Comprehension: Asking Questions Or Explaining Your Thinking?

As we move into the summer months and many of our young children are in a more informal setting, this is likely a good time to discuss ways we read orally to children. One key objective we all share is to help children understand (comprehend) the material we read orally. Unfortunately, too many equate asking questions with helping children to understand books. This is simply not a good way to teach comprehension. All asking questions does is to check (test) that children understood the material.

This means we need to use age-appropriate methods to assist children in understanding what is read. One of the best ways to do this is to explain your own thinking. You need to model HOW to comprehend.  Below are examples of ways you can do this:

Corduroy by Don Freeman

Before Reading Think Aloud-
Look at the cover of the book. Say, "I see a picture of bear. He is bending down to pick up a button. I think this book will be about the bear trying to find his lost button." This shows children how they can use pictures to make predictions, which is an important comprehension skill.

Green Eggs and Ham by Dr. Seuss

During Reading Think Aloud-
"I am looking at the picture of the look on this creature's face. I heard the words, 'I would not, could not, in a car' so this tells me that this creature will not be trying any of the green eggs and ham." 

And a bonus: When you point to your eyes (I am looking at) and then to the picture, your English Language Learners (ELLs) have a context for the vocabulary you are using.

Nights of the Pufflings by Bruce McMillan

After Reading Think Aloud-
Say, "This book told me about how children help save young puffins. I think the idea of this book is that children can make a difference in the world." This is an age-appropriate way to show children how to think about theme or essential questions. 

These examples of thinking can actually TEACH comprehension rather than using questions, which may signal to some children that they cannot comprehend if they do not know the answers to your questions. You are modeling HOW to comprehend!

Standards Alignment:
NAEYC - 2.E.04.
Head Start - VII.A.

Can Dolch Words Be Sounded Out?

We often tell children that sight words (the Dolch list is commonly used) cannot be sounded out. While we want children to "read" these words without hesitation, some children are auditory learners and should be shown that many of the Dolch words DO follow phonics patterns. In the video below we look at the Pre-K (pre-primer) list where many of the words do follow common word patterns that occur early in the phonics continuum. For children who are good at "sounding out" words, we can and should show them the patterns in sight words. 

Standards Alignment:
NAEYC - 2.E.06 & 2.E.09.
Head Start - VII.B.3 & VII.C.2,3,&4.

Using SIOP to Teach ELLs and ALL Children

As we think about ways to guide our English Language Learners, we can consider several ways which schools can accomplish this important goal.  One important way is to think about the Sheltered Instruction Observation Protocol (SIOP). By knowing what this program model consists of, we can plan meaningful activities to help our ELLs grow, even if we do not use the SIOP.

The SIOP is a program model for ELLs that separates these learners from those students who speak fluent English. Our English learners do use the same content curriculum as all other students. This is key. But English speakers are taught in a different classroom than those who are learning to speak English.

But, when we understand the components of this popular model, we will see that the ideas can be helpful in ANY classroom.

1.   Lessons are accessible and relevant. This means pictures, comprehensible input, and props are used in a meaningful way to support language learning. Teachers create both content and language objectives. A variety of materials and methods are used to motivate students.

2.   Teachers use the background knowledge of students and they build background as needed. They help students make connections between past learning and new material. Vocabulary should be taught and emphasized before each lesson.

3.   Teachers think about the speed of their own language and the time it might take for students to process English. They are careful about pronunciation. They repeat things often and do not use slang or idioms. They use pictures and gestures. There are pauses to allow for student processing and to check for understanding.

4.   Teachers clearly include higher-order thinking skills in lessons.  They do not merely encourage and expect literal understanding. Teachers watch for misunderstanding and go back to where there was a misstep. There is lots of rehearsal for students, and teachers take time to scaffold their instruction.

5.   There is plenty of time for students to talk with the teacher and with their peers. Lots of discussion takes place. This allows students to develop receptive language and allows time to produce language.

6.   Teachers use as many hands-on materials as possible. This helps students practice language and content. There is time for lots of discussion in a supportive environment.

