#these kids come to me with NO phonemic awareness

[gil-estel]

actually balanced literacy is bad if half the kids in my first grade classes leave kindergarten unable to read CVC words

[intelligencevidyarthi]

Exploring the World of English Short Poems for Kids

Why Choose Short Poems for Kids?

Short poems are perfect for young readers for several reasons:

Accessibility: Their brevity makes them easily digestible, ideal for short attention spans.

Engagement: Poems often use vivid imagery and simple language, which captivate children’s imaginations.

Learning Tools: They can teach lessons about emotions, nature, friendship, and more in a concise and memorable way.

Themes and Varieties

English short poems for kids come in various themes and styles, ensuring there’s something to pique every child’s interest:

Nature Poems: Celebrating the beauty of the natural world, from majestic mountains to tiny insects.

Funny and Silly Poems: Full of humour and whimsy, these poems often include playful language and amusing scenarios.

Animal Poems: Children love animals, and poems about them bring out their curiosity and compassion.

Seasonal Poems: Whether it’s springtime blossoms or snowy winter days, seasonal poems evoke the magic of each time of year.

Rhyming Poems: With their rhythmic patterns, rhyming poems are delightful to read aloud and help children develop phonemic awareness.

Bedtime Poems: Gentle and soothing, these poems can create a calming atmosphere before sleep.

Examples of Popular Short Poems for Kids

Let’s explore a few examples to illustrate the charm and diversity of children’s poetry:

Example 1:

Twinkle, Twinkle, Little Star Twinkle, twinkle, little star, How I wonder what you are! Up above the world so high, Like a diamond in the sky.

Example 2:

The Owl and the Pussycat (excerpt) The Owl and the Pussycat went to sea In a beautiful pea-green boat, They took some honey, and plenty of money, Wrapped up in a five-pound note.

Example 3:

Stopping by Woods on a Snowy Evening (excerpt) Whose woods these are I think I know. His house is in the village though; He will not see me stopping here To watch his woods fill up with snow.

Benefits Beyond Words

Beyond the joy of reading and listening to poems, there are significant benefits for children:

Language Development: Poems introduce new vocabulary and sentence structures.

Emotional Awareness: They help children identify and express feelings.

Memory Skills: Rhymes and rhythms aid in memory retention.

Creativity: Encourages imaginative thinking and creative expression.

Conclusion

In conclusion, English short poems for kids are not just literary works; they are gateways to a world of creativity, emotion, and learning. Whether read aloud by parents or recited in a classroom, these poems spark curiosity, foster empathy, and leave lasting impressions on young hearts and minds. So, let’s continue to explore the magic of poetry with our children, one delightful verse at a time.

Let the journey through the world of English short poems for kids begin!

Happy Reading and Exploring!

[natsunoomoi]

So sometimes I check wikis to like look things up about a show or series that I don’t have time to read or watch the whole thing fully cuz that’s a time investment I just don’t have but I have questions I just want a quick answer to.

The problem is, wikis are of course, made by like regular people with varying levels of biases and also sometimes selective memory of events. As can be seen in my more recent posts with SVSSS and MXTX’s works I’ve been on those wikis, but sometimes the explanations of plot points and a bunch of other stuff are really confusing and circular. SVSSS’s is being more cleaned up recently, but it still has some things that it says happened, that I couldn’t find at all when reading the book and I’m just like, where did they find that info to put on the wiki?

Like one of my earlier posts when I started reading SVSSS at the beginning, I mentioned how I read that original Luo Binghe got killed by his harem eventually and I thought that made sense cuz ultimately no one in that original plotline made choices that made them genuinely happy. But when I read the book, I didn’t see any mention of that anywhere...? I think last time I went to go look at BC Novels they had one chapter left to translate. Is it in there?

Then at other times, I wonder if there’s an inconsistency because there’s a limitation between the translation I read and like something in the original Chinese text like there’s a typo, which obviously there’s a mistake then. But then other times, I’m wondering if people read a different thing, but most of the people with a different interpretation don’t seem to be able to read Chinese and are reading the same translation as me, but I’m confused where they got certain details from?

Like for instance, there’s another part on the wiki where it says Airplane originally planned for PIDW to be a BL from the beginning, but I’ve literally been trying to find where that was stated because I don’t remember that and I don’t see that anywhere and the chapter citation that is listed on the wiki goes to a chapter that doesn’t talk about that at all. Airplane/Qinghua does say that he made changes to Qingqiu’s character that were originally more complex to make him a trash human and he did that to make a living, but I can’t find where it says he originally wanted it to be a BL theme to begin with. In the chapter they cite it says that Qinghua had designed Binghe to have an appearance in a way that appealed more to a female audience and be more of a pretty boy. That doesn’t mean that he meant his entire book to be a BL it just means you make your main character look a certain way partly for internal logic because that look is really popular with women so the in-story women would probably find him attractive and in a meta sense any females who happen to also read a stallion novel like some women read shounen manga would find him hot in real life. A successful story does things like that to reach people outside of its target audience and that’s kind of a lot of the reason why a lot of Shounen Jump manga are really popular with women too even though a lot of the stories have the male perspective in mind. The chapter it cites only talks about the actual physical appearance design choice he made for Binghe vs Mobei-Jun. He just says that Mobei-Jun was made for the kind of male character he prefers to think about, but Binghe was just designed with the idea of what would make him more popular and also could kind of be like a self-insert-ish for his desire to beat on people for funsies. It doesn’t talk at all about what the genre he planned for the book to be and interpreting the text to that much is really stretching the context to wishful thinking levels. I don’t even actually care either way what kind of novel PIDW was because it’s not actually that important to enjoying the story of SVSSS, but I don’t know if it’s the Ravenclaw in me or what, but it just bugs me when there’s something that seems *wrong* printed on a thing that is supposed to inform other people. I’m literally reading chapters at the same time as trying to write this post to find where I think maybe it was said, but it sure as hell wasn’t the chapter the wiki cites.

The other day I re-read the chapter when Qinghua taunts SY with Qingqiu’s real memories, and he doesn’t even say it then. ATM, I’m trying to look through the last chapter because there’s that one part when Qinghua shows up right at the end and talks with SY at the celebration, but even at the start at the chapter, SY talks about how Qingqiu was super straight to him. SY is an unreliable narrator, but given the context of Qingqiu’s life events that makes sense. His personal trauma because of Qiu Jianluo also pushed him away from any amount of closeness he could have with other men other than ones he already trusted to some degree. He had a lot of problems forming new relationships of any kind with other men because of deep-seated trust issues. Not that he didn’t have any, but meaningful ones were pretty absent. One only because of a very sad misunderstanding and lack of communication and explanation, but the others just tough.

But like also there’s like that SJ slept in the Warm Red Pavilion and he went there just for comfort rather than more lascivious reasons. Yeah, it’s true that he didn’t go there for those intentions, but like it’s still in the environment so it’s not like he’s unaware of what happens there. I mentioned it in the previous post about his search for means to grow his cultivation, but only to say he’s probably not that innocent and there may be some truth to him wanting to do something to Ning Yingying out of desperation to make up for his low cultivation foundation. Like he’s aware of those kinds of things and he probably came across something that said that was a way he could grow his cultivation. Desperation and this motivation I think is probably the only reason why he would be so tempted to cross that line with Yingying because he otherwise treats women rather well. She is his favorite too, so if a person who usually treats females well for some reason wants to do something that would be hurtful to their favorite person, there has to be a much deeper motivation behind that. The only thing that is a canonically greater obsession I think would have to be his cultivation level. He has a number of self-esteem issues and such a well, but his greatest pride and greatest concern is his cultivation. He is proud of his abilities, but also he laments and regrets the version of him he couldn’t become so much I can foresee that if there was a suggestion that he could overcome his late start in some way by using someone female, I think he’d at least think about it and also consider who he knows could be a viable candidate should he want to act on it and that is how that part of PIDW happened. Pain and desperation make people do things that are uncharacteristic, so it has to be something that really bothers him more than in a moment of weakness that idea is there.

Which is another point I have an issue with on the wiki because it says his low cultivation is “logically” because he started late and spent so much time with a fake master. It’s not logically. It’s factually. It’s mentioned several times especially in the extras chapters from Shen Jiu’s point of view where he talks about how he is specifically behind because of wasting time with Qiu Jianluo and Wu Yanzi and also that he was the last to form a golden core. If it was coming out of SY or someone else’s mouth as an explanation, maybe you can say “logically”, but if it’s coming from SJ’s point of view chapter it sure as hell is not. That *IS* his motivation. He states it himself.

Also, I think some people don’t understand what it means to have a low cultivation foundation. Cultivation from what I gather according to the rules of this world is like a lot of talents we have in our world where you need to start young to be good at it. There’s a few skills that you can learn that if you don’t start at a specific time you lose the optimal window to develop your talent for it because of the way the brain functions and basically purges off skillsets you’re not using in your environment. 

