Hi there is more discussion about Houghton-Mifflin's reading program on the kindergarten site. Anyone here tried to incorporate Building Blocks yet still satisfy administration by using good parts of the H-M?
On 8/03/05, PennyT wrote: > Hi > there is more discussion about Houghton-Mifflin's reading > program on the kindergarten site. Anyone here tried to > incorporate Building Blocks yet still satisfy > administration by using good parts of the H-M?
all of the kinder teachers in Grand Rapids Public Schools
I just purchased MONTH BY MONTH READING,WRITING,AND PHONICS for KINDERGARTEN by Dorothy P. Hall and Patricia Cunningham. I don't see the words "building blocks" anywhere! Is this the BB you all refer to? I come from a progressive non-academic kindergarten but just got a job at a public charter school where the kindergarten will be more academic.It aounds like BB is a good program. Did I buy the right book? Thanks! Kiki
That sounds like the right one. Mine is at school, so I can't check the exact title. I think it has a blue cover. Also, there is a white Introduction to Building Blocks book that is useful. I use the month by month one more often, though.
On 8/05/05, Kiki/MD wrote: > I just purchased MONTH BY MONTH READING,WRITING,AND > PHONICS for KINDERGARTEN by Dorothy P. Hall and Patricia > Cunningham. I don't see the words "building blocks" > anywhere! > Is this the BB you all refer to? I come from a progressive > non-academic kindergarten but just got a job at a public > charter school where the kindergarten will be more > academic.It aounds like BB is a good program. Did I buy > the right book? Thanks! > Kiki
On 8/05/05, Kiki/MD wrote: > I just purchased MONTH BY MONTH READING,WRITING,AND > PHONICS for KINDERGARTEN by Dorothy P. Hall and Patricia > Cunningham. I don't see the words "building blocks" > anywhere! > Is this the BB you all refer to? I come from a progressive > non-academic kindergarten but just got a job at a public > charter school where the kindergarten will be more > academic.It aounds like BB is a good program. Did I buy > the right book? Thanks! > Kiki
Yes,it is the right book. It will contain the BB blocks approriate for K. Never thought about the confusion- good point.
We have discovered that a former teacher kept the Alpha Time Take Home books numbers 1-19, but sent home books numbered 20-35. When an inventory was taken, the first part of the books was inventoried, not seeing the missing books 20-35. So, we are looking to purchase multiple "broken sets" of books 20-35. We need around 20 of these "broken sets". Can anyone help?
I am interested in getting a set of letter people books. I just purchased some other items from ebay and just need the letter books. If anyone has them and is willing to sell for a reasonable price (I teach in a Catholic School) please let me know.
I've always done our predictable charts with the class sitting on the floor in front of the paper. I have 27 kids in a small room this year, and I simply do not have the space to have them sit that close. Has anyone ever had them stay in their seats for a predictable chart? I hate to, since they'll be farther away, but I don't know what else to do. Any ideas? Thanks.
