As the coronavirus continues to spread, more and more schools are closing for an extended period of time. This is leaving schools and parents frantically trying to come up with a plan to keep students learning and engaged while schools are closed. We are here to help with FREE resources.
If you or anyone you know needs to know what to say to children preschool (PK) through second graders, here is something you might find helpful. It includes original handwashing songs to teach children (other than singing Happy Birthday 2 times).
This is a homework calendar with developmentally appropriate activities that caregivers can do with young children, preschool and Kindergarten. This calendar is completely EDITABLE so you can change any of the activities. One version is ready to print and hand out! Go HERE if you need the March version.
These times are unprecedented and it is scary for all of us all over the world! Because of this, we want to save you time hunting for activities to send home. Several Teacher-Authors have come together to give you some FREE resources to help you plan for the extended school closures. Many of us have waived our Terms -of- Use so that you can share resources with families through email or a secured online platform.
Just click on the logos below which will take you to each store’s FREE category. Download away. Additionally, there are links below which will also take you to FREE resources. I hope these will help you.
AND….Please remember to be kind and leave the authors nice feedback. It is VERY much appreciated!
Teachers if you are looking for some FREEValentine’s Day activities, printables, and resources I have you covered!
Take a look and find resources that will meet the needs of YOUR students!
PreK and Kindergarten teachers check this out! If you would like FREE PRINT & GOEDITABLEDevelopmentally Appropriate Homework Calendars delivered to your inbox each month, go here to tell me where to send them!
See your FREE Valentine’s Day Activities, Printables, and Resources below.
I have teamed with some other authors to bring you FREE resources for your 100th and 120th Day Celebrations! When teaching PreK and Kindergarten, the 100th Day of School was one of my favorite days of the year to celebrate! Whenever teaching 1st and 2nd graders, 120th Day became one of my favorites. While teaching as an Interventionist for K-2, I got the best of both!
We did all sorts of things for those numbers. One of my students’ favorites was having a “Mad Minute”. This is where we came up with as many things our brains could think of for one minute that had to do with 100 or 120. Kiddos are so funny and would think of things (besides numbers) I never would have thought of. One of my favorites of all times was, “My mom says my dad acts like a 100-year-old man when she asks him to wash the dishes but acts 20 when he drives too fast!”
Here are someFREE resources for the 100th and 120th Day of school to help you celebrate and keep $ in your pocket!
Raffle Ends at 12:00 AM EST Thursday 12/19/19. The winner will be announced by 12/21/19.
👉You must be an educator to win and provide proof by providing your school name and grade level within 48 hours after contacted or a new random winner will be selected. This promotion is in no way sponsored, endorsed or administered by, or associated with Facebook, Instagram, or Teachers Pay Teachers. You understand that you are providing your information to the owner of this page and not to Facebook, Instagram, or Teachers Pay Teachers. No Purchase Required.
This is such a busy time of the year and we ALL need a little break! It is so hard to keep our kiddos focused and still learning. It is especially hard for teachers but our students struggle too!
For this reason, I have teamed up with some great TpT authors to give you FREE TEACHING CHRISTMAS resources!
Just choose what you would like and click on the photo. It will take you to that resource to download from TpT! Please be kind and leave feedback for the author. Let them know how much you appreciate their hard work in your feedback or blog comments so we are encouraged to keep the freebies flowing! Have a great holiday season! I hope we have made your life a little easier!
In today’s academic world riddled by standardized testing and accountability, administrators and teachers sense there is no time to sing or use movement during the school day. It tends to look like we are “just playing” when we should be learning. When teaching our youngest learners, this could not be any farther from the truth. Having fun is not only beneficial academically but emotionally and physically as well.
Brain Development Research is on Our Side!
Within the last twenty years, brain development research has given credibility to our profession as Early Childhood Educators. We no longer have to “gut-teach” (teaching intuitively), which was the way we taught because it “seemed” to work or because it “felt” right. We now have the advantage of all the exciting new information which allows us to truly understand the meaning of “developmentally appropriate”. Therefore, we are empowered to offer children the best possible strategies for learning new information.