Learning a language is one such skill. When a baby is born, it has the capability to learn how to speak every language in the world, but as it gets older its brain purges out the sounds that it doesn’t hear from its environment and this keeps going into older childhood as well. The taxi driver I talked to the other day about this said you have to start before you’re 10, which sounds about right. The phoneme purging in your brain starts quite early though so that’s why my company has classes for Moms and their 1 or 2 year old so that they can speak to them in English to try to keep English sounds in their environment so that they can have perfect pronunciation when they grow up. If you try to learn a new language when you’re older that’s how you have accents. You don’t have the phonemes to speak the language perfectly so your brain is imitating the sounds with the ones you do have. Plus it’s a constant use skill. I used to be able to speak Cantonese with no accent up until my teens, but I haven’t spoken it in so long that slowly I started to have an accent and now I can’t say the words properly anymore. I don’t know that much Cantonese to begin with that aren’t baby words, but I used to be able to say them properly.

Music is another one and that one has an even more narrow window. Kids with parents hoping that they will be music prodigies usually start them on music VERY young like 3 or 4. It’s not that it’s impossible for someone to pick up an instrument later in life, but there’s a type of sense to music and hearing the scale and developing that skill that if you don’t start kids on it at that time, their musical ear will not be as good.

And it’s that “not as good” thing that Qingqiu is chasing. He is exceptionally powerful and talented which is why despite starting late he became favored. He is very capable and good at what he does, but he is not as good as what he could have been. Even though he is so good, he is only haunted by how much better he would have been if he had started on time and had proper instruction. A musician who maybe wants to be a concert violinist but took up the instrument late may struggle to get a good seat in an orchestra because despite any talent they have, their ear is not as developed as someone else. Such a musician would be vexed and lament that they hadn’t discovered their love for the instrument sooner just as Qingqiu is vexed and laments that he didn’t start proper cultivation development earlier.

And I’m griping about SVSSS more because I read that book so I have more points of reference to go on. But like the wikis for MDZS and TGCF aren’t much better. MDZS is maybe a little more coherent and easier to follow, but TGCF confused the hell out of me and it took me awhile to understand what was going on. I really needed it though cuz I was watching the donghua and like I think the way they present some of the scenes is like slightly out of order for like foreshadowing and other like film reasons, so I checked the wiki while watching to try to get more context cuz I don’t have much time right now to pick up another book at the moment. I was so confused though cuz like...it seems like the logic in the entries is so circular and I’m trying to keep track of all the characters and what’s happening. I hope it’s better now but at the time I was watching it I was so confused and struggling to make sense of what’s happening.

And like maybe you’re wondering why if I read the book, would I bother checking a wiki. Mostly out of laziness because I’m thinking of something and I don’t want to go find the exact chapter to help me flesh out my thought and reference point. I end up getting more frustrated sometimes depending on what I’m looking up because of the above things.

Plus again I’m like a bit mystified as to why Qingqiu’s look seems to appeal to me. It’s not just him though and like other characters with a similar style in some of the games I play. I think there’s some imprint from some very old childhood memory that I only vaguely remember. Like it’s a look that seems familiar, but I can’t put my finger on where it’s from and I can’t figure it out, so I keep just going to check images to see if it will make me remember. I think it’s a movie I saw with my Dad as a young child, but I can’t remember it at all. I remember there was one Jet Li movie I watched with my Dad once and I ended up watching all the time cuz I thought Jet Li was really cute in that movie (I was also 3 so I don’t know why I’m thinking that way, but whatever), but like Jet Li was bald in that movie because it was about a Shaolin Temple. I think at the time my Dad showed me that movie I already showed an interest in movies from my own heritage, so that’s why he showed me that. But like I can’t remember anything else. I suppose it could have been something my grandpa watched because sometimes he’d watch a Chinese movie when I was playing in the living room and I’d stop to watch too and then he’d fast-forward through the intimacy scenes, but because I’d just look over at something he was already watching I have no idea what any of those were.

[canid-slashclaw]

The Outliers - A Guildwars Love Story

Chapter 6

Two months had passed since the siege against the centaurs had begun in Kressex Hills.  During those tenuous months, Kaleb, Brad and Cynthia would alternate duties between fighting on the front line and running much-needed supplies from the lake-port town.   Kaleb's reputation as a fine cook also began to take hold.  Some of his recipes became so popular that troops from other garrisons would stop by just to sample some of his cuisine.  It was also during this time that he made it a point of volunteering for supply running duty to Triskell whenever the opportunity presented itself. 

He enjoyed the unusual rapport he had developed with the market owner's daughter.  Even though she was a charr and viewed by many of his people as the mortal enemy, he somehow found their respective differences to be intrinsically fascinating. 

Today he was scheduled to pick up a fresh supply of imported cheeses from the marketplace.  Along with the meats, soldiers discriminating tastes demanded an increasing array of finer foods.  He was well aware that all of this was his own fault.  But he simply couldn't help it - he liked to ensure that everyone enjoyed the little things in life for one never knew when all of it would suddenly end. 

The morning was overcast and the plume of smoke rising from the upstairs chimney of the meat market indicated one thing.  Amalthia was there, working away at whatever it was her kind liked to do.  But even during subsequent visits, Kaleb could somehow never work up the nerve to ask her what she was working on. 

He entered the shop and his nostrils were immediately greeted with the familiar array of scents from the spices and herbs.  As always, Ludrick the big tabby patterned charr was there to greet him the moment he walked in.

"Two-thousand pounds of freshly-slaughtered bovine are ready for pickup.  I hope you got some sturdy paws carrying this stuff.  My ankle has been giving me fits and I'm not gonna be much use to anyone today," Ludrick grumbled as he shifted his center of gravity on his crutches.

Two months of coming to these felines' shop and I still don't know either of them on a personal level.  Kaleb mused as he handed Ludrick the work order. 

"Amalthia. Get down here and help this customer.  He's got a meat wagon that needs to be loaded up," the old charr bellowed out towards the upstairs. "Just a minute.  One last spot and I'll be finished." 

Kaleb heard Amalthia's voice from upstairs.   Summoning his courage, Kaleb stood in front of the big charr and quickly asked in a rushed voice.  "So what has your daughter been working on?" Ludrick just shook his head and grumbled.  "Ask her." He then pointed towards the staircase to where Amalthia had already been present.  "Ask me what?" Kaleb swallowed as he was at a loss for words for the moment.  "I was..." "It's okay, just remember your fahrar training when learning to speak.  Or is it the Asuran School of Synergetics?  Either way, you seem to have a hard time completing sentences whenever you are around me." Kaleb looked at Ludrick then commented.  "Is your cub like this to all her customers?"

"Only to the ones who act like fools.  Which, I might add, seems to include everyone."   "Whathaveyoubeenworkingonupstairs? There!  I asked it!" "Is that some sort of lost Orrian gibberish?  Ohh... now I get it.  I think you were trying to ask me a personal question.  Something along the lines of what I do with my time while I'm upstairs.  Am I right?"  Amalthia conjugated her thoughts aloud.   "Well, the acrid smell of burning coal does pique my curiosity.  I can't help but to be curious." Amalthia gazed in his general direction with her amber eyes then replied.  "I am not in the business of forming personal relationships with customers.  If there is something business-related you or your people want to discuss with my sire, or me then by all means, do so.  Otherwise don't pester me with personal questions." Human or not, Kaleb could tell that she had her defenses on high alert. Like the Seraph army he served under, he wanted to strategically break them down.   "Business question." "Okay. Shoot." "How does your shop produce such a large volume of market cuts in such a short amount of time?  And please don't tell me it's a trade secret, cause I know you people have commonplace technologies that our people don't even possess." Amalthia looked at her father who gave his silent nod of approval.   "Did you bring anyone with you this time?" "No.  Just me." "Good. Now take off those filthy shoes and socks," Amalthia said as she pointed her clawed finger towards Kaleb's boots. She led him down the stairs and into the basement cutting room.  For the moment, the room was pitch black.  But with the flick of her hand, a series of gaslight propane lights came to life.   "Tada!  Welcome to the cutting room.  Or as I like to call it, the slaughter shack." The plucky charr beckoned him to tread carefully across the freshly mopped stone floor.   She reached up and pulled back a chain-mail curtain revealing a row of cattle quarters dangling on a series of hooks.  "The cattle are gutted just beyond that doorway over there.  Once they have been dressed, sire and I bring the carcasses here to be cleaned up and ready for quartering." "What do you use to quarter them with... a tree saw?"  Kaleb asked. Amalthia walked him over to a giant fearsome-looking machine that sported a giant saw blade.   As he got closer, Kaleb could hear the high-pressure rushing sound of water that was coursing through the complex array of pipes.   "Steam-powered quartering saw.  Charr trade secret.  You are to keep this mum under sever pain of a horribly gruesome death," she said laconically.  "How charming.  I suppose some of the meat I saw may have very well been the remains of customers who foolishly betrayed your secrets?" "Well, those and the ones who ask too many stupid personal questions.  But other than that, you needn't worry.  The chances of you inadvertently eating your dead uncle are practically nil," Amalthia quipped as she began adjusting the controls of the saw blade.  "Amalthia!  Customer with two little ones." "Great.  Well that's it for now.  I gotta put on the charming routine and help those pesky humans." As Kaleb and Amalthia emerged from the downstairs cutting room, a young mother and her squealing kids greeted them.  "Mommy.  Another charr!" The mother had a brief look of terror on her face as Amalthia kneeled down to make eye contact with the youngster.  Without any sense of fear or trepidation, the little girl started to run her fingers across Amalthia's large horns.  Within moments, the child was playing with her whiskers and ears, apparently being delighted by their twitching movement.   "What's your name, little one? Mine is Amalthia.  Can you say that?" The little girl tried to mimic Amalthia's feline muzzle phonemes as she attempted to sound out her name.   "Ah.."

