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Kindergarten Teachers Chatboard

Dr.Seuss???

by JTeach1

Feb 25, 2017

I'm student teaching in a Kindergarten classroom, and I wanted know how I can integrate Dr.Seuss into my Science/Social Studies block. I want to complete a directed drawing activity & complete some crafts related to the different books. Would reading a Dr.Seuss book and completing a craft work as a lesson? How can I still integrate information ...See More

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Myrna On 2/25/17, Lulu wrote: > The Lorax is a great book to use to lead into discussions of > recycling, environmentalism, and global citizenship. The kids could > create art from recycled goods, plant trees, make posters > encouraging recycling... > > > On 2/25/17, Flacka wrote: >> "Horton Hears a Who" would lead to...See More

Feb 25, 2017

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Debo I discuss with the children the way he makes up silly
characters that may not be real but they are fun and they
rhyme. We read... "There's a Wocket in my Pocket". Who
knows what a Wocket is? He uses his imagination. We then
make a similar book using the phrase There's a -------in
my ---------. They think of a place or objec...See More

Feb 26, 2017

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Grammar cringes

by retired teacher

Feb 12, 2017

I may be retired but I cringe every time I see or hear...

Her and I are friends from college (If you went to college, you should know better!)

Free "take" one

picture caption: John and I

"Free" puppies (believe me, they are very expensive!)

Bathroom's for customers only

Do t...See More

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retired teacher I would be so annoyed if the teacher incorrectly spelled my child's name. I think I would send the list back with a note that says, "I just want to make sure you know that her name is spelled Elinor, not Eleanor" or something like that and let her know that it was upsetting.

My last name is not uncommon and I'm always careful to...See More

Feb 13, 2017

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DonnaR/CA Spelling is my big "bugaboo." If you're going to put a word on a sign or menu, please spell it correctly.

spagetti (instead of spaghetti) restuarant (instead of restaurant) diary (instead of dairy)

Then there are the "big three", particularly on Facebook:

your - you're

there - their

...See More

Feb 25, 2017

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Lesson Planning

by JTeach1

Feb 11, 2017

I'm currently student teaching in a Kindergarten classroom. I wanted to ask for some advice/suggestions for lesson planning/prepping for lessons. My university requires us to submit detailed lesson plans which takes me a very long time to write (several hours :/). I find myself spending way too much time for planning/prepping that I never feel caug...See More

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pd On 2/11/17, JTeach1 wrote: > I'm currently student teaching in a Kindergarten > classroom. I wanted to ask for some advice/suggestions > for lesson planning/prepping for lessons. My university > requires us to submit detailed lesson plans which takes > me a very long time to write (several hours :/). I find > myself spending way t...See More

Feb 12, 2017

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JTeach1 On 2/12/17, pd wrote: > On 2/11/17, JTeach1 wrote: >> I'm currently student teaching in a Kindergarten >> classroom. I wanted to ask for some advice/suggestions >> for lesson planning/prepping for lessons. My university >> requires us to submit detailed lesson plans which takes >> me a very long time to write (sever...See More

Feb 12, 2017

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Suggestions/Tips for Fractions

by JTeach1

Jan 30, 2017

I am currently completing a student teaching internship in a a Kindergarten classroom, and we will be covering fractions i in a few weeks. I know that fractions can be a difficult c concept for some students to understand, so I'm seeking s suggestions and strategies/tips that will help me as I p prepare to teach fractions. Our unit will cover the b...See More

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Flacka Start with with they know and build on this prior knowledge. They are usually most familiar with the terms and the concept when it comes to food - whole cookie, popsicle, sandwich, etc. I use real food whenever possible. When we move on to half I emphasize that it's 2 pieces that are the SAME size (we have all tried to "cheat" our sibs by...See MoreStart with with they know and build on this prior knowledge. They are usually most familiar with the terms and the concept when it comes to food - whole cookie, popsicle, sandwich, etc. I use real food whenever possible. When we move on to half I emphasize that it's 2 pieces that are the SAME size (we have all tried to "cheat" our sibs by breaking food into to very unequal pieces!). I think it is easier to demonstrate and practice with rectangles. Then I move on to quarters. For hands on I give them a strip of paper and have them fold the paper in have and cut on the fold line and they have 2 halves. Repeat for quarters. For one of the hands on activity I give them each a whole piece of bread and they spread on some grape jelly (everyone is totally involved when it's food), They then cut their bread in half with a plastic knife and push it back together so they can see that the 2 halves are a whole, Then they cut it into quarters and again put it back to see that it still equals a whole. They love eating their math activity at the end!

