keep reading fun! With activities like these you can inspire your child to practice every day. The more kids see and work with words, the more they are able to effortlessly decode them. Be patient and encourage them. This will give them the desire and confidence to continue to learn, and soon they will be hooked on reading.
“MOVEMENT AND RHYTHM” NEWSLETTER! By Kathy Stemke

It's finally done! The first issue is full of the latest information, activities, and games for the home or the classroom. This issue addresses topics like: "Why Use Movement to Teach?" "Musical Consonants in Action," and "Activities for Gross Motor Skills." Future newsletters will include book reviews and children’s author interviews. You'll be updated on educationtipster's upcoming events like the Virtual Book Tour and the FREE teacher teleseminars .

Just sign up on Kathy Stemke's blog:http://educationtipster.blogspot.com.
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Wednesday, February 25, 2009

NEWSLETTER SUBSCRIBERS ALERT!!!

THANK YOU FOR THE INCREDIBLE RESPONSE TO MY NEWSLETTER!!

If you sign up for my newsletter, you will be sent a confirmation email from getresponse.com. You must confirm your subscription or you will be automatically eliminated from my list in 30 days.

Thank you to the many people who have emailed me with excellent comments about the newsletter. I have noticed that some of you have been taken off my list. If you do not get my March newsletter by March 5, please sign up again and confirm your subscription. Thanks for your support.

HERE'S WHAT OTHERS ARE SAYING:

Fantastic newsletter! I am going to enjoy reading your newsletter and look forward to trying lots of the activities with the children I teach.

Thank you,
Mary K.

My absolute favorite part of your newsletter was your Musical Consonants in Action to the "If You're Happy and You Know It" tune!! Having just published my first ABC book, I'm a bit obsessed with the alphabet at the moment. :) But I loved this song and think it's a fun, engaging way to practice letters, sounds, vocabulary, and movement. Well done! May I share this song? I would love to pass it on to the teachers I help train at the University of Texas at Arlington?

Keep up the great work!

Bernadette

Thank you for the newsletter. I am a literacy mentor and loved your song, if you are happy and you know it, I am planning on sharing it with the teachers that I work with.

Thank you,
Cathy Kallevig

Great Newsletter!! I especially liked "Awareness of Space"-something I can teach my son. I will use these tips on my own children.

Thanx,
Mynt

Both parents and teachers of small children will want to subscribe to Movement and Rhythm, a valuable new resource from educator and children's author, Kathy Stemke. This free newsletter is chock full of original articles, activities, and other offers to make education and teaching more fun and effective both inside and outside the classroom.

Suzanne Lieurance
The Working Writer's Coach
http://www.workingwriterscoach.com

I love your newsletter! As a classroom teacher working for the school district I am required to document my on-going "professional development." Frankly, it can become very boring. Your content is set up in easy to read blocks and the way it is written translates immediately into something I can do right now with the kids.
Please continue with this awesome resource!

Versana Polidore
Thomas Gibbs Elementary School
Classroom teacher


Kathy Stemke's "Movement and Rhythm" Newsletter is a must read for all parents and teachers of little ones. I remember having my children clean their rooms to music, as we sang little songs. Learning through movement and rhythm is a good means for teaching many things, as well as helping children learn to appreciate music. After all, many of us still sing the Alphabet Song to ourselves when we need to check the alphabet.

Vivian Gilbert Zabel
Publisher 4RV, Author, Educator
http://viviangilbertzabel.com/

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Thursday, February 5, 2009

GREAT TEACHING TIPS FOR READ ALOUDS!


READING ALOUD TO CHILDREN

Research indicates that reading books to children is the single most valuable activity in helping children learn to read.

1. Be dramatic and have fun! The more enthusiasm you show to the children, the more they will enjoy the book.
2. Run your finger underneath the words as you read to signal that the print is telling the story.
3. Relate events in the book to events in the children's lives.
4. Leave plenty of time to explore the illustrations. Encourage children to find things in the pictures.
5. If a child asks a question, stop and answer it. The book may open up important discussions with your children. It can serve as a launchpad to many subjects.
6. Do fun activities that relate to the book.
7. Use musical instruments to create suspense, silliness, happy and sad sounds. This can bring your story to life as well as keep each child engaged.
8. Have the children act out what you read. If the character walks to the store, they should be able to walk in place as they reach a door and open it and grab some groceries. This should be fun and can help on those days it's raining out and their energy levels are high. It's a good idea to give them boundaries for control. You could have them stay inside a hoop on the floor.
9. Use a prop bag to illustrate parts of the story. Collect items that pertain to the story, and display them when they are mentioned in the story. Let's say your reading, "Miss Spider's Tea Party." You could take out rubber bugs, a tea cup, silk flowers, or a hankerchief to dry Miss Spider's eyes. If your story is about bananas, pull some bananas out of the prop bag. It would be fun to eat them while they listen to the rest of the story.
10. Ask the children questions about the story. Reading comprehension is one of the hardest things to teach a child if it doesn't come naturally to him. In order to comprehend something, you must be paying attention to it. Help children to develop their ability to comprehend stories by asking questions either about what they think is about to happen or what has already happened. This develops critical thinking, which helps later in life in making major decisions.