"..mall.."

"...thia!" Kaleb was utterly stunned.  He was amazed at how patient she was with the human child.   "You are really good with kids.  I didn't expect that from someone like you," he said off-the-cuff. "What is that supposed to mean?  'Someone like me'?" "What I meant to say was, I didn't take you for the type to be so good around kids.  I thought they would push your buttons and drive you crazy," Kaleb replied humbly. "There is a lot about me you don't know or want to know about.  And for your sake as well as mine, it's for the better." Kaleb noticed the other child, a boy, clamoring over one of the displays. 

"Be right back."

He gently picked up the arrant boy then promptly returned him to his mother.  "There ya go fella.  Just keep off of high places, yea hear?  Otherwise you might fall and break something." Without Kaleb noticing, Amalthia witnessed the interaction as a wide grin came over her face that caused her ears to flatten with a sensation of happiness. 

Kaleb walked back over sans the child.  "I disagree.  With your last statement, that is.  Because I would like to get to know you better." "Do you have cubs?" Once again, Kaleb was caught off guard.  But he learned to recover from the initial shock of her bold questions.  "None at present.  You?" "Nada." "Havarti is my favorite cheese.  Okay, that one was pure randomness," Kaleb said in a relaxed tone.  "Goat cheese for me. The harder ones clog me up something fierce.  Randomness back at you," she chided.   "More fiber will fix that issue.  You've been served," Kaleb said gleefully. "Rebound - charrs don't consume fiber.  Two and zero, with Amalthia in the lead." "You moved the goalpost.  That's cheating!"  "Accusing an Iron Legionnaire of cheating is an insult worthy of a duel... to the death!" Amalthia gnashed her teeth at Kaleb.  "Match accepted.  But first - may I treat you to some refreshments?  You know, the kind outside this slaughterhouse?"  Kaleb said with a wink.   The little boy tugged on the hem of his mother's dress and pointed.  "Mommy, that man and that charr are really talking weird to each other." The mother looked apprehensively at the odd bantering between the two then quickly decided it was best to pull up her spawn and leave.   Ludrick planted the palm of his hand over his face as he shook his head. "You cubs are giving me a splitting headache.  Would the both of you be so courteous as to take your jabber-jawing somewhere else? Preferably somewhere far out of my earshot?" "Oh crap!  Where has the time gone?  It looks like the dessert thing will have to wait another time.  I was only supposed to be here for no more than an hour and now look at the time.  I'm going to be in deep dolyak doo with my sarge if she finds out I've been goofing around," Kaleb said with a sigh of disappointment.   Amalthia flicked her ears as she looked over the young soldier.  "Then I wouldn't want to be the one to keep you from your appointed rounds. Meet me by the bay door and I'll help you load up your supplies." As they were working together in stocking up his cart, Amalthia couldn't help but notice Kaleb's bulging biceps as he helped her heft the large hunks of rations.  But she immediately averted her gaze the moment he turned his head towards her.  Once the necessary cargo had been loaded aboard the wagon, Amalthia proceeded to close and latch the receiving bay door.  "That's the last of it," she said with a raised clawed thumb.   "Thanks for everything.  I couldn't have done this without your help.  And next time, I promise there will be desserts," Kaleb replied with a smile.  "Then I'll hold you to your word, Kaleb."

Her ears twitched upon saying his name.  And for his part, he couldn't have felt happier when she said it too.

[tyra423]

Phonemes with E-L-EE-S

Due Date: November, 1, 2019

Readings: Bissex (1985), “Watching Young Writers”  Manyak (2011), “Phonemes in Use: Multiple Activities for a Critical Process” 

Main Idea: Children develop writing knowledge long before they enter school and continue to develop a system of writing and symbols and sounds as they learn and come in contact with various prints and speech. Due to this complex task of matching and mapping letter sounds and letter formations, children need to be given time to develop and reconstruct the writing system.

Nugget: Often times students know a lot more about written language than we know they do, so teachers need to be intentional about determining what students already know about print and then tailor their instruction to meet those needs.

Readings: Manyak (2011), “Phonemes in Use: Multiple Activities for a Critical Process” 

Main Idea:Teachers need to implement effective phonemic awareness instruction as it is an imperative aspect to literacy.

Nugget: It is important when sound stretching or word mapping to not use unpredictable letter-sound relations because it can become confusing to students.

Readerly Exploration: Phonemes with E-L-EE-S

For this readerly exploration I chose to share an excerpt from Bissex’s article with a friend from a different major. My friend Elise, who is a nursing major was excited to hear about what I had been reading. The reason I chose to do this readerly exploration for this article was because I really enjoyed reading Bissex’s work and found it absolutely fascinating. I shared an excerpt with Elise that discussed the transformation of a children’s drawing to writing and how they develop their writing system (paragraph 3 on page 101- paragraph 2 on page 102).  This is what Elise had to say:

“It’s been a long time since I even thought about phonics. I did not realize there was such a step by step process that the mind of a child went through when they learn to read and write. It’s kind of like you introduce it to them and they intake it themselves. When you teach children to read the focus is on the teaching, but their brain is already making those connections. I did not realize that kids start to use drawing as their symbols for writing. I wonder if kids were not taught to write if they would just come up on their own method of writing with their own usage of symbols” (Elise, personal communication, October 31, 2019)

Sharing the excerpt with Elise deepened my understanding of the text by forcing me to read an excerpt out loud. By reading it out loud I heard the information in a bit of a different way. I also had to summarize the text for her, so she had a better understanding of it. Having to explain it to her helped me to process and verbalize the main ideas of the texts but also the things within the text that grabbed my attention and got me excited. It was a great experience to get to share this article with Elise and interact with it in a different way.

[mbarnshaw-blog]

Readerly Exploration - October 3rd

Reading One: Miller (2013), Chapter 2, “In September, Part One"

Biggest Takeaway: This chapter focuses on what Miller believes are the most important things to establish in the classroom during the month of September including trust, strong relationships, and a working literate environment where your children are seen as readers, writers, thinkers and learners, and your classroom, a joyful place for learning.

Nugget: Miller starts the chapter by describing an assignment she would have her parents complete at the beginning of the school year. She would have them write to her about their child, including any information they thought she should know. She says, ‘I’m struck by the love between the lines, the hopes and dreams that live in their words, and the faith and trust they have in me.” (Miller, 2013, p. 28) She goes on to explain how something that she doesn’t see in those writings are the assessment scores they hope their child achieves, not because they aren’t important, but because they’re not the most important. She takes these writings and notes how important it is to look at our students the way their parents see them. We have such a privilege that we get the opportunity to teach them and to learn from them. 

Reading Two: Miller (2013), Chapter 3, “In September, Part Two"

Biggest Takeaway: This chapter focuses on the importance of getting your learners to understand what readers do so that they, too, may recognize that though they may not be able to physically read a book yet, they are also readers. 

Nugget: Miller does a really great job making us rethink our role as the teacher and our students’ roles as the learners. She states, “Why not just post a list of rules on the first day of school and be done? I remember those days, but that was when the room was mine, not ours; that was when I was the only teacher, and they were the only learners; and that was when I asked all the questions, and had all the answers, too.” (Miller, 2013, p. 41) Things are not black and white like they used to be. We have moved to a more learner-centered approach, where our main focus has to be on the students and not on ourselves. 

