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Category: Literacy education

  • Add a sprinkle of glitter to make your day sparkle

    Add a sprinkle of glitter to make your day sparkle

    Children love to create artworks using pencils, crayons, paints and anything they can stick to a surface using glue. With access to a variety of materials, they can be absorbed for hours creating their masterpieces.

    While they might select from the materials offered, I found the one thing that few children could resist was glitter—and the more of it, the better.

    There is nothing like glitter to add a bit of sparkle to the day. The only trouble is, glitter is so light and so small, that it goes everywhere—on the artwork, on the table, on the chair and on the floor. It sticks to the hands and is smeared on the face and takes forever to remove from the hair. But everyone loves it nonetheless, and it adds a little brightness to the day.

    Smiles are like glitter in that they also spread easily and brighten the day. However, they are not nearly so messy, cost nothing, and require no cleaning up at all.

    I think smiles are the glitter we should add to the artwork that is everyday life. And if there’s one thing about smiles, the more you give, the more you receive. Smiles come from a bottomless well, from a source that never dries up. A sprinkle of smiles will make anyone’s day sparkle, and who knows what difference a smile can make to another’s life.

    The Ripple Effect by Tony Ryan

    I often think of The Ripple Effect, written by Tony Ryan, and its inspirational stories. I especially enjoy this quote by Bette Reese included in the book: “If you think you are too small to be effective, you have never been in bed with a mosquito.”

    quote about effectiveness and size by Bette Reese

    One of Tony’s stories describes the following scenario:

    “As you enter the freeway, you discover that the traffic is heavier than usual, and is moving quite slowly. You then notice that the young driver in the car beside you is trying to enter your lane, because her exit is coming up. No-one is letting her in, and she is becoming tense and upset.”

    Tony then describes the turning point in her day:

    “You stop, and wave her in front of you with a flourish and a smile.”

    and the ripple effect:

    • “she returns your smile, acknowledges your thoughtful action, and drives on
    • her tension dissipates, and she arrives at her company office feeling buoyed by your little effort
    • as the main receptionist, she is the first to greet the hundreds of people who enter the office each day
    • with her positive greeting, she decides to brighten up the life of every person she meets throughout that day
    • because of her efforts, many others in the business district are inspired to focus on their own positive efforts.”

    Like glitter, we can never know how far the effects of our smiles might travel. There can never be too many smiles in any one day, especially in a classroom filled with children.

    man glisten a flash fiction challenge by Charli Mills at the Carrot Ranch

    This week at the Carrot Ranch, Charli Mills challenged writers to In 99 words (no more, no less) write a story about man glisten. It was a fun term coined by two men with glitter in their beards. What more could it embrace? Look to the unexpected and embrace a playful approach. Go where the prompt leads.

    I’d only come across the word “glisten” before in the Christmas carol, Walking in a Winter Wonderland.

    But Charli’s prompt reminded me of an incident in my childhood that had absolutely nothing to do with glitter or glisten (I don’t even remember glitter in my childhood) but loads to do with smiles. I’ve rewritten the incident to include glitter and other alternative facts. I hope it gives you a smile.

    Glitter smiles glisten

    Relentless rain meant no beach for the country cousins. They spent eternity on the verandah, making artworks, playing games, and bickering.

    On the last day, when Mum said to clear space for their mattresses, they fought over who’d do what. Toys and games ended up in a haphazard tower with the glitter bucket balanced on top.

    When Dad bent for goodnight kisses, he stumbled and demolished the tower. Glitter went everywhere—including all over Dad. The children gasped.

    “Your hair glistens, Dad,” smiled the littlest.

    Dad smiled too, then everybody laughed.

    Dad wore a hat to work that week.

    Writing Skills workbook with Strike Me Pink

    I previously wrote about this incident for inclusion in a Writing Skills Homework Book published by Pascal Press. Workbooks such as this are very different from the teaching resources I now share on readilearn, but: it was paid work.

    This version is closer to the truth.

    Strike Me Pink!

    Because we lived near the beach, our cousins visited one Easter. Unfortunately, it rained all weekend. Just imagine eight children under ten years old and four adults cooped up in one tiny cottage. Everyone’s patience was wearing thin. We children were starting to whinge and niggle each other. The adults were trying to keep cool and prevent us from hurting each other.

    One night when it was all too much, the children were sent to bed early. Four of us were on mattresses on the floor. The line for drying washing, strung across the room overhead, held only one item: my pink dressing gown. I had carelessly tossed it there out of the way.

