tag:blogger.com,1999:blog-18644217319773297382024-03-18T13:18:20.249-04:00Maggie's Big HomeLoads of free teacher written and tested practical ideas for preschool and Head Start teachers and families. Aligned with standards. Designed for fun and school readiness. Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.comBlogger252125tag:blogger.com,1999:blog-1864421731977329738.post-87562504997082735602018-08-28T10:06:00.000-04:002018-08-28T10:06:58.905-04:00It’s All Fun: Getting the Attention of Young Children <br />
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Do
you turn off the lights to let children know it is time to change activities?
Perhaps you all sing a clean-up song together. There are different ways we can
get the attention of children. But the key to this is to have a “tool bag” of
strategies. This is helpful as sometimes one strategy loses its effectiveness.
Additionally, we sometimes give a direction and expect it will be immediately
followed. Teachers (and their students) benefit when there are a variety of
“attention getting” approaches from which to choose. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">We
believe it is important to make school settings age-appropriate as we want to
set the stage for the idea that learning can and should be fun and enjoyable.
This is why we encourage teachers to avoid negative comments and to highlight
the positive. Even simple statements such as, “I like how Bennett is sitting
and looking at me. He is ready to listen,” can be essential. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Notice
that not only have you highlighted the positive but you have used the child’s
name in a positive way. This contrasts to saying something like, “Bennett you
need to sit down.” When children hear their names it is reinforcing, even in a
negative context. This means some children may ignore you, just to hear their
names! We want to avoid this. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Additionally,
the comment, “I like how Bennett is sitting and looking at me. He is ready to
listen,” includes information about WHAT is expected – looking at the teacher.
Simple statements like this help children learn. They are not just complimented
but are reinforced for and are learning the key behaviors. This is essential! </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Now
back to creative ways to get children to listen and follow directions. We like
and use callbacks. There are the oft-used ones such as the following:</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">1,2,3,
eyes on me.<span style="mso-tab-count: 1;"> </span>- <span style="mso-tab-count: 1;"> </span>1, 2 eyes on you!</span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Hands
on top.<span style="mso-tab-count: 2;"> </span>-<span style="mso-tab-count: 1;"> </span>Everybody stop!</span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">All
set?<span style="mso-tab-count: 3;"> </span>-<span style="mso-tab-count: 1;"> </span>You bet!</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">But
you can also integrate learning into your callbacks, too. Clap in a pattern and
have children follow that pattern. This encourages listening skills and
develops an awareness for patterns. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">You
may also want to use the titles of books you read or are planning to read. For
example you say, “Llama, Llama,” and children respond, “Home with Mama.” </span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">You
can also use harmonicas, little bells, or even toy xylophones to encourage
listening. You may even want your “helper of the day” to use these instruments.
</span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">We
like to start the morning by teaching the “attention getter” for the day. You
can do this as part of calendar time. Keep in mind that when we change the
callback each day, this keeps children listening (an important school readiness
skill), is fun, avoids boredom, and keeps a positive atmosphere in your
classroom! </span></div>
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</style>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com9tag:blogger.com,1999:blog-1864421731977329738.post-49104355955044860372018-08-21T10:45:00.001-04:002018-08-21T10:45:09.940-04:00It’s All Fun: Developmentally-Appropriate School Readiness
<br />
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">As
you are getting ready to talk with families about how to be sure children are
school ready, we are reminded of an important idea. It is more important that
schools are ready for children than it is for children to be school ready. We
need to be sure we are not pushing children beyond what is
developmentally-appropriate for their age. Consider the idea of asking a large
group of children to sit, ‘criss-cross applesauce’ for long periods of time on
the carpet. Many times, this only leads to antsy children and trouble. It may
be beyond what young children should be asked to do. This goes for “sitting on
your bottom” in a chair. As a wise teacher one told me, “They won’t go to
college bouncing in their chairs.” If you are having management issues in your
classroom, it is so important to stop and ask yourself if you are asking
children to do things that are beyond their developmental age. </span>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">It
is also important to explain this to families, too. I have heard of homes where
young children were asked to sit with flashcards at night. This is likely not
something we want to do with preschoolers. Rather, we want to encourage a love
for learning. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">There
are developmentally-appropriate ways we can encourage children to become
school-ready. For example, board games are a wonderful way for children to
learn how to take turns and follow rules. They can see counting in action as
pieces are moved along a board. Mathematical one-to-one correspondence becomes
meaningful. Reading (if a part of the game) can develop print awareness concepts.
These are all helpful and age-appropriate ways to encourage children to become
a part of a classroom community. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">It
is also helpful to explain to families that modeling is a key part of
developmentally-appropriate school readiness, too. When an adult reads a
newspaper or book, a child sees that adult engaged in literacy. We all know
that young children like to mimic. They will then be more willing to pick up
reading material when they see it as a part of a family’s home life. Often
adults do their personal reading after children go to bed. It is important that
we show children we read for information or pleasure, too. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Children
can see mathematics at work in homes. If following a recipe, encourage families
to talk the recipe aloud. Show children measuring spoons and cups and their
importance to creating a favorite dish – like three-layer bars! </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">School
readiness is not going into a preschool classroom reading sight words or using
scissors perfectly. Rather, it is being able to get along with others and
understanding the concept that literacy and mathematics are useful skills that
everyone uses. The skills will come later! <span style="mso-spacerun: yes;"> </span></span></div>
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</style>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com3tag:blogger.com,1999:blog-1864421731977329738.post-75078726207691791042018-08-14T08:26:00.001-04:002018-08-14T08:26:25.769-04:00School Readiness Skills: Answering Questions <br />
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt; line-height: 150%;">We all know how important it
is to read orally to young children. When we share books, in any language, we
are modeling fluent reading, including expressive ‘voices,’ proper phrasing,
and an appropriate pace. Oral reading supports vocabulary development as
children begin to understand that clues to understanding new words can be found
in the context of a paragraph and in text features, such as pictures. All of
these are necessary components of a child’s future reading success. </span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt; line-height: 150%;">But beyond that, we can use
the pictures to help give children the idea that we need to use a book (text)
to answer questions. This helps children understand the importance of using
facts to support our answers. In school, children will be required to answer
text-dependent questions. We can help develop this school-ready skill, not to
mention that using facts as the basis for responding to questions and forming
opinions, helps develop an educated society.<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt; line-height: 150%;">Here is an example of how you
can do this for preschoolers.</span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBOfGxmHsv9hA9R1foefk_swwsHwwWxcd8QY0JArGPSLjEED_gOtkF2c0WvpI6ApKu3I5mhlVOtWUr2RvjpQF_ZoPBn1fCzPMcaKue8ioq4E9jbVpXUZHqwGQfHMjGiuJF2rc65Ie6XD8/s1600/IMG_6146.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBOfGxmHsv9hA9R1foefk_swwsHwwWxcd8QY0JArGPSLjEED_gOtkF2c0WvpI6ApKu3I5mhlVOtWUr2RvjpQF_ZoPBn1fCzPMcaKue8ioq4E9jbVpXUZHqwGQfHMjGiuJF2rc65Ie6XD8/s320/IMG_6146.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">From <i>Llama Llama Mad At Mama</i> by Anna Dewdney.</td></tr>
</tbody></table>
</div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt; line-height: 150%;">You can easily use the
pictures in age-appropriate books to help children respond to questions. In the
example picture above, you can ask literal questions like, “What colors are in Llama’s
shirt?” After a child answers, you should ask the child to point to the part of
the picture that shows the answer is correct. Of course, the child should point
to Llama’s shirt. <span style="mso-spacerun: yes;"> </span>Literal questions and
answers like this are easy to turn into text dependent questions. But, we can
and should go beyond the literal level of comprehension. </span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt; line-height: 150%;">Ask deeper questions about
characters, which are still part of preschoolers' abilities. For example, you
might ask, “How is Llama feeling?” This is not a literal question, but it is still possible to use facts from the picture to support a child’s claim. Most children would
respond that Llama feels mad. Then ask, “What makes you think that?” Children
need to use details from the picture like the look in Llama’s eyes, the shape
of Llama’s mouth, or his tongue being out as facts that resulted in them say, “mad.”</span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt; line-height: 150%;">Asking all children to support
their responses with details from a text is important as it helps everyone
develop a sense that facts matter! </span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<b><u><span style="font-family: "arial" , sans-serif; font-size: 14.0pt; line-height: 150%;">Standards Alignment:</span></u></b></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt; line-height: 150%;"><span style="font-family: "arial" , "helvetica" , sans-serif;">NAEYC - 2.E.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Head Start - VII.A.</span> </span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal">
