Posts Tagged ‘teaching’

Discipline Tip–First Day of School

Discipline Tip—First Day of School       TH

 

The beginning of a new school year is a good time to set the tone for the year at home and in the classroom.  Here are a few tips to make the first day of school the start of a great year:

·       Know every child’s name and work to make each feel welcome to your class or your home.  It is fun to sing a simple song that includes each child’s name, for example “Here we are together, together, together.  Here we are together in our school.  There’s ____, and _____, and (continue to include all the children).

·       Only have a few rules and voice them in a positive manner.  (Never use the word “Don’t”.  It just puts ideas in their heads.)  Sample rule:  “In our school everyone treats everyone kindly.” (Then invite the children to create ideas of how they can treat each other kindly.  With children who can read you can help them create a list of the positive ideas the children come up with.)

·       SMILE!

·       Believe children can mind and behave.  Your attitude is contagious.  

·       Plan fun, simple, and short activities.  Keep it a fun, interesting day. 

·       Set a simple routine.  This way, children know what to look forward to each day.  Vary the activities inside the routine.

·       Never use bribery.

Have a great, enjoyable new school year.

For more educational tips and information visit www.phonicsbyspelling.com

Advertisements

Long Vowel Simple Sight Words

Long Vowel Simple Sight Word Lesson: ( Free worksheets.)

Do a lesson for each long vowel sound.

I (2)

Preparation:

  • Make cards for the words  me, we, he, she.
  • Copy the long vowel worksheets. Worksheet for long vowel E words Worksheet for long vowel I words Worksheet for ay long vowel words (You may want to do another lesson on AY words. may, say, day and a lesson for I words. I, hi, sky, fly, why)
  • Locate  the book: He Bear, She Bear by Stan and Jan Berenstain

Lesson:  Rule:  Vowels not followed by a consonant and end a syllable, especially the first syllable, are usually long.  

  • Discuss the rule.
  • Read together all the word cards.
  • Read the story He Bear, She Bear by Stan and Jan Berenstain.

Activity:

  • Do the worksheet together. Write the letter to finish the word and review the sound, combine the consonant with the long vowel and sound out the word, then draw a picture  of each word.
  • Repeat with each word.
  •  Have the children read the words to as many people as possible for their homework.

Options:

  • On the back of the worksheet have them write some other long vowel E words and draw pictures for each.  ( tree, bee, free, see, )
  • Put this sentence on the back of the worksheet.  ( See the bee in the tree.)   Have the children draw the picture for this sentence.
  • Make a simple book where they draw the pictures with these words,  He sees  _____.  She sees_____.  We see _____. I see  ______.

Weather: Rain and Snow

20150709_202755    P

Weather: Rain and Snow      

Objective: Help children learn about the water cycle and how water is a part of our weather.

Preparation:
  • Find drawings or pictures of rain, snow and other storms from books, magazines or old calendars.
  • Collect a pan, water, a cookie sheet, and a stove or something to heat the water.
  • Make word cards; evaporation, water cycle, water vapor, and condensation. 
  • Have crayons, pencils or markers.
  • Scraps of construction paper in white, dark blue, green and yellow.
  • Print the water cycle on light blue or white paper. water-cycle-picture   If you do this activity with older children, they can write all the words.  
  • Create a sample water cycle.
Suggested books:
  • Cloudy with a Chance Of Meatballs by Judi Barrett
  • Franklin and the Thunderstorm by Paulette Bourgeois
  • What Makes it Rain? by Keith Brandt
Lesson:
Read a book then discuss water weather:
Discussion questions:
  1. How do you feel when it rains?
  2. Are you afraid of storms, if so why do they scare you?
  3. What activities do you like to do in the rain?
  4. Where do you think rain comes from?
  5. What other weather has water in it?  (snow, hail)

Demonstrate “condensation” and “evaporation” by heating a small pot of water on the stove. Heat the water until you see steam.  Show the “water vapor” and “evaporation” cards.  Say, “The steam is water vapor or evaporation.”  Hold the cookie sheet above the water.  Show how the water condensate on the cookie sheet. Show the word card “condensation. Say, “If we hold this cookie sheet for a long time above the water it will start dropping rain. 

