Showing posts with label Language. Show all posts
Showing posts with label Language. Show all posts

Friday, June 21, 2013

Online Reading Links

As teachnology is on a constant rise, children are spending more and more time with it. I am taking courses in my Masters about incorporaring technology not just in the classroom but also at home. Here are some links that children and families can access on their computers. I have yet to try them on tablets or iPads but they definitely work on the computer.


Tumble Books has an online collection of e-books for children and families (focus on elementary schools).


Children have choices in parts of Clifford stories making it interactive and fun for kids.


Little Critter stories online.


Screen Actors Guild Foundation (SAG) is  an online streaming video program featuring SAG members reading children’s books aloud.

Friday, April 19, 2013

Mortimer - Storytelling With Instruments

I love Robert Munsch as many other teachers do too. But the children love it even more with how I do the story 'Mortimer' in my classroom.

Very simple and very fun!

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWdsQdsC3dLuH51Ui6PtQGb7AF82a5mlQ4ePghvTUT4xTzF5vtIrKRcct5la7TK2bNaNCAHNyV3_Fx30y2OFeDSHeWrSJAmJNLE7iYtFx0UtwG5scCqF7RBvBZpiIz9xMruZe1okXipmig/s1600/Mortimer+-+Robert+Munsch.jpg
All you need is the book: Mortimer by Robert Munsch and...

http://www.mytimeasmom.com/wp-content/uploads/2012/12/Musical-Instruments-01.jpg

                                          Instruments!

Every time Mortimer sings "Clang, clang. Rattle, bing bang. Gonna make my noise all day", the children make noise with the instruments! I have done the story with the kids making loud noises with the instruments, medium-level noises, soft noises and even as-quiet-as-a-mouse noises. It's a ton of fun!! (Though, I do recommend you close the door during this circle time story!) 


Friday, October 5, 2012

Recognizing Alphabets - Matching Centre



I have been trying to put out different activities every other day in the literacy centre. Here is an alphabet centre that was donated to me by a teacher (I hit a jackpot with it because it was free!!!) If you are unable to buy it, I think it is super easy to create it as well (take a large bristol board, add pocket cards, label them with letters, cut out letters small enough to fit into the pockets and you are done!)

I only put out letters for now in a basket. As the weeks go by, there are picture cards with the whole word. The first letter is highlighted so they may match it and put it in the right pocket.

I put this centre on a round table. It is easier for more children to participate at one time rather than up on the wall or board. 


Here are my kids working away! I did not even model this activity to them. They all knew what was expected which is super easy!

What are the children learning?

  • communication and social skills as they use this centre with other children and learn to take turns
  • sorting skills as they take the letters and sort them accordingly
  • matching skills as they match the letters accordingly
  • hand-eye coordination as they use their eyes to match the letters and use their hands to insert them into the pockets
  • literacy skills as they recognize their letters (both upper and lower case)
  • math skills if they are counting how many letters are in the alphabet
  • observation skills as they figure out the differences between upper and lower case letters
  • gross motor (large muscles) as they use their hand to insert the letters and insert them into the pockets

Thursday, October 4, 2012

Recognizing Alphabets - Media-Enriched Activity

One of the easiest and realistic ways for children to begin recognizing letters is to use media around them. This is such an easy activity where children can learn their letters. All you need is newspapers/flyers and yellow marker/highlighters. 

I wrote down the letter that we are working on. I also send this activity as an at-home activity. It is easy for parents since they don't have to purchase anything to work with their children.

The goal is to highlight every S you see in the flyer or newspaper. If you don't have highlighters or markers, use pencil or pen to circle. And there you have another activity for learning alphabets! Choose a different letter each week and you have a centre ready!

Wednesday, October 3, 2012

Practicing Alphabets - Quick Activity

Here is a very quick letter activity I came up with. I was using the die cutter to cut out alphabets and I noticed there was a lot of paper left for recycling which I didn't feel comfortable recycling. So I decided to use it for learning letters. 

We are doing the letter S for the week. So I only used the letter S.
I put out paper, markers and crayons. You also choose to use paint. Finger painting would be fantastic for tiny fingers!