<br /></div>
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</style>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com5tag:blogger.com,1999:blog-1864421731977329738.post-68154656813771873082018-08-07T09:52:00.001-04:002018-08-07T09:52:13.567-04:00Yes, Really - Children LOVE Interesting Words! <span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">This was an unusual sight - </span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><br /></span></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVZOOO4xe7P74o8aOEqnXVaf07g-DC1qUs8tEJrQZt0NJ0O1NMhgkiaJ6oksr6KtY8u564_CB8YnVSi8zI2txjWEEm1cWfR6rMPIsQZWcP3t32zlhtWede-4_le3O8pvVVn_hcL6GXycI/s1600/IMG_5958.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVZOOO4xe7P74o8aOEqnXVaf07g-DC1qUs8tEJrQZt0NJ0O1NMhgkiaJ6oksr6KtY8u564_CB8YnVSi8zI2txjWEEm1cWfR6rMPIsQZWcP3t32zlhtWede-4_le3O8pvVVn_hcL6GXycI/s320/IMG_5958.JPG" width="240" /></a></span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">While walking on a dirt road through a forest, we saw a kaleidoscope of butterflies. Yes - a group of butterflies is a kaleidoscope, rabble, or swarm. We used the word, <u>kaleidoscope</u>, as it seemed to give a clear picture of the meaning of the word. When talking with children about this, they became excited about the ever-changing picture of a kaleidoscope and its apt description of the way butterflies can have ever-changing colors as they move. </span></span><br />
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Other interesting group names can be shared as children look at photos of various animals. You can elicit engaging conversation and creative thought when you show a group of giraffes. Have children discuss what they might call several giraffes together. Amazingly, some might even come up with the actual word - <u>tower</u> - which is a fun description for these towering animals. </span></span><br />
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Here is a brief list of some fascinating animal group names: </span></span><br />
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Hedgehogs - Prickle</span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Ants - Army</span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Cockroaches - Intrusion</span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Gulls - Screech</span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Hyenas - Cackle</span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Leopards - Leap</span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Tigers - Ambush</span></span><br />
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">These are just some of the fun and unusual words you can lead children to understand and use. Think of how impressed families will be when children come home with this knowledge! </span></span><br />
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">But back to our initial photo. Did you notice that this </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">kaleidoscope seemed to be focused on a dead frog? Wow! </span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">This brings up more scientific vocabulary. Words like <u>carnivore</u> and <u>herbivore</u> can be used when describing photos like this. We often tell children when they use Level 3 (content-area) vocabulary like this, they sound like scientists. We also like to stop the class and applaud or give a finger clap when this type of vocabulary is heard in conversation. You know this will encourage more "big word" use by your children! </span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><u>Standards Alignment:</u></span></span></div>
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</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">
NAEYC - 2.D.04, 2.D. 06, 2.G.07.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">
Head Start - IV.A., VIII.A., VIII.B.</span></span></div>
Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-85138144958818564902018-07-31T09:13:00.000-04:002018-07-31T09:13:35.244-04:00Modeling Helps: Taking Care of Nature! <span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">When did my own concern for the environment begin? I remember it clearly. It was over 50 years ago and I was sitting at a small desk in a classroom. My teacher walked over to the coat closet and pulled out her jacket. She reached into her pocket to show us the trash she had stored in there - things like candy and gum wrappers. She then passionately told us that it was better to keep your trash until you could properly dispose of it. As this was in the early days of a "Do Not Litter" campaign, her words were powerful and meaningful. Since that day so long ago, I have remained committed to picking up trash. </span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">This little anecdote shows us how words paired with deeds and actions can be influential. It was my teacher's walk to the closet and her emptying of pockets that made a difference to me. When we want to encourage our children to care for Mother Earth, we can be the models. </span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">My dad always stopped for turtles on the road. He made sure no other traffic could hurt them as they crossed from one side to another. It will not surprise you to learn that I have carried on this 'tradition." Recently 15 minutes was added to an errand as I stopped for 3 turtles crawling across the roadway. </span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivHviv4OI1NUrJlw-4XpEC1vg7-MXMpSA1NScuN6U9BcA-ALq5qeQ-A4W3ypjuwjgMq3mBxRc-fszRokNw3GfQG6T3NsRfoHjTkTlu69jZpRqoAd6gNSL-kS9W-QuiOUut28EaYjG3dmE/s1600/IMG_5845.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1235" data-original-width="1600" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivHviv4OI1NUrJlw-4XpEC1vg7-MXMpSA1NScuN6U9BcA-ALq5qeQ-A4W3ypjuwjgMq3mBxRc-fszRokNw3GfQG6T3NsRfoHjTkTlu69jZpRqoAd6gNSL-kS9W-QuiOUut28EaYjG3dmE/s320/IMG_5845.JPG" width="320" /></a></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Now, I share this with children and show my pictures. I am confident that this modeling will have an impact on their love for nature. </span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">There are other ways we can encourage care for nature, too. I recently was at a gathering where a very young child began to pull the bark from a birch tree. His mother walked over and </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">kindly </span></span>explained that the bark was like the tree's skin. The tree needed the bark to protect itself. Later, I heard this same child explaining it to a little girl. The two nodded and agreed the tree needed its bark. </span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">There are so many ways we adults can be influential in developing a love for the environment in young children. Sometimes children are afraid of animals, like bats. We can sit down and read a book to them about the many ways bats help the world a better place for us by eating insects. Many children are afraid of bees. Discuss with them the importance of bees to plant life on Earth. </span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">We can make a big difference in the way children view their role on Planet Earth! Pair your words with actions, photos, and books. </span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><u><b>Standards Alignment: </b></u><br />
NAEYC - 2.G.03.
<br />
Head Start - XI.B.1. </span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"> </span></span><br />
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Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com5tag:blogger.com,1999:blog-1864421731977329738.post-54982378620329871682018-07-23T15:17:00.001-04:002018-07-23T15:17:28.714-04:00Teaching English Language Learners: Thinking About Language<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">"Put your jumper in the car boot." </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">What does that mean? </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">Those in Great Britain will understand that someone is being told to put their sweatshirt in the trunk of the car. </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">The sentence shows us that even in those countries that share language, terminology can be different. Even the name for the mark at the end of a sentence, a <u>period</u>, can be confusing as in the Commonwealth countries, the term, <u>full stop</u>, is often used. These examples show us that we often need to do a bit of research about the terminology used in those languages spoken by children in our classrooms. Terms can be different or words can mean one thing in one language and something else in another language. </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">Here are a few examples. A <u>trombone</u> in French is a <u>paperclip</u>. </span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">In Norway, the word <u>gift</u> means <u>poison</u>.</span></span>And <u>Ohio</u> means <u>Good Morning</u> in Japan. </span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><u>Mist</u> is a word for <u>manure</u> in German. </span></span> You can see how a child from Germany might be confused if you are talking about the weather being misty. </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">The above words show us that we need to understand the language of all children in our classrooms. This can be true for children from different parts of the country, too. Take a look at this sign: </span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguFY-SGVjUpZX34F4Dg17Y1QgSxgpBsneZaUZYtxQNPQ1hFnVkZD7Tj7b_Va5h1SCDnoAM7gBEBozabH0LrCkMcRuTnjrlzVcPT4BSNkz5WgkmPcqGPi7wpX27Sc6Rx6zwJtahPGHRjBY/s1600/IMG_5919-1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1361" data-original-width="1600" height="272" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguFY-SGVjUpZX34F4Dg17Y1QgSxgpBsneZaUZYtxQNPQ1hFnVkZD7Tj7b_Va5h1SCDnoAM7gBEBozabH0LrCkMcRuTnjrlzVcPT4BSNkz5WgkmPcqGPi7wpX27Sc6Rx6zwJtahPGHRjBY/s320/IMG_5919-1.JPG" width="320" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">This illustrates that children from areas like the upper Midwest can call a soft drink, <u>pop</u>. Those in other areas may say <u>soda</u> while others in the Boston may say <u>tonic</u>. This can be confusing for small children who move to a new area. It will help if those who greet newcomers take a few minutes to learn what terms might be used but confused. </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">When we understand our differences, it helps make everyone more comfortable. </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><u><b><span>Standards Alignment:</span></b></u><br />
</span></span><span style="font-size: medium;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">NAEYC - 2.D.01 & 03.<br />