Activity: Help children learn about the water cycle by making a water cycle collage picture.  (Tearing paper is a skill that most children have to be taught.)
  • Give each child a sheet of light blue or white water cycle picture paper.
  • Tear dark blue paper big enough to fill half of the bottom part of the paper to look like the ocean. Have the children glue it on their paper by the word “ocean”.
  • Tear a sun shape of yellow. Have the children glue it by the word “sun” above the ocean. Talk about how the sun heats the water and causes it to evaporate. Help them write “sun” on the sun.
  • Tear a piece of white paper and have the children shade it with gray with the side of a crayon to look like a rain cloud. Have the children glue it on their paper opposite the sun by the words, “rain cloud”. (Explain how the droplets of water vapor come together and cool to make a cloud and when they get too heavy they condensate on bits of dust and begin to fall to the earth as snow or rain depending on how cold they are.)
  • Have the children draw the rain coming from the cloud by the word, “rain” below the cloud. Discuss the ways the rain helps all living things and all the benefits of rain and storms.
  • Tear a piece of green or brown paper to look like a slope of land coming down to meet the ocean. Have the children glue it next to the ocean piece of paper by the word “land”.
  • Tear a strip of blue paper to look like a river. Have the children glue it on the slope of land by the word, “river”. Talk about the collection of rain into rivers, lakes and oceans
  • Read all the words on the picture together.
Check out our website: http://www.phonicsbyspelling.com/

Weather – Air

admin-ajax.php         Air/Weather

Objective:  Help children understand how air affects the world around us.

Preparation:

  • Find drawings or pictures books, magazines or old calendars of wind, plants, and animals.
  • Have a large balloon.
  • Have crayons, pencils or markers for drawing.
  • Drawing paper.
  • Decide on a book to read. Suggested books:
  • Air Is All Around You by Franklyn M. Branley  
  • If We Could See Air by David T. Suzuki    

Lesson:
Read a book then discuss:

  • Did you know that air is all around you?
  • Without air there wouldn’t be any life on Earth? (Have everyone breathe in and exhale out.)  
  • Air is the gas that floats all around you and makes up our atmosphere. We can’t see it, since it is made up of colorless gases.  
  • Some of the gases that make up the air around us are oxygen, and carbon dioxide. We like to shorten carbon dioxide and just call it “CO2”.
  • All life on Earth depends on air to stay alive. When we breathe, we inhale air. Our bodies use the oxygen
  • Humans and animals make CO2 and exhale it into the air. 
  • Plants use CO2 and put oxygen back into the air. 
  • Plants clean the air. Let’s give the plants some CO2.  (Breathe in and exhale out again.)  
  • Although we usually can’t feel it, air is always touching us.  (Blow up a balloon.)
  • One of the few times that you can actually feel air is when it is windy.  (Make wind by letting the air go in the balloon.) 
  • Air is used for many different things, such as flying planes, sailing on a sail boat, or blows windmills to create electricity.

Activity: Make an air cycle picture.   

  • Give each child a sheet of drawing paper.
  •  Have the child draw a picture of self on one side of the paper and a tree on the other side.
  •  Draw an arrow from the tree to the child. and write “oxygen” by this arrow.
  •  Draw an arrow going from the child to the tree and write “ CO2” by that arrow.
  •  Have them lightly color some air with the side of a blue or gray crayon.

Optional activities are to make airplanes or kites.

Check out our website:  http://www.phonicsbyspelling.com/

Symbols of The USA–The Statue of Liberty

 

The Statue of Liberty

Objective: To introduce children to The Statue of Liberty as a symbol of USA promise of freedom. 

Preparation:

  • Find drawings or pictures of The Statue of Liberty from books, magazines or old calendars.
  • Have green crayons, pencils or markers and paper for the children.  (Print,”The Statue of Liberty” on the paper.)
  • Suggested book:   The Statue of Liberty by Lucille Recht Penner

Lesson:

  • Read the book then discuss while showing pictures:
  • The Statue of Liberty is one of the most recognizable symbols of the United States in the world. For many visitors traveling by sea in days gone by, the statue located on Liberty Island, in New York harbor, was their first glimpse of America.
  • The statue symbolizes liberty and democracy.
  • The Statue of Liberty is a huge sculpture that is located on Liberty Island in New York Harbor. This monument was a gift to the USA from the people of France.
  • Liberty was designed by the French sculptor Frederic Auguste Bartholdi. The hollow copper statue was built in France – it was finished in July, 1884.  It was brought to the USA in 350 pieces on a French ship.  The statue was reassembled in the USA and was completed on October 28, 1886.
  • Liberty’s right hand holds a torch that is a symbol of liberty. There are 354 steps inside the statue and its pedestal. There are 25 viewing windows in the crown. The seven rays of Liberty’s crown symbolize the seven seas and seven continents of the world. Liberty holds a tablet in her left hand that reads “July 4, 1776” (in Roman numerals).
  • This is the poem that is mounted on the base of the statue.  Emma Lazarus wrote it.


