SCHOOL THEMED PRINTABLE JIGSAW PUZZLES

Suggestion:  For a party, laminate or cover with clear contact paper purchased at your local office supply store and use as placemats.  The placemats can be sent home as treats.

 

  

MATERIALS:

paper

printer

scissors

cardboard (I like to use corrugated cardboard for making puzzle pieces)

glue

something to color with

Instructions:

Print out the puzzle template.

 

Cut out a piece of corrugated cardboard the same size as your template (8 1/2 x 11 ish).

 

Glue your  page onto it. 

 

ADULT:  using sharp scissors or exacto knife, cut out the cardboard along the puzzle template lines.

Bulletin Boards at Home:

 Bulletin Boards aren't just for school.  Use a door in your house or small cork board as an at-home bulletin board.  Use your favorite areas of the larger bulletin board projects to help reinforce lessons your children are learning in class.

FRUIT:

STORY SEQUENCING CARDS

What is it?

Arrange a series of picture cards into the logical order to create the story from beginning to end.

This gives the children the chance to demonstrate and reinforce their recollection of the story

Activity Suggestions

1.  Free Play

Give the child the cards in a random pile.

Allow them to arrange the cards in the order they want to to make up their own story.

2.  Memory (Guided) Play

Read the child the story using our mini book.

Template Instructions

Flash card type templates.  You can use these in a variety of activities (see activity suggestions above).

       Print out the template of choice. 

       Colour pieces, as necessary. 

       OPTIONAL:  Glue to a thin piece of cardboard (ex:  old cereal boxes) and let dry (you can also laminate or cover with clear contact paper to make them last longer)

       Cut out the cards.  This step may require adult assistance. 

       OPTIONAL:  You can glue a small piece of sandpaper or felt onto the back of the cards -- this will allow them to be used on a felt board.

       Close the template window after printing to return to this screen.

       Set page margins to zero if you have trouble fitting the template on one page (FILE, PAGE SETUP or FILE, PRINTER SETUP in most browsers).

After the story is through, ask them to arrange the cards in the same order as in the story

DLTK's Crafts for Kids
Miscellaneous Projects

Every once in awhile I end up designing a craft for my children that doesn't fit in my other Themes.  I thought it worthwhile adding this miscellaneous craft Theme so you can share in them too.  Some of the time, there's still an event associated with these crafts (like learning to read or a trip to the dentist). 

http://www.dltk-kids.com/crafts/transportation/crafts.html

this is a site were you can used for yours classes in the kindergarden

http://www.kidzone.ws/math/kindergarten.htm

its a nice place were your students can learn in another funny way!!

http://kids.springo.com/results.aspx?searchphrase=uptoten&Ivid=24&Ssid=22&Safeflag=1#page=1193064384161%261%26v%26-1

Montessori Children's House

child with pink tower

The Montessori 0-3 Program

Over fifty years ago Dr. Montessori realized that working with children older than three was too late to have the most beneficial effect on the life of a human, and she initiated what was to become a two-year, full-time, course for adults living or working with children from birth to three years of age.

This Assistants to Infancy course is attended by parents, birth and early childhood professionals, Montessori teachers, administrators and teacher trainers from around the world and a graduate is awarded an AMI (Association Montessori Internationale) diploma. It consists of almost eight hundred hours of lectures, material making, and observations, plus homework, readings and papers. It counts for the major part of a Masters degree in education from Loyola College in Baltimore. For more information on a USA course, contact: The Montessori Institute, 790 Washington Street #704, Denver, CO 80203. or go to The International Montessori Index, www.montessori.edu.

Educational Materials for 0-3

A sparse environment of carefully chosen materials calls the child to work, concentration, and joy. A crowded or chaotic environment can cause stress and can dissipate a child's energy.

Before the age of six, a child learns from direct contact with the environment, by means of all the senses, and through movement; the child literally absorbs what is in the environment. The toys and materials in the home and school should be of the very best quality to call forth self-respect, respect and care from the child toward the environment, and the development of an appreciation of beauty.

Montessorians are very cautious about allowing children to be guinea pigs for the use of new inventions, and in the long history of humans on earth, both computers and televisions are very recent inventions. We are finding out that even such relatively simple objects as pacifiers and walkers get in the way of optimal and healthful development, and recent brain research reveals to us that computers and television may have far more negative influences on our children's development than positive. They affect the child so much more because of the inordinately large amount of time spent in front of them in some situations.

Can We Talk About Self Esteem?

What Is Self-Esteem?

To understand self-esteem, it helps to break the term into two words. Let's take a look at the word esteem (say: ess-teem) first. Esteem is a fancy word for thinking that someone or something is important or valuing that person or thing. For example, if you really admire your friend's dad because he volunteers at the fire department, it means you hold him in high esteem. And the special trophy for the most valuable player on a team is often called an esteemed trophy. This means the trophy stands for an important accomplishment.

And self means, well, yourself! So put the two words together and it's easier to see what self-esteem is. It's how much you value yourself and how important you think you are. It's how you see yourself and how you feel about your achievements.