Here are my kids doing the activity. I allow them to start from the top or bottom. Whatever helps them make the S.
Here is the finished product. It was their first time but we are getting the point!





Sunday, August 26, 2012

The Sounds of Language - Why English is Difficult to Learn

Remember a couple months ago I wrote about why the English Language is tough to learn? A friend of mine sent me a fun poem that explains EXACTLY why! If you are teaching grades higher than Kindergarten, this poem is great to be posted in the classroom. Enjoy!





The picture is a tad small, so I will type it up here as well. You are more than welcome to copy/paste and print it out if you wish.

We'll begin with BOX; the plural is BOXES,
But the plural of ox is OXEN, not OXES.
One fowl is a GOOSE, and two are called GEESE,
Yet the plural of MOOSE is never called MEESE.

You may find a lone MOUSE or a house full of MICE,
But the plural of HOUSE is HOUSES, not HICE.
The plural of MAN is always MEN,
But the plural of PAN is never PEN.

If I speak of a FOOT and you show me two FEET,
And if I give you a BOOK, would a pair be a BEEK?
If one is a TOOTH and a whole set are TEETH,
Why shouldn't two BOOTHS be called BEETH?

If the singular's THIS and the plural is THESE,
Should the plural of KISS be ever called KEESE?

We speak of a BROTHER and also of BRETHREN,
But though we say MOTHER, we never say METHREN.
Then the masculine pronouns are HE, HIS, and HIM,
But imagine the feminine...SHE, SHIS, and SHIM!

Sunday, August 5, 2012

Moosetache - Shoebox Storytelling Technique



Source: http://www.margiepalatini.com/wp-content/uploads/2010/04/moosetache.jpg


Here I am with another storytelling technique. I love this book! It is a bit long for the younger age group but with the story box technique, the children will be on their toes waiting for the next page! I used the book MOOSETACHE by Margie Palatini.




I used the shoebox technique for this book. I took a shoebox, covered it with tissue paper of bright colour and then put shiny gift wrap on it. You can choose to decorate it any way you want. Gift wrapping, newspaper, tissue paper, etc. Whatever you think will suit the book well. I then wrote the name of the book and the author so I am able to find it easily.


The mustache I made on my own because I was unable to find the right kind I needed. From the dollar store, I bought a ponytail wig and separated it in the middle with clear tape. I also stuck on masking tape at the back and believe it or not, I put the mustache on while I am telling the story (I become the character so to speak). 




On the inside of the lid, I wrote down all the materials I will be using according to chronological order. On the inside of the box I kept all the materials I would be using. 




I used clothespins with the materials. I just taped it around the item.




As I tell the story, I put the materials with the clothespins around the box. This technique is fast and easy to use once you have all the materials. The children love it and it moves away from the traditional reading of a story. 

Thursday, May 24, 2012

Classroom Centres - Block Area

Source: http://www.childrenscornerpreschool.com/block_2.jpg

There are some areas in the classroom that every centre likes to have.  One of the most popular centres of all is the Block Centre.

Here are some things I have always included in the block area in my classroom. Please suggest any other items that you have experience with that I can add to my blog. Thanks!

- Wooden blocks

Source: http://image.made-in-china.com/2f0j00uvIQDtYBRGol/100-Pcs-Wooden-Blocks-2005-.jpg


- Cardboard boxes/Recyclable Material

Source: http://fantasticfifthgrade.files.wordpress.com/2012/04/dsc03379.jpg

- Foam boxes

Source: http://www.p-wholesale.com/upimg/20/793a1/foam-blacokfoam-toys-569.jpg

- Brick-shaped/coloured boxes 

Source: http://1000moments.net/wp-content/uploads/2008/11/dsc05637-1.jpg

- Cars/Transportation

Source: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWh3N8YC_JsfgN_KzNqn_yixygWLEtLDRb4F4luxadIyP2QGPDWzU9VoOgWBIgRpAYJ5u5T7QpmUMM1Qpy3dRtqG-Wwo0L-m4SL1sK0qc8KpZv0aygJGculPOXpARAVag5EJiXzRzekukx/s1600/february+2012+106.jpg

