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Preschool Teachers Chatboard

Pre K reading levels

by ms Sue

Oct 25, 2013

I have been out of the classroom for a few years, but I'm back now. I have 3s & 4s. I'm just wondering if having 3/4s reading at 1st grade level is normal now?

I'd love to hear from others on reading levels.

Thanks!

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maureen I am a retired Montessori teacher so my classroom would consist of about 27-30 children with a spread of ages 2 1/2 through 6. Obviously I would have a huge spectrum of abilities and developmental levels in the same classroom. The children would start with phonetic sounds first with the use of sandpaper letters where they would hear the sound, how ...See MoreI am a retired Montessori teacher so my classroom would consist of about 27-30 children with a spread of ages 2 1/2 through 6. Obviously I would have a huge spectrum of abilities and developmental levels in the same classroom. The children would start with phonetic sounds first with the use of sandpaper letters where they would hear the sound, how to form the letter by putting that into their muscular memory, see the letter shape all at the same time. Different children would begin that work at different times, but as soon as they could hear individual sounds in spoken words was the best time to start. Many children would enter the classroom already knowing the letter names. By the time many children who were ready for the sandpaper letters, they would be introduced to the moveable alphabet which allowed them to "write" words by putting the letters together to form words they wanted to. (I think inventive spelling is a good way to describe) This allowed children to "write" before reading which was a pretty normal flow for children in that type of approach. It is easier to read one's own writing, then it is to read others' words. This naturally lead many children to reading books over time with many reading between 4-5. I don't think this is a "new" thing as this has always been the case in a Montessori classroom. They are not taught how to read - they get the foundation like the others said, and in the right supportive environment, the child learns how to read on his or her own. It's not something a teacher "teaches" but more of that the teacher providing the right environment that supports the child in learning how to read.

I had two daughters who were about as diverse in age as two children could be. The oldest was reading soon after her fourth birthday, yet she continued to struggle with comprehension all through her school years. The other dd had the phonics down pat when she went into first grade but she was not actually reading until after second grade right before her 9th birthday. She was tested in fifth grade, just two years later and she was found to be reading at a 12th grade level. It makes no difference as to what age a child learns to read. Getting the foundation is definitely the key at these preschool years. Not being pressured to read (which I have since found is definitely the push now in K and first) is also a key. One's brain will read when it is ready if the preparation has been done.

I think providing a very good classroom library where children have the freedom to choose that area anytime during the day is important. I avoided any books with cartoon talking animals and stuck with good quality non fiction books about animals, plants. I had a very small selection of fiction. The children spent the majority of their time "reading" the non fiction books.

One think I never did with my children who were reading in my class is ever "teach" sight words. When I would assess them for their end of kindergarten report to send to their next school, most of the children already knew all of the Dolch sight words. They got those from their reading of quality books. I have seen with my grandchildren who also were later readers that that stress on memorizing sight words with children who are in the beginning stages of reading works against them. They tend to get confused and then start guessing at all words in books instead of trying to sound words out. It seemed to rob them of their confidence in actual reading. I guess getting K aged children memorizing sight words could be ok for those children already reading, but why stress this on the emerging readers? It just seems like a misplaced requirement - getting the cart before the horse, I think.

Now that I am off my soapbox about "teaching" reading, I can sum it up to say that I agree with the other two posters. Laying the foundation for reading is the norm for this age group - not expecting them to read as soon as possible.

Oct 26, 2013

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ms Sue I totally agree with all of you. I use to do the same activities in my prek classes. The children I have now are reading. And we do comprehension work every day, just so I know they know what they are reading. We also do journal work and that, too, involves sticking to topic. We have a word wall and a door that has words that they bring in that the...See More

Oct 26, 2013

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Winter lobby

by chippy

Nov 15, 2013

We'd like to decorate our Head Start lobby with a winter theme but I am coming up blank. Ideas? Thanks!!

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Winter lobby

by chippy

Nov 15, 2013

We'd like to decorate our Head Start lobby with a winter theme but I am coming up blank. Ideas? Thanks!!