Readerly Exploration Experience: For my readerly exploration, I decided to focus on the readerly habit, “Read a wide variety of genres and formats of texts to grow in their knowledge and experiences as a reader,” specifically by identifying a song that relates to the topics discussed in the reading.  In Chapter 2, Miller spends time explaining why she enjoys starting off her read-alouds with a songbook, a poem, or a rhyme. She tells us how these kinds of books are fun, promote community, are ones students are going to take and try to do at home, and they increase phonemic awareness along with other things. Reading this section made me instantly think of the songbook “Today is Monday” by Eric Carle. I actually knew the song before knowing it comes from a book because my older sisters used to sing it around the house. Once I did see the book, it made it even better because I absolutely loved Eric Carle’s illustrations growing up. This particular songbook is perfect for a read-aloud because not only does it have a catchy, easy tune, but it’s also visually appealing and the content is educational. The students in the learning center I worked at over the summer used the same book and song to learn the days of the week, practice animals, and introduce different kinds of foods. The song is also very repetitive which makes it easy for young kids to learn. 

Multimedia: This video has the pictures from the book as they go along with the song. 

[bestknownbroadcasters]

Benefits of Hindi Poetry Recitation

Some poets and their poems have different styles of expressing the intricacies of life. Sometimes they bring a smile to your face, sometimes they caution, sometimes they illuminate, and sometimes they seem to reflect actualities of our own lives individually. You can listen to some of your favorite Hindi poems. Primarily, the one which is more or less about famous Hindi poems. When it comes to the English poems, they never have that effect on me as Hindi poems.

Hindi Poetry Recitation and rhymes are very important for the development of children and grown-ups both as it enhances the dictionary skills of kids and helps in their cognitive development. Children also love poems and rhymes with activities.

Singing and poems recitations are regrettably not included in the curriculum of most schools but yet research implies that music has a personal influence on helping adults develop literacy skills. Are you confused about poetry and recitations then? Do these also have a significant influence in supporting our young learners to develop literacy skills?

What is Hindi Poetry Recitation?

It is literary work where thoughts, new ideas, and feelings, emphasized with the use of unique style and rhythm is achieved through a public speaking activity with a focus on rhythm, alliteration some repetitions. Poetry as an art breaks over grammar and language to create something original and creative for everyone. It also gives an adventure to the mind.

Some benefits of listening to poetry and recitations

Poetry and Rhymes Help Improve Rhythm

Listening to poetry makes it easier for everyone to learn new vocabulary words. This is connected to the rhythmic composition of the stanzas that help build a known context to different and unfamiliar words. They are also included in words that sound alike but with different meanings.

Poetry Help Promote Phonemic Awareness

Individuals reciting rhythmic poetry learn and get the pitch, voice inflection, and strength. With young students, it is extremely more challenging to grasp the usage of voice variables. Reciting poetry helps place emphasis on the quality and the rhythm of language, therefore developing a child’s phonemic awareness and help to harden a foundation for reading proficiency.

Helps Develop Memorization Skills

You will learn to pick up guides and progressions in poetry recitations as they prepare to remember the poetry to recite, it connects memory with audio and visual effects, encouraging them to develop memorization skills. The perks and amazing advantages do not end here. Being skilled in memorization, models, and progressions, in turn, provides learners an advantage in learning new words, reading understanding, and mathematics.

[brainyparenting]

How to Teach Your Kid to Read at Home 💡 👨‍👧‍👦 📗

This year has forced you to do quite a bit at home—figuring out where your Peloton bike will go, discovering your hidden passion to make macarons (or, perhaps, eat them), among others. For parents of young children, you have a very unique challenge—to teach your kids how to read at home instead of fully at school.

In a previous article, I detailed how you may go about homeschooling your children. This post will be more succinct and highlight a particularly specific skill—the ability to read. Thankfully, the most important academic skill isn’t too scary if you know how to approach the process and what to look for as your young kiddo builds skill in this area.

Phonics, Phonemic Awareness, and Phonological Awareness

Before learning how to teach your kids to read, let me first discuss some quick terminology. Have you heard to terms phonics, phonemic awareness, and/or phonological awareness? Likely, you have not unless you’re an elementary school teacher like me. These terms are often difficult to decipher from one another yet are critical for your success at teaching reading at home.

Let’s start with tackling each of these terms individually.

Phonics is simply understanding that each letter has a corresponding sound. For example, you definitely know that “tee” sounds like the letter “T”, right? Yup, right. That’s phonics.Phonemic awareness takes the understanding of phonics and ups the ante a bit. It explains how we can discern that the /c/ at the beginning of the word “cat” is different from the /at/ that follows that sound. (Fun fact! There are 43 individual phonemes in the English language. But fear not, you won’t be quizzing your kiddo).Phonological awareness is similar to phonemic awareness but is, again, a bit loftier. In the previous example, we highlighted the understanding of /c/ in “cat” sounding like a “K”, right? Well, phonological awareness is one’s ability to manipulate the various sound units in a word. So, placing the sound /ack/ with /p/ as the beginning makes a different word sound than if you put /b/ before /ack/.

Tired yet? Fear not. Chances are, your young reader is going to need some support with one of these skills as they begin their reading journey.

So, let’s take a dive into how to know where your child is and what to do if they need phonics, phonemic, or phonological awareness support.

Does Your Student Understand Basic Phonics?

Does your student look at a “D” and say “C” or start to pronounce the word “kart” and say “start”? If so, it’s likely they have an issue with the alphabetic principle or, simply, phonics. They may also not be able to produce the correct letter when you give them a sound or vise versa. (Say “K”, and they’ll write “F”, for example.).

What Can I Do to Help My Child Build Phonics?

I’m glad you asked! If you have a Scrabble set or a fancy tablet game with letters, get to building! Talk with your student about the sounds of letters as you construct new and exciting words. And don’t be afraid to create words, too!

Nonsense words are often used to help students understand the basic rules of phonics. For example, “frub” is not a word, but if a student can 1) say it and 2) clap the syllables, they are getting the hang of phonics!

The Nuance of Phonemic vs Phonological Awareness

There’s a lot of grace here, and unless you are both a parent and elementary school teacher, your student won’t be upset if you constantly confuse these two. I’ll actually offer support for both of them at once because the difference really doesn’t matter in the living room.

You may remember, as a student, (depending on how old you are or how good your memory is) clapping words aloud in class. This is called syllabication, and each clap occurs on a different syllable in a word, right? Well, get to clapping!

One of the earliest indicators that students need support with early literacy is their inability to decipher between syllables. So, if your child has a difficult time clapping out “potatoes,” they don’t really understand the sounds within the word. Those sounds, called phonemes, are what build up the English language.

You might be thinking, “Well, okay, awesome—how the heck do I help my child with that, though?”

Great question! I’ll brief you on a couple of strategies below for when you are strictly teaching your kids to read or intervening (not during actual reading). But for now, let’s discuss a quick and helpful way to support a reader when they are actually attempting the skill of reading and get to a word they cannot sound out.

First, you’ll want to let them struggle. Don’t be too mean here. We aren’t talking 3 minutes of cliffhanging—more like 10 seconds. Encourage them, pause for them, and whatever you do, do not help them during this time. Why? If they aren’t with you and encounter a large or scary word they’ve never seen, they’ll simply look at the word, give up, look at the larger person (i.e., adult) in the room and wait for the life jacket. Nope, don’t do that!

Instead, point to the word, and ask them what part of the word they think they may already know. Let’s take a word for example’s sake here: memorize. Whoa, that’s a doozy! But wait, isn’t there a “me” in that word? And how about a “mo”? And doesn’t a word that ends in “e” makes the vowel before the final consonant (in this case, “i” before the “z”) say its name (so that i-z-e is EYE-z-eh—the EYE is what “i” sounds like, right)?

Well, it’s likely your kiddo may now know how to decipher memorize right off the bat, but with some support (after 10 seconds of struggle), they’ll be on their way!

So, again, for the terms, and briefly—phonemic equals simplest sounds of a language. Phonological equals manipulating the simplest sounds of a language. (See? Not a lot of difference, and you shouldn’t split hairs.)

If your child is having issues with syllables, do the awesome activity mentioned above with all kinds of fun words around the house and in reading.

Segmenting and blending activities – Take time to break apart words (segmenting) and put words together (blending) from a sound perspective. This is fun, and your kids will love slicing and dicing words.Take words, delete sounds – “Hey kiddo, what’s “fun” without /f/?” This helps build their recognition of specific sounds and how they fit within the context of larger units. (For those of you overachievers, that’s a phonological awareness skill). Few Notes on Sight Words

Unfortunately, the English language is very tricky. Some words, like “the”, fit no simple phonetic understanding. They simply need to be taught. Search for various sight word lists depending on your child’s age.

Here’s how you determine if your child is needing sight word support and exactly what sight words they need help with depending on their age:

Remember that sight words are searchable by age or grade level. So, you’ll start by searching (or asking your child’s teacher, if that’s a possibility) online to find the list of sight words for their specific age.Quiz them at the top of the list. Don’t randomly choose words from the list. Start at the top, and go straight down.If your child masters their way through the list for their grade level, go above one grade level. For example, if your child is in second grade, start with a fourth-grade sight word list. Should they get all of those words correct, find a third-grade sight word list and continue.When your child misses two or three words on a sight word list, that’s the list they will need to practice and thus, the list you will need to actively teach.

