Story Spinners for Oral and Written stories in first grade and kindergarten.
Years ago at a fall festival, I remember a story teller telling a really cute story about the star that you see when you cut into an apple....
Story elements are super important for students to understand, as they help to improve reading comprehension. Reading comprehension is vital in reading development so it is beneficial for students to have a good grasp on story elements from a young age. I love starting in Kindergarten with a focus on characters, setting, BME (beginning, middle and end), conflict and resolution. I think it important to introduce these concepts early on so that as students grow, they will put these building blocks together to better understand plot, theme, main idea, author's purpose and more. There are so many ways to teach story elements, but I always find that students show the highest level of interest and success when they are hands-on and interacting with the story. I love anchor charts! We work together to create big ones as a class but we also use smaller versions for reference around the room once the large ones come down. * Note that the story used in each of these anchor charts is The Princess and the Frog. They will go perfectly with the FREE resource below. * Graphic organizers are another great visual for students to record their findings from the stories they read. I love this flappy foldable because it can be used for any story and it shows student understanding of the text. Bonus: it is fun to create and complete! This and other fun resources are included in my Story Elements pack, which you can find here: https://www.teacherspayteachers.com/Product/Story-Elements-1774955 I love teaching through music, so I created 3 short songs to help my students remember how to find the setting, characters, conflict and resolution in a story. They pick the songs up quickly and they really help as a quick mental reference. These songs, as well as numerous other materials including 11 short story passages can be found in my story elements pack. This pack has everything you need to get your little ones engaged in the key elements of a story. Now on to the FREEBIE! I pulled some of my favorite graphic organizers and pages from this story elements pack and made them specific to the tale of The Princess and the Frog or The Frog Prince. It includes a short story with comprehension questions and other ways for the students to identify the story elements from this tale. Click on the picture below, or this link to grab your FREEBIE: http://tinyurl.com/pge6nus I hope you enjoy them! Thank you for stopping by!
The Curriculums are Rhythms. There are no formal lesson plans as such (though daily and weekly plans are included), but a variety of ideas to allow you and your child to connect. These ideas are structured into a rhythm, like so: Circle Time (story, songs and rhymes) Nature Walk Reflection Hearts and Hands (craft or …
The Empowered Educator - Analysis, Reflection and Evaluation in Early Childhood Programming.
Если вы куда-то едете или ждете в очереди, в общем, нужно чем-то занять ребенка, подобные истории очень выручают. Их смысл в том, что вы рисуете и одновременно рассказываете сказку. Когда рисунок закончен, получается изображение, которое изначально не ожидалось. В общем, проще показать, чем объяснять))) В этом посте я собрала несколько штук.
Te Kōhanga Reo o Ngā Mokopuna is situated in Kilbirnie, Wellington, NZ. STATEMENT OF PHILOSOPHY Kia puawai ngā tamariki i runga ano i te Reo Māori me one Tikanga hei tutuki i ngā tumanako o te whān…
Manaakitanga is my Maori name given by the Ratana elders. While manaakitanga is but a singular word, it’s important to note that it does not have a singular meaning or application. Manaakitanga and…
Children's Play SchemasIn case you need a recap on Play Schemas then I highly suggest you head to our blog 'What are Play Schemas?' before reading ahead.
202006 Formated Philosophy
Rhyme-Away Story | LoveToTeach.org
Children's Play SchemasIn case you need a recap on Play Schemas then I highly suggest you head to our blog 'What are Play Schemas?' before reading ahead.
Shirley Fyfe from East Sale Kindergarten shares her experiences with using the new Storypark planning tool, and the outcomes the service has seen since using planning across all aspects of their service. East Sale Kindergarten is located at the RAAF base in Victoria, Australia, and is a non-profit cluster-managed service providing sessional 3 and 4-year-old Kindergarten to children in the local […]
One purpose of documenting children’s learning is to be able to capture the progress in children learning. The word progress can be defined as ‘the forward or onward movement toward a …
This template can be used to show how a child benefits from manipulating play dough. Play dough is a great sensory experience which can be used by chi...
When you enter into the world of Early Childhood Education it’s no doubt just about play and teaching! Educator’s alike would agree that observing and documenting children’s learn…
As Early Childhood Educators would agree, observing and documenting children’s learning and development makes up a large part of the job. Too much paper work and documentation is one complain…
Over the next five days, I will post about 5 different, important teaching strategies to help an autism classroom run smoothly. 1. Visuals/Minimize Talking 2. Organization 3. Flexibility 4. Schedules 5. Behavior Management Tools Today I will start with Visuals/Minimize Talking One of the key components of an autism diagnosis is that students have qualitative impairments in communication (the ability to talk and understand spoken language). Using visuals instead of (or in conjunction with) giving directions verbally can be helpful in addressing these deficits. In my classroom, the visuals we use most often are posted on the wall or on my students' desks. We also have worn lanyards around our necks with a key ring full of the most common visuals we use. When creating my visuals, I try and focus on what students "should do" not what students "should NOT do". For instance, instead of saying "no running," I use a visual that says "walk." Telling students with autism "not to" do something, still doesn't specify the correct behavior they should be engaging in. I also try to make sure that I have a visual with some sort of praise on it (either a picture of thumbs up or a happy face) to show kids when they were being good. The visuals we use most often are: Obviously we all know it is impossible to use only visuals as a means to communicate with our students. We also know that our students need to learn how to understand spoken language as well as visuals. So when you do need to talk to your students, use phrases that are clear, concise, and to the point. For instance, if you want a student to throw something away for you, you SHOULD NOT say "Hey Johnny, could you go over there and throw this in the garbage for me." Instead, you SHOULD say something like "garbage" or "throw away." You can also help students develop the skills necessary to follow spoken directions by creating programs where you repeatedly practice direction following in a one-on-one setting. For starters, make sure the student is physically capable of doing the action. Some good one-step directions to begin with are those you use most often during the day such as "stand up" "sit down" "clap hands" "give me" "throw ball" "touch nose," etc. Be careful that you aren't giving any cues to the student when working on spoken direction following. It is so easy to tell a student "touch nose" and start doing the action yourself (I totally catch my self doing this from time to time!). This is teaching a child to imitate your actions, not to follow your directions. (It is fine to use this for your first couple session as a prompt…just make sure to fade it out as soon as possible. A more appropriate prompt might be to help the student physically engage in the direction themselves using physical prompts…but these must also be faded out as soon as possible). Once your student can consistently follow your one-step spoken directions, you can up the ante to two-step direction. (I.e. "Touch nose, then jump," "Stand up, then clap hands," etc).
See Sections below for different types of resources including general resources, 5 ways to... resources, benefits of... resources, self assessment prompts and critical reflection prompts. Aligning NQS with the EYLF v2.0Download PDF Sleep and Rest Risk AssessmentDownload WORD Sleep and Rest Risk AssessmentDownload Aligning NQS with MTOP v2.0Download Infographics environment agencyDownload compliance in formsDownload study
Social skill supports are always accessible for little hands in my classroom! They help my kinda understand how to behave or respond in particular situations that arise through out the day. Using such a visual guide to describe various social interactions, situations and behaviours helps them understand important social skills that they might miss. The goals of these stories is to share accurate social information and teach your students how to respond in them instances. These short stories describe social situations and clarify social expectations using images and words to represent the identified behavior. So I've bundled together a few of the popular ones I use! Each of the 10 books have clear pictures and easy to understand in simple words for you to read to your students! I always add the visual reminder strips at the end of tables and in work areas for tricky moments! (These are always on hand) I've also added an "On the Bus" social strip to grab to use on transport home! Autismade Store BONUS Strips Recently Added
