Tag Archives: learning

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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ideas for teaching friendship skills in early childhood classrooms

readilearn: Learning to be friends – unleash your friendship superpower

Sometimes we expect that all we have to do for children to make friends is to put them in close proximity to other children. We may see it happen at the park, in a playground, in a shopping centre, at school. Children are attracted to other children, but it is not always easy for them to make friends. We should no more expect them to get along than we would expect adults thrown together at a party, conference or other social situation to become friends immediately.

While some children are gregarious and will talk to anyone, others may be more introverted and less inclined to make the first move. But whether extrovert or introvert, children need to learn how to interact with others in ways that encourage friendships to be made. The development of social-emotional skills, including empathy or understanding how others feel, is an important part of becoming a friend.

Make friendship skills lessons an ongoing part of your program

Lessons in how to be a friend need to be an ongoing part of any class program. While many teachers allocate some time for getting to know each other at the beginning of the school year, it is important to maintain the focus throughout the year. As children mature and interact with others, they will encounter a greater variety of situations with which they need to deal.

It is not always necessary to timetable or set up specific lessons. Sometimes the spontaneous discussions before and after break times can help highlight needs and alert you to who is having trouble in the playground. These focused incident-specific discussions can help resolve issues and prevent them from escalating.

As new children enter the class, they also need to be introduced and made to feel welcome and included. It is important for the introductions to go both ways. New children have many others to get to know; the existing class members have only one, and it may be difficult for a new child to settle into established groups. It is necessary to establish procedures that will help a child settle while more permanent friendships are being formed. For example, friendship buddies could be allocated to show the child around and help them become familiar with school routines and behaviour expectations.

Establish a supportive classroom environment

One of the best ways of ensuring that children feel friendly towards each other is by establishing a supportive classroom environment in which children have a sense of belonging, feel respected and valued.

Previous posts about establishing a supportive classroom environment include Establishing a supportive classroom environment from day one. A search of resources using the words ‘supportive classroom’ will bring up a list of other related posts and resources.

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teaching literacy skills with Bullfrog's Billabong, a week of literacy lessons and group activities

readilearn: A week’s reading instruction with Bullfrog’s Billabong

The readilearn Bullfrog’s Billabong suite of cross-curricular resources can be used as the foundation for planning a week’s reading instruction including lessons with the whole class and small groups and independent work. The activities cater for different ability levels in your early childhood classroom and can culminate in a performance to be presented to other members of the class, other classes in the school, or parents.

Bullfrog's Billabong, teaching effective reading strategies with covered cloze on the interactive whiteboard

Begin by introducing the story as a covered cloze activity (a lesson ready for you to teach) presented to the whole class on the interactive whiteboard. Although all children are engaged in reading the same story, the activity allows them to participate at their own level. The teacher-led discussion can be tailored to student needs, allowing each to contribute according to what they already know and extending their understanding by discussing cues for reading and irregular as well as regular spelling patterns. Children learn from each other as they actively participate in the cooperative reading activity. Refer to Covered cloze — teaching effective reading strategies and Bullfrog’s Billabong — Cloze — How to use this resource for suggestions.

As with introducing all new reading material, it is important to engage children’s interest by making connections with what they already know about the topic and explaining what may be unfamiliar; for example, a billabong, and encouraging them to make predictions about what might happen in the story. As the story unfolds, children may adjust their predictions and thoughts about the story.

Continue reading: readilearn: A week’s reading instruction with Bullfrog’s Billabong – Readilearn

Kathy Hoopman on teaching children with ASD in the classroom

readilearn: Teaching children with ASD — ideas for the classroom- with guest author Kathy Hoopmann

Do you have children with Asperger Syndrome in your classroom and wonder how best to cater to their needs? Do you have friends with Asperger Syndrome, or maybe have it yourself? This week’s guest Kathy Hoopmann has a wealth of suggestions to help you understand, appreciate and enjoy the complex syndrome that is known as ASD.

Combining her knowledge of Asperger Syndrome with her teaching background, Kathy has written over twenty books for children and adults.  She is best known for her photo-illustrated books that deal with Asperger Syndrome, ADHD and anxiety.  The simplicity, charm and insight of these books has made them must-haves for children and adults around the world.