Play is the Most Vital Element in any Early Childhood Program
According to developmentally appropriate practices, play isthe most vital element of any early childhood curriculum. Through play, children develop social, emotional, and cognitive skills. Music and movement are interrelated with play. Consequently, they are essential to a child’s development.
One of the best ways to incorporate music into the early childhood classroom is to relate it to other areas of the curriculum (Spodek & Saracho). Dodge and Colker agree that children’s exposure to music can have an impact on three key aspects of development. These three aspects are cognitive,social-emotional, and physical development. Music also allows teachers to cultivate the emotional development of their students.
Songs and chants can make transitions engaging so that children pay attention. They teach children what, when and how to do something. Songs can also introduce new skills and concepts.
Click the picture below to sign-up to receive your free resource of 14 songs and chants.
Music helps children hear
rhyme and since music has a rhythm, they learn to hear patterns created by the
beats (or syllables) in words. This builds early-stage literacy. Add movement
with the songs and you are adding the kinetic modality to language acquisition.
Every time we use a movement for words and phrases, you are adding to their
knowledge about language.
According to Gardner’s Theory of Multiple Intelligences, the more senses we use in the learning process, the faster we learn the information and the more information we retain. Use finger plays, chants, and songs!
4 Questions I Hear Most Often About Blends and Digraphs
The number one question I hear teachers asking:
1. “What is the difference between blends and digraphs?”
A BLEND is when each sound of two or more consonants can be heard as they are blended together. For example, /pl/ as in play. You say (and teach) /pl/ but the /p/ and /l/ can be heard as separate phonemes. Each letter within the blend is pronounced individually, but quickly, so they blend together.
A DIGRAPH is when two consonants together make a single sound. For example, if you tell someone to be quiet by saying “shhhhhh”, you say it as one sound. You don’t say /s/ /h/.
2. What are the most common blends and what order should I teach them?
The most common beginning consonant blends include: bl, br, cl, cr, dr, fr, tr, fl, gl, gr, pl, pr, sl, sm, sp and st.
There is a great deal of variance as to which blends to teach first. Even many basal reading programs disagree. Yet, it is thought that the following is a good guideline of which to teach first: gr, pl, bl, st, br, sp, tr, cl, fl, sl, fr, sn, thr, cr, dr, sm. HOWEVER, this differs with the level of students you teach and the most important thing to remember is to teach intentionally!
There are also ending consonant blends in words such as fast.
Some blends contain three consonants (clusters) such as str,spl, spr, shr, scr, squ, str. It is thought that these clusters along with nk and sk should be taught later rather than at the beginning.
3. What are the most common digraphs and what order should I teach them?
We like to call the most common consonant digraphs the “h” brothers. The most common are sh, ch, th, and wh but there also is ph. The most common to teach first are the “Big 4”! Many reading programs introduce blends before the digraphs. The main thing to remember is you need to teach whatever your district says! This goes for blends (clusters) AND digraphs.
4. What is the correct spelling and pronunciation of DIGRAPH?
It is spelled d-i- g-r-a-p-h and pronounced dī- graf. There is no “a” as in d-i-a-g-r-a-p-h. It is not pronounced dī-uh-graf.
In conclusion, learning digraphs and blends are important in learning to read. Go by your district, your campus, or your reading program to guide you with when and how to introduce them. We all have our opinions but we must go by the guidelines our employers give us.
Click HEREfor a FREE digraph resource with activities and worksheets aimed at 1st-2nd graders and upper Kindergarten students.
If this works well for you, there is a 329-page bundle for the digraphs ck, kn, ph, wr, sh, ch, wh, th with activities, center activities, and worksheets. The bundle is more than 20% off with a FREEassessment pack. The assessment pack is only available as part of the bundle deal. I don’t think you will need anything else for the entire year to teach digraphs. If there IS something else you need, just email me at email@example.com and tell me what you need. I will try my best to accommodate your needs. Click HERE or the picture to take a look!
This has just been loaded on to Teachers Pay Teachers. At this time of the year, we need to review and assess our students’ knowledge of digraphs. Take a look at this 105-page review and assessment packet.