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CC Snow globe theme is always a fun idea. Lots of snow and maybe even blown up pictures of the kids pretending to sled, ice skate, etc. Just some ideas and would not be too pricey at all.

On 11/15/13, chippy wrote: > We'd like to decorate our Head Start lobby with a winter > theme but I am coming up blank. Ideas? Thanks!!

Nov 15, 2013

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CNE Have the kids cut out snowflakes from cofee filters or even make snowman.

Nov 18, 2013

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First Reading Books

by bob Korngold

Nov 16, 2013

need early small books for first time readers. I will make them E so kids can do them anywhere. Thanks

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High energy child

by Bumblebee

Apr 24, 2014

We have a special little boy in our class who is VERY high energy. Constantly moving his body, does poorly with free play, and is best at guided one on one activities. My co-teacher will ask him to leave group activities and sit quietly in a chair until he's ready. Sitting quietly is something he can't do, which results in him regularly being exclu...See More

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Sara On 4/24/14, Bumblebee wrote:

It sounds as if you know what to do - some kids can't be punished into obeying - and this kid sounds more than a bit ADHD to me. And your co-worker sounds illogical to me - the child can't sit still in group so she tells the child to leave the group and go sit still somewhere else?? There's no logic to that. ...See MoreOn 4/24/14, Bumblebee wrote:

It sounds as if you know what to do - some kids can't be punished into obeying - and this kid sounds more than a bit ADHD to me. And your co-worker sounds illogical to me - the child can't sit still in group so she tells the child to leave the group and go sit still somewhere else?? There's no logic to that.

Has he a 'fidget'? We give our kids who are like this one a 'fidget' - a soft ball they can squeeze or a rubber bracelet on their arm than they can rub - the tactile thing can help restless children to sit more still.

A towel taped to the seat of their chair can help them to sit still - again it's the tactile thing. Sitting that child next to the teacher - not as a punishment - but as a way of getting extra close to the action and the teacher's voice can help them to stay more focused and more still.

My own son was like this and we found if he was allowed to hold a pencil - it grounded him like an antenna used to ground the old tvs. He held a thick-barreled unsharpened pencil in his hand during circle time. he didn't play with it or distract other children with it - he just held it. Again I think it's the tactile thing - something to hold, to feel, to touch can help this kind of kid to channel their energy. My son would rub his finger and thumb constantly on the pencil but then the rest of him could hold still.

It's just a different kind of fidget.

> We have a special little boy in our class who is VERY > high energy. Constantly moving his body, does poorly > with free play, and is best at guided one on one activities. > My co-teacher will ask him to leave group activities and > sit quietly in a chair until he's ready. Sitting quietly is > something he can't do, which results in him regularly > being excluded. He knows right from wrong, but his body > and mind seem to be in constant overdrive. During his " > breaks" he's told to look at a book, or do a puzzle, which > bores him, and he acts out. I tried to do something new, > and asked him to trace his letters, ( this is a great activity > that he enjoys and actually concentrates on) and my co- > teacher took the book away and said that was a reward > only. > > I am at the end of the line. I think what she does is > useless, and yelling does not work, she thinks I'm trying > to reward him for bad behavior. > > I'm just looking for any opinions or ideas on how to deal > with the situation, including quiet time activities for him > and reward systems. >

Apr 25, 2014

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aztch For some children it is usually something neurological and people call it ADHD. I have a student who cannot maintain focus for more than 2 seconds. We call it ADHD for lack of anything better but it is obvious that there is neurological issues present. TBI or something else is present but school districts are certainly not going to pay for MRI's to...See MoreFor some children it is usually something neurological and people call it ADHD. I have a student who cannot maintain focus for more than 2 seconds. We call it ADHD for lack of anything better but it is obvious that there is neurological issues present. TBI or something else is present but school districts are certainly not going to pay for MRI's to diagnose issues in the brain and our knowledge of the brain workings is too unsophisticated to reach some of these children in a meaningful way. Kids certainly should not be punished for what is beyond their control but I had yet to find way to have this child maintain focus for more than 2 seconds.

