On 8/26/11, CM wrote: > Hi Everyone, > > I am starting as a lead teacher in a Lower elementary > classroom. What reading series would you recommend for the > classroom. Thanks a lot.
Depending on their level, I had chapter books like Magic Tree House, BoxCar Children & they did "Reading Buddies" 3x a week where they pair up & read a chapter to each other. At the end of each reading, they would ask standard (fixed) questions to each other pertaining to the chapter (e.g. "Who are the main characters?", etc...). It really helped the struggles catch up & the expert readers on their comprehension.
JMO.
On 9/06/11, Elaine wrote: > Hi CM, I've used the "BOB" books in my class. I think they > are great. They start at the most basic level of phonetic > reading and progress. The kids in my class love being able to > read the books themselves. >
..to be able to read in English but not speak it well at all? I have a foreign child whose mom says her child can read English (which I have not witnessed yet) but yet this child does not converse one word in English.
I had a four year old Korean boy start in my class one fall and he too did not speak any English, and he rarely worked. Well, he DID work it was observation, especially a darling little Costa Rican girl who was a year older he was quite smitten with. By November, he was standing next to me and started reading what I had in front of me. It was remarkable. I was stunned. Nothing phases me anymore in this area. He obviously was quite an intelligent young man but his brainpower was simply incredible.
I also think it's possible because I can read German and understand what I am reading, yet to hear me speak it, there is no way someone would believe me. I think reading and speaking take a different set of skills. Think of all the Japanese who carry those little translator machines to figure out what you said or what they are trying to attempt to say. They obviously understand English enough to be able to do that, yet to speak it they really can struggle.
CSThanks Erik & Maureen - what you say makes a lot of sense. Well this child is Asian (Pakistani, I believe). Today she fared much better, she actually spoke flatering English in syllables. Next week, I'm going to see what she do in reading.
CMThanks a lot for the wonderful ideas. On 9/10/11, CS wrote: > I had 8 elementary students & they would get 30 min turns > twice a week & it was pre-assigned. > > For instance on Monday, the computer schd sheet would have > Mary, Tom & Grace (in that order) & somewhere within the > entire work cycle for that day, th...See MoreThanks a lot for the wonderful ideas. On 9/10/11, CS wrote: > I had 8 elementary students & they would get 30 min turns > twice a week & it was pre-assigned. > > For instance on Monday, the computer schd sheet would have > Mary, Tom & Grace (in that order) & somewhere within the > entire work cycle for that day, they would use the computer. I > had a small timer next to the PC that they would set to 30 min > & when it buzzed, time was up. If a child gave up his PC time > for that day, he wouldn't be able to do so until his next > scheduled day. This way they didn't disrupt their own work > cycle & would go to the PC in between their lessons whenever > they could. I would assign days but not specific times b'cos > sometimes if they were busy with a lesson, they wouldn't feel > stressed to finish it just to use the PC. I had headphones > too. > > The other kids were quite good about not lingering around the > child using the PC though occasionally if there was > something "cool" to see, we'd all go. But we had rules for PC > use so that it doesn't become a communal get-together. > > > On 9/10/11, CM wrote: >> I am a new teacher in the lower elementary classroom. I >> have two computers for students' use in the classroom. Just >> wanted to check how you all assign time. Previously one >> student was in charge of the computer and everyone who >> needs computer will check with that student but it is quiet >> disturbing. I am thinking of assigning a particular time of >> the day on a particular computer to each student. Not all >> the students at this point know how to use the clock. any >> suggestions would be appreciated. Thanks.
I guess I will have lot of questions this year as this is my first year in the elementary classroom. Would you recommend having Waseca biomes in the classroom. Any suggestions on organizing the lessons in different area to different grade levels would be great. Also suggestions about the first great lesson; whether or not to conduct the experiments before the lesson. I appreciate all the help. Thanks,
Well, I know partly because now is the beginning of the semester. But do some of you have time to sit back and observe at all in the middle of the semester? I am just wondering. Thanks!
Thank you very much for your suggestions and tips. They are truly helpful to me ! On 10/05/11, Elizabeth wrote: > I've taken several ECE courses and have learned through my > courses that it's important to record observations at regular > intervals and that anecdotal notes are most effective when > taken on a regular basis. It's up to classroom teachers and > assistants to make the time to take them. Without an organized > system, however, taking anecdotal notes can be time consuming, > but with a streamlined system, it can easily become a simple, > routine part of the classroom day. > > Teachers AND assistants should: > > Assign specific days to observe the same children on the > same days each week. > Observe the children across a variety of times, activities, > and settings. > Be sure to put date and time of observation on every note. > Transfer sticky note observations to children’s permanent > records in a timely manner. > > In a room full of 2-year-olds and in a 3-6 classroom, a good > time to sitw down and work on anecdotal notes is during their > nap time. (They're usually required to get 2 hours of sleep > time.) This is the time when you can write stuff down or make > additional notations to notes earlier in the day. You can also > use the time to re-write your notes if you felt hurried to > take them earlier in the day and feel they're unreadable. And > if time permits, you can transfer your handwritten notes to > students' files whether you take what's written in the small > notepad you had and put it on a sticky (post-it) and attach it > to paper in the child's file or transfer it directly to > observation sheets you have in the file or portfolio.
How do ...See MoreI would like to set out some percussion instruments in the classroom for the children to use, like triangle, tambourine etc. However, I'm not sure how to do the presentation to the children as it's not included in my training.
Beside that, we do finger plays, action songs everyday and play classis music during work cycle.
How do you do your musical part in the classroom? Anyone wants to share? I would love to hear.
I only used one instrument each time as we had enough for the entire class. If not, I put them in groups (older + younger) & they would share.
First I would say the name of the instrument & how it is to be used. If I said "GO", then they could use it. If I said "STOP", then they would have to silence the instrument & keep it in their lap. The initial lesson consisted of basically the "GO" & "STOP" for a while. I always had some rambunctions kids who would constantly play it even though it was silent time. I would give them 2 warnings & take the instrument to "rest" if they couldn't comply.
Once they could silence & play the instrument with your instructions, then we would do some simply rhythms together or individually. There are some CDs that are made specifically for instrument use which I used after a few weeks.
I used this tactic for different instrument & perhaps once a month, we would use all of them at the same time. Then again depends on your class & their attention span.
We use it sometimes in my classroom. I introduce it towards the beginning of the year when we are learning how to listen. I tell the students that we are going to be silent for and listen to all of the sounds around us. I explain that this is a good way to relax and calm down. The children close their eyes if they want. At first we are only quiet for about 30 seconds and I gradually increase the time. If you try to do it to long at first the kids tend to get the giggles. Once they are able to be quiet for 1minute we use a sand timer and I give a lesson to show them how to do it on their own.
I am looking for Montessori manipulatives. Perhaps a Montessori Centre or preschool that is closing down or ? that would consider selling the lot for my personal use in my homeschool classroom. I am a former Montessori teacher and would love for my kids to have the benefit of using these materials. Call or email me 604-582-6554 Jen
On 8/26/11, CM wrote: > Hi Everyone, > > I am starting as a lead teacher in a Lower elementary > classroom. What reading s...See More