Affricate Poem

In a previous post, we discussed affricates, a common phonological error made by young children. We have even seen 6th graders make these kinds of mistakes. That's why it is important to correct the confusion that often results from the letters/letter combinations: j, tr, dr, and ch. You can read more about these ideas by clicking Affricate Instruction. 

As part of any phonics instruction, we like to have children go on word hunts to see if they can find examples of words containing the target letters. Using poetry is always a help in this. Even if children cannot read all of the words, they can identify the letters. This helps with concept of word, developing visual skills, and is the first step in reading high-frequency words. Children can underline, circle, or use our favorite, highlighter tape, to find words containing affricates or other phonics features. 

After we posted our original discussion of affricates, several teachers pointed out to us that it was difficult to find poems that contained this feature.  So...we decided to write our own silly poem. Read this little ditty to your children several times. Then have them circle the words that start with j, tr, dr, and ch. This heightens awareness of affricates. 

Jill's Word Trick! 

A silly word game sat on the tray,

“Come on let’s match words,” said the boy, Jay.

A card from the pile you will draw,

Put words together like a jigsaw.

So Jay and his friends, Jack, Jill, and Joy,

Started to play to win a fun toy.

They all picked words to make a train,

The words were alike, to make a looping chain.

Jill drew the word, jeep, and then looked around.

She found the word trip, without the same sound.

That doesn’t work, you must put trip back.

“Play fair or stop with this game,” said Jack.

“Oh Jack,” said the friends, “this is fine, don’t quit,

Words with these sounds are an affricate!” 

By Kathy Hart  

Standards Alignment:

NAEYC - 2.E.06

Head Start - VII. B & C.

One Game - Many Objectives

We love games that help children practice their math skills along with giving them important opportunities in speaking and listening skills. This is a game that we have found holds the attention of everyone, from preschoolers to adults.

Begin by cutting out the following shapes: large triangles, circles, and squares in 4 different colors. We have used red, blue, green, and yellow paper as shown below. 

Then cut out small triangles, circles, and squares in the same 4 different colors. 

Hide one of the shapes. Children are to guess this hidden shape by asking yes or no questions. For example, a child may ask, “Is it red?” You reply with a yes or no.

Keep track of how many questions are asked by tallying them.

When children think they know the hidden shape, someone may ask, “Is it a large, red triangle?”

Celebrate when the shape is guessed correctly.

We like to divide the class into two “teams.” Keep track of which team guesses the hidden shape using the fewest number of questions. This means team members must listen carefully to one another.

You can easily spot all of the integrated objectives of this game: listening skills, thinking critically about questions, formulating questions, understanding adjective order, asking complete questions, recalling responses, understanding and counting tally marks, identifying shapes, and identifying colors. You can differentiate for members of your class in many ways by using this simple game.

Standards Alignment:

NAEYC – 2.D.01 & 2.F.06.

Head Start – VIII.A. & B.; X.C.

High-Frequency Words For All Learners

High-frequency words, Dolch words, Fry list, sight words…many terms for the words our young children need to learn to recognize. We have previously explained the five components of reading here.  Under the reading umbrella, one of these components is vocabulary. When children are emerging readers and writers, vocabulary means recognizing sight words. Later, vocabulary focuses on words that students may be able to decode (sound out) but cannot understand. Then teachers focus on using context clues, Greek and Latin roots, etc.

As teachers of young children, we focus on teaching sight vocabulary. We want our children to recognize words like this:

it

Many of these words DO follow phonics patterns. The word it is an example.  Let’s take a look at the pre-primer list of Dolch words. Many of these words can be taught using phonics principles. This is helpful for children who are auditory learners.  Below we have listed words from this list that follow the early short vowel rules and the common long vowel pattern, vCe.  We have listed 18 out of the 40 pre-primer words. Many of the remainder words like play do follow higher-level phonics rules but because they are further along the phonics continuum, we have not included them here.

and

big

can

go

help

I

in

is

it

jump

make

me

my

not

red

run

up

we

Look for more posts on teaching both visual and auditory learners as you focus on high-frequency words.

Standards Alignment:

NAEYC – 2.E.06 & 2.E.09.

Head Start - VII. B & D.

Dental Health Month - Art Fun!

What better way to celebrate Dental Health Month than with a meaningful art activity! Begin by asking children to examine their mouths while looking in a mirror. Have them describe what they see. Children can practice math concepts by counting teeth.

Give children a small paper plate as shown above. You will see that we like to keep things tidy by doing art projects within the confines of a cookie sheet. This keeps the mess contained and allows children to organize materials.

Children can color or paint the paper plate pink.

Then have them use red to make a tongue.

Let them glue miniature marshmallows in their paper plate mouth to represent the number of teeth they have on that day!

Finally, ask children to fold their plate to make their creation look like a mouth!

Of course, you will want to finish by talking about the kinds of foods that are not healthy for teeth - like marshmallows!

Think about all of the skills you are encouraging: observation, fine motor (coloring, painting, and use of a glue bottle), one-to-one correspondence in math, along with verbal skills as children discuss their teeth.