Self-esteem isn't bragging about how great you are. It's more like quietly knowing that you're worth a lot (priceless, in fact!). It's not about thinking you're perfect — because nobody is — but knowing that you're worthy of being loved and accepted.

What Are Learning Disabilities?

What Are Learning Disabilities?

Learning disabilities aren't contagious, but they can be genetic. That means they can be passed down in families through the genes, like many other traits we get from our parents and grandparents. Someone with a learning disability probably has other family members who have had some learning troubles, too.

Kids with learning problems are sometimes surprised to find out that one of their parents had similar troubles when he or she was in school. But kids today have an advantage over their parents. Learning experts now know a lot more about the brain and how learning works — and it's easier for kids to get the help they need.

Dyslexia (say: dis-lek-see-uh) is a learning disability that means a kid has a lot of trouble reading and writing. Kids who have trouble with math may have dyscalculia (say: dis-kal-kyoo-lee-uh). And people who have trouble forming letters when they write may have dysgraphia (say: dis-graf-ee-uh). Other kids may have language disorders, meaning they have trouble understanding language and understanding what they read.

It can be confusing, though. What qualifies as "trouble" enough to be diagnosed as a learning disability? Reading, doing math, and writing letters may be tough for lots of kids at first. But when those early troubles don't fade away, and it's really difficult to make any progress, it's possible the kid has a learning disability.

Attention deficit hyperactivity disorder (ADHD) is sometimes thought of as a learning disability but it's not usually considered one. Why? Because most kids with ADHD can learn in school without special assistance, even though they may be easily distracted or have trouble sitting still in class. Although ADHD itself isn't a learning disability, researchers believe kids with ADHD may be more likely to have learning disabilities.

Making Sure Kids With Special Needs Get Toys, Too

KIDS WHO MIGHT NEED EXTRA HELP

Isn't every kid special? We think so, but what do we mean when we say "kids with special needs"? This means any kid who might need extra help because of a medical, emotional, or learning problem. These kids have special needs because they might need medicine, therapy, or extra help in school — stuff other kids don't typically need or only need once in a while.

Maybe you know of kids in your school who need a wheelchair or use braces when they walk. Those kids have special needs. They not only need the equipment that helps them get around, but they might need to have ramps or elevators available. They also might need to get a special bus to school — one that lifts them up into the bus so they don't have to get up the steps.

Kids who have an illness, such as epilepsy, diabetes, or cerebral palsy, would have special needs, too. They might need medicine or other help as they go about their daily activities. Kids with sight problems might need Braille books to read. Kids with hearing or speech problems would have special needs, too. A kid who has hearing trouble might need hearing aids to hear and speech training, too, since it can be hard to say words correctly when you can't hear very well.

Kids with learning problems often have special needs. Kids with Down syndrome might go to a regular school and might even be in your class. But they have special needs when it comes to learning, so an aide (someone to help) might come with them to class.

You might be able to spot a few kids with special needs, but you probably don't notice all of them. A kid could have a problem that isn't noticeable unless you know the person well. For instance, someone could have trouble with anxiety (worry), but you wouldn't know it unless the kid told you about it. Privately, their parents, teachers, and counselors may be working to help them with this problem.

How to Recognize the Early Signs of Autism

WHAT DOES AUTISM MEAN?

Autism (say: aw-tih-zum) causes kids to experience the world differently from the way most other kids do. It's hard for kids with autism to talk with other people and express themselves using words. Kids who have autism usually keep to themselves and many can't communicate without special help.

They also may react to what's going on around them in unusual ways. Normal sounds may really bother someone with autism — so much so that the person covers his or her ears. Being touched, even in a gentle way, may feel uncomfortable.

Kids with autism often can't make connections that other kids make easily. For example, when someone smiles, you know the smiling person is happy or being friendly. But a kid with autism may have trouble connecting that smile with the person's happy feelings.

A kid who has autism also has trouble linking words to their meanings. Imagine trying to understand what your mom is saying if you didn't know what her words really mean. It is doubly frustrating then if a kid can't come up with the right words to express his or her own thoughts.

Autism causes kids to act in unusual ways. They might flap their hands, say certain words over and over, have temper tantrums, or play only with one particular toy. Most kids with autism don't like changes in routines. They like to stay on a schedule that is always the same. They also may insist that their toys or other objects be arranged a certain way and get upset if these items are moved or disturbed.

If someone has autism, his or her brain has trouble with an important job: making sense of the world. Every day, your brain interprets the sights, sounds, smells, and other sensations that you experience. If your brain couldn't help you understand these things, you would have trouble functioning, talking, going to school, and doing other everyday stuff. Kids can be mildly affected by autism, so that they only have a little trouble in life, or they can be very affected, so that they need a lot of help.

What Does a Preschool Teacher Do?