On 3/16/06, A Wilson wrote: > On 12/29/05, jaime/TX wrote: >> I have a question about predictable charts also. I have been >> doing them since the beginning of the year. Do you keep doing >> the same sequence with each new chart? 1/2 dictation one day >> the other 1/2 the next day, point and read, cut apart sentences >> and then they cut apart and glue their own. Is this what you do >> each time? I'm looking for new ways to change it up. > > I'm not sure if this is what you are looking for when you say "change it up"... > > I gather the ideas and do lots of point and read. Then I print the sentences out on my > computer (with a large font 18+) and double spaces between the words. > > In small groups, I give each child their own sentence and invite them to read it back to > me. I ask them how many words are in their sentence, then ask how they know where > one word has ended and we know to look for the next word. > > (I make notes about their responses) > > Then I invite the children to cut their sentence apart into individual words (more > opportunity for observation), mix the words up and have them put them back in order. I > note if this occurs independently, with a little help or a LOT... Then, when the words > are in the right order, the children get a photocopied page to glue their sentence down > and then illustrate it. These pages can go on a bulletin board for a while, then into a > class book so the language can be re-visited over and over in the library corner. > > The photocopied frame has extra space on the side where I will bind the book to gether, > lines for the words to be glued along, a box to show where the illustration should go > and another line (I use a happy face to show where to start), for their name. When the > pages are ready to put into a class book, I number them, rotating the child on p. 2, > through the class list (p. 1 is the table of contents page). > > For special needs students, and ESL beginners, I may not ask them to cut the sentence > apart, it depends on the child.... > > I cover the book, front and back, with heavy tag. I print out a title, credit the class, > name the school and year, then decorate the cover with suitable pictures from junk > mail, old Scholastic magazine covers or clip art if I can find some that is suitable. The > front cover is hinged by cutting 1inch off the binding side, then taping it back to the > main part of the cover. > > I also put in a Table Of Contents page, giving each child credit for their page > > Hope this helps! > > Questions welcome! [email removed]
On 3/16/06, A Wilson wrote: > On 12/29/05, jaime/TX wrote: >> I have a question about predictable charts also. I have been >> doing them since the beginning of the year. Do you keep doing >> the same sequence with each new chart? 1/2 dictation one day >> the other 1/2 the next day, point and read, cut apart sentences >> and then they cut apart and glue their own. Is this what you do >> each time? I'm looking for new ways to change it up. > > I'm not sure if this is what you are looking for when you say "change it up"... > > I gather the ideas and do lots of point and read. Then I print the sentences out on my > computer (with a large font 18+) and double spaces between the words. > > In small groups, I give each child their own sentence and invite them to read it back to > me. I ask them how many words are in their sentence, then ask how they know where > one word has ended and we know to look for the next word.
Try to use Thursday as a day for doing a cut up but the same one. Then call out words and they show the word. You can also assess word vs. letter and have them cut it to show you...punctuation, capitalization, onset/rime, etc. > > (I make notes about their responses) > > Then I invite the children to cut their sentence apart into individual words (more > opportunity for observation), mix the words up and have them put them back in order. I > note if this occurs independently, with a little help or a LOT... Then, when the words > are in the right order, the children get a photocopied page to glue their sentence down > and then illustrate it. These pages can go on a bulletin board for a while, then into a > class book so the language can be re-visited over and over in the library corner. > > The photocopied frame has extra space on the side where I will bind the book to gether, > lines for the words to be glued along, a box to show where the illustration should go > and another line (I use a happy face to show where to start), for their name. When the > pages are ready to put into a class book, I number them, rotating the child on p. 2, > through the class list (p. 1 is the table of contents page). > > For special needs students, and ESL beginners, I may not ask them to cut the sentence > apart, it depends on the child.... > > I cover the book, front and back, with heavy tag. I print out a title, credit the class, > name the school and year, then decorate the cover with suitable pictures from junk > mail, old Scholastic magazine covers or clip art if I can find some that is suitable. The > front cover is hinged by cutting 1inch off the binding side, then taping it back to the > main part of the cover. > > I also put in a Table Of Contents page, giving each child credit for their page > > Hope this helps! > > Questions welcome! [email removed]
Happy beginnings everyone! I have an old copy of a poem (from Mailbox Magazine, I think) that I like to give the kids on the first day. Does anyone have a copy they can email me, and/or is there a way to search the Mailbox site. I cannot find a way.
The poem included: A starburst - because you're a star in my class A peanut - because I'm nuts about you A hug - I always have one for you An eraser - to remind you it's OK to make mistakes Smarties - because you are so smart!
I have a K teacher looking for writing mini-lessons to use with her classes. They are only on a half day schedule and are just looking for some suggestions. (I teach a higher grade level, and was looking to see how low everyone really started with their K's). Any suggestions or links to where I can look would be great!! Thanks in advance! Barb
There is a book that just came out a few months ago called "Writing Mini-Lessons for Kindergarten." It is part of the Four Blocks/Building Blocks series of teacher resource books. I bought mine about two months ago, and it has some good ideas in it!
On 8/03/05, PennyT wrote:
> Hi
> there is more discussion about Houghton-Mifflin's reading
> program on the kindergarten site. Anyone here tried to
> incorporate Building Blocks yet still satisfy
> administration by using good parts of the H-M?
all of the kinder teachers in Grand R...See More