Archive for the 'Tips and Tid Bits' Category

Fostering a Home-School Connection in Kindergarten Plus!

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kirsten
on August 27, 2010
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Ziploc Take-Home Activities for the Kindergarten Classroom

Kindergarten Plus! author Joni Bowman relates that it is essential that you build an effective partnership between home and school. As educators, we want children to receive the critical message that both home and school value learning. Studies show that children perform better in school if their parents are involved in their child’s education. Keeping parents involved and informed can be accomplished using a number of strategies. In Kindergarten Plus!, Joni includes many creative ways, such as the Ziploc Take-Home activities, that further enhance your kindergarten program and provide an enjoyable learning link between home and school.

The 50 Ziplock Take-Home activities are designed to reinforce a variety of mathematics, literacy, and fine-motor skills introduced throughout the program. Download for free a sample of the Kindergarten Plus! Ziploc Take-Home activities by clicking on the pdf file, kziplock.

Tips for familiarizing a new ELL student with school, classroom, and classmates.

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kirsten
on June 1, 2010
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From The More-Than-Surviving Handbook

by Barbara Law and Mary Eckes

The More-Than-Just-Surviving Handbook is filled with practical, effective strategies for settling a new ELL student into the classroom. One strategy is assigning a student-buddy to the newcomer. However, rather than arbitrarily assigning a buddy to help a newcomer and leaving the buddy undirected and to his or her own devices, it is wise to be more systematic. One school the authors are familiar with has instituted a carefully planned and executed buddy system that has seen great success. This system, as with most successful programs, has strong administrative support. It involves the careful selection and training of ELL buddies, as well as parental involvement and the use of contracts. Here are some tips for creating a successful buddy program.

Tip 1:
Only good students, who are patient, mature, tolerant of differences, and wise enough to know when to help and when to let the ELL students work on their own, are selected as student-buddies.

Tip 2:
A training workshop is given at the beginning of the year to sensitize all student-buddies to the challenges ELL students face and to help them learn ways to assist the newcomers. Parents of student-buddies are given a form to sign, giving permission for their children to be buddies.

Tip 3:
Buddies are matched with newcomers in their class and given a list of fun and friend-making things to do. Students sign contracts, which detail things they will do with the newcomer-buddies. Some suggestions include going to McDonald’s together, phoning their newcomer-buddies every day, inviting them home once a week.

Tip 4:
Special recognition is given to student-buddies for their services. There is a friendship picnic at the end of the year, and a “buddies poster” (photographs of each student-buddies with his/her newcomer friend) is displayed in a prominent place in the school.

This program makes everyone in the school aware that ELL students do not create problems that need to be overcome, but provide special opportunities for learning and friendship. Being appointed a student-buddy is seen as an honour. The program is a well-planned way to ease the transition for new students.

More information about The More-Than-Just Surviving Handbook is available at www.pandmpress.com

Tips for Writing Readers Theatre Scripts

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kirsten
on May 13, 2010
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From Readers Theatre: A Secondary Approach

Neill Dixon

Neill Dixon

by Neill Dixon

In Readers Theatre: A Secondary Approach, author Neill Dixon urges teachers to get their students writing scripts. While ready-made scripts can be purchased, Neill suggests that teachers encourage their students to write their own scripts - either from scratch or by adapting the writings of others.

Materials suitable for adapting into a script can be found everywhere. Most popular are works of fiction (for example, novels or chapters of a novel, short stories, plays). Fiction is often chosen to be adapted into a script, because it usually contains direct speech and clearly defined characters. Poems, works of nonfiction (for example, a newspaper article or a chapter from a history book), and biographies are also commonly adapted into scripts. While these can be more difficult to work with, they can often be better understood by students after scripting.

Adapting different forms of writing into scripts have different challenges. To help you and your students decide what types of material to use, consider the following before making a selection:

  • literary merit
  • subject appeal of direct speech
  • suitability for classroom (and other audiences)
  • level of sophistication
  • character parts available to the readers

To purchase a copy of Readers Theatre: A Secondary Approach please visit www.pandmpress.com

6 Tips for Building the Home/School Connection

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kirsten
on April 20, 2010
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From Kindergarten Plus! An Integrated Program for the Early Years Classroom
by Joni Bowman

Let the Journey Begin

Let the Journey Begin

Kindergarten Plus! author, Joni Bowman, has created a well-rounded daily program in this teacher-friendly resource. You will find developmentally appropriate, hands-on activities for language, math, and integrated learning opportunities (art, social studies, science, music, etc.). Joni believes that an effective partnership between home and school is essential to a well-rounded kindergarten program. Keeping parents involved and informed in their child’s education can be accomplished using a number of strategies. One strategy suggested in Kindergarten Plus! is having them volunteer in the classroom.

Here are 6 helpful strategies Joni discusses for creating a successful parent volunteer program in your classroom.

Tip 1
At the beginning of the year, create and distribute a volunteer survey to all parents. Feedback from this form will tell you which parents are interested in volunteering, when and how often, and if they prefer working with students, preparing games and activities, cleaning up the classroom, and so on.

Tip 2
Introduce the parent volunteers to the students so that the volunteers feel welcome in the classroom.

Tip 3
Place a “Volunteer Tasks” notebook in an easily accessible spot. In the notebook, record a list of tasks that need to be done. You may wish to organize the tasks into two groups (e.g., Daily Tasks: activities that happen on a daily basis; Special Tasks: activities that happen periodically). Tell the volunteers that they can check the “Volunteer Tasks” notebook anytime.

Tip 4
Make sure all the necessary materials are provided and ready for volunteers who are helping with activities.

Tip 5
Provide volunteers with tasks that are simple and “doable,” so that they feel capable of handling the task given.

Tip 6
Set up schedules, and train your volunteers so that they know what to do when they come to your classroom.

For more information or to order this title visit www.pandmpress.com.

A Time Smart Solution

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kirsten
on March 10, 2010
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A Time Smart Solution for Change in a Teaching Position

When you change grades or schools, either by choice or by direction, expect to work harder until you have settled

From 101 Time Smart Solutions for Teachers

From 101 Time Smart Solutions for Teachers

into your new job. If you move to a new grade in the same shcool, you are most likely planning and preparing for new students, a new curriculum, different grade-team members, and perhaps, a new classroom. However, if you change schools, you have a different community, policies and procedures, building, staff, and students to become acquainted with. If you are new to the teaching profession, you have everything new to assimilate. Try to view change as growth—you have new goals to set and strive for. The attitude you bring to the change will directly impact your level of success.

If you change schools, use the “Things I Wish I Knew Checklist” shown to the right. (click on the image to download the checklist) If possible, visit your new school in advance. Get to know the policies, procedures, building layout, and school personnel. Having this information will help to ease your transition.

Please note that the above information is taken from the P&M Press publication 101 Time Smart Solutions for Teachers by Thea Morris. For more information or to order this title visit www.pandmpress.com.

5 Reasons to use Graphic Novels in Your Classroom

Published
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kirsten
on March 8, 2010
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Stone, a Great Graphic Novel for Your Classroom

by author David Alexander Robertson and artist Scott B. Henderson

Page 6, Stone

Page 6, Stone

Stone, book 1 of 4 in the 7 Generations series, is the first graphic novel published by HighWater Press, an imprint of Portage & Main Press. Graphic novel is a term used by librarians and educators to identify a specific publishing format - a book written and illustrated in the style of a comic book. Graphic novels are quickly becoming a compelling genre for use in the classroom.

Here are 5 reasons why the graphic novel is right for your classroom.

Reason 1
Graphic novels engage students and motivate them to read.

Reason 2
Graphic novels are popular with boys and struggling readers - students who are often difficult to reach.

Reason 3
The format helps to improve reading comprehension for many students who struggle, because the illustrations provide contextual clues that enrich meaning and support understanding.

Reason 4
Graphic novels generally have rich, complex plots and narrative structures that can satisfy all readers.

Reason 5
Reading graphic novels help students develop the critical skills necessary to read more challenging texts.

To purchase a copy of Stone*, please visit www.pandmpress.com.

*available for purchase March 21, 2010

5 Tips for Teaching Phonemic Awareness

Published
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kirsten
on March 4, 2010
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From A Feast of Rhyme, Rhythm, and Song: Developing Phonemic Awareness Through Music

by Nancy Lee Cecil and Carol W. McCormick

Song Page 115

Song Page 115

Authors Nancy Lee Cecil and Carol W. McCormick have created this book for all children but specifically for children who are unaware of the subtleties of the sounds in the speech stream, or who do not realize that sounds represent letters in words. The many useful ideas and activities in this book prepare children for the introduction of letter and sound correspondences.

Below are just 5 of the many helpful ideas you can use in your classroom.

Tip 1: Phonemic awareness is basically oral in nature and is most appealing to and memorable for children when embedded in meaningful, interactive games and activities.

Tip 2: Phonemic awareness lessons should last no more than 30 minutes in length daily.

Tip 3: Songs, with their rhyme, rhythm, and repetition, are particularly potent pathways to language competence and literacy for children who have special language needs, or for whom English is an additional language.

Tip 4: Children appear better able to capture and gain control over larger units of sound before smaller units of sound. Therefore, with younger children, such a preschoolers, or older children who have little sensitivity to the sound structure of the English language, focus initially on whole words and sounds in general.

Tip 5: Syllables are acoustically and articulatorily distinct in the flow of oral language, making them easier to identify and distinguish than individual letter sounds, or phonemes. Therefore, syllables should be among the earliest phonemic awareness subskills introduced to children.

To purchase a copy of A Feast of Rhyme, Rhythm, and Song please visit www.pandmpress.com.

5 Tips for Teaching Art

Published
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kirsten
on March 3, 2010
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From Teaching Art: A Complete Guide for the Classroom

Noni Brynjolson, age 10

Noni Brynjolson, age 10

by Rhian Brynjolson

Author and artist Rhian Brynjolson believes that you do not have to be an artist to teach art. However, she does believe that a positive attitude toward trying art exercises will affect how your students respond to art. In her new book, Teaching Art, she includes many suggestions for helping you successfully teach art lessons.

Listed below are just 5 of the many helpful tips Rhian discusses in the book.

Tip 1: Ensure the theme or subject of an art lesson has relevance to the curriculum and is of interest to your students.

Tip 2: Careful preparation of materials is a key to successful art lessons.

Tip 3: View and discuss quality visuals to demonstrate a concept, medium, or technique.

Tip 4: Demonstrate the technique being taught. This is important because visual learners may have difficulty following oral or written instructions.

Tip 5: Start small when introducing a new technique, subject, or approach. It is better to discover problems on a postcard-sized painting than on a wall mural.

To purchase a copy of Teaching Art: A Complete Guide for the Classroom, please visit www.pandmpress.com.

Finding Good Websites 101

Published
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kirsten
on December 21, 2009
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The Internet is a powerful tool that puts information at our fingertips. Unfortunately, many sites are ambiguous and unpredictable, and lack structure, quality, and accuracy. How do you find quality sites? Critically screen websites by using the following guidelines:

  • Check the date the site was created and revised.
  • Check the source.
  • Check the author or organization.
  • Check the links.
  • Are other points of view offered?
  • Are there other sites with similar information?
  • Look for a contact address.
  • Verify the information by e-mailing the author, organization, or web master.

You can also verify the integrity of a site by using your common sense. If a site sounds too good to be true, it probably is.

Continue reading ‘Finding Good Websites 101′

Hands-On English Language Learning

Published
by
kirsten
on September 9, 2009
in New Titles and Tips and Tid Bits
. 3 Comments

Now available at an introductory price!

by Jennifer Lawson

by Jennifer Lawson

P&M Press is proud to announce that Hands-On English Language Learning Early Years is now available. Purchase it before Dec. 31, 2009 to receive the special introductory price of $129*. Place your order by contacting customer service at 1-800-667-9673 or online at www.pandmpress.com.

To assist your students in developing language skills, Hands-On English Language Learning includes

  • specific curricular connections for each lesson to identify links to subject-area themes in language arts, mathematics, science, social studies, health, physical education, and the arts
  • integrated class activities to promote learning in context for all students in the classroom
  • suggested activities that focus on curricular topics in all subject areas, while supporting English language learners
  • relevant topics such as the classroom and school, clothing, food, hobbies and interests, plants and animals of Canada, the world, and the environment
  • age-appropriate, high-interest learning activities that foster the development of essential English language vocabulary and skills in listening, speaking, reading, writing, viewing, and representing
  • activities (in keeping with the philosophy of all Portage & Main Press Hands-On programs) that are student-centred and focus on real-life, hands-on experiences

To download sample pages from Hands-On English Language Learning, click here.

*the regular price is $132