On 4/25/14, Sara wrote: > On 4/24/14, Bumblebee wrote: > > It sounds as if you know what to do - some kids can't be > punished into obeying - and this kid sounds more than a bit > ADHD to me. > And your co-worker sounds illogical to me - the child can't > sit still in group so she tells the child to leave the group > and go sit still somewhere else?? There's no logic to that. > > Has he a 'fidget'? We give our kids who are like this one > a 'fidget' - a soft ball they can squeeze or a rubber > bracelet on their arm than they can rub - the tactile thing > can help restless children to sit more still. > > A towel taped to the seat of their chair can help them to sit > still - again it's the tactile thing. Sitting that child next > to the teacher - not as a punishment - but as a way of > getting extra close to the action and the teacher's voice can > help them to stay more focused and more still. > > My own son was like this and we found if he was allowed to > hold a pencil - it grounded him like an antenna used to > ground the old tvs. He held a thick-barreled unsharpened > pencil in his hand during circle time. he didn't play with it > or distract other children with it - he just held it. Again I > think it's the tactile thing - something to hold, to feel, to > touch can help this kind of kid to channel their energy. My > son would rub his finger and thumb constantly on the pencil > but then the rest of him could hold still. > > It's just a different kind of fidget. > > >> We have a special little boy in our class who is VERY >> high energy. Constantly moving his body, does poorly >> with free play, and is best at guided one on one > activities. >> My co-teacher will ask him to leave group activities and >> sit quietly in a chair until he's ready. Sitting quietly is >> something he can't do, which results in him regularly >> being excluded. He knows right from wrong, but his body >> and mind seem to be in constant overdrive. During his " >> breaks" he's told to look at a book, or do a puzzle, which >> bores him, and he acts out. I tried to do something new, >> and asked him to trace his letters, ( this is a great > activity >> that he enjoys and actually concentrates on) and my co- >> teacher took the book away and said that was a reward >> only. >> >> I am at the end of the line. I think what she does is >> useless, and yelling does not work, she thinks I'm trying >> to reward him for bad behavior. >> >> I'm just looking for any opinions or ideas on how to deal >> with the situation, including quiet time activities for him >> and reward systems. >>

May 2, 2014

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play in preschool

by prektchrkim

Apr 24, 2014

I am wanting to educate my parents on the importance of play in preschool and why we have centers in our classroom. I would like to do a family night but am running into a mind block as to how to present it. I would be interested in any suggestions.

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Sara On 4/24/14, CC wrote: > I would say introduce it like it was you kids. Have the parents and kids > actually play in each center. This way, the parents can interact and hear > what the kids can say and do. This will show them the type of > information you get and learning that is going on through play. At the > end of the day, everyon...See More

Apr 25, 2014

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Leah Davies I have presented "Family Fun Nights," with families of preschool children. After sharing ideas concerning the importance of play and certers with children, you could have them make a family picture together using various colored seeds glued on a mat board, a kite, decorate a spring basket, etc. The idea is that children learn by doing, interacting ...See More

Apr 27, 2014

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Help with highscope small group plans

by Bee

Apr 18, 2014

I am a sub whose classes are being PQA evaluated. I am new to HS and COR. Will you please post small group ideas that will satisfy evaluator? For large group I understand they want to see the Songbook being used for child choice. Ithank you.

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Continuing Education

by Donna King

Apr 1, 2014

Do you know many ECE teachers who are continuing their education past the minimum requirements of their state? What are the barriers to continuing education?

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Asica I took more classes than was required and I still go to conferences. I think that it helped me to be a better teacher. Plus, the classes were not that expensive so there was really nothing wrong about it.

Apr 3, 2014

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pksped It likely depends on your state. In my state, all preschool teachers have a continuing education requirement. Even though I have a master's degree plus 30 grad hours plus tons upon tons of PD hours, I still have to take my required hours of inservice since I am a preschool teacher (preschool special ed in a public school district.) Most of my presc...See More

Apr 10, 2014

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