Kathy has won and been shortlisted for many literary awards including the Children’s Book Council of Australia Award, and she has four times been awarded a silver Nautilus Award (US).  Her books have been translated into thirteen languages and sell widely in Australia, the UK, the US and the Middle East.

The books help children and adults with ASD recognise that they are not alone and provide support to carers, teachers and other professionals working with people with ASD.  In any home, school or classroom library Kathy’s books would help everyone learn to understand and support each other.

Welcome to readilearn, Kathy. Over to you.

The boy crawled under a table, his cap pulled low.  All eyes were on me to watch what I would do.  I was the relief teacher, or ‘light relief’ and the class was eager for a good show.  But I had been a relief teacher for too long to take the bait.  Besides, I recognised the behavior.  The boy displayed many characteristics of Autism Spectrum Disorder and frankly under the table was the very best place he could be, for his sake and mine. 

‘Miss?’ a child ventured, ‘Billy’s under the table and he’s wearing a hat indoors.’

Continue reading: readilearn: Teaching children with ASD — ideas for the classroom- with guest author Kathy Hoopmann – Readilearn

and be sure to check out the generous discount offered to readers during the month of July.

sketchy perceptions

Sketchy Perceptions

Carrot Ranch Flash Fiction prompt sketches

This week at the Carrot Ranch, Charli Mills challenged writers to In 99 words (no more, no less) write a story that is a sketch or about a sketch. It can be “A Sketch of a Romance” or “The Sketch of Aunt Tillie.” Go where the prompt leads you to scribble.

My thoughts were a bit sketchy. This is what I came up with. I’d be interested to know your perception.

Sketchy Perceptions

He sketched the outline with chalk then filled in the details, outside-in. Curious passers-by gathered as the image emerged. Was the artist a paid entertainer or busker earning a buck? Some pushed coins into children’s hands to add to the chalk-drawn cap. When satisfied with his work, the artist stood in its centre and tossed the cap and contents high. As they fell, he spread his arms and disappeared into the painting. Perplexed on-lookers reported different perceptions. Many said he plummeted into darkness. Some said he flew on gold-tipped wings. Others described him simply as absorbed by his art.

It is easy to make snap judgements about others and situations from sketchy information, even at first sight. We do it all the time as we try to make sense of what we perceive, evaluating it against our existing knowledge and beliefs.

I have strong beliefs about education and how children learn so can quickly judge whether I will agree with the content of articles or not. However, I don’t confine my reading to articles that I know will support my beliefs. I read articles from a variety of viewpoints to gain some understanding of others’ positions. If I don’t know what they think, how can I interrogate those thoughts and evaluate them against my own, perhaps even reassess my beliefs? I would rather be informed than base my ideas upon sketchy information.

This week, I had the pleasure of reading two articles in popular media which reiterate things I have written about a number of times previously.

The title of an article by Angela Mollard in my local Courier-Mail intrigued me: We should be ashamed of how we treat teachers. The media is often quick to criticise teachers, blaming them for almost all of society’s ills, it sometimes seems. I wondered at the intent of this article. Mollard wrote that, although she is the daughter of a teacher, sister-in-law of a teacher, and friends with many teachers, she had no idea of a teacher’s life until she read the book Teacher by Gabbie Stroud. I am yet to read this memoir, but it is now high on my TBR list.

Mollard says, “She (Stroud) writes of the sacred bond between teacher and pupil, of advocating exhaustively for their needs, of loving them even when they were abusive and damaged and victims of the most heartbreaking of family circumstances.”

Mollard follows this by telling us that “Ultimately, Stroud gives up being a teacher. She’s broken by the profession but she maintains that she didn’t leave teaching, it left her”, and describes her book as “a clarion call to educators to change a system that values standardisation over creativity, curiosity, progress, self-belief and autonomy.”

Oh, yes! I applaud. I know many teachers who feel the same way.

Mollard then goes on to say that if parents want inspirational teachers for their children, they must be inspirational too, that they must stand beside and support teachers and do what they can to lighten their workload so more help can be given where it is truly needed. If you are a parent, please read the article for her suggestions. I have sketched out just a few of her ideas here.