LISTENING TO CHILDREN READ ALOUD

Your attention and praise is essential to encourage continued success in a child's continuing efforts to learn to read.

1. If a child is learning to read and asks for a word, give it immediately so that the meaning of the story is not interrupted. DO NOT ask the child to sound out the word.
2. On the other hand, if the child initiates the act of sounding out, don't intervene.
3. If a child makes a miscue, listen for the meaning of the miscue. If the word "road" is substituted for the word "street," no meaning is lost. Don't stop the reading for a correction.
4. If the miscue makes no sense, like using the word "horse" for "house," ask the child to reread the sentence because you're not sure you understand what's been read.
5. Most importantly, give lots of praise! Praise from you is critical for futher risk-taking and learning.

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Tuesday, January 27, 2009

TELESEMINAR: PREVIEW CALL FOR NEW TEACHER COACHING PROGRAM



No matter how determined we are, sometimes we just aren’t ready to see the big picture in terms of how we would like to see ourselves engaging our students more successfully. Yet, when our presentations or lessons DON’T go according to our plan, that is often the time when we are one step closer to seeing the bigger picture.

So join Dorit Sasson and me this Thursday, January 29th at 7pm EASTERN for a FREE teleseminar on “Creating a Clearer Vision to Help You Engage Your Students More Effectively!” This teleseminar is actually a FREE preview call for New Teacher Coaching Program where you’ll find out why so many new teachers don’t manage to become successful at engaging their students On this call, you will also receive tips so you CAN become a successful and confident teacher in 2009! Go to Dorit’s website for more information. http://newteacherresourcecenter.com/
Hope to talk with you soon!

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Friday, January 9, 2009

Sight Words: Tips for Parents

Just click on the link below to read the rest of this great article! Sight Words: Tips for Parents
Parents are often asked to help their children learn the sight words which are esstential to becoming a fluent reader. Use the tips and activities in this article to help your child succeed.
http://www.associatedcontent.comarticle/1006776/sight_words_tips_for_parents.html

Monday, October 6, 2008

BECOME A FOLLOWER OF THIS BLOG!


If you become a follower, you will be updated on your dashboard when a post is published. I would appreciate comments on what you like or don't like about the blog, as well as what you'd like to see more of on this blog. I hope to hear from you. Thanks Kathy