Not like the brazen giant of Greek fame,
with conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
a mighty woman with a torch, whose flame
is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame,
“Keep, ancient lands, your storied pomp!” cries she
with silent lips. “Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore,
Send these, the homeless, tempest-tossed to me,
I lift my lamp beside the golden door!”

  

Discussion questions:

  • What is liberty?  — the power of choice.
  • What is a symbol? —  something visible that by association or convention represents something else that is invisible.
  • What are some other symbols of our country? — The Flag, Eagle, etc.

Activities:

  • Draw the statue. Give each child a paper and a green pencil or crayon. Help the children draw the statue one step at a time. Wait to start each step until all children have completed the previous step.
  • Pictures of the kids: Take each child one at a time. Wrap a green sheet around the child and attach at shoulder. Have them wear a Statue of Liberty headband (you can get them from Liberty Tax or have them make one). Give them a flashlight to hold in their left hand. In their right hand give them a small poster board with “July 4th 1776” written on it. Have them pose like the Statue of Liberty and take a picture.

http://www.phonicsbyspelling.com/

Symbols of The USA–The Bald Eagle

Symbols of The USA-The Bald Eagle

Objective: Help children understand the Bald Eagle is one of the Symbols of the United States of America.

Preparation:       

Find drawings or pictures of bald eagles from books, magazines or old calendars.

Puppet Materials Needed:

  • paper lunch bags,
  • white paper cut to the size of the flap of the paper bag,
  • some crayons,
  • scissors,
  • glue,
  • construction paper brown, white and yellow

Suggested books:

  • An Eagle Flies High by Alice Pernick
  • Eagle by Lloyd G Douglas

Lesson:

Read a book.

Discuss the eagle as a symbol of our country, while showing pictures.

  • The bald eagle is a large, powerful, brown bird with a white head and tail.
  • The bald eagle was chosen because it has a long life, strength, beauty and freedom.
  • This majestic bird can only be found in North America.
  • The word “bald” white not having no feathers.  It comes from an old word which means “white.”
  • Bald Eagles live near large bodies of open water such as lakes, marshes, seacoasts and rivers, where there are plenty of fish to eat and tall trees for nesting and roosting.

Activity-Paper sack puppet:

  • Cover the FLAP of the paper bag with white paper.
  • Draw the eyes onto the HEAD. Demonstrate how to draw eyes step by step. (1. Draw 2 half circles.  2. Make a circle in each half circle. 3. Make a dot in each circle). If you like, you can use sticker eyes.
  • On yellow paper help the children draw a beak. (Make an upside-down teardrop shape with little lines for nostrils)  Have the children cut them out.
  • Using brown construction paper, help the children draw wings. (Make half circles that each cover half of the paper; draw in “U’s” along the bottom edges to look like feathers.)
  • Using white construction paper, help the children draw tail feathers. (An upside-down heart with an extra bump.) (Can use scraps from the wings.) Have the children cut them out.
  • Have the children color and embellish their drawings. Glue the beak under the eyes. It will hang down over the BODY.
  • Make sure you only put glue on top of the beak (where it touches the HEAD) so you don’t end up gluing the mouth shut.
  • Glue the wings into the FLAP.
  • Glue the tail on the BACK.

http://www.phonicsbyspelling.com/

Teaching Time and Clock Parts

           Teaching Time and Clock Parts

Objective: Help children learn the words relating to time and clock parts.

Preparation:

  • Make word cards for the words “time”, “hands”, “face”, “numbers” and “clock”.
  • Have a teaching clock with movable hands.
  • Prepare to read the book, Me Counting Time by Joan Sweeney.
  • Have a worksheet with analog clock parts to do as a direction following activity.  Clock parts worksheet

Lesson:

Read the book, Me Counting Time.  Discuss and compare to the children.

Put up the word cards.  Talk about some of the sounds in the word.  (T, K, short o, etc.)  Use the word cards to label a clock in the room.

Show the teaching clock.  Talk about the parts of the clock.  (face, hands, numbers)

Learning Activity:

Give each child an analog clock worksheet and crayons.  Read each part of the instructions and do the worksheet together.    Clock parts worksheet

Check out our website. http://www.phonicsbyspelling.com/

%d bloggers like this: