- Practicing Letters
- Practice the alphabet together
- Look at books and magazines together, ask you child to name different letters
- Learning Sounds
- Read books with rhymes
- Sing songs and poems with rhymes
- Learning about Words
- Play a word naming game – ask your child to say words that sound the same (for example: bat, cat, mat, rat, sat)
- Play a guessing game – say, “I’m thinking of a word that starts with the /t/ sound” (repeat with other letter sounds)
- Notas Practicar
- la práctica del alfabeto junto
- Mira los libros y revistas juntos, pídale a su niño a nombrar las letras diferentes
- Aprendizaje de Sonidos
- Leer libros con rimas
- Cante canciones y poemas con rima
- Aprender acerca de las palabras
- Escuchar una palabra o de nombres juego – pídale a su niño a decir palabras que suenan igual (por ejemplo: bat, cat, mat, rata, sat)
- Escuchar o un juego de adivinanzas – por ejemplo, “Estoy pensando en una palabra que comienza con la / t / sonido” (repetir con otros sonidos de las letras)
- Thực hành Thư
- Thực hành bảng chữ cái với nhau
- Nhìn vào sách và tạp chí với nhau, yêu cầu bạn trẻ tên chữ cái khác nhau
- Học Sounds
- Đọc sách với vần điệu
- ca hát các bài hát và những bài thơ với vần điệu
- Học về Words
- Nghe một từ đặt tên game – yêu cầu của con quý vị để nói rằng từ âm thanh như nhau (ví dụ: dơi, mèo, mat, rat, ngồi)
- chơi một trò chơi đoán – nói, “Tôi đang nghĩ đến một từ bắt đầu với các t / / âm thanh” (lặp lại với âm thanh lá thư khác)
- Practica alfabetul, împreună
- Uită-te la cărţi şi reviste
- împreună, adresaţi-vă copilul să nume de litere diferite
- Suna de învăţare
- Citeşte cărţi cu rimează
- Cânta cântece şi poezii cu rimează
- Învăţaţi despre Words
- Joaca un cuvânt de denumire joc – adresaţi-vă copilul dumneavoastră să spună cuvinte care sunet la fel (de exemplu: BAT, pisica, mat, şobolan, SAT)
- Joaca un joc ghicitul – spune: “Ma gandesc la un cuvant care incepe cu t / / sunet” (se repetă cu sunete scrisoare de altă natură)
- Model directions
- Use visuals and manipulatives
- Role play
- Encourage social interactions (5 min. morning conversations)
- Draw and Label
- Preview materials/concepts before lesson
- Review prior concepts
- Rephrase
- Quality time spent in small groups
- Efficiency in learning students’ level
- Intervention Materials available
- Materials available to identify levels and groups
- Time available to see each student
- Group dynamics
- How do you monitor students working independently while you are working with small groups?
- How to lesson disruptions when groups change.
- Need more time to meet with each group.
- Would like pull-out could you share the benefits of this to state your case? The reasons why I do not feel this is effective: There is more distraction in the hallway and pull-out rooms then in your classroom. Staying in the room also increases minutes of instructional time by eliminating transition time and disruptions for transitions.
- “My Sidewalks” does not have enough materials
- Boring or too difficult center work Ask your coach to help you create better ones!!!
- Not enough room to move students around the room Move teacher desks into the corner of the room or against the wall. Place students in tables instead of rows. Make the classroom student centered. Ask your coach to help you in organizing your classroom!!!
- If our reading scores were so good last year, why are we throwing that all aside for this new plan? After looking at the data, there are still areas where we can improve. We want ALL students to meet or exceed the standard. Traditional teaching practices will never meet the needs of all learners. Do not throw everything out. Continue to use your great teaching skills just do it for each small group and modify it for the learners in front of you. If everything was perfect why did you agree to purchase a new reading series?
- The new series is set up for 18-20 students not 32-34. I can see how you may feel this way but aren’t they all? How did we manage to do such a great job with more students and less resources for all these years? Continue to be the outstanding teacher you are and make the materials work for you. You should not work for them.