    When Dad came in for a goodnight kiss he thought we looked like a row of toy soldiers in a box. Bending down he exclaimed, “Strike me pink!” And he was! The dressing gown fell from the line and draped over his shoulders like a cloak. What mirth erupted at the sight of my father looking like a pink general. The tensions eased and smiles returned to everyone’s faces.

    The next morning was fine as our cousins left for home. We hadn’t been to the beach, but we did have a story to share that would bring a smile to our faces for many years to come.

    Note: I don’t know how many others used the term, but my Dad often said, “Strike me pink” to express surprise.

    Thank you blog post

    Thank you for reading. I appreciate your feedback. Please share your thoughts.

     

     

  • readilearn: What do we do when we read?

    readilearn: What do we do when we read?

    Have you ever considered what we do when we read?

    For many of us, reading has become such a natural and intuitive process that we rarely stop to marvel at the way we are able to make meaning from print or to question how one learns to read.

    Although we know that we once weren’t readers, few can remember how we actually made the transition from being a non-reader to being able to read and have been doing it for so long now that it seems we always could.

    Some adult readers have recollections of various instructional methods that were used in school and attempt to engage their own learner readers in similar tasks.

    The recognition that some of the instructional methods did, and still do, equip readers with some tools for reading, does not imply that the use of these methods was the catalyst for learning to read. While they may have contributed to the development of reading, there are other influencing factors.

    Many children learn to read despite the instructional methods, and many others don’t read using them and, in fact, remain non-readers because of them.

    What is reading?

    Reading is more than simply translating letters and words to sound. Reading involves thinking. It is a process of getting meaning from print.

    Continue reading: readilearn: What do we do when we read?

  • The importance of illustrations in picture books – a guest post by Emma Middleton – Readilearn

    The importance of illustrations in picture books – a guest post by Emma Middleton – Readilearn

    This week I have great pleasure in introducing you to Emma Middleton who is here to discuss illustrations in picture books as tools for analysis, enjoyment and interpretation.

    Emma is a picture book author, illustrator, children’s performer and former ballerina who lives near Noosa, Queensland. After a career in performing arts, during which time she danced for the Vienna Ballet, she returned to Australia to direct and teach at The Brighton Dance Academy.

    Emma retired from teaching dance to follow her passion for picture books by creating stories that will enhance a child’s sense of wonder, delight and unlimited possibility. Emma is the author of companion picture books The Lion in our Living Room and The Bear in our Backyard.

    Welcome to readilearn, Emma. Over to you.

    Illustrations in picture books can be an excellent tool for developing children’s analytical and interpretative skills, as well as enhancing their enjoyment of art. Picture book advocate Megan Daley says, ‘Picture books are works of art which should adorn the walls of art galleries and libraries.’

    For young children, illustrated books open the door to understanding story. Illustrations provide young readers with an immediate vision of the characters, setting, and mood of the story. Children instantly respond to characters from their visual appeal. We all know and love many picture book characters from their image alone.

    Emma Middleton discusses the importance of illustrations in children's picture books, including Peter Rabbit

     

    Continue reading: The importance of illustrations in picture books – a guest post by Emma Middleton – Readilearn

  • readilearn: Teaching about living things in early childhood classrooms – turtles

    readilearn: Teaching about living things in early childhood classrooms – turtles

    Teaching about living things has an important place in early childhood classrooms. In the science curriculum in their first few years of school, children learn

    • What is a living thing
    • Needs of living things
    • Features of living things
    • Life stages of living things

    I have previously written about keeping and observing minibeasts in the classroom, learning about life on a farm, learning about living things – sea turtles, and observing animals in the local environment. In addition to the teaching ideas suggested in the blog posts, there are many resources in the science collection to assist you with your work.

    Let's find out abut sea turtles is an interactive digital non-fiction texts about sea turtles, for children in their first three years of school

    This week, in celebration of World Turtle Day on 23 May and World Environment Day coming up on 5 June, I have uploaded new resources to support learning about sea turtles and the existing non-fiction digital text Let’s find out about Sea Turtles.

    Continue reading: readilearn: Teaching about living things in early childhood classrooms – turtles

  • readilearn: Teaching phonics and letter-sound relationships in early childhood classrooms – Readilearn

    readilearn: Teaching phonics and letter-sound relationships in early childhood classrooms – Readilearn

    Teaching phonics and letter-sound relationships is an important part of literacy education in early childhood classrooms. To be fluent readers and writers we need to understand the relationship that exists between the letters and sounds of our language. This knowledge is what enables us to extract meaning from texts we read and ensure that others can interpret the intended meaning in words we write.