Preschool teachers help their students learn mainly through play and interactive activities, capitalizing on children's play to further language and vocabulary development. As a preschool teacher, you might use storytelling, rhyming games, and acting games to improve social skills, or introduce scientific and mathematical concepts. Most preschool settings employ a less structured approach, including small-group lessons, one-on-one instruction, and learning through creative activities such as music, art, and dance. Lots of discussion and collaborative problem solving characterize the preschool classroom.

Educational Requirements for Preschool Teachers

To become a preschool teacher, most states and private schools expect you to have at least an associate's degree. In many cases, preschool teachers start out as assistant teachers. With this experience, you can advance to being a teacher and eventually to lead teacher status. As a preschool teacher, you need to have proficiency with helping children learn how to cooperate; providing fun learning activities suitable for preschoolers; keeping children safe; working as a team member along with other teachers; and interacting with parents.

Other Requirements

You need to be an eager participant in children's growth and development, and understand how to use their natural curiosity to help make the appropriate developmental leaps in their skills and abilities. You'll be expected to create an atmosphere where risks can be taken discoveries made while children remain safe. Most preschool teachers will be required to earn certification in first aid procedures and in infant and child CPR. They will also need to undergo police background checks and be fingerprinted.

Reading With Phonics for Children

Phonics is an important part of the reading process. However, learning phonics in isolation does not make a reader. When teaching a child to read it is important to remember that reading is not just sounding out letters; it is taking meaning from the text. Always provide texts for the child that allow him to practice the phonics skills in context. Readers become more proficient by reading. Think about learning to ride a bike. You may have learned about the different parts on the bike, but you learned to ride by getting on the bike and riding.

Consonants

Teach the names and sounds of the consonant letters. Insist on fast recall of the letter sounds.

Short Vowels and Blends

Teach the short vowel sounds first. Then move on to blends such as "tr," "br," "st," and so on. Teach the blends as the child encounters them in text.

Digraphs

Digraphs are two letters that make one sound such as "sh," "ch," "th" and wh. These digraphs generally begin to appear in books that have more text than the simple beginner books.

Long Vowels

Long vowels are more difficult to learn than short vowels because the rules are not always consistent. Do not rush this skill; it will take time. Simple explanations are better than complicated phonics rules. When encountering a long vowel, tell the child, "This letter says its name."

Tricky Double Vowels and Bossy R

Introduce the tricky double vowel words as the child encounters them in text. Combinations such as "oo," "ou," "ow" and "oi" will need special attention. The Bossy R combinations are "ir", "ar", "or", "er" and "ur."

LITERACY CENTERS

During Guided Reading conferences, the remaining students are engaged in a rotation of centers. These centers enhance their reading and language skills in fun and creative ways. Below are a few examples of Literacy Centers in our classroom

Read to Self

Read to Someone

Listen to Reading

Work on Writing

Word Study





Strategies that can help students read more quickly and effectively include

Skimming

 is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research.

 

There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you're seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.

 

Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it.

 

When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.

 

Reading off a computer screen has become a growing concern. Research shows that people have more difficulty reading off a computer screen than off paper. Although they can read and comprehend at the same rate as paper, skimming on the computer is much slower than on paper.

• Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection
• Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content
• Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions
• Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up
• Paraphrasing: stopping at the end of a section to check comprehension by restating the in   formation and ideas in the text

http://www.tudiscoverykids.com/

http://childtopia.com/index.php?newlang=spa

http://www.vedoque.com/

Flashcards for Kids and Children in English. Early Education

The Color Green

Word World - Intro - Welcome to WordWorld

Fine Motor Skills

Ideas for improving fine motor skills in Pre-K/ Preschool children.

Fine Motor Skills is one of the main areas I sought to improve in my Pre-K classroom this past year (2008-09). I think fine motor is an area which is often overlooked, yet it is so important. Fine motor skills are the foundation children need before they learn handwriting, in order to have proper pencil grasp and control of a writing instrument.

My goals were to increase the fine motor materials available in our classroom environment, and to plan activities and materials that are interesting and fun so that children would be motivated to use them and would choose them during their free choice time. Most of these activities use “found materials” that can be borrowed, donated, or purchased inexpensively, rather than commercially produced and sold in an educational catalog. Below are several of the fine motor skills activities my class did this year. A few of these ideas were borrowed from Montessori (and I’ve noted those below).

Water Drops with Suction Cups

The little suction cups on the bottom of these bathtub shapes become mini bowls when turned upside down and used in this activity. (These were purchased at the Dollar Tree.) Children use a finger grasp to squeeze one drop of colored water into each little bowl on the dish. [Idea borrowed from Montessori]

Beads in a Paint Palette

A clear cup of multicolored faceted plastic beads was placed in the middle of the tray. The children use their thumb and forefinger to grasp each bead and place it in one of the bowls of the paint palette tray. The children sorted the beads into the tray by color. Each bowl of the tray holds about 4 beads. A muffin tin could also be used for this activity, but I prefer the paint palette tray because each bowl is smaller and the children have to be more precise about placing the bead into the bowl. The beads and paint palette trays were purchased in a craft store.