- It’s not possible to follow the plan laid out for us, we teach other content areas. We all teach/taught other content areas and Language Arts. Ask your coach to design a plan that works for you!
- Independent work/centers require more copies. Suggestion increase copy amount. This might be the case in the beginning but centers can be created to be reused over and over again, year after year. Mrs. Miller, Ms. Hamano and the bilingual team have all began creating reusable centers that are not boring. Ask them or your coach how to do this to meet the needs of your class.
- Cannot cover everything in TE in 5 days. DON’T teach everything! Curriculums are designed to sell to the masses. They put everything in there and to sell it to everyone. Teach what your students need to learn.
- Time for writing Focus your teaching to meet the needs of your students sometime less is more! You do not need to teach everything everyday.
- Centers creates more papers to grade. If the centers are practice of what we are assessing then it is neither busy work nor does it all need to be graded. The evidence of students’ efforts in centers should be reflected in their assessments.
- Feeling Overwhelmed Sorry! Change is overwhelming and as time moves forward I will do my best to ease this feeling
- TE is not user friendly sorry! Not in our control. but I will let the rep. know
- Practice book too hard for students to complete independently. Don’t use them. This is a tool for you to use not a script for you to follow.
- Noise Level. Learning is noisy but setting clear rules, routines and expectations for ALL, will decrease the noise level. Remember the level of noise will rise to the level of the teacher.
- Think about small moments and elaborate or develop them. Encourage students to talk about one event instead of the whole day or class.
- Describe relevant details of the event. Encourage students to leave out irrelevant information.
- Ask students to persuade you to do or not do things.
- What you will have for dinner…Why ice cream should be eaten first going to the park… staying up later…
- “How has the character changed from the beginning to the end of the story?
- “What do you think will happen next? Why?
- What lesson is the author trying to teach the reader?
- What did ….? What information from the story told you this?
- How would the story be different if _________ was the narrator?
- Why __________________?
- Same conversations you would have about Writing and Reading at the dinner table
- ABC game
- Look for words on trucks, signs, cars that start with each letter in the alphabet
- Look for license plates that start with each letter in the alphabet
- License Plate Game: find as many different states as possible
- Rhyming games: Think of as many words as you can that rhyme with_________
- Concentration game: Concentration, idiodiation, Thinking of words that start with… rhyme with… end with… have __vowel… ( the beat is clap, clap, pat your hands on your legs, clap, clap, pat…)
- 21 questions: Give one clue then children get 21 questions “yes” or “no” questions to get clues to find what you are thinking of.
- I spy with my little eye something that start with, rhyme with, end with, have __vowel…
- Listening to Music
- Song analysis
- What does the writer mean when they say…
- Discuss word choice
- Identify words that rhyme in the songs
- License pate game
- Ask questions about the movies being watched in car
- Make predictions and use evidence to support prediction
- Draw conclusions and use evidence to support conclusion
- Explain what is happening and why it happened. Use evidence to support your answer.
- Discuss authors craft, setting, character, plot, climax, etc…
- Discuss video game that is being played
- Describe the actions of the character, make it into a story.
- Make predictions and use evidence to support prediction
- Draw conclusions and use evidence to support conclusion
- Explain what is happening and why it happened. Use evidence to support your answer.
- Discuss authors craft, setting, character, plot, climax, etc…
- Listen and discuss Books on CD
- Make predictions and use evidence to support prediction
- Draw conclusions and use evidence to support conclusion
- Explain what is happening and why it happened. Use evidence to support your answer.
- Discuss authors craft, setting, character, plot, climax, etc…
- People watching
- Create a story about the characters you see.
- Make predictions and use evidence to support prediction
- Draw conclusions and use evidence to support conclusion
- Explain what is happening and why it happened. Use evidence to support your answer.