- Road Carpet

Source: http://www.tts-group.co.uk/_rmvirtual/media/tts/images/FRMAT.jpg

- Hollow blocks

Source: http://www.logertoys.com/images/images_400/ma_hollow_blocks.jpg

- Lego (Different sizes)

Source: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHJykGA6u13W4EwVU5ojPTkkphjWEY88fPM-dSiLvHzz6SUhq-2W37rA0nCcLNdBwd_BPYri-9TTseQyE741akWbuJqIZp4Fb-kR9o9AqpW5aul8lMev8dGogB2CQ7u-QjSFV9CW-mVzU-/s1600/Lego.jpg

- People

Source: http://childcare.scholarschoice.ca/images/products/25/Lego-Duplo-World-People-Set-N15386_XL.jpg


We see the block centres nearly in every classroom. But what is the point of having these materials? 

- They allow children to use their fine motor muscles (small fingers to perfect the skill of balance, steadiness and grip/grasp as they play with small lego pieces and the blocks)

- They learn how to perfect their gross motor muscles (large muscles in arms, legs, and the rest of the body as they pick up the large blocks).

- They learn about hand-eye coordination. This is very important for them to learn because it requires for a lot of focus through their vision to complete a task using their hands.

- They learn about building and construction.

- They learn about structures; how balance and a solid foundation is key for buildings to stay standing.

- They learn about mapping (a big part in the school curriculum) through playing with the road carpet, transportation and the rules of traffic. 

- They learn about the community (the road carpets have lots of important buildings on their such as hospitals, fire stations, police stations, schools, etc.) 

- They learn to problem solve as they figure out ways to create their work. (Specially trying to make a bridge stand without any foundation underneath!)

- So much math is involved! Structures, problem solving, mass, weight, balance and spatial skills. 

- Language is involved: creating their own stories with the blocks and being able to communicate it with their peers and teachers. 


Children love this centre. Whenever possible, teachers and parents should get down on the floor and play with the children. It further helps to develop social skills, communication skills, math skills (challenge them with building things). This adds on to cooperative and pretend play. 

Saturday, May 19, 2012

List of Books - Toddlers

I have posted before a reading list for infants. Now it's time for toddlers. Here it is as found in the book 'Creating Readers' by Pam Schiller:


Animal Crackers - by Jane Dyer
The Animal Orchestra - by Scott Gustafson
Barnyard Banter - by Denise Fleming
The Best Mouse Cookie - by Laura Numeroff
Big - by Keith Haring
Can You Guess? - by Margaret Miller
Dots, Spots, Speckles, and Stripes - by Tana Hoban
The Earth is Good - by Michael Demunn
Exactly the Opposite - by Tana Hoban
Eyes, Nose, Fingers and Toes - by Judy Hindley
Five Little Monkeys Sitting on a Tree - by Eileen Christelow
Flower Garden - by Eve Bunting
Frozen Noses - by Jan Carr
Good Day, Good Night - by Marilyn Singer
Growing Vegetable Soup - by Lois Ehlert
Have You Seen Bugs? - by Joanne Oppenheim
Hello Toes! Hello Feet! - by Ann Whitford Paul
Hey, Little Baby! - by Nola Buck
Horatio's Bed - by Camillea Ashforth
In the Small, Small Pond - by Denise Fleming
Inside, Outside, Upside, Down - by Stan and Jan Berenstein
Is It Red? Is It Yellow? Is It Blue? - by Tana Hoban
I Went Walking - by Sue Williams
Let's Go Visiting - by Sue Williams
Little Red Hen and the Ear of Wheat - by Mary Finch
Lunch - by Denise Fleming
Mrs Wishy-Washy - by Joy Cowley
My Five Senses - by Margaret Miller
Nature Spy - by Shelly Rotner
One Fish, Two Fish, Red Fish, Blue Fish - by Dr Seuss
Planting a Rainbow - by Lois Ehlert
Shapes, Shapes, Shapes - by Tana Hoban
Snowy, Flowy, Blowy - by Nancy Tafuri
Teddy Bears' Picnic - by Jimmy Kennedy
These Hands - by Hope Lynn Price
Time for Bed - by Mem Fox
Toddlerobics - by Zita Newcome
Up the Ladder, Down the Slide - by Betsy Everitt
Wake Up, Little Children - by Jim Aylesworth
What Makes Me Happy? - by Catherine and Laurence Anholt
When the Teddy Bears Came - by Martin Waddell
Where Does It Go? - by Margaret Miller
While You Were Sleeping - by John Butler
Who Hops? - by Katy Davis
Who Took the Farmer's Hat? - by Joan Nodset
Who Uses This? - by Margaret Miller

