Get the Attention of a Class! - Part 1

Looking for good listeners? Here are a few of our favorite ways to get children’s attention.

·      Use giant glasses or a big magnifying glass as in the photo above to let children know you are really looking for those who are ready for the next activity.

·      Remember the power of saying, “I like how Jennifer is sitting quietly.” Avoid saying the names of children who are not doing the desired behavior. This only reinforces it.

·      Change the pattern of your hand clapping – often we use only one pattern. By changing it daily you are keeping this fresh and teaching children to follow a pattern.

·      A toy microphone will often get their attention, especially if you say funny things like, “Reporting from Mrs. Smithy’s room where so many children are cleaning up like Bennett and Carlyle, and Mac…”

·      Stand in front of the room and mouth words – they are sure to stop and wonder what is going on!

·      Always give a warning when it will be time to stop an activity – say “And in 6.” Then start counting down.

·      Sing or play a different song each day to catch the attention of children. Encourage children to sing along!

Stay tuned next week for more "attention please" ideas!

Standards Alignment:

NAEYC – 2.A.07 & 2.A.08

Head Start – II. B & C

Shhh...How Do You Teach Young Children To Whisper?

We all know that a noisy room can be a happy place. But there are times when quiet is needed. Turning off the lights or saying, "Shhh..." gets tiresome and children often ignore these cues. Giving directions like, "Whisper please," or "Use a quiet voice" may not work because preschoolers often do not know when they are being loud. Some do not even know the meaning of whisper!

But there are a few easy ways to help children learn to whisper.

One of the most important things teachers and families can do is to speak softer than children. When a room is noisy, a teacher's loud voice means very little when added to the din. Try whispering. Children will stop and wonder what is being said. It is amazing how quickly an adult's quiet voice can calm a room.

Have children practice whispering. When asking them to repeat words, recite poems, or sing songs have them do these activities using various "voices." They can squeak, speak in a low voice, or whisper. This lets them experiment with various ways to use their voices.

You can also give them a tangible way to check the volume of their voices. Have children place 2 fingers on their necks as shown below.

Ask them to say their names in a regular voice. They can feel the vibration here. But when they whisper, there is no vibration. Call this a "voice motor." Children can be told to check their voice motors when they are too loud. Even just holding up your 2 fingers and catching a child's eyes, will let them know they need to whisper.

Standards Alignment:
NAEYC - 2.B.03
Head Start - II.C.

Free Activities for Preschoolers: English and Spanish!

If you are here at Maggie’s Big Home, you know we offer you helpful ideas in this spot every week…but did you also know that if you sign up with your email address you will have access to even more ideas? Our Weekly Activity program for Emergent Readers will be available to you every Wednesday! And we promise, we don’t share your emails with anyone. So start typing in the white box on the right to begin receiving these FREE activities!

There are a variety of ways you can use our activities. Preschool and kindergarten teachers may want to print them out and use them at centers. You can copy and send them home as a family resource. If you don’t want to copy them, we encourage you to pass along our information to families. They can sign-on to receive these activities. We are free and welcome everyone.

And by the way, all of our Emergent Reader weekly activities are also available in Spanish! What a bonus!

We always include a Dear Colleague letter that is full of more ideas to help your young learners become school-ready. These ideas are sure to help any adults working with young children.

You can see a sampling of our activities under the Sample tabs above in both English and Spanish.

Be sure to sign on as we have many “extras” planned for this school year, including free printable level-appropriate books!

Stay tuned – next week Dr. Kathy will explain how to encourage young children to whisper! 

Under the Reading Umbrella!

What is reading? Is it just saying the words on a page? This short video will help families understand the different components of reading.

Standards Alignment:
NAEYC - 2.E.03, 2.E.04, 2.E.06, 2.E.09, 2.E.10.
Head Start - VII. B & C.

Developing a Pencil Grip the Fun Way!

As we approach the start of a new school year, we wanted to share with you a few ideas to help children with fine motor control. Remember that establishing a proper pencil grip early on is important. One good way to do this is to first build hand muscles. You can do this by having children play with the following:

·      use a hole punch

·      build with small blocks

·      play with spray bottles

·      use squeeze toys like small squishy balls

·      string beads

·      pick up cotton balls with tweezers

·      pop bubble wrap

·      paint

·      squeeze glue onto paper

·      play with pay-doh (you can hide small objects in a clay ball and have children find them)

These activities can be games at home and school. Share one activity each week with families. Explain that using a pencil for a prolonged time too soon can result in a poor pencil grip. These “games” are more helpful than putting a pencil into a child’s hand too early. Undeveloped hand muscles may result in a bad habit.