- Discuss authors craft, setting, character, plot, climax, etc…
- Sing songs, Tell stories, Say Nursery Rhymes
Helping at Home
November 16th, 2009 | 
Author: Helping at Home
There are a few easy things you can do with your child at home to help him/her become a better reader. To encourage the development of reading skills, you can try the following tips:
Thank you for contributing to your child’s reading development!
Ayudar en casa
Hay algunas cosas fáciles que usted puede hacer con su hijo en casa para ayudarle a ser un mejor lector. Para fomentar el desarrollo de habilidades de lectura, puede intentar los siguientes consejos:
Gracias por contribuir al desarrollo de la lectura de su niño!
Giúp at Home
Có một vài điều dễ dàng, bạn có thể làm gì với con em mình ở nhà để giúp anh ta / cô ấy trở thành một đầu đọc tốt hơn. Để khuyến khích phát triển các kỹ năng đọc, bạn có thể thử các mẹo sau đây:
Cảm ơn bạn đã góp phần vào sự phát triển của con bạn đọc!
المساعدة في المنزل
هناك بضعة أشياء سهلة يمكنك القيام بها مع طفلك في المنزل للمساعدة له / لها أن تصبح أفضل قارئ. لتشجيع تنمية مهارات القراءة ، يمكنك أن تجرب النصائح التالية :
خطابات مزاولة
الممارسة الأبجدية معا
نظرة على الكتب والمجلات معا ، وأطلب منكم على اسم الطفل رسائل مختلفة
تعلم الأصوات
قراءة الكتب مع القوافي
يغنون الأغاني والقصائد والقوافي
تعلم الكلمات
تلعب لعبة الكلمة التسمية — اطلب من الطفل أن يقول الكلمات التي الصوت نفسه (على سبيل المثال : الخفافيش ، والقط ، حصيرة ، الجرذان ، وجلس)
تلعب لعبة التخمين — يقول : “أنا أفكر في الكلمة التي تبدأ ر / / صوت” (اكرر مع أصوات الحروف الأخرى)
أشكركم على المساهمة في تطور طفلك القراءة!
Pagtulong sa Home
May ilang madaling mga bagay na maaari mong gawin sa inyong anak sa tahanan upang makatulong sa kanya / kanyang maging isang mas mahusay na mambabasa. Upang himukin ang pagpapaunlad ng mga kasanayan sa pagbabasa, maaari mong subukan ang mga sumusunod na payo:
Practicing Letters
Practice ng alpabeto sama-sama
Hanapin sa mga libro at magasin sama-sama, humingi ka anak sa iba’t-ibang mga pangalan ng mga titik
Pag-aaral ng Tunog
Basahin ang mga libro na may rhymes
Pag-aaral tungkol sa mga salita
Maglaro ng salita ng pagbibigay ng pangalan sa game – tanungin ang inyong anak na sinasabi ng mga salita na tunog ng parehong (halimbawa: mga paniki, pusa, banig, daga, Sat)
Patugtugin ang isang guessing game – sinasabi, “ako ng pag-iisip ng isang salita na nagsisimula sa ang / t / sound” (ulitin sa iba pang mga tunog sulat)
Maraming salamat sa pagbibigay ng kontribusyon sa pagbabasa-unlad ng inyong anak!
Helping at Home
Sunt câteva lucruri de uşor puteţi face cu copilul la domiciliu pentru a ajuta la el / ea să devină un cititor mai bine. Pentru a încuraja dezvoltarea competenţelor de lectură, puteţi încerca următoarele sfaturi:
Letters Practicand
Vă mulţumim pentru contribuţia la dezvoltarea copilului dumneavoastră lectură!
