C lle ingC lle e
ha ng ha ng
Galileo Galilei School
Our first challenge is to give answers to the
necessity provided the ages and levels of
We believe that not only the exposition and
the interaction among peers guaranty the
possibility to acquire a language; but also
playing will allow the integration of the
different members through the teacher’s
“At School, we can play with freedom and
respect. When we enjoy we grow as
persons and we encourage in our
students the possibility to construct
C ra te tic o theGro
ha c ris s f up
• K in d e r 5 “ F ” M o r n in g
• N u m b e r o f S t u d e n t s : 23
• Description of the Group: Restless, eager
to learn, fast learners, motivated by oral
activities, “competitive with themselves”,
attracted by graphical-artistic activities,
looking forward to new challenges.
Ho d w Sta w theABC
w id e rt ith
P je t?
First of all, we started to recognize some
letters in an ABC chart.
Students were able to repeat each word and
name objects which matched with the
Besides, we enphasized this activity by singing the
ABC Song. At the beginning, we pointed to
each letter and object on the ABC Chart.This
chart was the responsible for making classes
more interesting and having fun while learning. It
was placed at the front of the class next to the
blackboard so it was part of our routines.
Students were not only motivated by the variety of
activities with the ABC Chart but also they
showed enthusiasm when singing songs.
We would like to share all this with you…
The activities related to the ABC recognition were planned twice a
week. They were introduced with different resources to make them
feel comfortable and motivated.
Sometimes it was with a ball game, a spelling game, a chant or we
just identified the letters on the ABC Chart while singing different
Some of the activities were both oral and written.
At the begining of each day, the routine was connected with the
spelling of the day and the name of the topic of the week or month.
Those days which we didn’t work with the ABC in deep, we worked
with this activity. Some students were picked up and they spelt each
letter to a student which was at the front. All together, we were
identifying the letters on the ABC Chart and recognized an object which
started which the spelt letter.
Meanwhile the student was writing the letters at the blackboard.
After some days, students were able to write the letters on their own
without the help of the chart.
One of the activities they enjoyed and liked most
was related to spelling. It was simple, to the point
but the results were amazing.
Ho d w p y?
w id e la
The ABC letters were placed on the floor and a
group of students had some words. Another group,
was responsible for writing the letters while
listening to the ones who were in charge of
spelling a colour. It was easy and the idea of
working with spelling, writing and correcting
mistakes together was a great opportunity to test
the group as a group or individually.
(Note: it was one of the games we played?
MakingSe nc s ane c lle e
nte e … w ha ng
We were working with spelling, sounds, chants
and songs so we were ready to follow the new
step: “Making Sentences”
Once more, the resources and drills were very
important in this step. I had to change the
activities to make them feel attractive not
because they were bored or not motivated. It
was because I wanted to create their interest
and enthusiasm every day. That is the reason I
planned to work with the ABC twice a week.
H o w a b o u t r e a d in g s im p le
s e n te n c e s ?
W h e n d id w e s t a r t ?
After some months of working with the Abc
recognition, with a variety of games and with
different activities, the group gained more
self-confidence and independance specially
at the second term of the year.
They were well-prepared after working with
words and making short and simple
sentences so we went on a new level:
Reading words- Reading sentences.
Some activities were done on the
blackboard or on a sheet of paper on the
The most important thing was at the
beginning, the development and the ending
of the class were done together and
students had the opportunity to participate,
name and correct mistakes at the same time
they were learning.
P s ho l a TheABC
re c o nd
• Teaching children to read and write can be
one of the most enjoyable things to do.
Preschool aged children are eager to learn
and have an amazing capacity to absorb
information. The key is to keep it simple
and keep it fun.
Do a little each day and maintain
a relax environment.
• English Phonic Approach
Letters Names Letters Sounds
a hing t Te c
/No a hingtheAlp b t
Step 1: ABC
• Little children love singing the ABC .
• They will later know the alphabetical order.
• Use visual and auditory modes.
• Drill both capital and lower case (when
A a as in
Step 2: Phonics
• Don’t be afraid to overemphasize sounds
• Start with one-syllable words (one vowel)
• Permutation exercises are the most
important in the reading process
• Suggestion: drill every day with common and
Step 3 Blending
• The child begins to blend phonics together
• They discover what letter comes after the other
• Example: N
They discover their name very early unless it is
very long or complicated
“Students will get it on their own when they have
Step 4 Reading
• Once the child starts blending phonics
together they are ready to start reading
• Don’t underestimate the power of
memorizing words or family words e.g sat;
• The more they see the more they will be
able to read.
C b theLa d r
lim ing de
• Addition of letters and complex phonemes (-ck / -sh /
• Silent letter is a harder concept
• Teaching kids to read has become a highly controversial
– and feared-subject.
• 75%of preschoolers are visual and verbal
• Try to avoid extreme positions of mastering reading by
• Children will feel ready by themselves
• Honor their individual needs and style of the child
• Make room for mistakes and strategies
• Allow yourself to dive in and have fun
Teacher-Directed / Class Activities
1- “Show me” Activity
Display a number of picture cards. Say a name of and object on one of
the cards and have individual students go to the front of the class
and point to the appropiate card
2- “Naming by initial letter”
Display a mix of picture cards, several of which show items that begin
with the same letter. Have the students name all the objects
beginning with the same letter.l
3- “Point to…”
Display words with pictures in a mixed order. Name objects and have
students point to the word and the object
4- “Picture Setences”
Have students learn and chant sentences fot the key word on each
picture card that you present. In this way, students learn additional
words that arise from the context of the picture: The mouse in on the
table // The hat is unde the bed
5- “Spelling Bee”
Show the students picture cards and have them spell the words after
you. After you have done this several times, have a spelling bee.
Divide the class into two teams. Show a picture card and have a
member of a team spell the word. Akternate giving words to teams
and team members. A team gets one point for each correctly spelled
word. The team with the most pints at the end of the game wins.
6- “Cloze Sentences”
Choose five to ten picture cards. On the board, write a sentence for
each card but leave out the name of the object pictured. Display the
cards. Hve the students complete the sentences with the words
pictured. Be sure to write sentences for which there is only one
possible answer among the picture cards.
Example, “ The_________ is pink” when there is only one pink object
in the set of picture cards.
6- “Alphabetical Order”
Display five or ten cards. With the students, put the words in
alphabetical order according to the first letter in the spelling of the
word. You might want to have the students first say the names of teh
objects and as they do so, you can write the initial letter above the
7- “Picture Dictionary”
If you wan to have a final product of the Abc project, you can design a picture
dictionary with your kids and add new words or work different days with a
particular letter and stick objects they can draw. At the end of the year, you will
have a wonderful dictionary which will be showed in the last parents’ meeting or
you can send it home and share it with the families every Friday.
At the end of the class you can choose a word with yor kids, write it on a card
and put it in a box. You can tell your kids that it is going to be a mailbox so you
can open it on Friday. You might want to have your students to open the box
and read the words together. You can do a variety of activities with the words in
9- “Key Word”
At th end of the class, say a word or a sentences to kids in order to remember it
the next day before they enter to class. They have to remmebr it because it will
be “the key” to enter!
A f t e r a ll , e v e r y c h ild is
a n in d iv id u a l a n d w ill
le a r n a t t h e ir o w n
pac e .
T h a n k s a lo t !
M a r ia C e le s t e
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