    The process of expressing thoughts in writing can be laboured for young children as they stretch out words to identify individual sounds and the letters we use to represent them. From the initial stages of making arbitrary marks upon the page, children develop into proficient writers through recognisable stages of approximation. Readable writing is dependent upon the effective use of letters to represent sound.

    Reading is not so dependent as there are other cues and strategies that readers can employ to interpret a writer’s message. Young children garner information about texts they read from supporting illustrations, prior knowledge of the subject matter and text type (for example, narrative or non-fiction) and understanding of how language works. This information supports their reading which is guided by words they recognise by sight as well as their knowledge of letter-sound relationships.

    When teaching children to read, it is important to ensure children learn to use effective strategies that access all available cues. Over-dependence on any one cuing system leads to a break-down in the process. While the teaching of phonics has an important place in early childhood classrooms, I have resisted making resources for teaching phonics in isolation for two main reasons.

    Two reasons against making resources to teach phonics in isolation
    #1

    I believe reading is best learned and taught by reading. Knowledge of letters and sounds can be learned while reading meaningful and enjoyable texts. Teaching and learning can occur in literacy lessons, lessons in any subject, or whenever an opportunity to interact with print exists, which is frequent in our print-rich environment.

    I have previously written about some strategies I consider beneficial for teaching reading and will no doubt write more in the future. You can read some of those posts here:

    What’s in a name? Teaching phonics, syllabification, and more!

    Engage Learners with pizza-themed cross-curricular teaching and learning resources

    Continue reading: readilearn: Teaching phonics and letter-sound relationships in early childhood classrooms

  • Learning fun with Mother’s Day activities in early childhood classrooms – Readilearn

    Learning fun with Mother’s Day activities in early childhood classrooms – Readilearn

    Mother’s Day is celebrated on the second Sunday in May in many countries, including Australia, the United States, and Canada. As the day approaches, teachers often look for easy-to-make gifts for children to give to mothers or other carers.  In this post, I share inexpensive suggestions that are easily incorporated into your class literacy and art programs.

    Before beginning to work on gifts for mothers, it is important to have some knowledge of children’s backgrounds so you can treat with sensitivity the diversity of family situations that may be represented in your classroom and adjust the program accordingly. For example, when you are already part-way through an activity, it is no good finding out from an upset child that his mother has passed.

    It is best to find out this information at least a few weeks before commencing the activities to allow time for consultation with families if necessary. An easy way of doing this is to ask the children to draw a picture of the people who live at their house. Children can then show and discuss their pictures and their families, including those who have two homes and two families.

    Your school librarian will be able to suggest picture books to read about diverse families, or you can find some on this list.

    You could introduce the activity by saying something like, “Mother’s Day is a day on which

    Continue reading: readilearn: Learning fun with Mother’s Day activities in early childhood classrooms – Readilearn

  • readilearn: What parents can do to prepare their children for school

    readilearn: What parents can do to prepare their children for school

    Parents often approach teachers wanting to know what they should teach their children or how to prepare their children for school—should they teach them the letter names or sounds or how far should they teach them to count?

    However, for most teachers, these are not of highest priority.

    What teachers value most is an ability to:

    • engage in conversation about experiences and ideas
    • get along with others and make friends
    • identify and organise personal belongings

    and to have:

    • an interest in books
    • a curiosity about the world, and
    • a willingness to have a go and try new things.

    The best way parents can prepare their children for school is by spending time with them, talking with them, playing games with them, reading stories to them and encouraging their curiosity by providing them with opportunities to question, learn and explore.

    It is important for parents to see themselves as their children’s first and most important teachers. When their children start school, it is not time for them to relinquish their responsibility. Instead, it is important for them to work in partnership with teachers to ensure the best chance of success for their children.

    Last week I shared an article, originally published in The Conversation, in which Kym Simoncini provided parents with suggestions for developing young children’s interest in STEM (science, technology, engineering and mathematics.)

    This week, I share a letter to parents of children beginning school, congratulating them on their contribution and requesting their ongoing support.

    Dear Parents,

    Congratulations on teaching your child to speak!

    Continue reading: What parents can do to prepare their children for school? – Readilearn

  • #WATWB Imagination Library: Dolly Parton donates her 100 millionth book!

    #WATWB Imagination Library: Dolly Parton donates her 100 millionth book!

    On the last Friday of each month, We Are the World Blogfest invites bloggers to join together in promoting positive news. If you would like to join in, please check out the rules and links below.