Thirds is a little harder but I take a full sheet of paper and show them how to fold it in thirds. They can cut on the fold lines and put it together to make a whole.

Dividing quantity into fractions is a bit harder for them but if you use small crackers or math counting bears etc. they can divide the items up on papers they have cut into half, quarter or thirds. Emphasize that each quantity must be equal.

Hope this give you some ideas. I'm sure there are many more on TPT and on the internet.

On 1/30/17, JTeach1 wrote: > I am currently completing a student teaching internship in a > a Kindergarten classroom, and we will be covering fractions i > in a few weeks. I know that fractions can be a difficult c > concept for some students to understand, so I'm seeking s > suggestions and strategies/tips that will help me as I p > prepare to teach fractions. Our unit will cover the basics i > including, 1 whole, 1/2, 1/3, and 1/4. Any suggestions for l > learning activities that seem to really interest students, w > while helping them to understand the concept of fractions. D > Do you focus on learning one specific fraction at a time? W > What would be your general plan for teaching the basic f > fractions over a two week period? Thanks in advance for any t > tips or suggestions :) >

Jan 31, 2017

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maureen On 1/30/17, JTeach1 wrote: > I am currently completing a student teaching internship in a > a Kindergarten classroom, and we will be covering fractions i > in a few weeks. I know that fractions can be a difficult c > concept for some students to understand, so I'm seeking s > suggestions and strategies/tips that will help me as I p &...See MoreOn 1/30/17, JTeach1 wrote: > I am currently completing a student teaching internship in a > a Kindergarten classroom, and we will be covering fractions i > in a few weeks. I know that fractions can be a difficult c > concept for some students to understand, so I'm seeking s > suggestions and strategies/tips that will help me as I p > prepare to teach fractions. Our unit will cover the basics i > including, 1 whole, 1/2, 1/3, and 1/4. Any suggestions for l > learning activities that seem to really interest students, w > while helping them to understand the concept of fractions. D > Do you focus on learning one specific fraction at a time? W > What would be your general plan for teaching the basic f > fractions over a two week period? Thanks in advance for any t > tips or suggestions :)

In our classroom, we actually had a wooden set of skittles (they look like large game pieces) that fit into a tray with four circles that the skittles could fit into. One skittle would be whole, one would be halves, one thirds and one fourths. The children used them as puzzles. The interior of each fraction would match - for example the halves would be be red, maybe thirds orange and fourths green. They would take out the four skittles and mix them up, then try to put them back together. I would give them the names of the pieces. I think if you saw a picture of them you could come up with a home made set that could work - just google fraction skittles.

We also had two sets of five circles that had the fractions up to 1/10 where the pieces were made of metal with small knobs on each piece. The child had to again figure out how to place the pieces together to form a circle. Some children would take small slips of paper which would have the fraction name "1/2" on each slip and they could place one on each piece of the "pie".

I would also think up some game that the children could move about trying to "make fractions" For instance you could call out thirds and then the children could find classmates to form a "pie made up of thirds". Getting them familiar with the terminology is important at this age so the more games you can come up with, the better. Music is also another way to help them learn anything. Make pictures of a pie and "cut" it into three, (and two and four) pieces and make up some song to go with each picture. Old macDonald made some pie, ee i ee i oh. And then he made the pie in half ee i ee i oh. (show the pic of two) With one piece here and one piece there here a piece, there a piece, two pieces make a whole, Old macDonald made some pie, ee i ee i oh. Sorry about that, I just made that up. lol

Above all, have fun!

Jan 31, 2017

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RE: Lesson Plans

by Brittany

Jan 31, 2017

Hi, I'll a brand new Teacher I need help with lesson plans. Thanks

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Flacka You are going to need to be a lot more specific as to what you need/want if you want help. Do you need help with planning (long range, short range, daily), writing them, pacing, etc. There are many lesson plans for specific topics on the internet and at Teacher Pay Teacher.

On 1/31/17, Brittany wrote: > Hi, I'll a brand new Teacher I n...See More

Jan 31, 2017

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Listening Centers and QR Codes

by Kn Teacher

Jan 18, 2017

Hi. I am wanting to set up a listening center. I lost all of my LC equipment in a recent flood, so I am starting again, from scratch. What do you recommend? How is your LC set up? What kind of equipment do you have? How do you use QR codes in a LC? Thanks, in advance!

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DonnaR/CA On 1/18/17, Kn Teacher wrote: > Hi. I am wanting to set up a listening center. I lost all > of my LC equipment in a recent flood, so I am starting > again, from scratch. What do you recommend? How is your > LC set up? What kind of equipment do you have? How do you > use QR codes in a LC? Thanks, in advance!

