Tag Archives: interactive whiteboard

interactive whiteboard teaching resources for kindergarten

readilearn: Interactive whiteboard resources for kindergarten

“I’ve got an interactive whiteboard in my room but I don’t know how to use it.”

“What readilearn resources can I use with my kindergarten children?’

“Schools have said they want our children to come to school able to listen and follow instructions. What resources can we use?”

These are some of the statements and questions that teachers of children in their kindergarten year, the year before they start formal schooling, have put to me.

The main focus of my preparation of readilearn teaching resources is on the first three years of school. I hadn’t considered their application with children aged four to five. However, teachers have assured me that some of the readilearn interactive whiteboard lessons are very suitable for children in kindergarten as one part of a rich play-based learning-focused environment.

Using readilearn lessons on the interactive whiteboard in kindergarten

  • provides variety,
  • introduces children to the use of technology and some of the skills involved such as drag and drop, and click to select items,
  • provides opportunities for children to take turns, work cooperatively, listen actively to the teacher and other children,
  • encourages vocabulary development – the lessons are intended to be teacher-led and involve discussion with the children.

readilearn lessons support kindergarten teachers with

  • lessons ready to teach – login in the morning, keep one tab open – stay logged in for the day,
  • opportunities for children to make the connection between print and spoken language,
  • providing children who are ready to read opportunities of doing so.

readilearn interactive resources and lessons suitable for use in kindergarten:

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teaching phonics and initial letters and sounds in an early childhood classroom

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

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readilearn –Learning sight words by reading and writing in context – Readilearn

Learning lists of sight words is an activity familiar to beginning readers, their parents and teachers. There’s no denying the importance of being able to recognise words by sight, and the aid it is to reading fluency and comprehension. Yes, comprehension. Due to the constraints of short-term memory, it is difficult to think about meaning, when working memory is employed in attempts to figure out individual words.

Many lists of basic sight words are available, but there is a consistency to the words included and their number, generally varying between one and two hundred. Many of the words do not have a regular letter-sound correspondence and cannot be “sounded out” using knowledge of phonics. They are also words that have meaning only in context and cannot be “pictured”. The words make up a high percentage of those appearing in texts for beginning readers and so are often referred to as high frequency words.

Children are often given lists of words to take home and learn with the assistance of parents. Not all parents know how to encourage children to learn the words and it can be a battle if children struggle to remember them. If you are sending children home with words to learn, it is important to provide parents with strategies as well as what they need; for example:

Provide the words on strips or in small booklets with the word written on one side and a short sentence with a picture on the other for checking.

sight words sentence strips

Provide one set of words. Spread the words face up on the table. Ask the child to find the word; for example, put. This is easier at first as other letter/sound cues can be used. Later, as the child is

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Learning about life on a farm – Readilearn

Learning about life on a farm holds great interest for children and many opportunities for integrated learning across the curriculum. Most of today’s children are town-dwellers and have little experience with rural and farm life. Many have no idea where their food comes from beyond the attractive supermarket shelves.

This week I have uploaded some new resources which support an early childhood K-2 unit of work about farms. However, they can be used as part of a literacy program, independent of a farm unit. Sight words and phonic skills can be developed through reading in a context that is both meaningful and interesting to children.

New resources include:

On the farm Who am I? This interactive digital story is great for use on the interactive whiteboard. Children are presented with a series of clues to help them identify an animal that lives on a farm. Children select the answer from those provided. The resource includes both domestic and “wild” animals.

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Preparing for holidays – Readilearn

At this time of the year, people around the world are preparing to celebrate a variety of holidays. Christmas, celebrated by almost half of the world’s population, is perhaps the biggest holiday of the year. While traditionally a Christian celebration, its focus for many is now more secular than religious and is celebrated by both Christians and non-Christians. Even within the Christian community, there are many ways in which the festival is observed.

In addition to Christmas, children in Australia are preparing for the end of the school year and their long summer holidays from approximately mid-December to late January. While not as long as that of some of our northern cousins, the six-week break challenges parents in thinking of ways to keep the children occupied, while ensuring that the achievements of the year are not lost before the new school year begins.

In this post, I share some suggestions and readilearn resources to assist in preparation for both.

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