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Friday, September 5, 2008

Handwriting Word Clues


For capital A, start at the rooftop, go down the slide to the sidewalk, then down the slide the other way, and cross at the fence.
For lowercase a, don't start at the fence. Start under the fence. Go up and touch the fence, then around and touch the sidewalk, around and straight down.
For capital B, go straight down to the sidewalk, around for his big chest, and around for his big tummy.
For lowercase b, start at the roof, go down, b-b-bounce up and around.
For capital C, start just below the rooftop, go up to touch, around, and up.
For lowercase c, start like little a: Go up and touch the fence, then around and up.
For capital D, start at the roof, go straight down, pick up, and go around.
For lowercase d, first little c, then little d.
For capital E, go down for a strong backbone, over for his hat, over for his belt, over for his shoes.
For lowercase e, get in the center of the space below the fence; go toward the door (or window), up to touch the fence, around and up.
For capital F, go down, over for his hat, over for his belt (but no shoes).
For lowercase f, start to make a little c up in the air, then straighten it out, go down, and cross at the fence.
For capital G, form a big C, then come back to the line to give him a tray to hold straight.
For lowercase g, first make a, then, gee, that's a good idea: If the ball falls, it falls into the basket.
For capital H, down for a wall, down for a wall, then cross at the fence.
For lowercase h, start at the rooftop, come down, and hump over.
For capital I, start with a straight back, then give him his headdress and his moccasins.
For lowercase i, go down from the fence, and give him a feather.
For capital J, go down, and turn to make a basket, and put his hat on.
For lowercase j, start at the fence, go down through the sidewalk, and turn the same way, and give him a dot.
For capital K, go down, come out here, into the center, and down to the sidewalk.
Lowercase k is just as tall as his daddy. Start at the rooftop, go down, pick up at the fence, into the center and down.
For capital L, go down and turn the corner.
For lowercase l, just a straight line down from the rooftop to the sidewalk.
For capital M, go down straight, down the slide, up the slide, and down straight.
For lowercase m, go down, hump around, hump around.
For capital N, go down straight, down the slide, down straight.
For lowercase n, go down, up, and hump over.
For capital O, always form a C first, and then close it up.
For lowercase o, same way: first a little c and close it up.
For capital P, go down, pick up, and around to the fence.
For lowercase p, start at the fence, go straight down into the ditch, come up and put his chin on the sidewalk.
For capital Q, first make a big O, and give the queen her walking stick.
For lowercase q, start with an a, come down, and give the queen some curly hair.
For capital R, down, pick up, and around to the fence, then slant down.
For lowercase r, down, up, and hook over.
For capital S, first form a c up in the air between the rooftop and the fence, then swing back.
For lowercase s, form a tiny c up in the air, and then swing back.
For capital T, go down and cross at the top.
Lowercase t is just a teenager, not as tall as his daddy, but not short either; cross at the fence.
For capital U, down, curve, and up (no stem).
For lowercase u, down, curve up, and straight down for a stem.
For capital V, slant down and up.
For lowercase v, slant down and up.
For capital W, slant down, up, down, up.
For lowercase w, down, up, down, up.
For capital X, down on a slant, pick up, back in the other direction.
For lowercase x, down and back.
For capital Y, start with a v up in the air, and put a stem on it.
For lowercase y, go down on a slant, pick up your pencil, slant down, touch, and on into the ditch.
For capital Z, make a 7, and then go back.
For lowercase z, make a little 7, and then go back.


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Friday, August 22, 2008

SKIP COUNT BY 3!


A great way to help kids learn their 3 times table is to teach them skip counting by 3's. See how fast they learn skip counting by 3's when you teach them this simple rhyme. You may even want to create a little dance to go with the rhyme. Remember, the more senses a child uses to learn something, the more he will be able to retain.


Skip, skip, skip, count by 3.
Skip, skip, skip, count with me!

3, 6, and then there’s 9.
Now repeat, that’s just fine!

12, 15, then 18.
Don’t be mean, count 18.

21, 24, 27.
Count straight up, up to heaven.

30, 33, 36.
Just for kicks, get in the mix.

Skip, skip, skip, count by 3.
Skip, skip, skip, count with me!

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Tuesday, August 19, 2008

Teaching Tips for Early Readers


There’s nothing quite like seeing a child’s eyes light up with joy because they’ve finally read their first word. Having fun with language is the key you need to unlock the world of reading to your child. The following are tips for hooking kids on reading. Try them and see what works for you and your child.

1. Make reading a habit. Give your child lots of opportunities to read. Bring a book with you wherever you go. They can read in the car, or waiting in the doctor’s office.

2. Play a rhyming game with a puppet. Have the puppet say, “My name is Mark. Can you find words that rhyme with Mark?” If the answer is yes, jump up and down, and if the answer is no, squat down low. “Does park rhyme with Mark? Does ball rhyme with Mark?”

3. Trace and say letter sounds. Involving the senses of touch, sight, and speech is a powerful tool for learning letter sounds. Use a finger to trace a letter while saying the letter sound. Do this on a paper, in a sandbox, or on a plate filled with sugar.

4. Play sound matching games. Using a set of alphabet letters, have your child pick the letter that matches the sound you make. Start with five letters and add more letters when your child is ready.

5. Pick books that are the right difficulty level for your child. The aim is to give your child many successful reading experiences. Have fiction and non-fiction books available. Dig deep into the meaning of books. Ask comprehension questionsd.

6. Have your child watch your lips to see how you make certain sounds. You can ask, “Can you see my tongue touch my teeth when I say (th)? Does it tickle your tongue?”

7. Play sight word concentration games. Make two sets of common sight words, and have them hunt for pairs. If they can read the word, it goes in their pile.