Monday, May 14, 2012

Fruit Smoothie Recipe

I came home today feeling really hot because of the weather. I wanted to cool down and I thought of making myself a smoothie. I LOVE my fruit smoothies. They are healthy, quick to make and a fun way to cool off. 

I also have made smoothies for kids at school. They have helped me with making them too. The kids love to make something and then later enjoy it. Here is how I make mine:

What you need:


Frozen or Fresh Fruit.
I like to use frozen because it turns out colder
and I don't need to use ice for it.
You can choose any fruit. I like
to use mixed berries or tropical fruits
(like mango, melon, cantaloupe).


Frozen Yogurt.
You can get plain one or a flavoured 
one. I like to use flavoured 
to bring out the fruity taste.


Juice.
The best kind of juice to use is
orange, pineapple or cranberry.

You also need a blender and a scoop.

Steps:


Put in your choice of fruit into
the blender. Add enough juice
so that the fruit is all covered.
Blend. 

If it is not blending well, add more juice.


Add 4-5 scoops of frozen yogurt
into the mixture. Blend.

You may have to stop after a while and blend again
with more juice. If you like yours a bit thick, like me,
don't add too much juice.


ENJOY!


My recipe does not have a specific number of servings. If I want to make lots, I add lots of fruit, juice and frozen yogurt.

This recipe can be made in the classroom with children. Make sure they are doing it with your help. It involves science, math, language, health and the most important subject: FUN!

Sunday, May 13, 2012

Saying Thank You




I love languages. I love how there are so many words, letters and sounds from all over the world that help you communicate. 


Because today is Mother's Day, I thought it would be a great idea to learn how to say Thank You in different languages. Here is a list of how to say thank you in different languages I found on the Internet. You can ask the kids to make a card and write down a few of them. It's a nice way to learn new words in different languages which improves your communication skills, language skills, further develops learning of diversity as well as build an understanding and importance of gratitude. Enjoy!

SHUKRIYA for reading :)