Evde Helping
Orada evde çocuk yapabilirim ona yardımcı olmak için birkaç kolay şeyler / onu daha iyi bir okuyucu olmak vardır. Okuma becerilerinin geliştirilmesini teşvik için, aşağıdaki ipuçlarını deneyebilirsiniz:
Pratiği Mektupları
Pratik alfabesi birlikte
Kitap ve dergiler de birlikte Bak çocuk farklı harf isim isteyin
Öğrenme Sesler
Ile okuyun kitaplar tekerlemeler
Şarkılar ve şiirler ile söyle tekerlemeler
Öğrenme Kelimeler hakkında
Çal bir kelime oyunu adlandırma – kelimeler (örneğin: yarasa, kedi, mat, sıçan, aynı ses söylemek oturdu) Çocuğunuzdan
Çal bir tahmin oyunu – “Ben bir kelime düşünüyorum ki diğer mektup seslere / t ile başlar / Sesi” (tekrar)
Çocuğunuzun okuma gelişimine katkıda bulunduğunuz için teşekkür ederiz!
چند ایک اسان کر سکتے ہیں. اپ کے گھر میں اپ اپنے بچے/ بچی کی مدد سے اس کا ایک پرسکون ہیں. ترقی کی حوصلہ افزائی کے لۓ پڑھنے میں ہنر, اپ کی کوشش کر سکتا ہے. اس کے بعد 345
حروف اٹھایا
حروف تہجی کے ساتھ مل کر
ان کتابوں میں مل سکتے اور جرائد میں اپ کے بچے کے نام خطوط مختلف
چترائی اوازیں
بی کے ساتھ پڑھ کتابیں
گانے کے گانے اور غزلیں پڑھنا شروع
الفاظ کے بارے میں اگاہی حاصل کرنا
کھیل کھیل میں ایک لفظ نام, اپ کے بچے کا کہنا ہے کہ ااز الفاظ بھی (مثال کے طور پر: پہلے بیٹنگ کرنے, کیٹ, ڈاگ, موش )
کھیل کھیل ایک انگلی, کا کہنا ہے کہ “میں سوچ رہا ہوں کہ شروع کے ایک لفظ کے صحیح,ٹی جائيگا.” (دہراؤ سے خط اوازیں)
Professional Development & Small Group Instruction
I am amazed but not surprised at the way the Fabulous Jamieson Staff has taken 2 hours of professional development and made it their own. Your continued effort and ability to implement best teaching practices in your classrooms is proof why Jamieson is able to continue to exceed and break down all learning barriers. As promised I am sharing our discoveries from our conversations with all.
How can we implement the WIDA Standards in our classrooms?
Successes with New Reading Series
Frustrations I have placed some suggestions/possible solutions in italics.
Establish a routine and set classroom expectations. Clear guideline, rules and consequences will lessen student disruptions. Making sure all students can complete assignments independently. Don’t give the workbook pages if they cannot complete them on their own or if they are too easy.
You are all amazing teachers! Your students are as well. Keep up the GREAT WORK!!!!!
Dinner & Car Conversations to Develop Literacy
Jillian Connolly Literacy Coach
Jamieson Elementary
Speaking “Write”
1. Tell Stories often. Describe an event that happen in your day (Narrative). Explain (Expository) how things are done or occurred.
Make sure they give relevant reasons that support their argument.
3. Tell them when they are describing (narrative), explaining (expository) or persuading when they talk.
“Excellent story.”
“ Wow, you did a great job and explaining___________. Can you describe how that happened?”
“That was very persuasive!”
4. When reading, discuss the author’s craft or the way the author is writing something. Identify when and how the author uses dialogue, figurative language, describes, explains, persuades… Discuss how the author wrote what they wrote.
“Did you notice…
… how the author used dialogue to show emotion.”
…the way the author made you visualize/see the setting by using descriptive words.”
…how the writer of this article showed his opinions and views.
Talking About Reading
Implicit questions are questions that are not directly stated in the text/story. The reader has to use information from the text to draw conclusion, make predictions, infer… This is readers response also known as extended response item on the ISAT test. Ask these types of questions and ask students to support their answers with information from the text.
Talk about what you read
I was reading….and I think…. Feel…etc…
Driving in the Car
Play the games you played when you were a kid and did not have CDs, built in TVs, cell phones, handheld video games, etc…
Talking with your children regularly develops their vocabulary and language development which supports them in reading, writing and thinking.