I haven't used a ...See More

Jan 18, 2017

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Erin On 1/18/17, DonnaR/CA wrote: > On 1/18/17, Kn Teacher wrote: >> Hi. I am wanting to set up a listening center. I lost all >> of my LC equipment in a recent flood, so I am starting >> again, from scratch. What do you recommend? How is your >> LC set up? What kind of equipment do you have? How do you >> use QR codes i...See MoreOn 1/18/17, DonnaR/CA wrote: > On 1/18/17, Kn Teacher wrote: >> Hi. I am wanting to set up a listening center. I lost all >> of my LC equipment in a recent flood, so I am starting >> again, from scratch. What do you recommend? How is your >> LC set up? What kind of equipment do you have? How do you >> use QR codes in a LC? Thanks, in advance! > > I haven't used a listening center very much this year, but > I had the recording equipment (CD/tape player), and 4 or 5 > headphones plugged into a junction box (which connected to > the CD/tape player). Because I didn't have a spare table > for the LC, I located it on the bottom of my stereo's cart > and the kids just sat on the floor with the books. When > they were done, they went back to their seat to complete > the 2nd part, which was usually to draw a picture of their > favorite part of the story. > > Our district purchased subscriptions to both RAZ-Kids > (Reading A-Z) and Imagine Learning. So now, those two have > taken their place in my language arts daily 5 rotation. > Imagine Learning went where the LC was. RAZ-Kids is the > electronics word work. (My rotations, usually 2-3/day, > include small group instruction with me, seatwork, RAZ- > Kids, paper word work, writing center, and Imagine > Learning.) > > As for QR codes -- I use them for sight words. I found some > Sight Word QR code packets on TPT, mounted them on > construction paper, copied the paper lists, and now that is > one of the paper Word Work Centers. My kids access the > codes through old iPod Touches. If they finish a list, I > give them a sticker. They get another sticker (or two) if > they can read me the sight word list! > > I have not used QR codes for listening centers, so I can't > help you there. > > > Donna

I've had luck using QR codes that I found on PTP (all free) that I use with iPads. Teachers are nice enough to post codes that link to online stories being read aloud, that do not have ads with them. Usually the QR code come next to a picture of the book cover or a cute picture. I print them, mount them on an index card and laminate them. My students scan them during learning stations with headphones as to not disturb those next to them. Hope this helps!

Jan 24, 2017

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Letters and Sounds

by K

Jan 19, 2017

I am currently working with some Kindergarten students as a Title 1 Reading guest teacher. I see one group daily, another three times a week, and the other two times a week.

All of the students are having difficulties consistently identifying the letters and their sounds. A student may know the name of the letter or the sound once during a...See More

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Flacka I taught K in a school that is very similar to yours and I had great success with "ZooPhonics". I used the picture cards which I introduced 5/day at the beginning of the year and then we went through the whole alphabet everyday (takes about 5 min). I think the key is the picture clue but also the "action" that goes with each let...See MoreI taught K in a school that is very similar to yours and I had great success with "ZooPhonics". I used the picture cards which I introduced 5/day at the beginning of the year and then we went through the whole alphabet everyday (takes about 5 min). I think the key is the picture clue but also the "action" that goes with each letter. I think there is a youtube video that goes with ZooPhonics.

I also liked some of the Dr. Jean songs - Phonersize, Who let the letters out, and some of her other songs were fun and got the kids up out of their seats. I had a smart board so I make a page with all the lower case letters and pointed to the letter as we said the sound. I played alphabet bingo and used the letter names but also the letter sounds and that was always well received.

Another big hit was "fishing" - I made a fishing line with a "donut" magnet attached to an unsharpened pencil. I put a letter on each of 26 fish shapes and added a paper clip to each. They "fished" for a fish, said the name of the letter and the sound. If they were correct, they kept the fish, if not it went back in the "pond".

I had the letter tubs from Lakeshore and had them sort the items into the correct tub.

Jan Richardson's book on Guided reading has several activities for learning the letters and sounds.

There should be lots of ideas on line and on TeacherPay Teacher also.

On 1/19/17, K wrote: > I am currently working with some Kindergarten students as a > Title 1 Reading guest teacher. I see one group daily, > another three times a week, and the other two times a week. > > All of the students are having difficulties consistently > identifying the letters and their sounds. A student may > know the name of the letter or the sound once during a > group session and then literally not be able to retrieve > that information later in the same work session. > > We have been focusing on letters and sounds only and doing > so in a variety of ways using various materials. > > Would anyone have suggestions for me? I have just learned > I will continue as the guest teacher for another six weeks > or so in this position. > > I thank you in advance.

Jan 20, 2017

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