Head Start - VIII.A. & B.</span></span> </span>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com128tag:blogger.com,1999:blog-1864421731977329738.post-29591095689883765292018-07-17T10:30:00.002-04:002018-07-17T10:30:46.450-04:00Teaching Your ELLs: Cognates and Beginning Phonics <span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">As we discussed last week, it is not necessary to know how to speak a second (or third!) language to teach English Language Learners (ELLs). Using 'best practices' of teaching will help you guide your young learners. For many of these ideas, please see last week's post. </span></span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">Another concept for you to consider is that of <u>cognates</u>. This is the term we use for words that are used in two or more languages and have the same root language. For example, English and Spanish are both descended from Latin. This means there are many words that are similar. Because pronunciation is different, these words can and do often sound a bit different, but many have enough similarities that children (and families) may feel comfortable seeing the labels in your classroom.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">This is an important consideration as you prepare your classrooms or daycare centers for the next school year. We use these labels to increase awareness of print and to help children begin to associate letters and sounds. When we add Spanish labels, too, this will help all children see the likenesses in the languages. </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">This also adds to the sound/symbol awareness and growth for children who are in the emergent stages of literacy. When children speak Spanish and see the Spanish word as a label, they can begin to associate letters with a sound. This helps teach the principle of sound/symbol association. This is a necessary literacy skill. </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">It is also a good model for families. When you invite these important adults into your room and they see these labels, they can then be encouraged to label key places and items in their own homes. Additionally, it models to families that using their home language is important and necessary in literacy instruction. You can show families that saying words, in any language, and pointing to the letters, helps children develop sound/symbol relationships. </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">So - look at lists of cognates to see if any are helpful to you. But don't stop there. Use the languages spoken by children in your care. Find the terms that your need to label the areas of your room. These are readily available on many Internet sites. Use these words to not only help your ELLs but all children. English speakers will develop an understanding and appreciation for other languages! Everyone wins! </span></span><br />
<u><b><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><br /></span></span></b></u>
<u><b><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">Standards Alignment:</span></span></b></u><br />
<span style="font-size: large;"><span style="font-family: "arial", sans-serif;">NAEYC - 2.D.01 & 03.</span><span style="font-family: "times new roman", serif;"><br />
</span><span style="font-family: "arial", sans-serif;">Head Start - VIII.A. & B.</span> </span><br />
<br />
<br />
<br />
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<br />Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com18tag:blogger.com,1999:blog-1864421731977329738.post-84037203211985545952018-07-10T11:33:00.003-04:002018-07-10T11:34:22.241-04:00Best Practices for All Children! <br />
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<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">We
often hear from teachers that they are ill-equipped to teach English language
learners (ELLs). One of the reasons given is their inability to speak another
language. While this is helpful, it is not required to be a successful teacher
of ELLs. When teaching young ELLs, it is important to keep in mind a few basic
principles. And these are not unique to ELLs, but are really ‘best practices’
for all learners. </span></div>
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<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Speak Clearly </span></u></b></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Some
of us, speak quickly and with excitement in our voices. I am one of those
teachers. But when presenting content, we need to remember that ELLs and many
other young children need processing time. Slow down your speech a bit. This
helps children think about each word that was said.</span></div>
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<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Provide Wait Time</span></u></b></div>
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<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Make
sure when asking question, you give children plenty of time before you expect
an answer. Sometimes you can say, </span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">“</span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">I am going to ask a
question.</span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">”</span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;"> Pause. Then ask the question. Point to your
head and say, </span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">“</span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Let</span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">’</span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">s all think.</span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">”</span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">
Children understand that a question will be asked, and they are given time to
prepare their answer. </span></div>
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<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Use Partner Practice</span></u></b></div>
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<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">In
the above scenario, ask children to whisper their answer to someone sitting
next to them. This gives ELLs the chance to practice their English skills
before speaking out in front of the class. And remember, when you call on only
one child, he or she is the only one getting speaking practice. By asking
children to share with a partner, everyone benefits from oral language
practice. This extra step helps everyone. </span></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Use Pictures and
Objects</span></u></b></div>
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<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">When
you use pictures or real objects to help children understand vocabulary, this
helps them develop the ability to use a variety of methods to learn new words.
They become attuned to visual signals and develop this modality as part of
their learning repertoire. This means you can use pictures of frogs, videos of
frogs, or a model of a frog if reading a book about them. For most children,
this also adds excitement and they will be more inclined to become engrossed in
the text. </span></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Use Body Language and
Facial Expressions</span></u></b></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">When
we show or act out vocabulary, children are more likely to understand what
words mean. For example, we can hop like a frog. And, then add to this. Have
children hop, too, while saying the word. This type of comprehensible output
helps children make meaning. Facial expressions also add understanding. Talking
about something sour? Make a face and then have children make this face, too. </span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">As
you can see, you already do many of these ‘best practices’ but you may not
realize these are important strategies for teaching your ELLs. Just be explicit
about what you are doing! </span></div>
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<br /></div>
<div class="MsoNormal">
<b><u><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Standards Alignment:</span></u></b><span style="font-family: "times new roman" , serif; font-size: 14.0pt;"><br />
</span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">NAEYC - 2.D.01 & 03.</span><span style="font-family: "times new roman" , serif; font-size: 14.0pt;"><br />
</span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;">Head Start - VIII.A. & B.</span><span style="font-family: "times new roman" , serif; font-size: 14.0pt;"></span></div>
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</style>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-77078226390798122482018-07-03T12:11:00.002-04:002018-07-03T12:11:28.872-04:00Healthy Treats for the 4th! We hope you enjoy the holiday! Please consider involving your child in the preparation of snacks. See our post at this link - <a href="http://www.maggiesbighome.com/2015/06/healthy-holiday-treats.html" target="_blank">Healthy Holiday Treats</a>.<br />
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See you next week! Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com3tag:blogger.com,1999:blog-1864421731977329738.post-89913628384492268672018-06-26T13:07:00.001-04:002018-06-26T13:08:25.118-04:00Hide and Seek: Spotting Animals <span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">As we continue our love of the great outdoors this summer, we wanted to draw your attention to helping children become nature observers. Be sure to point out the ways animals hide or camouflage themselves. Ask children to think and explain why this is important. Help them to see creatures in the grass, in the water, in fields, or even in the mud as they become keen observers and critical thinkers. </span></span><br />
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">We spotted this frog in the muddy water along a walk. When you see a frog in a place like this, a few probing questions can lead children to consider the wonderful ways of natural camouflage. You might ask, "Is it more difficult to see this frog in the muddy creek than in the green grass?" Listen and ask follow-up questions like, "How does blending into the creek help this frog?" </span></span><br />
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<span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjjv9DipQb7yhMTKPcMUarAWf2o9cCfDdoEiS4d3x7WX0V_TKkjXdcMb1AFlQ5W7NFb3pXxY0JD973vZv0oBnvt-qS2eTywUPkAYqJK68LwuG67qFtMNR2NeDBjOE4PsxTehmvzXvDOag/s1600/IMG_5803.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjjv9DipQb7yhMTKPcMUarAWf2o9cCfDdoEiS4d3x7WX0V_TKkjXdcMb1AFlQ5W7NFb3pXxY0JD973vZv0oBnvt-qS2eTywUPkAYqJK68LwuG67qFtMNR2NeDBjOE4PsxTehmvzXvDOag/s320/IMG_5803.JPG" width="240" /></a></span></div>
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">When walking in a different habitat, you could spot an animal like this toad hiding in the grass and dried leaves. This yields a discussion about why certain habitats are more inviting for animals than others. Ask children questions like, "Why does this environment protect the toad more than grass that was all green would?" You may want to imagine the view of this toad from a treetop. Pose questions like, "What animal might try to eat this toad? How would its coloring in this habitat protect it?" These help children to think about scientific concepts. Hold 'grand conversations' and follow-up with children's responses. </span></span><br />