  • Afrikaans: Dankie
  • Albanian: Faleminderit
  • Alsatian: Merci
  • A’Leamona: Gra al or Gra [pronounced grah or grah ahl]
  • Arabic: Shokrun (pronounced Shook-run)
  • Armenian: Shnorhakalutiun
  • Bengali: Dhonnobaad (written in Bengali similar to Hindi)
  • Bosnian: Hvala
  • Bulgarian: Blagodariya
  • Buryat (Mongolian people): Hain daa
  • Chinese (Mandarin):  Xie Xie (pronouced: shyeh shyeh. Say it fast and keep it short)
  • Chinese (Cantonese):  Daw Jeh
  • Croatian: Hvala
  • Czech: Dekuju/Dekujeme
  • Danish: Tak
  • Dutch: Dank je (pronounced: dannk yuhh) or Bedankt (pronounced: buh dannkt)
  • English: Thank You
  • Filipino: Salamat
  • Finnish: Kiitos (pronounced: KEE-tos. Like “toast” without the last “t”)
  • French: Merci
  • German: Danke (dahn-kuh)
  • Greek: Euxaristo (efhar-ist-oh)
  • Hebrew: Todah
  • Hindi: Dhannayvad or Shukriya
  • Icelandic: Tack Fyrir
  • Irish: Go raibh (míle) maith agat [pronounced: gu rev (me-la) mah agh-ut]. It means: (a million) thanks to you.
  • Italian: Grazie
  • Japanese: Arigatou (informal; pronounced: A-rii-gah-to’) Domo arigato gozaimasu (formal; pronounced: A-rii-gah-to’ goh-zae-mas)
  • Khmer (Cambodian): Or Kun
  • Korean: Gamsahapnida (pronounced: gam-sa-ham-nee-dah)
  • Korean: Gomapsupnida (pronounced: go-mahp-soop-nee-dah)
  • Kurdish: Spaas
  • Lao: Khopjai
  • Lithuanian: Ači
  • Malay: Terima Kasih
  • Maltese: Grazzi
  • Nepali: Dhanayvaad (isn’t said as frequently as a thank you in English)
  • Norwegian: Takk
  • Persian (Iran): Mamnoon
  • Polish: Dziękuję
  • Portuguese (Brazil, Portugal, etc): Obrigado [if male] and Obrigada [if female]
  • Punjabi: Dhan Waad
  • Romanian: Mul umesc (pronounced: mool-too-mesk)
  • Russian: Спасибо (pronounced: spa-see-ba)
  • Slovak: Dakujem (pronounced: dyock-we-em
  • Spanish: Gracias
  • Swahili: Asante
  • Swedish: Tack
  • Tagalog (Filipino): Salamat (po) (sir/madam)
  • Tamil: Nandree
  • Telugu: Dhanyavaadaalu; Kruthagnathalu
  • Thai: Kop kun krap (if male) Kop kun ka (if female)
  • Turkish: Teºekkür ederim
  • Urdu: Shukriya (pronounced: shook-ree-ah)
  • Vietnamese: Cam On (pronounced: caam-ungh)
  • Waloon (Belgian community): Merci
  • Welsh: Diolch (mam) Amino (sir)
  • West Indian Creole:  M si
  • Xhosa:  Enkosi
  • Yiddish: A dank
  • Yoruba:  O Sheun
  • Zulu:  Ngiyabonga (literally means : I give thanks)

Wednesday, May 9, 2012

Sounds of Language - Rhymes





The two best things about rhymes are that they are fun and they are predictable. Children need prediction to improve their reading skills,  writing skills and communication skills. You can use poems, songs, puzzles, word families, and rhyming games to learn rhyming. Don't forget to read them books that are full of rhyming.


Poem - Fire! Fire!
"Fire! Fire!" said Mrs. McGuire.
"Where? Where?" said Mrs. Bear.
"Downtown!" said Mrs. Brown.
"What floor?" said Mrs. Moore.
"Near the top!" said Mrs. Kopp.
"What a pity!" said Mrs. City.
"Here I come!" said Mrs. Plum.
"Water! Water!" said Mrs. Potter.
"Get out of my way!" said Mrs. Lei.
"Let me see!" said Mrs. Chi"
"Break down the door!" said Mrs. Orr.
"Oh, help us and save us! said Mrs. Davis,
As she fell down the stairs with a sack of potatoes. 

Song - Down by the Bay
Down by the bay, where the watermelons grow.
Back to my home, I dare not go.
For if I do, my mother will say,
"Did you ever see a pig dancing the jig?"
Down by the bay.

Other rhyming phrases:
...whale with a polka-dot tail.
...bat wearing a hat.
...rat chasing a cat.
...dog playing leapfrog.
...bear combing his hair.
...bee with a sunburned knee.
...moose kissing a goose.
...goat sailing a boat.


Use puzzles and word cards that allow the children to put the pieces together according to their rhyming partner. The best kind are the ones with the picture and the word written on them.


Word families are the way to go for younger children. I like to cut out a big tree from construction paper and put it on the wall. One week I would call it our "AT" word family tree. Then on different branches I would stick pictures with their words. Here is what it would look like.


Rhyming Games
There are tons of fill-in-the-blank rhyming games you can play.

I like oranges, I like to feel them,
But I can't eat them until I _________ (peel them).
Peaches are juicy, peaches are round,
When you shake the tree, they fall to the ______ (ground).