7.   Teachers support language and content objectives throughout lessons. They take into consideration the pace of lessons, often slowing down if necessary. Time for students to verbalize is a key part of every lesson delivery.

8.   Review and assessment are important parts of all lessons. Vocabulary is constantly emphasized. Teachers provide feedback to help all students understand their progress.

As you can see, while these are components of the SIOP Model, these are also “best practices” for any classroom. By keeping these ideas in mind, you are taking important steps to meet the needs of your ELLs and all children in your classroom.

Preschoolers Can Create Art To Show Point Of View

Last week (below) we discussed ways to encourage children to think about point of view. Now we share a fun art activity to further engage children to discuss and consider this important skill.

First have children use a paper bowl or small paper plate and decorate it like a hot air balloon. 

Next prepare the balloon "basket" by cutting small paper cups in half.

Take photos of children, raising their arms. Print each photo and cut it out. 

Children can put these together to make a three dimensional artistic creation to show that they CAN look at the world from different viewpoints. 

Standards Alignment:
NAEYC - 2.D.03, 2.J.04, 05, & 06.
Head Start - III.C. 1-3.

Preschoolers Can Think About Point Of View

Yes, your preschool-aged children can think about point of view, too! This is an important part of the curriculum in elementary schools, and we can encourage young minds to think about this in an age-appropriate way. This can easily be done by having children use developing oral language skills to describe how they would view the physical world from different vantage points. 

Encourage children to sit on the floor and look at an object. Can they describe it? 

Then have them stand above the object. Help children to see how the way they look at this object is different from this point of view than when they were sitting. 

Just by looking at the photos below, you can see how this would encourage children to consider how "things" look different given your viewpoint. 

After children have discussed the differences (and likenesses) in how objects look depending on your position (in age-appropriate terms - where you stand), take children outside and ask them to consider how a bug on a flower might view the world. Ask questions such as, "How do you think birds see the world?"  

These are important ways to encourage thought about different viewpoints and to get outside. Remember - research tells us that young children should spend at least one quarter of their school day in physical activities. 

Stay tuned next week for more on point of view!

Standards Alignment:
NAEYC - 2.D.03, 2.D.06 & 2.D.07.
Head Start - VIII.A. & B.

Make Art and Photos Come Alive!

We are always on the lookout for new APPs to engage both our children and to help families understand what we are doing in our classrooms.  One of our new favorites comes from ChatterPix Kids, free from the APP store. 

Snap a photo of a child's art work. Then record the child sharing something about this art. 

Or you can make an actual photograph come to life, as with the moving lips of this giraffe. 

We even have included a ChatterPix Kids as part of one of our FREE weekly Maggie activities. Be sure you are signed up to receive these in the box to the right!

You don't need a YouTube account to do this. We have just uploaded our photos and art to YouTube to help you view. It's easy and fun for classrooms and homes!

Standards Alignment:
NAEYC - 2.A.10
Head Start - II.A. & III.C.

Using Outdoor Play to Develop School-Readiness

Sunshine! Warm weather! It's time to get our children outside. What perfect days to this as we approach the end of the school year. Before you lead your class outside for the business of childhood- play, think about how you can turn that play into important school-readiness time. We share two fun and meaningful ideas.

Take a look at the photo below. How can this become an important tool? 

We love to give children a paintbrush and pan of water. Let them dip the brush into the water and "paint" large circles or straight lines on the sides of buildings, garage doors, etc. It's only water! These movements help develop the motor skills necessary for printing letters. Those who are already writing letters can practice those. But if children are making shaky letters, it is helpful to go back and have them practice the building blocks of letter printing - the line and circle. Getting away from paper and pencil makes it fun, too.

An interactive outside  math-readiness game involves the annual spring favorite - bubbles!

Make small playground groups. Have children take turns being the person to blow the bubbles. The other children in the group count and slap the bubbles. This action helps tracking and allows practice of cardinal numbers. Not to mention, the act of taking turns is always an important task to practice and celebrate. 

Standards Alignment:
NAEYC - 2.B.03, 2.C.03 & 04, 2.F.02.
Head Start - I. C. & D., II.C., & X.A.