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Take the opportunity to spot nature "at work." Then what may be scary to children, like this harmless snake, can become a normal and accepted topic for a discussion about the wonders of the environment. Children may be more likely to consider ideas like the snake's coloring and how this helps it, then be fearful of its presence. </span></span><br />
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">These are just examples from our part of the world. What camouflage can be seen in animals where you live? These kinds of observations and prompts will encourage an appreciation for nature and will develop oral language along with encouraging critical thinking skills. </span></span><br />
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<span style="font-size: large;"><b><u><span style="font-size: x-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Standards Alignment:</span></span></u></b></span><br />
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">NAEYC - 2.G.03</span></span><br />
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Head Start - XI.B.1</span></span>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-74073369352675277962018-06-19T17:54:00.002-04:002018-06-19T18:00:11.972-04:00Looking and Questioning When Outdoors<span style="font-family: "arial" , "helvetica" , sans-serif;">Walks anywhere can be fun for classrooms, summer camps, and families. When you have a chance to walk in a park or along a woodsy pathway, you can encourage thoughtfulness about nature with children. What may seem like a simple sight to you, can provoke age-appropriate critical thinking for children. For example, the stem of a dandelion, with an empty stalk and flower head can be the source of questions. "Why isn't this dandelion yellow anymore? What happened to the seeds?" These kinds of discussions can help children develop analytic thinking skills and to "think like a scientist." </span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoh5gEb7TGmBtwUBwJO1U_t3fiP3JsyeKteM34-qmFDSaV1AglSGX1T8FZ-_8K1PsYv1jaK7YHR78RYQDgN02WLLBHEDwAWIxNYV8wua4mlhq9inqjKRuraWTmfG5RMOJxZEIqWFF0IgY/s1600/IMG_5875.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoh5gEb7TGmBtwUBwJO1U_t3fiP3JsyeKteM34-qmFDSaV1AglSGX1T8FZ-_8K1PsYv1jaK7YHR78RYQDgN02WLLBHEDwAWIxNYV8wua4mlhq9inqjKRuraWTmfG5RMOJxZEIqWFF0IgY/s320/IMG_5875.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">You may see a dandelion in bloom, one with its fuzzy head, and another with just a stem. This is a perfect scenario for discussion and questioning. </td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Stop to examine a tree on the ground. Is its trunk cracked? Is it uprooted? Pose questions like this to spark curiosity in children. Encourage them to make connections between a recent windstorm and the observations they make on a hike. Talk about what happens to animals that might depend on the tree. Did the squirrels 'scurry' off somewhere else? When we question like this, we are developing a sense of concern for nature. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">A walk on a sandy shore line or dirt road might yield animal tracks that can lead to more questions. "What do you think was here? What were they doing?" Asking children to imagine and make hypotheses based on these visuals helps raise curiosity about nature. </span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6g-xkkNTP1Ssiu6KOhm3vfJeNayD37paL5nuwVjCkpQyxpnmATSq6GW0NAc-lCV-PlrQBC8-ZPcJ33-gd3UDcTg2btmLsF7Z5OIFnCYFEshQGqFCnQmkk6aXERpIb1Ixtq8JmmABWpRI/s1600/IMG_5877.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6g-xkkNTP1Ssiu6KOhm3vfJeNayD37paL5nuwVjCkpQyxpnmATSq6GW0NAc-lCV-PlrQBC8-ZPcJ33-gd3UDcTg2btmLsF7Z5OIFnCYFEshQGqFCnQmkk6aXERpIb1Ixtq8JmmABWpRI/s320/IMG_5877.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Asking questions like, "What do you think made these tracks?" helps heighten curiosity about nature. </td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Walking along a sidewalk? Stop (at a safe distance) to look down at an anthill. Discuss the build-up of sand around the opening. Ask children to verbalize how this might have happened. You may see streams of ants busily going to and from the hill. Ask children to describe what is happening. Then encourage them to use interesting words (see the blog post titled <a href="http://www.maggiesbighome.com/2018/05/colorful-words.html" target="_blank">Colorful Words</a>) to connect language arts and science. </span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg5zay9Su6UbGcMbXxPtX5IeyzqBcLHVVQMkDNgOGib-pWp3qDPIzDo-lItYjDziq-LvP8Jsw8jO74HiT2JXMeOuE3RufyQhGQzOlMTC49vtRu1XzUoCoBBAEKW3iiwgv-LQElQjn_KFs/s1600/IMG_5879.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg5zay9Su6UbGcMbXxPtX5IeyzqBcLHVVQMkDNgOGib-pWp3qDPIzDo-lItYjDziq-LvP8Jsw8jO74HiT2JXMeOuE3RufyQhGQzOlMTC49vtRu1XzUoCoBBAEKW3iiwgv-LQElQjn_KFs/s320/IMG_5879.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Even an anthill, lodged between sidewalk cracks, can lead to important nature discussions.</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">You may even be lucky enough to see something like this: </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBGpj0r4YFc4b8rkJJz2kQpwTnpwQ1Agc0m25x4l9oDd8ebZ5lmwANw2GsPu-fM5N828JsYxFSJl4Q3rrLEhtETV-ONNNx_1dhcHkpWZmzzbez1Z9puvN-mfYXLkq2VC5C4G24mozfW7A/s1600/IMG_5745.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBGpj0r4YFc4b8rkJJz2kQpwTnpwQ1Agc0m25x4l9oDd8ebZ5lmwANw2GsPu-fM5N828JsYxFSJl4Q3rrLEhtETV-ONNNx_1dhcHkpWZmzzbez1Z9puvN-mfYXLkq2VC5C4G24mozfW7A/s320/IMG_5745.JPG" width="240" /></a></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: xx-small;">These
kinds of discoveries can open a world of inquiry about animals and
their habits. The child who was lucky enough to spy this, returned home
full of questions about beavers. His family found several YouTube videos
so that he could watch and then answer his own questions, based on the
observations made from viewing the videos. </span></span></span></span></span></span></span></span></span><br />
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><span style="font-size: xx-small;"><br /></span></span></span></span></span>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><span style="font-size: xx-small;"><u><b>Standards Alignment: </b></u></span></span></span></span></span><br />
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: x-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: xx-small;">NAEYC - 2.G.03.
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<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: x-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: xx-small;">Head Start - XI.B.1.</span></span></span></span></span></span><br />
<br />Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-14586574578709198822018-06-12T12:12:00.004-04:002018-06-12T12:12:34.996-04:00Wonderful Wildflowers Provide Sequencing Lessons! <span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">There are so many wonderful opportunities that nature gives us. A bonus is that not only do our children develop an appreciation for our Planet but all of this is free educational material! We recently took a close look at the wild environment around us and made key observations. While the plants may be different in your community, the idea is the same - help children to discover how nature sequences the blooming of wildflowers. </span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvnLCqiGE_vABpJ_hb6j9WyjbEzlVNopdm8RZBHVUm_nJsKqlAoia7V0OuzzJ9usyubcDJxlNsFhVT4dCWWpJh0zVCxpiVv-5q5aGQSf3ei67D7vD4F8iH9odNKUCLsoJlW4bbP1tbmlc/s1600/IMG_5695.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvnLCqiGE_vABpJ_hb6j9WyjbEzlVNopdm8RZBHVUm_nJsKqlAoia7V0OuzzJ9usyubcDJxlNsFhVT4dCWWpJh0zVCxpiVv-5q5aGQSf3ei67D7vD4F8iH9odNKUCLsoJlW4bbP1tbmlc/s320/IMG_5695.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">These blooms like to hide. You need to know where to look to spot these tiny wildflowers. </td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">In the northern forests and fields, one of the first flowers to bloom is the shy Mayflower or Arbutus. As soon as the snow melts, the blooms on this plant hide beneath the big leaves, close to the ground. Help children to discover the first wildflowers of spring in your area. </span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnWN0jY__IwIcnKa4PQV3bNuVoUICcxaF2Oq1XVBR5aAAokYtUQaHLhdQ8QJm0sGNwgxAenKuQ6nZJW8WqmRsTYmd7jpFO2IRFfPMSLbd5LtfQFfrvlWL6pZ-pGNvc5NWvzCli4_lhxoU/s1600/IMG_5836.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnWN0jY__IwIcnKa4PQV3bNuVoUICcxaF2Oq1XVBR5aAAokYtUQaHLhdQ8QJm0sGNwgxAenKuQ6nZJW8WqmRsTYmd7jpFO2IRFfPMSLbd5LtfQFfrvlWL6pZ-pGNvc5NWvzCli4_lhxoU/s320/IMG_5836.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Yellow Trout Lilies are "early risers" in the northern U.S. forests. </td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">Subsequent excursions, will show you that soon other wildflowers will follow. In our area, we next spot Yellow Trout Lilies and the Buttercup. What blooms next in your area? </span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzO6X2BZERSyrvUMvsTQLtX0tmrdpPZKxCXA86jyjCwXr3J_NW9epAfeyi1FkJSek9A2TdsRBUbr9T099NF9BD5ySl5xeZeB1_eY0ddZQsGyWlZWVLglKA3cOityor37eyot2LSH0FTEQ/s1600/IMG_5817.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzO6X2BZERSyrvUMvsTQLtX0tmrdpPZKxCXA86jyjCwXr3J_NW9epAfeyi1FkJSek9A2TdsRBUbr9T099NF9BD5ySl5xeZeB1_eY0ddZQsGyWlZWVLglKA3cOityor37eyot2LSH0FTEQ/s320/IMG_5817.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">It is always exciting to spot a Lady-slipper! They are delicate! </td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">The appearance of these flowers means we should keep our eyes peeled for the elusive Lady-slipper wildflower. This gem can be difficult to find, but you will be rewarded if you know when to look. Watch for the blooming of the more common wildflowers for your signal to search for the Lady-slipper. Help children to discover which flowers mean that others will also be in bloom. </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">Then, share the tale of this unique wildflower by reading the book, <i>The Legend of the Lady's Slipper</i> by Kathy-jo Wargin. This connection helps your budding botanists to appreciate the long history of wildflowers and the stories told by generations. Check for books, legends, and tales about wildflowers in your area! </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">As the summer continues, look for other plants that bloom. Take photos and sequence these pictures to show the story of the growing season through wildflowers. </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><u><b>Standards Alignment: </b></u></span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">NAEYC - 2.G.03.
</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">Head Start - XI.B.1.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"> </span></span>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-20209202676124881552018-06-05T11:41:00.002-04:002018-06-05T11:42:31.490-04:00Eco-Systems for Pre-Schoolers <span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">How can we teach our young children to appreciate and respect the way in which ecosystems work? One of the fun and meaningful ways we found is a fish tank that shows the interdependence of plants and fish. Take a look at this child's betta tank - </span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHziNHD2mW6YvyWCwLZWsEP8h2umkPTfD3Q2muEBfdUZetoYkn6t5q2WPq6J7fkwkVc5rRLxWALLVjzGBmf5I5a26o8CcZ9SZ1pgetkw2NwoMOHjfjVOGkcIirXe2NJOQsY50dq28mxic/s1600/IMG_5649.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHziNHD2mW6YvyWCwLZWsEP8h2umkPTfD3Q2muEBfdUZetoYkn6t5q2WPq6J7fkwkVc5rRLxWALLVjzGBmf5I5a26o8CcZ9SZ1pgetkw2NwoMOHjfjVOGkcIirXe2NJOQsY50dq28mxic/s320/IMG_5649.JPG" width="240" /></a></div>
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">This was not showing the child that he needed to take care of a pet. But changing the water and having it at the right balance was beyond the child's developmental level. The solution? We heard about fish tanks that demonstrate the interaction of nature. </span></span><br />
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</span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">The waste created by the betta in the tank is pumped into the plant section. This waste helps the plants to grow and thrive. What a wonderful way to show children that in nature everything has a place - even waste! Since the waste is removed from the water, it is clean and clear, making the water a perfect habitat for the betta. What's even better is the plants grow fast as they love the fish "food" that is recycled to them. Children have a fish that lives in a healthy environment, a garden, and a wonderful example of how an ecosystem works!</span> </span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0radm35l28GOmG55mvvDQnonkPNVQXcq1rDzKBzVhwH0sWXoY3OusRbaoqLIsHCCjs8DBc_gYCctJWweDAv49jl_PbE5pXivBu0TcQ0uV4G601mu0OtTeLyQL_Yxv11VsKyCDFon98a0/s1600/IMG_2174.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1329" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0radm35l28GOmG55mvvDQnonkPNVQXcq1rDzKBzVhwH0sWXoY3OusRbaoqLIsHCCjs8DBc_gYCctJWweDAv49jl_PbE5pXivBu0TcQ0uV4G601mu0OtTeLyQL_Yxv11VsKyCDFon98a0/s320/IMG_2174.jpeg" width="265" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Soon the plants will sprout. They are herbs and can be used in cooking. What an ecosystem where everyone and everything benefits! </td></tr>
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b><u>Standards Alignment:</u></b>
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">NAEYC - 2.G.03.
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Head Start - XI.B.1.</span></span>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-81364329384617469492018-05-28T19:37:00.002-04:002018-05-28T19:37:53.824-04:00Colorful Words<span style="font-family: Arial, Helvetica, sans-serif;">We like to encourage the use of interesting (colorful) words. This helps children expand their vocabulary. Research tells us that most students (not just young children!) learn more new words from reading books or having books read to them than through explicit vocabulary instruction. In fact, reading helps grow vocabulary more than 6 times as much as direct instruction. This is powerful and shows us that we need to read books to our classes and encourage families to share books at home. Of course, this should be done in any language. Unfortunately some families are hesitant to read to their offspring in their home language. We should advocate for this to take place as there are many benefits to hearing the language of literature and informational text. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">But there are fun activities we can do to heighten awareness of words and encourage word play, especially in homes over the summer. We like to use paint chips and talk about the progression from light to bright colors. This can seen below. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2xnmx5Ti4jVsT2ZNv7fc4vl2aK23-j7R2Lm0K4NlfO1DOBhwYa3XBa6RVLAa8R86cv-WLN6Re85NQa35UtYUW9_1FP-1V8lpx-djsjga2qGnBU4F4Xyd59WPWPdWHApxkthXNKmM3bx0/s1600/IMG_5705.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1218" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2xnmx5Ti4jVsT2ZNv7fc4vl2aK23-j7R2Lm0K4NlfO1DOBhwYa3XBa6RVLAa8R86cv-WLN6Re85NQa35UtYUW9_1FP-1V8lpx-djsjga2qGnBU4F4Xyd59WPWPdWHApxkthXNKmM3bx0/s320/IMG_5705.JPG" width="243" /></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">We then find what we call a dull word. Examples include <u>walk</u>, <u>said</u>, <u>good</u>, <u>mad</u>, etc. The list can go on and on. We suggest doing the first paint chip activity as a modeling activity (see our post <a href="http://www.maggiesbighome.com/2016/10/teaching-skills-to-children-use-modeling.html" target="_blank">here</a>) and then encourage children to keep a paint chip or two taped to a wall. They can add to the words on this paint chip as they listen to books or conversation around them. This encourages children to be good listeners and on the look-out for interesting additions to their age-appropriate thesauruses. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixJ0WZaVVbqVh2Izyq1-1STOFzh-J9Ertc9ZD3QQeMhjbehRVzjjNFE3C90QN3ZToNQE0MmKzUfLQ0TMOHvx8_euqCyNW9auu2gi2vYDMJxoaMt47IpMeoUGF1iwcSihdr21vqT0peMw4/s1600/IMG_5706.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1213" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixJ0WZaVVbqVh2Izyq1-1STOFzh-J9Ertc9ZD3QQeMhjbehRVzjjNFE3C90QN3ZToNQE0MmKzUfLQ0TMOHvx8_euqCyNW9auu2gi2vYDMJxoaMt47IpMeoUGF1iwcSihdr21vqT0peMw4/s320/IMG_5706.JPG" width="242" /></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Tell children they do not need to have all spaces filled in one day. Paint chip collections should be a part of a summer of oral language and word play. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgf733kp1B-oKhyphenhyphentoC0N1BDuc-MtDmRafMJge4_i4M6o6hOFX-bTeu8fzxkLbxO5p28Vcv8tykCKW5YuufXc2-uPQjOtKxWd0USlNdYHhnBFLVa4yGZ3C1UGi7_napu2hnGW4xxsNizUUE/s1600/IMG_5707.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1236" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgf733kp1B-oKhyphenhyphentoC0N1BDuc-MtDmRafMJge4_i4M6o6hOFX-bTeu8fzxkLbxO5p28Vcv8tykCKW5YuufXc2-uPQjOtKxWd0USlNdYHhnBFLVa4yGZ3C1UGi7_napu2hnGW4xxsNizUUE/s320/IMG_5707.JPG" width="247" /></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">At the end of vacation, families can read the words together and choose their favorites. You can also encourage children to use the more colorful words in daily conversation. This is vocabulary development at its best! </span><br />
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NAEYC - 2.D.04, 2.D. 06, 2.G.07.</span></div>
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Head Start - IV.A., VIII.A., VIII.B.</span></div>
<br />Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com1tag:blogger.com,1999:blog-1864421731977329738.post-28684925140852037912018-05-22T03:45:00.002-04:002018-05-22T03:50:07.325-04:00BIG Numbers! <span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Have you noticed that children love counting? They especially love large numbers. Talking in terms of hundreds of something is a normal part of a young child's speech. You can help children better understand the meaning of one hundred and the progression (sequence) of numbers when you create a hundreds chart with them. This is something you can do as a group in your classroom and then suggest to families as a home activity. Children love recreating a school activity at home!</span></span><br />
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">As you write the numbers, be sure to use different colors to depict odd and even numbers. Keep the numbers in lines so that children can see those with 0 in the one's place, 5 in the one's place, etc. This can help them count in different ways, including skip counting (for example, counting by 2s). </span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEht9FEmjf0kh_HqmZ34Rq8LpLN4g5TUopTXuKLt4PB5vgvyXx-QBcEYVOlN1WWMx48PkPdqhhsDanhWOswWAFbr11ByEA-TuyY1USqv3vIq1Qb52Dd4pX-NJpTLchNwXiogTRh8Cgy-GGA/s1600/IMG_5651.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1440" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEht9FEmjf0kh_HqmZ34Rq8LpLN4g5TUopTXuKLt4PB5vgvyXx-QBcEYVOlN1WWMx48PkPdqhhsDanhWOswWAFbr11ByEA-TuyY1USqv3vIq1Qb52Dd4pX-NJpTLchNwXiogTRh8Cgy-GGA/s320/IMG_5651.JPG" width="288" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A simple homemade hundreds chart, like this one, is more meaningful to children than store-bought charts. You can involve children in creating charts. This makes memories!</td></tr>
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">You can make several charts and cut apart the columns so children can see 5, 15, 25, 35, etc. Children can then put the hundreds chart back together again like a puzzle. This can then be done, using an additional chart, and cutting the rows apart. When children work to place these pieces back together again, it gives them a greater understanding of the way numbers work. </span></span><br />
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">For further understanding, use unifix cubes to make the numbers. We find children love to snap together the cubes to make long number "trains." These can then be matched with the numerals on your hundreds chart. </span></span><br />
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Depending on the age and readiness of your children, you may want to discuss odd and even numbers. We hope you will use unifx cubes to illustrate the idea that even numbers can be evenly divided while odd numbers cannot be divided into "trains" of equal length. If your children are not ready for this concept, just using different colored markers for the odd and even numerals on the hundreds chart will develop some background knowledge and help them to become school ready!</span></span><br />
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b><u>Standards Alignment:</u></b></span></span></div>
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">NAEYC – 2.C.03,
2.F.02, 2.F.04. </span></span></div>
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Head Start –
I.D, X.A, X.B.</span></span></div>
Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-34409271185403518762018-05-15T14:26:00.002-04:002018-05-15T14:26:10.826-04:00But My Child JUST Memorized That Book!<span style="font-family: Arial, Helvetica, sans-serif;">So many times we hear family members say that a child is not reading
because the child has memorized a book. You may see this in your
classroom or center as children pick up a much-loved book again and
again. Take a look at the video below. What looks familiar?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">You may see young readers mimicking your expression, the way you turn pages, or you pointing at illustrations/words. It is important to remember that these are necessary components of reading. It is our responsibility as educators to not only teach children, but to also help families appreciate the important role they play in literacy development. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">When families read to children, their expressive reading is a vital component of the experience. When children hear text read in different "voices" and with different pacing, this model sets the stage for future success. Not only does it demonstrate one of the five components of reading, fluency, but it also serves as a motivating factor for children. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Another feature we see in this video is the use of pictures. Too often, we hear a family member expressing concern about a child's "over-reliance" on illustrations. But, we need to see the use of pictures as a valuable strategy. When a child looks at a red bird on a page and says, "red bird," it reinforces the idea that we can and should use context cues, whether these cues are pictures or words. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Additionally, turning pages, moving from top to bottom, and even identifying the cover of a book are necessary skills that are demonstrated when children memorize a book. Reading and rereading a book can and will make these early literacy skills automatic. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">So - remember that valuable lessons are learned and practiced when children "memorize" a book. This IS reading! </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><u><b>Standards Alignment:</b></u></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">NAEYC - 2.E.04, 2.E.06, & 2.E.07.<br />
Head Start - VII.A., VII.B. & VII.C.</span>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-30275976945277018142018-05-08T10:47:00.003-04:002018-05-08T13:49:22.770-04:00How Does Your Garden Grow?<span style="font-family: "arial" , "helvetica" , sans-serif;">What fun we have in our preschool classrooms this time of year. It is a time when we often plant bean seeds in little cups. It is exciting for children to watch their plants sprout and grow. Many of you have children measure these plants and keep track of how they are growing as they turn toward the sun. This is a wonderful way to connect math, science, and appreciation for the Earth. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Here are a few things to consider:</span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Always plant a few extra seeds as sometimes a child's plant does not sprout. This can be devastating. All these years later, I still remember that I was the kindergartner whose bean seed never grew. Please keep a few that you can substitute if necessary. </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">You may want to think about planting a tray of seeds - in fact plant several trays of beans, peas, etc. You can then compare and contrast how these mini-gardens grow. This helps oral language development. It also shows children the importance of working as a class. These class "gardens" encourage togetherness. </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">If you have the room and appropriate environment, think about planting outdoors. This will help your children observe the natural features of our environment and how these features are necessary for plants: sunshine and rain. This will add more importance to your daily weather report. Children can then discuss and describe how the day's weather will help or hurt their garden. </span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The extension to this activity is to discuss healthy food. How do the vegetables that you grew help children grow? We know children who have started to eat beans because they grew a bean plant. Families will thank you! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Additionally, you can talk about how locally grown food is fresher and also helps the environment. Share the idea that we often use trucks to bring in food from far away. When we grow food or buy it from local gardens and farms, this means that the gas from these trucks is not polluting our air. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">All of these points about gardens will lead to important discussions. Remember, that any opportunity to get children sharing and talking is a necessary school-readiness skill. This is also helpful for our English learners as they are exposed to content area and academic vocabulary in a meaningful way. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><u>Standards Alignment: </u></b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">NAEYC - 2.K.01 & 2.K.02.</span>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Head Start - I. A. & B. </span>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-31565274139696392902018-05-01T08:48:00.002-04:002018-05-01T08:48:13.371-04:00Wildflowers = School Readiness Skills <span style="font-family: Arial, Helvetica, sans-serif;">Continuing our encouragement of getting children outside, this week we delve into using the beauty of nature to develop verbal and critical thinking skills. As an example, we share the following photos of wildflowers along with suggested open-ended questions to help you consider how you can use walks, nature, and talk to develop needed school-ready skills. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4gZQ0Mg18moGSXdMBrbKownflOwrAg-3OdvMOI7hiQvoqtVvEEKnSNmqG2iJzDheeAhVDUqC4hqAgkDyKLOBOJiq-N4WmIH9oy_EnXUhqTWXe3cFk2APKlEbSctlrZjp5pvv9I_-_-4Q/s1600/IMG_4819.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4gZQ0Mg18moGSXdMBrbKownflOwrAg-3OdvMOI7hiQvoqtVvEEKnSNmqG2iJzDheeAhVDUqC4hqAgkDyKLOBOJiq-N4WmIH9oy_EnXUhqTWXe3cFk2APKlEbSctlrZjp5pvv9I_-_-4Q/s320/IMG_4819.JPG" width="240" /></a></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Ferns can invoke good discussions. You can have children count fronds on an assigned plant and then compare their numbers. You may want to ask, "How would this feel if you rubbed it against your face?" This invokes a sense of more than a visual appreciation for nature. You might want to have children imagine they are tiny bugs. How would it feel to climb on a fern during a wind or rainstorm? </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT4gSsjfOzAePXwYVffRXF8wuVyl3POQ94ZWKpn9VhkB5e_Mcx0pzF0TpIoq5uJ4YaJzCTn1JqyxXSnIHJqJrsRDwJSX8QgiFuKKUVAHVq_AV0yji9L1hNIiaAZdCbaVXWlW2NUMPkTtM/s1600/IMG_4821.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT4gSsjfOzAePXwYVffRXF8wuVyl3POQ94ZWKpn9VhkB5e_Mcx0pzF0TpIoq5uJ4YaJzCTn1JqyxXSnIHJqJrsRDwJSX8QgiFuKKUVAHVq_AV0yji9L1hNIiaAZdCbaVXWlW2NUMPkTtM/s320/IMG_4821.JPG" width="240" /></a></span></div>
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">This may seem like an uninspiring setting for children. But bend down and examine all that is here. Some children may describe the many colors they see. Others can predict what might be living under the dead leaves. You may even want to do a mini-science lesson about decomposing as children can then develop a sense of wonder about the cycle of life found in natural settings. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbqlzBWdsNccQVYgb0X-7NVVX_gA5WaNW5PBfivLO8iT_d9pkd1DIyuDtgD4aARlQ3laVx017ohExfmBTeU7GfXAqvjDmC8V91AhvrnTL0fmMMuhQABj8aG1udQj3zVJflamQR8EIICFc/s1600/IMG_4822.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbqlzBWdsNccQVYgb0X-7NVVX_gA5WaNW5PBfivLO8iT_d9pkd1DIyuDtgD4aARlQ3laVx017ohExfmBTeU7GfXAqvjDmC8V91AhvrnTL0fmMMuhQABj8aG1udQj3zVJflamQR8EIICFc/s320/IMG_4822.JPG" width="240" /></a></span></div>
<br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">What a treasure trove this plant brings to children. Ask "I wonder" questions such as, "Hmmm....I am wondering what made those holes in this plant?" Let children hypothesize. It's also a good opportunity for children to understand that you do not always know all of the answers. This can lead to a discussion about how to solve the mystery. Let children offer ideas about the scientific process as they can consider how to determine the architect of the holes. Your children will enter school thinking like scientists! </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqZxv1u27ibTMSRi2xvQjGeHs0czmDxqrFlgPddO_VJ1QMS7bzZlePWbeIt62tUdmLcLZtQ81vwGdQk7NiYdWn7FUqPtdaX98wtOly1ta6Msn66xR7NQsL7XsKzxMXDTJbzzmz5hdiv_E/s1600/IMG_4830.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqZxv1u27ibTMSRi2xvQjGeHs0czmDxqrFlgPddO_VJ1QMS7bzZlePWbeIt62tUdmLcLZtQ81vwGdQk7NiYdWn7FUqPtdaX98wtOly1ta6Msn66xR7NQsL7XsKzxMXDTJbzzmz5hdiv_E/s320/IMG_4830.JPG" width="240" /></a></span></div>
<br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">This is one of my favorite wildflowers. You can ask children to describe this plant (green leaves). Discuss their guesses and then show the group how to gently lift the leaves to reveal small, gentle wildflowers thriving under the leaf. These are mayflowers or arbutus. I love the idea that often we need to consider what may be just below the surface! An important lesson for children, even if they are too young to appreciate the symbolism. They will remember the experience in later years and may use the lesson of arbutus - I did! </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Standards Alignment:</u></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;">NAEYC - 2.G.03.</span>
<span style="font-family: Arial, Helvetica, sans-serif;">Head Start - XI.B.1.</span>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-69259848269745935202018-04-24T09:07:00.002-04:002018-04-24T09:11:25.772-04:00Let's Run and Jump!
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Now that the
warm weather is here (finally!) we wanted to highlight important research for
you and your children. While these are concepts most of us who are with
children everyday know, it is always helpful to be reminded that our
understandings are reinforced by research. This research can then be helpful in
supporting our beliefs and actions. It's as simple as: Children benefit from
exercise! </span><br />
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><br />
Let's examine why this is important. Researchers tell us that frequent exercise
is necessary for developing bones. Additionally, aerobic exercise helps the
heart muscle. We can't forget that exercise also encourages good mental health.
These are all reasons we should integrate large muscle play into our daily
activities. </span><br />
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><br />
The research shows that at least one hour of moderate or vigorous activities
should be a part of a child's day. This includes climbing on play structures,
reaching hand-over-hand on outdoor equipment, or crawling through tunnels.
While these ideas assume you have access to a safe and well-constructed playground,
there are other activities that can be done without expensive structures. </span><br />
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><br />
You can encourage a rowdy game of tag, set up a simple obstacle course, draw a
line in the sand or mulch and have children jump back and forth over the line.
These are all fun activities that are made even more entertaining when you
participate. I remember playing tag with my students. It had the benefit of
encouraging everyone to run and laugh plus it gave me needed exercise, too! We
all felt better after playing together. </span><br />
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><br />
Encourage families to participate in exercise, too. Dr. Stephanie Walsh, the
medical director of Children's Healthcare of Atlanta, notes that not everyone
lives in a safe neighborhood. She suggests that families create obstacle
courses in their homes. These allow children to climb, crawl, or even jump. She
says that if families take walks together, this may not always
"count" as vigorous enough exercise for developing bones and muscles.
Why not have children run in place or skip and jump as adults walk? This can
make the activity meet the needs of a young child. </span><br />
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><br />
While we are on the subject, we would be remiss if we didn't discuss the
unfortunate trend of eliminating or shortening recess time in public schools.
Preschool teachers can help educate families about the importance of play time.
Everyone can then advocate for outdoor experiences in the school day. When
children do not get this "release time" it can lead to many problems.
When children do not get a break, it can result in students who have trouble
concentrating on "work." It is especially important that recess not
be taken away for a child who has not completed his or her assignments. Often
these children especially need the time to run, jump, and shout. </span><br />
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"><br />
So - let's celebrate recess and play! </span><br />
<br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<b><u><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Standards Alignment:</span></u></b><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">NAEYC - 2.K.01. </span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Head Start - I. A. & B. </span></div>
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</style>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-30063378004522803462018-04-16T14:58:00.002-04:002018-04-16T14:58:47.595-04:00Oral Language: Verb "Rules"
<br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial;">Do you have
children who add an extra syllable to words with the </span><u><span style="font-family: Arial;">–</span></u><u><span style="font-family: Arial;">ed</span></u><span style="font-family: Arial;"> ending? For example, a child may say, </span><span style="font-family: Arial;">“</span><span style="font-family: Arial;">I walked to the lunchroom.</span><span style="font-family: Arial;">”</span><span style="font-family: Arial;"> Many children will say </span><span style="font-family: Arial;">“</span><span style="font-family: Arial;">walk ted.</span><span style="font-family: Arial;">”</span><span style="font-family: Arial;"> These are children who have
generalized the </span><span style="font-family: Arial;">“</span><span style="font-family: Arial;">rule</span><span style="font-family: Arial;">” that a second syllable is voiced when the
base word ends in a <u>d</u> or <u>t</u> sound. For example, past tense verbs
like <u>start</u> – <u>started</u> or <u>end</u> – <u>ended</u>, are pronounced
as two distinct syllables. But, children may apply this rule to all past tense
verbs. How can we help children express themselves in accepted English? Follow
the scaffolded steps below to guide your children and share these steps with
families, too, so they can offer support at home.</span></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<br /></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial;">We suggest playing a game like “Mother May I?” to involve children
in acting out verbs. Use the following as you say, “Your teacher says <u>walk</u>.”</span></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<br /></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">walk</span></span></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">skip</span></span></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">jump</span></span></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">wiggle</span></span></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">wave</span></span></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">wink</span></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<br /></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial;">Then add <u>–ed</u> to the words. Have children listen carefully as
you say these words.</span></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<br /></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial;">Then play again with verbs ending with the <u>d</u> or <u>t</u>
sound:</span></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<br /></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">skate</span></span></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">want</span></span></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">need</span></span></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">taste</span></span></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">wait</span></span></div>
<span style="font-size: large;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><span style="font-family: Arial;">add</span></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<br /></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial;">Then have children act out the past tense. This will be fun and
creative. It will help develop vocabulary for your English learners, too. </span></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<br /></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial;">When you play the next day, have children clap the words. Guide them
to discover that some of the words have two claps (syllables) while other words
have one clap.</span></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<br /></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial;">We suggest making a mystery from this – saying something like, “Wow,
what a mystery! I wonder why some words have two claps. This is something we
need to explore!” I usually hold a giant magnifying glass to heighten
curiosity. </span></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<br /></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial;">On a subsequent day, guide children to conclude that words which end
in <u>d</u> or <u>t</u> have two syllables. Have a bit of a dance party to celebrate
this discovery! When we add this element of fun, we can then gently correct
children who do not follow the “rule” when speaking. </span></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<br /></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<span style="font-size: large;"><b><u><span style="font-family: Arial;">Standards
Alignment:</span></u></b></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial;">NAEYC - 2.B.01 & 2.D.04</span><span style="font-family: "Times New Roman";"></span></span></div>
<span style="font-size: large;">
</span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial;">Head Start - VI.A. & IX.A.</span></span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
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</style>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-53157524572972468882018-04-10T10:06:00.001-04:002018-04-10T10:06:46.757-04:00Teaching Homonyms: Key For ELLs <span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">This week our weekly activity - (box to the right) focuses on homographs and homophones. These can be especially difficult for English learners. In this post we discuss those words that sound the same and are pronounced the same way but have different meanings. These are homonyms, which are problematic for many preschoolers. </span></span><br />
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">There are words like <u>bark</u> and <u>bark</u>. A dog can <u>bark</u> and a tree has <u>bark</u> on its trunk. </span></span><br />
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">We can hold a soup <u>can</u> but we <u>can</u> jump and skip.</span></span><br />
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">A <u>fair</u> can be a place to see enjoy rides. We should be <u>fair</u> in how we treat each other.</span></span><br />
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The first step in helping our early learners pay attention to these confusing words is to heighten our own awareness about them. Sometimes these are so ingrained in our everyday speech that we forget these can be puzzling for children - and as mentioned this is something that needs explicit teaching for English learners. </span></span><br />
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">After we identify those words that can bewilder children, we can discuss these words as they are encountered in speech and books. We should point out these words and have children act out the differences. These little skits can be a source of laughter, which makes the word differences easily remembered for children. </span></span><br />
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">You can also show pictures depicting the differences and have children "teach" one another about these differences. When we are responsible for explaining something, the learning is active and memorable. </span></span><br />
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Of course, a final step is to have children draw their own pictures. Give each child a large piece of paper, divide it in half, and ask children to draw the two meanings. You can print out the words (like <u>can</u>) and children can glue them to their art. This means families can learn along with children! </span></span><br />
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b><u>Standards Alignment:</u></b></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">NAEYC - 2.B.01 & 2.D.04</span></span></div>
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span>
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Head Start - VI.A. & IX.A.</span></span></div>
Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-54457798591622358882018-04-03T09:41:00.003-04:002018-04-03T09:41:55.773-04:00The Importance of Clean Air and Exercise: A Preschool Lesson
<br />
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">This week we offer ideas to help you show your children the
benefits of a clean environment along with the importance of exercise. Below
are suggested lesson steps to achieve this objective. </span></div>
<div class="MsoNormal" style="line-height: 115%;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">You may want to begin with a play stethoscope. Ask children
to explain what a doctor does with a stethoscope. Discuss the importance of a
healthy heart and lungs. Lead children to the understanding that clean air and
exercise can help our bodies stay healthy. </span></div>
<div class="MsoNormal" style="line-height: 115%;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">Show pictures of mountains, forests, lakes, etc. Ask
children, “How do these pictures make you feel?” Encourage children to talk
about clean air and water along with the idea that these places can help us
feel happy and peaceful. </span></div>
<div class="MsoNormal" style="line-height: 115%;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">Next show children pictures of smokestacks and other areas
that emit dirt into the air. You may even want to share a picture of people
smoking. Tell children that when people breathe dirty air, they can get sick.