    A statement of mission from the We are the World Blogfest website:

    “There are many an oasis of love and light out there, stories that show compassion and the resilience of the human spirit. Sharing these stories increases our awareness of hope in our increasingly dark world.”

    The co-hosts for this month are Belinda WitzenhausenSylvia McGrath, Sylvia Stein,  Shilpa Garg, Eric Lahti . Please pop over to their blogs to read their stories, comment and share.

    This month I am sharing a story of Dolly Parton and the 100 millionth book she has given away through her non-profit Imagination Library.

    According to the article by Helena Andrews-Dyer in the Washington Post Dolly Parton Likes to Give Away Books. She just donated her 100 millionth.

    The article states that

    “Parton is the founder of Imagination Library, a nonprofit that started out donating books in Sevier County, Tenn., and grew into a million-book-a-month operation. Families who sign up receive a book per month from birth to kindergarten. The singer donated her organization’s 100 millionth book to the nation’s library on Tuesday.”

    Knowing the enormous potential that books and reading have for changing lives by improving the chances of success, not just in school, but in life, I couldn’t go past sharing this inspiring article, especially when International Children’s Book Day is celebrated in a few days on 2 April.

    Click to read the whole article in the Washington Post.

    Here are the guidelines for #WATWB:

    1. Keep your post to Below 500 words, as much as possible.

    2. Link to a human news story on your blog, one that shows love, humanity, and brotherhood. Paste in an excerpt and tell us why it touched you. The Link is important, because it actually makes us look through news to find the positive ones to post.

    3. No story is too big or small, as long as it Goes Beyond religion and politics, into the core of humanity.

    4. Place the WE ARE THE WORLD badge or banner on your Post and your Sidebar. Some of you have already done so, this is just a gentle reminder for the others.

    1. Help us spread the word on social media. Feel free to tweet, share using the #WATWB hashtag to help us trend!

    Tweets, Facebook shares, Pins, Instagram, G+ shares using the #WATWB hashtag through the month most welcome. We’ll try and follow and share all those who post on the #WATWB hashtag, and we encourage you to do the same.

    Click here to join in and enter the link to your post. The bigger the #WATWB group each month, the greater the joy!

    Thank you blog post

    Thank you for reading. I appreciate your comments. Please share your thoughts.

     

  • Celebrating individuals in your classroom using stories – Readilearn

    Celebrating individuals in your classroom using stories – Readilearn

    While a classroom is filled with a group of unique individuals, it can be easy sometimes to get caught up in treating them as one, with one set of needs, expectations and rules. Everybody do this, everybody do that—a bit like Simon Says but not always as much fun.

    It is useful to pause sometimes and celebrate the uniqueness of individuals in your class.

    International Children’s Book Day and Hans Christian Andersen‘s birthday on 2 April provide excellent excuses for reading and celebrating children’s literature, as if we needed any. We can also find stories that help us celebrate individuality.

    The Ugly Duckling Hans Christian Andersen

    Hans Christian Andersen was a prolific writer of fairy tales, many of which are well-known and have been made into movies. One of my favourite films as a child was about Hans Christian Anderson with Danny Kaye in the lead role. I was particularly touched by the story of The Ugly Duckling which Andersen told to a sad young boy whom no one would play with. You can watch the scene here.

    The story is a great starting point for discussing individual differences,

    Continue reading: #readilearn: Celebrating individuals in your classroom using stories – Readilearn

  • #readilearn – Learning literacy and mathematics with Easter classroom activities – Readilearn

    #readilearn – Learning literacy and mathematics with Easter classroom activities – Readilearn

    The celebration of special occasions such as Easter may bring interruptions to the usual class program with preparation for special events and performances such as Easter Hat Parades. It may also signal time to inject some fun into the program. But involving children in Easter activities doesn’t mean the learning has to stop.

    In this post, I explain how using readilearn early childhood teaching resources keeps the children thinking and learning while having fun with Easter-themed resources across curriculum areas. (Note: All readilearn Easter-themed resources can be found here.)

    Cultural studies 

    An inclusive classroom acknowledges all traditions celebrated by its children.

    Find out whether Easter is one of the traditions celebrated by the families of children in the class and discuss how it is celebrated.

    If you have already investigated Family traditions and celebrations, you will know which children celebrate Easter and which do not.

    For children who don’t celebrate Easter, be sensitive to the expectations their families may have for their participation.

    My personal view is that it is beneficial for children to learn about the traditions of others but that they can opt out of activities and celebrations if families wish. In my experience, few families have Continue reading: #readilearn – Learning literacy and mathematics with Easter classroom activities