Though frustrating (because they follow no real convention that is teachable), sight words are the key to unlocking complicated text. This is worth your time!

Beyond Phonics—Fun With Fluency (And Book Selections!)

Okay, whew. You’re now a literacy instructor! Well done. It may be difficult to teach your kids to read, but that’s normal.

So, here’s the deal: once your child has a solid grasp of the phonics world, begin having fun with text selection and check their fluency constantly! Fluency is simply how many words your child can correctly read in one minute (minus the errors made from the total words read). Fluency, in a sentence, also measures how animated your student reads (called prosody) and if they cruise gently around commas and stop hard at periods. Fluency helps with all of that.

And finally—books! Ask them what they love, and find books that bring them closer to understanding more about those topics. And get them books from a wide variety of various topics, from various sources.

The steps to reading are exciting and profound. Take joy in the simple things, and delight in your child coming to you at night and saying “can I read to you tonight?”

Find the Small Joys in Reading

We’ve blabbered with phonics, phonemic awareness, and fluency—whew! Take it all in, and reference this post when and if necessary. But most importantly, take joy in the little steps your child takes when mastering the skill of reading.

Read with them often, not just before bed. Ask them questions about the book to see their comprehension really soar. Read often yourself, so you create a “more is caught than taught” type situation. You’ll be glad you took an active interest in, perhaps, the most critical skill a young person can learn.

More on How to Teach Your Kids to Read

3 Essential Ways to Help Your Kids Love Reading As Much As You Do7 Apps That Can Help Teach Kids To ReadReading for Kids: 17 Reasons Why It’s Important and Where to Start

Featured photo credit: Priscilla Du Preez via unsplash.com

The post How to Teach Your Kid to Read at Home appeared first on Lifehack.

By: Charlie Moynahan Title: How to Teach Your Kid to Read at Home Sourced From: www.lifehack.org/894710/how-to-teach-kids-to-read Published Date: Fri, 15 Jan 2021 15:01:10 +0000

Teach Your Child How To Read On An Early Age

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[whydoyou398]

paper help

About me

Sprinkles To Kindergarten!

Sprinkles To Kindergarten! Certainly, phonics is totally necessary to develop fluent reading expertise; however, there are different types of phonics together with embedded, analogy, analytical, and artificial phonics. There are many different strategies and opinions on the way to train a toddler to read - whereas all are properly-intentioned, some strategies might truly lead to studying difficulties in kids. Embrace that first step in writing and rejoice the success of your students as you encourage them to add more details to their footage to assist them “write” their tales. You might help faculty district administrators, principals and teachers see glory within the work they do. Even if the first-12 months test scores rise, regardless of how properly teachers educate, no college in your district could have an unbroken document of ever-increasing take a look at scores. This is certainly a time to make the most of volunteers when you have someone who really desires to be within the classroom. I hope this publish about Writer’s Workshop was useful to you. If you’d like to have the mini classes, anchor charts and administration pieces all done for you, Deedee and I have Writing models. We have them available in individual units in addition to a cash saving bundle. Students will need an setting the place their efforts and approximations will be encouraged and applauded. They should really feel safe to take risks as they embark on their writing journey. It is the combination of artificial phonics and phonemic awareness. Most have probably heard of phonics, however phonemic consciousness is an idea much less well known and ? Ultimately, lecturers want to teach toward targets to which they will maintain themselves accountable. Test scores matter, and you may trust that this work, when well-implemented, nearly always leads to excessive achievement on state tests. But normally it doesn't work to rally lecturers to adopt the workshop approach as a result of it’ll produce outcomes on high-stakes exams. We’ve been struck by the conclusion that supplies matter greater than we ever dreamt. When teachers don’t have the supplies they want in the classroom, this will derail an en-tire initiative. It’s vital every instructor has his or her own Units of Study curriculum set. Meanwhile, literacy coaches work together in one of the colleges to co-assemble methods for supporting teachers, and college principals receive coaching on curriculum-based mostly stroll-throughs and different aspects. We have the full Lucy Calkins curriculum at my college as well. It’s as much as you to make them visually enticing and appropriate for the grade degree. With younger pupils, utilize more pictures, whereas older students will require more textual content. In a 7 year research performed by the Scottish Education Department, 300 students have been taught utilizing either analytic phonics or artificial phonics. The outcomes discovered that the artificial phonics group have been studying 7 months forward and spelling 8 to 9 months forward of the other phonics teams. At the tip of the 7 yr research, the kids had been studying three.5 years forward of their chronological age. Learning to learn is a important step towards future tutorial success and in a while success in life. There is an amazingly simple technique - truly, a combination of two methods - that may teach anyone to read, even kids as younger as 2 and three years old. I am working for a dissertation writing providers being tutorial writer. I consider that idea about this workshop will improve writing abilities of writers. One goal I have for this 12 months is to attempt to get some mother or father volunteers to return in throughout our forty minute writing block to help some of the partnerships. If you start out spelling phrases on your college students, they may use you as a crutch, they usually may by no means turn into independent writers. Just inform them from the very beginning to try their finest. Little ones see themselves as writers long before they are even capable of put letters and words on a web page because they perceive that the meaning comes from their pictures.

[mistralrunner]

Running Reads Oathbringer: Part II.IV

I decided to turn my "let's run over 5 miles to a park with the largest book I can find and climb a tree to read it and then run back" stunt a couple years back with Words of Radiance into a tradition. Despite the fact that when I read Words of Radiance it was summer and thus a reasonable time to sit outside, unlike the approaching winter of the present. Managed to read nearly two chapters of Oathbringer and then it started raining despite the forecast not saying it would rain until a few hours later. Well, journey before destination!

Spoilers for pages 481-528 ahead. Also Mistborn thoughts again cause I have a problem.

The sea? As in an actual or metaphorical sea.

I'm amused at the irony that this dreaded work placement is not as bad as what fellow humans forced Moash to do

It's still slavery. It's still awful. But it is interesting how humans acted more odiously toward their slaves. The Voidbringers are efficient and focused rather than wantonly destructive.

But Moash you're falling into apathy here. People can be better

It's ironic that Moash was the one Kaladin appreciated for not revering him and now Moash is putting him on a pedestal

The Voidbringers still have Parshmen slaves? Are you kidding me? I really shouldn't be surprised but still.

I am surprised they're treated worse than the humans. Did they try to rebel? Were they the Listeners or Kaladin's people (please not the latter it would hurt Kaladin)

And they're almost taking the place of Bridge Four as the ones who are treated the worst so even if you're in a bad spot at least you aren't them

Oh no

They are the ones Kaladin helped

Noooooo

What about the children?

This hurts

The horrible irony that these people ended up worse off for being helped. That is evil.

Kaladin save them please

Or Moash. That would be ironic.

Yes you go Moash!

Twenty three years ago so Adolin's around now?

Oh no Dalinar not you too with the firemoss

Yikes Dalinar re the bar fight

Honestly “yikes Dalinar” is a good summary of these chapters

Wow born unto light that is a name

Now I want to know all the name meanings

What happened with Jasnah all those years ago and her "lunacy"?

(Around this time while reading eerie pattering started around me and I realized rain was approaching and packed up. My book is unharmed)

Gavilar, Alethela was great in part cause they recognized fighting as a necessary evil not because they saw fighting as what made them great and in charge

It's good Dalinar is at least aware he has a problem. That is a first step.

I am concerned about whatever Gavilar is thinking might help with Dalinar's problems

Huh he's not going to the Rift? At least not yet cause I'm pretty sure whatever he forgot there hasn't been shown yet.

Heh that's a nice echo of Gavilar's last words to his brother "if only I knew the right ones to say" "you must find the most important words a man can say"

WHAT IS GOING ON

Obrodai?

Shards conquering worlds?

Is this what Sazed is facing in era II?

I am really fixated on that problem since Sanderson confirmed the red-eyed kandra in The Bands of Mourning aren't of Odium but are related to something similar happening across the Cosmere

They can make avatars of themselves?

As in they invest a person and bring them under as their god or something else?

I am so confused

Just let me spend ten minutes staring at the epigraph and ignoring the actual chapter

Dalinar's flying?

Dalinar and Navani are flying?

YES TEN SQUIRES AT LEAST ARE FLYING I’M SO PROUD

That really does speed up warcamp travel time

Ten weeks huh-I should try making a timeline

Yes it was Rushu who came along

I have so many favorite minor characters

Yesss Navani doing engineering and Dalinar being happy for her

Yes Queen Fen!

So we're sending Kaladin to unlock the Oathgate? That's the only person we can really send.

In which Dalinar faces the greatest adversary of DnD: the door

And like a typical DnD player he doesn’t think to look/ask for the key first  

I love the Windrunner express

So does this mean Hoid is going to be missing this book because he's facing the dreaded water level of a video game in order to seek help for Roshar from some arrogant Shard?