If you can do only one thing for your children, it should be shared reading is the title of an article by Ameneh Shahaeian and Cen Wang in The Conversation. To any regular readers of my blog, the idea behind the title will be very familiar. It gladdens me when I see others promoting such good advice for parents.

However, in the article Shahaeian and Wang surprised me with the question, “is it really book reading that’s beneficial or is it because parents who read more to their children also provide a lot of other resources, and engage in a range of other activities with their children?

Does the question intrigue you as much as it did me? Shahaeian and Wang share the results of a longitudinal study they carried out to find an answer. Please read the article for their conclusions and suggestions for parents.

I’ve provided you with just the sketchy outlines of both these articles. If you are interested enough to read them, I’d love to know what you think.

Thank you blog post

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

 

readilearn: NAIDOC Week Celebrations 2018—Because of Her, We Can

In Australia, NAIDOC Week is celebrated around the country each July. The acronym NAIDOC stands for National Aborigines and Islanders Day Observance Committee. The theme of this year’s celebration, which runs from 8 to 15 July, is Because of Her, We Can!

The purpose of the week is to celebrate the history, culture and achievements of Aboriginal and Islander Peoples and acknowledge their contributions to our country. This year’s theme recognises that “Aboriginal and Torres Strait Islander women have played – and continue to play – active and significant roles at the community, local, state and national levels”, roles that have often gone unrecognised.

The 2018 poster, a painting by Bigambul woman, Cheryl Moggs, from Goondiwindi, portrays the courage and resilience of Aboriginal and Torres Strait Islander women. You can read, in Cheryl’s own words, the inspiration behind her artwork here.

While most Australian school children are enjoying their mid-year break during NAIDOC Week, many teachers will be looking for ways to share the celebrations with their students when school resumes.

Any time is a good time to incorporate learning about Indigenous cultures and histories. In fact, embedding Aboriginal and Torres Strait Islander Histories and Cultures is one of the cross-curriculum priorities in the Australian Curriculum.  Although I provide links to resources and suggestions that Australian teachers can use with their classes when celebrating NAIDOC Week, I’m certain many of the resources will be of interest to others around the world when teaching about diverse cultures and histories.

The NAIDOC website has suggestions to get you started, and you can download a free copy of the 2018 NAIDOC Week poster from the website too. You can also check out their calendar for events near you. Refer to News for stories of women to celebrate.

In the following video, Uncle Barry Watson, the Elder in Residence with Communities for Children in Logan City in south-east Queensland, explains the

Continue reading: readilearn: NAIDOC Week Celebrations 2018—Because of Her, We Can – Readilearn

strategies to support parents helping their children learn to read

readilearn: Help your child read – some strategies

The importance of reading

The ability to read is one of the most valuable skills we can acquire.  It is a tool for thinking, learning and entertainment. Reading opens doors and minds; it gives us the ability to unlock the secrets of the universe and release our imaginations. It is a skill that many of us take for granted, but without it the world would seem a more unfriendly place.

No wonder learning to read is a vital part of each and every school day!

Like everything else —the more you read, the better you get!

Reading is more than just saying all the words on the page in order. Reading is a process of getting meaning from print. Effective readers use their knowledge of the world and of language in their quest to make meaning from the words on the page. Reading takes place when the reader understands the message of the writer.

Strategies used by effective readers

Effective readers use a combination of three cuing systems to predict and check what the author has written. The use of these systems is obvious in the miscues (rather than “mistakes”) that readers make.

  1. The most important cuing system is knowledge of the topic. If you know lots about dinosaurs, you can read those big difficult-looking words and understand what they mean. If you know nothing of legal jargon then even sounding out those big difficult-looking words won’t help you understand.
  2. The second system is knowledge of language and grammar. We expect the words to flow with meaning and not be a jumble of nonsense.
  3. The first two systems combine to predict the words on the page. We then check with the print to ensure our expectations were correct.

For example, if the story is about a cowboy you may expect that he would jump on his pony, but when you look at the print, you find he actually jumped on his horse.

Effective readers may say ‘pony’ instead of horse, but they definitely wouldn’t say ‘house’ (which looks similar) as it just wouldn’t make sense!

Continue reading: readilearn: Help your child read – some strategies