Standards Alignment:
NAEYC - 2.C.03, 2.F.02, 2.J.05, 2.K.01&02.
Head Start - I.A, B, & D; III.C; VIII.B; X.A.

Welcoming Newcomers!

Many of our youngest children may not follow the different stages of assimilation. They are young children for whom life is an adventure. But, a child may be impacted by his or her family’s reactions to living in a new country. Many of our children are from families who have recently made the United States their home. By understanding the stages of assimilation, we can provide support and understanding to families and better deal with children’s emotions in our classrooms and daycares.

Like many stage theories, people do not always move from one stage to another in a fluid sequence. We present these four stages below merely as a guide to help you understand your families. We use names for these stages that begin with an H, as they seem easier to remember.

When people first arrive in a new country, they go through what we might consider the Honeymoon Period. Everything is new and exciting. Families might explore, delight in the easy access to goods and services. They may enjoy thinking about all that is different and inviting.

After the initial excitement wear down, people move into a period that can be termed the Hostility Period. Newcomers to a country are realizing they can’t enjoy the foods they once did. They may be experiencing frustration with the language. At this point, people may want to surround themselves with people from their former country. They miss their homes along with family and friends they left behind. If families are in this phase, those that work with them can be extra understanding.

As people move into the Humor Period, they begin to negotiate their new culture with their former culture. They see the good in both. Families may make friends with other parents in the classroom. They may be more willing to try out their new language and even laugh at themselves when mistakes are made. This stage can last a long time. Some people never leave this period.

Finally, people move into the Home Period. They have accepted their new country and culture as their own. Families may speak of the new country as home. The new language is spoken fluently and both old and new cultures are valued.


Standards Alignment:
NAEYC – 2.A.04. & 2.D.01.
Head Start – IX. A., B., & C.

Math Is All Around!

This week our activity packet expands on the post from last week (below) about intrinsic motivation. Are you signed up to receive these FREE activities, available in English and Spanish? If not, please take a few seconds to get on our email list. All you have to do is type your email address in the box to the right. It's that easy! 

This week we want to share some math ideas with you. And that's what the weekly activity is about, too! Continuing on the theme of using children's interests to develop intrinsic motivation, we encourage you to take a close look at what your children play during outdoor time. This is a valuable time to better understand their interests and even to observe their language skills. It's the time and place to develop academic vocabulary in a meaningful way.

Let's look at an example. A few children might be kicking a ball around. Everyday these same children race to get a favorite playground ball out of the equipment box. Use this in a math lesson. You can talk compare its size to tennis balls, golf balls, ping pong balls, or even a bowling ball. Then continue by having children order the sizes. You can even order them by weight. Develop verbal math skills by having children discuss how this order is different than ordering them by size. 

Find other activities you see children engaging in on the playground. If you have a climbing structure, have the class measure the distance between rungs. This helps children see measurement in its real world context. Of course, lots of discussion about terms is helpful, too. Use academic vocabulary like inches, feet, or meters. This will help children develop a frame of reference. 

Some children like to gather natural materials outside. Help them use acorns, seedpods, etc. as real-life manipulatives to represent addition and subtraction problems. Or just have them line up fallen leaves and count them. 

Math is all around - we just have to look! What a great lesson to instill in children. 

Standards Alignment:
NAEYC - 2.F.02 - 2.F.13.
Head Start -  X. A., B., D., & E.

Helping Children Develop Intrinsic Motivation

We know that our English Language Learners make more progress with their language skills when they are intrinsically motivated. This is also true for most children. So...the key is to develop children who want to learn for the joy of learning. Just how can we do this without constantly handing out stickers and other little prizes?

Research tells us that three traits need to be encouraged. These are competence, relatedness, and self-determination. Competence is developed when we help children to believe they can accomplish something. We can encourage and support children to develop good relationships with one another. Finally, we should help children initiate and continue activities on their own (self-determination). These are important goals to keep in mind for both preschool and kindergarten teachers along with children's families. 

How often do we ask children to work or play quietly? This may be counterproductive to developing intrinsic motivation. When children use private speech it shows they are engaged in something interesting. We want this! When children talk, this helps develop the three qualities described above. 

We can and should set realistic goals and objectives for children. When what we are asking is within a child's developmental abilities, he or she is more likely to succeed. This encourages the development of competence. A child will have the self-determination to complete an activity that has reasonable and age-appropriate expectations. The child will continue the activity and hopefully talk about it because the success gives the child a good feeling. This increases the traits discussed above.

We should avoid giving children rewards for anything and everything. These rewards take the place of the internal pleasure the child feels when he or she is working toward accomplishing a task. The reward becomes the source of pleasure. While rewards can still be given in a preschool or kindergarten classroom, we should avoid giving them for activities that children already like and do well. We want the child to focus on the joy he or she gets from the activity rather than on receiving a sticker!  

So, consider your use of rewards. How will you decide on handing out stickers? What can you change in your classroom to encourage more talk? Do some objectives need to be changed so that they are more realistic for the age? These are key questions as we assist children in developing intrinsic motivation. 

Standards Alignment:
NAEYC - 2.B.03. & 2.B.04.
Head Start - II.B. & C.