I want this story now.

Okay the artificial stone wards are pretty cool

Heh, stonewards

The presence of crem in general is interesting.

It really is interesting that these beings of Odium aren't doing a slash and burn

And that this is the book where we're getting backstory on Gavilar and Dalinar's campaign for the contrast of conquest methods

Also I wonder how much of that Fused being impressed with the orchards is due to the fact that during the last Desolation and thus the last time the Fused were active human society was in tatters and probably didn't have anything like that

Moash, just casually admitting he killed a Voidbringer XP

Sah has to deal with a second member of Bridge Four

What happened to Sah's daughter I'm still worried can we save her

You know if any of the Voidbringers can acquire and use an Honorblade, we're in trouble once more Oathgates get unlocked

Huh that is a clever design, keeping suburbs far from the city so you can't siege from immediately outside

Wow

That is just

The sheer amount of dramatic irony there

Hysterical laughing really is the reasonable response

Laddermen doesn't have the same ring to it as Bridgemen though

Sorry Ishnah, the Ghostbloods aren't impressed with you

I am really concerned about how dangerous a position Shallan is re the Ghostbloods

And also the fact that Mraize's statement at the end of WoR about Shallan vs Veil is coming true cause Shallan really is fading

I'm concerned that the reason for this Lightweaving discovery was skipping more meetings that she really should be attending but that is a very useful skill

Okay Shallan that is a good idea I'm impressed. And a nice presentation.

Give everyone a hat-I mean sphere-of disguise

Also glad Elhokar's taking a bit more command

My DnD instincts are too strong though and I keep thinking what if someone has Truesight? Which still could be valid here you never know. Or one of those Stormlight draining creatures like Nale had.

The irony if Gaz is brought along

Eighteen and a half years? How old is Renarin again. How much did the Kholin brothers see of their father in early childhood?

Okay at least being responsible for tactics is a step forward for Dalinar

The Thrill addiction really is disturbing. Such a good underhanded weapon of Odium.

You haven't even read all her letters...

Team Evi deserves better

Really Dalinar you were there for Adolin's birth but not Renarin's? He was the looked over son since birth?

And he ignored the spanreed for the naming of Renarin while delightedly naming Adolin

Dalinar, Evi tried and is at least taking effort to listen and learn tradition

"Like one who was born unto himself" kind of fits Renarin unconventional cryptic but ties to family names, like and unlike

Dalinar you were so elated over Adolin and now Renarin doesn't get that love how dare you

I love Evi

At least Dalinar realizes she deserves better.

Aaaa little Kholin brothers

Evil flying chulls pfft

...as cute as the little kid salute is it is really disconcerting that Adolin doesn't see enough of his father that that is the greeting that happens

D'aww baby Renarin

Okay I am indignant that Renarin isn't getting the same love

Ooo glyph info

The idea of infiltrating the Calligraphers Guild is hilarious

Purity's Eye? I feel like I should be able to place that reference.

Okay this is so cool I love this

Glyph explanations!

Linguistics!

So the general person isn't aware of these procedures? Otherwise I feel like the Stormwardens could have just adopted the phonemes rather than combining glyphs phonetically

Really tempted to attempt to make glyphs now

Yay Jasnah

Wait is this another letter

Hmm does that mean that earlier part was actually multiple letters

That would explain why I got confused

Hoid is sending a lot of letters

Ooh Veristitalian stuff?

Okay that is messed up NanKhet

The fact that Navani turned that area into a scholarly institute is so delightful

Huh that must have been frustrating, wanting to discuss scholarship with people when all they care about talking about is your atheism when you've established that you'd rather not be defined by something that you don't believe

But science and scholarship everywhere!

Hey Jasnah Renarin can float between worlds if he wants it's called balance and being well-rounded

Especially cause if I was in Roshar I definitely be doing the same thing cause Bridge Four but also scholarship

I want to believe you're not so limited

I really respect Jasnah's dedication and effort to quietly protecting her family

And yeah really why are royal families often so messed up

I do not want stormwardens near Renarin albeit for different reasons than Jasnah. I don't trust them.

Tashikk's system is so cool

If the Voidbringers target it....

Fantasy chat room!

Jochi and Ethid I love them already 

I'm glad Jasnah has Veristitalian colleagues/friends 

See Jochi is well rounded and in two worlds, a philosopher and running a pastry shop

Ooh Ethid’s a scion I was curious about those

Oh right Ethid could have been there when Nale/Darkness/Inspector Javert tried to kill Lift in the Azish palace

Is this how Szeth is going to return to the narrative? Jasnah hunting Heralds?

Jochi spotted Axies the Collector? He's known of in certain circles?

Heh they're discussing Lift

I need to reread Edgedancer to see if Ethid showed up at all

Is Dalinar's vision the unexpected source of the images of the Heralds or something else

Yeah Ethid it really does feel like Radiants are popping up everywhere

I'm just really happy Jasnah has scholar buddies

Wait Navani and Shallan are already discussing wedding Adolin this feels too soon and like something will go wrong probably learning Adolin killed Sadeas

I mean I figured something was off with Renarin given we know what the Truthwatcher spren should look like from that interlude with he poor cobbler and his foresight hasn't been confirmed as a Truthwatcher ability but now I'm really getting scared

*Hisses at Amaram*

I love how two of the characters I despised can technically be referred to by the same name now

OHHH

OHHHHHH

BURN

okay I take it back Amaram's presence was acceptable just so I could see him get burned

"Remind me to find whoever told you and have them hanged"

I LOVE YOU JASNAH

Also bonus points for glowing while you say that

Destroy him Jasnah

Tear him apart

Ugh I actually hate Amaram even more now, dude not listening when a woman says no, physically grabbing her

Oh man this is just delightful

Also I have never seen Jasnah this...vitriolic?

Shame Kaladin isn't watching

Team Amaram haters unite!

This is so beautiful

What does Jasnah know about him though

Heh yeah my reaction is pretty close to Shallan's

Jasnah's just oh no I was a poor example

And to be fair insulting ones female relative isn't a great route but I was just so delighted to see Amaram verbally attacked

Ah Shallan skipping over the part where it was your idea not Elhokar's

Ooh what did Renarin find

What on Roshar? Just sounds a tad jarring even if it fits

Oh that is awesome

Glowing musical gem language to preserve knowledge aaaa

[thehappycamperus]

Next Year

Dear teacher of my students next year,

I poured my heart and soul into these little humans. I made every attempt to prepare these little humans for your class. Yes, little humans. They didn’t enter my class as an ‘A reader’ or as a reading level or even as a struggling learner. They entered my class as a tiny human. I met this tiny human where they were, and I moved on from there. 

If they could read, I taught them a few more strategies to be better readers. If they couldn’t read yet, I looked for a jumping off point. I assessed their phonemic awareness skills and phonics skills. I assessed their language skills and vocabulary skills, and background knowledge. I looked for a place to jump in so we could move forward. I got to know their interests and found books that would catch their attention. I spent hours in search of that ‘just right’ book that would engage them. I didn’t force it. I met these young readers where they were, and moved on from there.

If they could write, I taught them a few more strategies to be better writers. If they couldn’t write yet, I taught them to orally tell stories. I taught them to draw pictures using shapes in order to begin telling those stories on paper. Then I taught them to label their pictures using the letter sound knowledge they had at just that time. And when they were ready, I showed them how to form sentences. I showed them how to use capital and lowercase letters. I showed them how to use punctuation marks. I showed them how to use spaces between words. Yes, I did show them how to write like famous authors do, but I didn’t force it. I met these young writers where they were, and moved on from there. 

If they knew their numbers, I taught them a few more strategies to help in being better mathematicians. If they didn’t know their numbers yet, we sang songs, practiced the number sequence in a variety of ways, and played number games. I taught them how to form the numbers in sand, in the sky, in salt, with playdough, and of course with a pencil. I used technology to engage them in number identification and in skill development. I didn’t force it. I met these little mathematicians, where they were and moved on from there. 

If they didn’t know how to write their name, I worked with them day in and day out forming letters. If they didn’t know any letters in the alphabet, I searched for ways to teach the letter names in ways that would stick. I poured my heart and soul into these kiddos. I loved them as if they were my own. I took their weaknesses and made every effort to turn them into strengths. I took their strengths and furthered their confidence.  Every single child came to me at a different spot on the path and I took their hand and guided them to a spot a little further down the road. I met these learners where they were, and moved on from there. 

But my greatest accomplishment, in the 180 days I spent with them, was turning these tiny humans into readers, and writers, and mathematicians, and scientists. I did not force it. I met these tiny humans where they were, and moved on from there. 

They will each come to you at a different spot on the path. It might be a little further back than you would like. Just remember, these are tiny humans. And tiny humans all move at different paces. Some are fast. Some meander along, and some move in a rather slow and deliberate fashion. But, please, please, PLEASE, I beg of you........ don’t force it. Meet these tiny humans where they are, and move on from there. These kids deserve it!

[codingforkids-blog1]

Most kids who start school will understand the letters in the alphabet

Most kids who start school will understand the letters in the alphabet, and start to understand the significance between sounds and letters. Some children are going to have the ability to describe and write the letters in their name. Kids need to have the ability to also identify words that rhyme, which can be a sign of phonemic awareness, among the five important facets of learning to read.

What you could do: Use lettering graphs that have uppercase and lowercase versions of each letter. Games like letter races, matching rhymes and phonics hop-scotch are all great ways to build your child's understanding of the association between letters and their  Pinterest sounds. Learning to recognize and examine sight words is crucial for young children to become fluent readers. Most kids will be able to master a few sight words at age four (e.g. is, it, my, me, no, watch, and we) and about 20 sight words from the end of the first year of college.

What you could do: The first 100 high-frequency sight words make up more than fifty per cent of primary level reading texts, so the earlier your child masters sight words, the more confidence they will have, along with the quicker they will progress towards studying fluently. While learning a small number of sight words before school is extremely favorable for developing early reading skills, parents should not be too worried if their child does not grasp this until afterwards.

A child's capacity to grasp early maths concepts may often be observed during their earliest years of school. While every child is different and learns at their own speed, some children will find it particularly difficult to pick up early maths concepts, even following a little additional work.

When you've got serious concerns about your children's learning, it's best to talk to a professional to rule out any learning disabilities or developmental disorders such as dyscalculia, which is a serious difficulty in studying and understanding arithmetic. Around age 6, children begin learning how to skip count.

If your child struggles with skip counting, use a skip counting chart and easy counters (e.g. stones, pegs or coins) to help them readily see jump counting patterns right in front of them. You can draw up a skip counting graph, or download free templates online. At age 5-6, children start to set objects into sets and learn to count by ones to determine the size of each set.

You can help your child with grouping objects into sets by gathering a range of unique objects, such as toy cars, stuffed animals, books, block contours, fruit and vegetables, and putting them on a table. Explain that each group of items is a place, and assist your child count the items in each set. Remember, repetition is essential. Children begin to learn and spot patterns from as young as the age of 2. MuManyf these observations come from their play and everyday routines, by way of example, learning that there's an order to the day, or producing sequences using craft items or building blocks.

Patterns could be educated in many different fun ways, like matching lace, sorting kitchen things by category, and bead-making. Read 5 fun ways to teach your child about patterns. Sorting items by size, colour or shape is among the earliest maths skills a kid picks up, typically through drama. By sorting, children understand that items are different and alike, and that things can belong, and be placed into, certain classes.

To help your child sort, you want at least two different kinds of objects. Start with less categories (sorting by 2 types) and slowly progress to four, four or more. Slowly show each sort before asking your kid to have a move.

For more information visit: kids learning

[catherinexng]

Teach a Child How to Read

What I like about the Kids Studying Studying system is it instructs phonics, phonemic attention, and sleek mixing rather than a recall skills strategy. This method information also contains correspondence appears to be via MP3 sound segments to ensure you are educating the appropriate correspondence sound. The overall educating viewpoint is a very sound judgment strategy that allows you to simply integrate methods into your normal routine to help build a powerful base to easier teach your kids to understand.

What Is the Best Age to Educate a Kid to Read?

There are different kathietalbot.com research that have inconsistent information as to when your kids should understand to understand. According to the United states Academia of Pediatric medicine, if your kids is enthusiastic about the following things, your kids may often read:

Interested in mastering titles of letters

Likes to look through guides and publications on own

Likes to create with a pen or pen

Listens carefully during tale time

According to Cox, most kids understand to create and look in pre-school or first quality, although "the base for knowledge abilities is set years before children get into school."

I individually feel only you know when your kids is prepared to understand. Many scientists recommend the best way to show the base with is to simply read to your kids. As your kids benefits a better knowledge of guides, is aware of the characters form terms and that you reading the language rather than the images you may want to further her knowing and give her the abilities to continue reading her own.

Teaching your kids the abc, creating each correspondence (there is a specific way to create each correspondence of the alphabet), and the appears to be each correspondence makes also helps set up a reading base. I believe the Kids Studying Studying system may help you deal with all of these abilities.

How Much Time Will I Invest in Studying Lessons?

How much time you invest on each session is really up to your kids and you. The suggested time on the first five to six training is less than three moments per session and the system suggests to do one session 3 periods a day. As you improvement it is suggested to invest about five - seven moments per session and continue to do the training about 3 periods a day for an overall dedication of 15 moments a day.

Many mother and father may not be able to do the training more than once a day especially if the youngsters are in an outside care situation. Even for me, I confess most days I was only able to do the formal training once a day. But you are able to simply integrate the Kids Studying Studying methods in your day to day connections with your kids whether it is when you are making supper or assisting them plan bed. In the end, you will get out of the system the effort you put in. For our family, my four year old experienced working with the display credit cards before we read his bed time experiences. It is a great way for him to wait before bed and we do not mind investing the additional time improving his reading base.

What You Get with Your Purchase?

The cost of the Kids Studying Studying system is very good. The conventional program has an starting rate of only $37 and the Top quality Package is only an additional $22.98 over the conventional program. All of components will be sent digitally, i.e. no physical books/ giveaways. The conventional program will require you to make display cards/ prints for the training. The premium program comes with a pre-set of prints so all you need to do is choose paper out key and you can instantly start educating your kids. Please relate to the Kids Studying Studying website by simply simply clicking the picture at the top of the page.

[teacherwithartisticmusings-blog]

Fundamentals of Music

fundament (ˈfʌndəm(ə)nt)

noun

the foundation or basis of something

Music is something that all students love to listen, love to dance to or love to perform as well. Kids love to make noise, whether it be with their mouths, hands, body. Rhythm is one of the easier concepts of music to teach where and one of the more important as it is a basis of all music AND movement. So to teach dance, it is a fundamental skill is to move to the beat. This lesson focused on teaching beat in various ways. 

A good warm up/introductory activity to beat that we were shown was to get students to clap out the syllables in their name. This was later developed as a quick group activity for those with the same amount of syllables in their name would come up with a sound and an optional movement to go along with each syllable and perform it as a group. Another warm up activity that we were shown was called Step Ahead, where the teacher would be one “step” ahead of the students and the students would need to repeat the rhythm that the teacher had performed beforehand. 

We learnt two songs: the peanut song and shortnin’ bread (in appendix) and it was helpful to learn how to teach the song, where to break it down and understanding that adding actions not only makes learning songs engaging but helps them to make meaning of the song and remember the lyrics. The instructor showed us the most effective way to teach a song, which is to sing the whole song, then break it into phrases that the students will echo. Repeat the phrase before, then add the next phrase onto it, always repeating the phrase before to help students remember the lyrics. This is also a way to introduce simple structures of a song e.g. verse and chorus, as a song becomes more complex. Through these two songs, the instructor taught us canon and how to implement canon as well. The process of learning the songs were not too difficult, although I found it difficult to remember the lyrics despite the actions and there will be students like that in the classroom as well. So it is important to implement practice and patience with students. These songs are also fun way to learn about rhyme, and can help to build students phonemic awareness. 

Another activity that the instructor did with us, was soundscape/reader’s theatre. We were each given a poem to portray the words of the poem with whatever sounds. Un-tuned percussion was provided and we could use body percussion or vocals to create sounds. We were asked to think about how the words would be presented, so either one person read out the poem or the whole group, or segment parts where more people would say a word or a phrase to add emphasis. So it also helped as an activity to make meaning for the poem, which would be helpful to integrate with English in the classroom, as a part of a poetry unit. By doing this, music education becomes a way for “a range of curriculum areas to be addressed by providing students with alternative pathways to the development of complex understandings in other learning areas” (Australian Society of Music Education, 1999, p. 7). 

These activities are all great ways to implement music into the classroom, without being afraid to teach something wrong, as this is a simple concept that most teachers should have an understanding of without an extra vocabulary that needs to be learnt and it is a fundamental concept of music. 

Appendix: 

The Peanut Song  I’m a peanut small and round Lying on the cold hard ground.  Everybody steps on me,  I’m as cracked as I can be!  I’m a nut (click click)  I’m a rut (click click) I’m a nut (click click) I’m a rut (click click)

Shortnin’ Bread 

Three little babies lying’ in bed Two were sick and the other one said:  “Send for the doctor!” and the doctor said:  “GIVE THOSE BABIES SOME SHORTNIN’ BREAD!” 

Mama’s little baby loves shortnin’ shortnin’ Mama’s little baby loves shortnin’ bread. Mama’s little baby loves shortnin’ shortnin’ Mama’s little baby loves shortnin’ bread. Put on the skillet, put on the lid!  Mama’s gonna make a little shortnin’ bread. That’s not all she’s gonna do!  Mama’s gonna make a little coffee too!