We always suggest that pencil grips be used with preschoolers when writing is necessary. These help develop proper grips.

Standards Alignment:

NAEYC – 2.C.03, 2.E.05.

Head Start – I.D. 1-4, VII.E.1.

Air Is Strong: A Science Inquiry Lesson

Anything can be a lesson, even the invisible air that surrounds us. We like to begin by asking children what they already know about a topic. While the new trend in education is to avoid too much “frontloading” (a term for discussing a topic, often for an extended period of time, with children), we still like to have children think about a lesson topic. This helps preschoolers listen to one another and also guides our English Language Learners to hear and begin to understand important vocabulary. You may want to make a list of children’s ideas about air or simply listen as children share thoughts.

Invite children to consider what air does. Thoughts such as air blows tree leaves, it moves clouds, or can dry puddles may be shared. Children can draw a picture of something air can do. Ask children to hold up their pictures and explain their art. This gives them valuable experience in talking in front of the class as they explain their work. There is not a right or wrong answer so this should be a relaxed session, allowing children to explore oral language.

Finally ask children if they think air is strong. You may want to vote and make a chart showing responses. We like to say things like, “I wonder how in the world I am going to figure this out.” Accept children’s ideas but you can guide them to participating in an experiment. Here is what you will need:

• A clear glass
• Tissues (like Kleenex)
• A large bowl
• Water

We like to show children these materials and ask if they can think of a way these four things can show if air is strong. You may be surprised!

We illustrate the strength of air by putting a tissue into the bottom of the glass. 

We turn the glass over and put it straight down into the large bowl of water. 

Ask children if they think the tissue will be wet or dry. Most of them will say wet. Then pull the glass straight up, carefully take out the tissue, and voila – the tissue is dry! Ask children to explain. 

If children have a difficult time with an explanation, do the experiment again but this time tilt the glass. As you do this, tell children this lets air out of the glass. The tissue will be wet.

Even though children can't feel the power of air, it is strong. Let them feel the dry tissue to show the strength of air!

Most children can then understand the power of air – when trapped in the glass as it is placed straight down in the water, it will keep the water from soaking the tissue!

Standards Alignment:

NAEYC –2.D.02, 2.D.06, 2.G.02-08.

Head Start -VIII.B.1-7,XI.A.1-5, XI.B.1&2.

Riddle Me This!

Young children delight in sharing riddles. We can use this love of word play to help children develop oral language, an understanding of sentences, and how details work. Your use of language doesn’t need to follow the true riddle format that older children may enjoy. As children become more familiar with language they see the humor in little ditties such as, “Why do birds fly south for the winter?” Answer – “Because it’s too far to walk.” These joke-type riddles will be popular as children grow. For now, think of riddles as brain exercise.

Ask your child to play a game with you. Say, “I am going to give you clues. See if you can solve the riddle.” The following is a good sequence:

What animal is black and white?

This animal raises its tail as a warning.

This animal gives off a bad smell?

What animal is it?

Answer: Skunk

You can give many clues like this. More examples include:

What animal lives in cold places?

This animal is a bird but cannot fly.

This animal waddles on ice and swims to catch fish.

What animal is it?

Answer: Penguin

What animal is large and gray?

This animal likes to eat grass and bananas.

This animal has a long trunk.

What animal is it?

Answer: Elephant

Children will hear clear sentence structure and vocabulary about the natural world. They may learn new details about animals.

Then ask children to come up with their own “riddles.” See if they can match your sentence structure and use vocabulary about the animal world. Go outside and have children look around for ideas. They can give clues about what they see: squirrels, dogs, ants, etc. You may easily know what animal is being described but let children speak a series of clues. This gives valuable vocabulary practice - - - in any language!

Standards Alignment:

NAEYC: 2.D,.03,  2.D,.06,  2.D,.07,  2.G.08,

Head Start: IV.A.3, VIII.A. & B, IX.C.