Discuss the importance of clean air. </span></div>
<div class="MsoNormal" style="line-height: 115%;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">You can ask children to draw pictures of places with clean
air. Have children share these pictures. You may even want to take dictation
from them so these pictures have captions. </span></div>
<div class="MsoNormal" style="line-height: 115%;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">The next day you can continue your lesson by talking about
the importance of getting outdoors to play. Show pictures of parks, playgrounds,
hiking trails, etc. Hold a ‘grand conversation’ about the importance of exercise
in keeping hearts healthy. Have children put their hands over the hearts to
feel their heartbeats. Tell them that their heart is a muscle that needs exercise
just like their body. By running, jumping, and walking, the heart muscle will
stay strong. </span></div>
<div class="MsoNormal" style="line-height: 115%;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">You can finish your class discussion by playing a game based
on “Mother May I?” Use the words, “Healthy people…” Say sentences like:</span></div>
<div class="MsoNormal" style="line-height: 115%;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">Healthy people run.</span></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">Healthy people watch television.</span></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">Healthy people jump.</span></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">Healthy people walk.</span></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">Healthy people play video games.</span></div>
<div class="MsoNormal" style="line-height: 115%;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">For each sentence that is true about healthy people, children
can act out the activity (run in place, jump, walk around the room). This is a
fun and meaningful way for children to demonstrate their understanding of the
importance of exercise. </span></div>
<div class="MsoNormal" style="line-height: 115%;">
<br /></div>
<div class="MsoNormal" style="line-height: 115%;">
<u><b><span style="font-size: 14.0pt; line-height: 115%;">Standards Alignment:</span></b></u></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">NAEYC - 2.K.01. </span></div>
<div class="MsoNormal" style="line-height: 115%;">
<span style="font-size: 14.0pt; line-height: 115%;">Head Start - I. A. & B. </span></div>
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</style>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-33368449518183248442018-03-20T19:31:00.001-04:002018-03-20T19:32:45.691-04:00A Fun Ocean Song<span style="font-size: large;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">The last few weeks we have been talking and doing activities about oceans. Singing is a wonderful way to involve all children, especially English learners, in learning. Enjoy singing this song!</span></span></span></span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/cf-IwDNpp9g/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/cf-IwDNpp9g?feature=player_embedded" width="320"></iframe></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"></span><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span><br />
<div style="margin: 0in;">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><b><u><span style="font-size: 14.0pt;">Standards Alignment:</span></u></b></span></div>
<div style="margin: 0in;">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="font-size: 14.0pt;">NAEYC - 2.G. & 2.K.03 & 04. </span></span></div>
<div style="margin: 0in;">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="font-size: 14.0pt;">Head Start - I.A. & B.,XI.A. & B. </span></span></div>
Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-11186788289769262222018-03-13T09:48:00.004-04:002018-03-13T09:49:05.237-04:00A Sense of Wonder: Thinking About Female Scientists <span style="font-family: Arial, Helvetica, sans-serif;">It's always important for our children to learn about good role models. We especially like to share examples of careers that children may not readily see. Last week we talked about our oceans and their essential role to life on Planet Earth. Many children do not always have the chance to think about those who study our oceans and help protect them. This is a topic near and dear to my heart as my husband was an early researcher studying the impacts of plastic pollution in our ocean waters.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Share stories of people like <b>Sylvia Earle</b> who was a pioneer in living underwater in a specially constructed "home." This helped scientists live beneath the surface of the ocean for weeks at a time. Imagine what these scientists could see!</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">This is exactly what you can invite your children to consider. Show photographs of the ocean. Talk about the darkness in the deep parts of an ocean. Imagine what it might be like to try and learn about fish and plants that stay in these deep waters. We suggest beginning sentences with "I <i>wonder</i>..." to have a grand conversation. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>Marie Tharp</b> is another female scientist who contributed to what we know about oceans. She used the mathematical information from naval ships to map the floor of the ocean. It was her work that showed the world that the ocean had hills, valleys, and ridges. She found a large ridge we call the "backbone of the earth." Today her maps hang in the offices of many scientists.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">After telling the brief story of Marie Tharp, ask your children to <i>wonder</i> what a map of the ocean floor might look like. Ask them to draw their own maps. You can use this activity to discuss perspective. Do children draw their maps so they are looking down at the floor of the ocean? </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>Katy Payne</b>* listened carefully to the sounds that whales make. She used special tools to record these underwater sounds. She even made pictures showing what whale songs look like. Then she found out that whales can change their songs and other whales learn the new songs!</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Ask your children to <i>wonder</i> what whale songs might sound like. Have children sing possible whale songs to each other. Then play actual whale songs so children can check their guesses. You can hear whale songs from Katy Payne <a href="https://www.npr.org/2015/08/06/427851306/it-took-a-musicians-ear-to-decode-the-complex-song-in-whale-calls" target="_blank">here</a>.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Standards Alignment:</u></b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">NAEYC - 2.G.03.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Head Start - XI.B.1.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">*Next week, our activity packet will feature Katy Payne. Be sure you are signed up to receive these. Just add your email in the yellow box above. </span>Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0tag:blogger.com,1999:blog-1864421731977329738.post-7787847663881284082018-03-06T10:45:00.002-05:002018-03-06T10:45:20.198-05:00Learning About Oceans
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<span style="font-size: 14.0pt;">As we highlight the
accomplishments of women in March, we thought it would be fun to take a look at
our oceans, where so many female scientists have done amazing work. But before
talking about these women*, begin by introducing your children to what an ocean
is and how it can be studied. <span style="mso-spacerun: yes;"> </span>In this
lesson, you can emphasize concepts such as weather, transportation, and special
clothing, which are a natural part of the curriculum for young learners. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">First show your class a globe.
Spin it around and show children that oceans make up a lot of our world. Ask
children to point out all the water on the globe. Realizing that the oceans are
colored blue helps them to develop an understanding of how to use text features
in the future. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Explain to children that
today you will be finding out more about oceans, their water, and what lives in
them. Show children several pictures of different ocean scenes (easily
available on the Internet). These should include: the Arctic as this is a good
example of cold water, a warm ocean area near the equator, and a picture of a
storm on an ocean. Hold a “grand conversation” about the many differences they
can observe about oceans.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Next talk about the type of
water that is found in oceans. Show two containers of water and a container of
salt. Put the salt into one container and stir it. Explain that ocean water is
salty. Ask children to ‘turn and talk’ in response to the question: Can people
drink ocean water? Ask children to imagine what this might taste like. Some
children who have been swimming in an ocean might share their experiences. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Then talk about people who
study oceans. Show pictures of a submarine and boats. Discuss how these can be
used as transportation to help scientists reach places in the ocean they
need/want to learn more about. Discuss the special equipment a scientist needs
to wear when swimming in the ocean. Show pictures of scuba divers. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Finally, have children make
their own depiction of a scuba diver. You can pre-cut materials as shown below
so children can create a scientist who learns more about the ocean habitat. You
can even encourage them to make up a story about what their scientist
discovered about an area of the ocean. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYqiP7FuNs3ciqTAwxNWA2Gl3seoaqYWjeyByMQEfqbKAzNJ_3tklybR4iud4iwXxrXovFh9i7vB6WjBd4KZyhbp3hUIpb0IdDDJre4MKQuznn1fga6HqVpH3ml2rD4Cy71a5bB7b39Lw/s1600/Untitled.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="375" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYqiP7FuNs3ciqTAwxNWA2Gl3seoaqYWjeyByMQEfqbKAzNJ_3tklybR4iud4iwXxrXovFh9i7vB6WjBd4KZyhbp3hUIpb0IdDDJre4MKQuznn1fga6HqVpH3ml2rD4Cy71a5bB7b39Lw/s320/Untitled.png" width="240" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 14.0pt;">Standards Alignment:</span></u></b></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">NAEYC – 2.G. & 2.J.05. </span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">Head Start – III.C.1 &
3., XI.B.1.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt;">*Next week we will share some female oceanographers. </span></div>
Kathyhttp://www.blogger.com/profile/08083097274145547265noreply@blogger.com0