Mama’s little baby loves shortnin’ shortnin’ Mama’s little baby loves shortnin’ bread. Mama’s little baby loves shortnin’ shortnin’ Mama’s little baby loves shortnin’ bread. 

Engineers by Jimmy Gartwaite

Pistons, valves and wheels and gears That’s then life of engineers  Thumping, chunking engines goin Hissing steam and whistles blowing There’s not a place I’d rather be Than working round machinery  Listening to that clanking sound Watching all the wheels go round 

References: 

Australian Society for Music Education. (1999). Principles, Policy and Guidelines for Music Education. Parkville: ASME Publications.

[superfravemo]

What Is Phonemic Awareness, Reading Program For Kids, Phonics For Children, Teach Your Baby To Read.

http://children-learning-reading.good-info.co

What is Phonemic Awareness, Phonemic Awareness is defined as the ability to identify, hear, and work with the smallest units of sound known as phonemes.

It is NOT the same as phonological awareness, instead, it is a sub-category of phonological awareness.

For example, phonemic awareness is narrow, and deals only with phonemes and manipulating the individual sounds of words - such as /c/, /a/, and /t/ are the individual sounds that make up to form the word "cat".

Phonological awareness on the other hand, includes the phonemic awareness ability, and it also includes the ability to hear, identify, and manipulate larger units of sound such as rimes and onsets.

Phonemic awareness can be taught very early on, and will play a critical role in helping children learn to read and spell. While it's not set in stone on when a child can learn to read, however, I do believe that a child that can speak is a child that can learn to read.

Children as young as two years old can learn to read by developing phonemic awareness, and they can learn to read fluently. Please see a video of a 2 year old (2yr11months) reading below.

Below are several of the most common phonemic awareness skills that are often practiced with students and young children:

Phonemic identity - being able to recognize common sounds in different words such as /p/ is the common sound for "pat", "pick", and "play".

Phonemic isolation - being able to recognize the individual sounds of words such as /c/ is the beginning sound of "cat" and /t/ is the ending sound of "cat".

Phoneme substitution - being able to change one word to another by substituting one phoneme. For example changing the /t/ in "cat" to /p/ now makes "cap".

Word Segmenting - the parent says the word "lap", and the child says the individual sounds: /l/, /a/, and /p/.

Oral blending - the parent says the individual sounds such as /r/, /e/, and /d/, and the child forms the word from the sounds to say "red".

Studies have found that phonemic awareness is the best predictor of reading success in young children.

Research has also found that children with a high level of phonemic awareness progress with high reading and spelling achievements; however, some children with low phonemic awareness experience difficulties in learning to read and spell.

Therefore, it is important for parents to help their young children develop good phonemic awareness.

Being able to oral blend and segment words helps children to read and spell. According to the National Reading Panel, oral blending helps children develop reading skills where printed letters are turned into sounds which combine to form words.

Additionally, word segmenting helps children breakdown words into their individual sounds (phonemes), and helps children learn to spell unfamiliar words.

As a young child begins to develop and master phonemic awareness skills, they will discover an entirely new world in print and reading. You will open up their world to a whole new dimension of fun and silliness.

They will be able to read books that they enjoy, develop a better understanding of the world around them through printed materials, and have a whole lot of fun by making up new nonsense words through phonemic substitutions.

For example, we taught our daughter to read at a young age - when she was a little over 2 and a half years old. Before she turned three, she would run around the house saying all types of silly words using phonemic substitution. One of her favorite was substituting the letter sound /d/ in "daddy" with the letter sound /n/.

So, she would run around me in circles and repeatedly say "nanny, nanny, come do this" or "nanny, nanny, come play with me" etc... Of course, she only did this when she wanted to be silly and to make me laugh, at other times, she would of course properly refer to me as "daddy", and not "nanny".

She is well aware of the differences between these words and is fully capable of using phonemic substitution to change any of the letters in the words to make other words.

Give your child a head start, and.. pave the way for a bright, successful future..Click here to learn how to easily and quickly teach your child to read.  http://children-learning-reading.good-info.co

[updcednstplts2m1-blog]

Assessment

The specific kind of vibe an elementary public school exudes isn't that all unfamiliar to me since I myself graduated from one. Although the great deviation of the atmosphere from NSTP-LTS' comfortable and spacious room to the heat and noise in San Vicente Elementary School is unmistakable, none in my group seems to mind. In fact, if I say so myself, we're mostly fired up in there than we are in our own classroom back in the building of the College of Education.

Since our first visit in the school, it has been a routine to ask the adviser of Grade II-Leviticus for permission first before fetching the pupils to finally lead them to the top floor of an adjacent building where we hold our regular sessions. Mrs. Rabal, the teacher, is a soft-spoken woman who assisted us in getting the respective students individually assigned to us during the first meeting. If I am to be a little more personal, I'd say she's nice just as her students were on the day we conducted a diagnostic examination for the whole section.

I've only acquainted myself with my student, Kieth John B. Toledo, during the individual assessment. At the end of the day, I observed he is better at reading than I expected, although there are a few circumstances where he experiences difficulties with distinguishing one specific phoneme with another; examples include the sounds of letters i and e, and j and g. Other than that, he can read simple sentences with a minimal to completely no pause.

Character-wise, he seemed a bit reserved unlike his other classmates who are sort of talkative and energetic. Kieth, on the other hand, refrains from speaking when not spoken to, and maintains his silence until you turned your attention to him and initiated a conversation. He is a shy kid, and to be honest, I think he's the type most suitable to be my tutee. I myself for one, is overly introverted--which is a good thing, actually, for my intuition tells me I know just exactly how to reach out to him and establish the right amount of trust needed for us to efficiently work together towards improving his literacy and comprehension.

The assessment components were oral language, book orientation, letter knowledge, expression through writing, phonological awareness, recognition of words and environmental print, listening comprehension, and oral reading in context. He performed relatively average on each aspect, but where he did best compare to the rest of the activities, was in the letter knowledge where the pupils are asked to match capital letters to their corresponding small ones. He was able to accomplish the task in no time and without mistake but when we proceeded to the recognition of phonemes, he sure had a hard time. For more than one occasion, he mistook the phonemes of the letter u for y, the letter e for i, w for u, g for j, h for f, and q for u. Aside from these, he didn't do so well in recognizing brand logos as well. The few items he correctly named I can mostly attribute to the fact that he can read words than to his day-to-day familiarity with the products.

I learned more about Kieth John's weaknesses and strengths on the first official day of our one-on-one sessions where we spent an hour and a half reading the storybook entitled Ang Pamilya Ismid and analyzing the plot and the characters' personality and traits. My student is easily distracted and so I learned to avoid any dead airs and sudden disturbances to not lose his attention. Once he settled comfortably though, his concentration barely wears out.

He reads fairly well, but not exactly fast. At times, he fails to assign the appropriate sound to a syllable. A few examples are the term "ismid" and the name "Lupe.". In such moments, I try to correct him and every time he repeats the word, it comes out a little better than previously.

Last Monday, the activities we were instructed to do with our assigned tutees are mainly focused on recognizing the letter m. First was a short interactive exercise to stimulate the pupils' willingness to participate in the more challenging latter part of the lesson and increase their attentiveness for the whole session. With us on the sidelines, Teacher Grace facilitated a small singing activity to the tune of The Little Thumbman in accordance with the first phase of the day's lesson plan, oral language and phonological awareness. Kieth was all shy and awkward but a little bit of encouragement did the magic.

Immediately after, the individual sessions followed suit.

Kieth John can read, that one is for sure. All that needs to be done is familiarize him more to the corresponding phonemes of specific letters he usually interchanges with another--which is kind of a lot. We need to make a lot of work on his recognition of sounds and I figured I'll keep track of his progress by spending some of our sessions on storytelling. After all, he seemed to enjoy the stories we previously read together.

If asked whether there's something to benefit from teaching a Grade 2 student, I'd say there's a lot. By providing literacy lessons, even I myself get to review the most basic things there are to know about. There are the kindergarten rhymes I've long since forgotten which we, students, recall for our tutees. In a way, it serves as a fun yet meaningful break from all the stress we have to face from our university duties and other academic chores. Of course, there's also the fact that even though what service we provide isn't that all big of a deal on our part, it becomes the first of our tutee's stepping stones toward the betterment of their reading and comprehension, which will then make up not only most of their life in elementary school but even all of the years to come.

The one on top of my list, however, is the experience itself. The time spent with my student feels satisfying in ways more than one. Knowing that we're one step closer to a more literate Keith John every time we part after an eventful session gives me a feeling of odd satisfaction. I guess it's the thought that I've been of some help to an individual without asking anything in return, that makes me feel like I have done something a little close to noble.

Regardless of reasons and benefits though, I intend to help my student until he can finally read remarkably at the end of this semester.