A banana is yellow and shaped like the moon
When it's in pudding you eat it with a _____ (spoon).

Pears are golden, juice, sweet, yummy.
And round at the bottom like Santa's ______ (tummy).


Matching games are fun to do too!

Stories
Read books that are full of rhyming.

A-Hunting We Will Go - by John Langstaff
Anna Banana: 101 Jump Rope Rhymes - by C. Chapman
Brown Bear, Brown Bear - by Bill Martin, Jr.
The Cat in the Hat - by Dr. Seuss
Chicka Chicka Boom Boom - by Bill Martin, Jr.
Chicken Soup with Rice - by Maurice Sendak
Henny Penny - by Paul Galdone
A House is a House for Me - by Mary Ann Hoberman
In the Tall, Tall Grass - by Denise Fleming
Jamberry - by Bruce Degen
One Fish, Two Fish, Red Fish, Blue Fish - by Dr. Seuss
Quick as a Cricket - by Audrey Wood
Silly Sally - by Audrey Wood
Spiders Spin Webs - by Yvonne Winer

Tuesday, May 8, 2012

Circle Time - Basics



Circle time has been one of my MOST favourite parts of the day. This is when you get to connect personally with each child and share many stories, songs and experiences together. Here are important parts about circle time:

1. BUM minutes. This is a term I learned during my degree to describe the number of minutes a child is developmentally ready to stay seated and pay attention. For example, for a child who is 4 years old can developmentally sit for only four minutes in total. "OH MY!" is absolutely right. Look at what we expect from our children even though they are not developmentally ready. However, bum minutes can be increased through practice and teaching.


2. Because of bum minutes, you need to keep in mind to keep your "lesson" short and to the point. Use songs and finger plays to begin your circle. You can visit my posts about songs and finger plays for transitions here. Here are some more. 


Song - Make A Circle (Tune: Where is Thumbkin)


Make a circle, make a circle
Big and round, big and round
Everybody hold hands,
Everybody hold hands.
And sit right down.
Sit right down.


Song - It's Time for Circle Time (Tune: Farmer in the Dell)


It's time for circle time,
It's time for circle time.
Everybody hold hands,
It's time for circle time.


3. Your circle time needs to begin with something that keeps the children's attention going for the next little while. I always start with a song that is personal to every child and the best of songs to accomplish this task are the ones where you sing the child's name. Here is a song that is personal and another that does not use children's names (there will be many days you may not have enough time to sing a long song!)


Good Morning/Afternoon Welcome Song
Good morning, good morning,
Good morning to you.
Good morning, good morning,
And how do you do.
Your faces like sunshine,
You bring us good cheer.
So happy to see you,
So glad that you're here!


Good Morning/Afternoon Train Welcome Song


*This song I always did with a train whistle that I have or a hand puppet of a train conductor. Props work excellent with young children. Sing in the tune of "She'll Be Coming Around the Mountain". The 'Choo Choo' part is when everyone pretends to pull the string of the engine's horn*





The good morning train is coming, how are you? Choo Choo!
The good morning train is coming, how are you? Choo Choo!
The good morning train is coming, the good morning train is coming, 
The good morning train is coming, how are you? Choo Choo!
And we say hello to Page, how are you? Choo Choo!
And we say hello to Nothy, how are you? Choo Choo!
And we say hello to Bobby, and we say hello to Gary
And we say hello to Shelly, how are you? Choo Choo!


*Carry on with different names. If everyone's name is done and you still have the tune left to finish, you can always sing "...say hello to everyone"*


4. Begin with songs that allow the children to have fun and get their bodies moving to release their sillies! "Old MacDonald", "Itsy Bitsy Spider", "Johnny Hammers".


5. Read a fun story. Flap-books are great. Use different storytelling strategies. Puppets, clothesline, magnetic boards, felt boards, large books, books with props, or tell a story without the use of any book!


6. End circle with a few more songs. Or share stories/show and tell with each other. Finish the circle with a goodbye song.


Song - Goodbye Friends


Goodbye friends, Goodbye friends
Goodbye friends, we'll see you all next time.

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