8. Point out words all around the town. (traffic signs, grocery signs, advertising signs)

9. Gently correct your young reader.

10. Say silly tongue twisters, sing songs and say rhymes. This will help kids become sensitive to sounds in words.

Keep reading fun! With activities like these you can inspire your child to practice every day. The more kids see and work with words, the more they are able to effortlessly decode them. Be patient and encourage them. This will give them the desire and confidence to continue to learn, and soon they will be hooked on reading.

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Friday, August 15, 2008

Help your Preschooler Learn Large Motor Skills






Have you ever watched a group of children playing and noticed that some of them were uncoordinated and clumsy? These children need to develop their gross motor skills. Gross motor skills include: balance (the ability to maintain equilibrium), body awareness (for improved posture and control), laterality (awareness and coordination of the left and right sides of the body), spatial awareness (awareness of the body position in space and in relation to other objects in space), and major muscle coordination. These skills are needed for athletic activities and more importantly, physical coordination in their daily activities.

Physical activity should be a positive and fun experience for kids. Developing positive attitudes about movement at an early age is essential to making a commitment to an active lifestyle. Mastering some fundamental large motor skills means children are able to participate in a wider range of activities.

Because no two children are alike, some activities need to be modified to fit your individual child. Younger children have shorter attention spans and need more variety to maintain interest. Kids also need to be given the time to explore solutions to movement problems in free play situations and in independent creative settings. Activities should be fun, non competitive and success oriented. Make sure you keep the sctivity below their frustration level, or the point where the child has difficulty succeeding. Kids should be given adequate instruction and plenty of time to practice. Skills should be taught in a sequential manner. Kids need to feel safe while learning so there should be boundaries, rules and routines that they can follow. And most importantly, remember to give them tons of praise.

The three main types of skills that should be covered are stability skills (bending, balancing, stretching, swinging, twisting, dodging), locomotor skills (walking, running, jumping, hopping, leaping, skipping, galloping, climbing, rolling, creeping, crawling), and manipulative skills (throwing, catching, rolling, bouncing, kicking, striking, trapping). The suggested activities are endless. Here are some aimed for 3-5 year olds.

1. Play with a large ball. Kick the ball with one foot, and then the other. Throw and catch the ball, too. If your child has trouble catching a ball, you can slow down the process by using a chiffon scarf. The scarf moves slowly and has lots of surface area to grab.
2. Have a set of props that your child can use for exploration. Examples: scarves, hoops, sticks, flags, bean bags.
3. Play "Simon says," so your child will have to copy your movements, and improve his
listening skills. In "Mirror images" you face each other and mimic the leader's actions. Remember to go slow enough for your child to keep up. These activities are good for developing laterality and spatial awareness.
4. Play the balance game. Ask your child to count how long they can balance on one foot. Use a variety of balances holding your foot in several positions.
5. Ask your child to gallop like a horse or slide like a baseball player.
6. Log rolls or forward rolls are good for body rotation skills.
7. Tag is great for practicing sprinting, stopping, and changing direction quickly.
8. Kids can develop their skills in climbing and hanging by using playground equipment. This type of environment fosters development in spatial awareness, body tension and grip strength.
9. Learn action songs. Tell your child to act out animal moves: slither like a snake, waddle like a duck, or jump like a kangaroo. You can combine phonics and action with the "Animal Action Phonics Rhymes" found posted on this blog.
10. Set up obstacle courses with tunnels to crawl through, hoops to jump in, and inclines to
roll down.

Now is the time to give your child the right environment and opportunities to develop their large motor skills. Each time your child solves a movement problem it is recorded in his muscle memory. Gross motor memory is vital at this stage as it allows a child to recall the muscular steps used in the past for successful performance. Numerous muscle groups must be rapidly engaged, so that the right muscles are accomplishing the necessary steps at the right time. For some kids these processes will be nearly instinctive and for others continual training will be required. Have fun and enjoy this special time with your preschooler.

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Saturday, August 9, 2008

MATH DOUBLE TALK



Try this fun rhyme to teach adding doubles. Kids love to say it like a rap song.

1 plus 1 is 2 That's so true, I said 2.
2 plus 2 is 4 Yes, that's more, I said 4.
3 plus 3 is 6 That's the mix,I said 6.
4 plus 4 is 8 Don't be late, I said 8.
5 plus 5 is 10 Come on men, I said 10.
6 plus 6 is 12 It's time to shelve the number 12.
7 plus 7 is 14 Don't be mean, it's 14.
8 plus 8 is 16 It's so keen, It's 16.
9 plus 9 is 18 Have you seen? It's 18.
10 plus 10 is 20 Come rhyme with me, up to 20.

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