Nellie Edge Online Seminars: The Foundation
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View highlights from the Nellie Edge Online Seminar #3: High-Frequency Sight Words: We call them "Heart Words". Professional Development for kindergarten and early literacy teachers. Earn 1-3 credits per seminar. Watch on-demand. Includes all the resources!
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Recommended
Nellie Edge Online Seminars: The Foundation
Nellie Edge Online Seminars for Kindergarten and Early Literacy Teachers.
Unlimited Access. Watch on-demand. Includes All Resources.
Seminar #2: Kindergarten-Friendly Handwriting Matters!
• If handwriting motions are not efficient, it interferes with the whole writing process.
• Give children the gift of lifelong habits for legible handwriting beginning with their name.
• Weave handwriting into authentic literacy lessons.
1-3 Professional Development Credits per seminar. Includes all the resources organized and ready to use in your classroom.
Learn more about the 3 Foundation Seminars at
https://onlineseminars.nellieedge.com/
children + writing
The document discusses how children learn to write versus how adults approach writing. It notes that children explore writing freely with markers and pens, while adults see it as a more structured exercise. The document provides tips for teaching writing to children such as encouraging imagination, focusing on what children are doing rather than expecting them to write a certain way, treating children as real writers, and making the process fun.
Children's pre writing skills-heather n.
This document discusses the development of fine motor skills needed for writing. It explains that hands, forearms, fingers and the brain must work together. The hands and fingers provide strength and dexterity while gripping writing tools. Forearms provide stability. Coordination between hands, fingers and eyes is important. Activities are suggested to encourage development like playing with beads, balls and play dough. Stages of early writing development are outlined from scribbling to forming letters. Developing fine motor skills is important for a child's ability to write.
Creating a Literacy Rich Environment
Literacy rich environments are key to making children excited about learning to read. This presentation provides tips for adding literacy elements to preschool and daycare classrooms, as well as to libraries: from name labels on cubbies to dress-up clothes for imaginative play.
Literacy in p1
The document outlines the literacy approach used in P1. It involves supported play to develop literacy skills naturally. Teachers read 5 stories a day to children and model reading. Singing games and rhymes help with syllables, rhyming, and memory. Phonemic awareness activities introduce letter sounds. Achievement in Literacy builds on these skills. Focus groups and One-to-One Reading Time (ORT) develop confident reading. Writing involves modeling, storytelling, letter formations, and shared text. This approach continues into P2 with a larger focus on writing independently. Homework may include play, phonemic awareness, reading daily, and handwriting practice.
Parents and children reading together at home 1
1) Reading with children at home is very important for developing literacy skills and building a lifelong love of reading. Parents should make time each day or night to read with their children.
2) When reading with children, parents should ask questions about the story, point to illustrations, and have conversations about the meanings of words. If a child struggles with a word, parents can prompt them or provide the word to keep the story flowing.
3) The goal of reading at home is to make it an enjoyable experience and build children's confidence, not to focus on correcting mistakes. Parents should praise children's efforts and encourage risk-taking without criticism.
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This document summarizes a presentation about helping kids with homework. It provides tips for parents and teachers, including making sure the work is at an appropriate level for the child's abilities, providing a conducive study environment, being aware of any learning patterns, breaking work into manageable parts, using reading and writing strategies, and teaching children to become independent learners by using reference materials. The overall message is that with the right attitude, praise, and shared responsibility between parents, teachers and students, kids can be supported to successfully complete their homework.
Learning unit 2 notes
The document discusses research-based vocabulary programs and strategies. It notes that some schools have no vocabulary focus or their programs are not effective. Effective programs like Words Their Way and Marzano see success because of teacher training, collaboration, and making vocabulary part of the curriculum rather than an addition. It provides resources for teaching vocabulary through word walls, dictionaries, games, and apps. The document emphasizes using engaging, research-backed strategies to benefit all students, including English language learners.
Recommended
Nellie Edge Online Seminars: The Foundation
Nellie Edge Online Seminars for Kindergarten and Early Literacy Teachers.
Unlimited Access. Watch on-demand. Includes All Resources.
Seminar #2: Kindergarten-Friendly Handwriting Matters!
• If handwriting motions are not efficient, it interferes with the whole writing process.
• Give children the gift of lifelong habits for legible handwriting beginning with their name.
• Weave handwriting into authentic literacy lessons.
1-3 Professional Development Credits per seminar. Includes all the resources organized and ready to use in your classroom.
Learn more about the 3 Foundation Seminars at
https://onlineseminars.nellieedge.com/
children + writing
The document discusses how children learn to write versus how adults approach writing. It notes that children explore writing freely with markers and pens, while adults see it as a more structured exercise. The document provides tips for teaching writing to children such as encouraging imagination, focusing on what children are doing rather than expecting them to write a certain way, treating children as real writers, and making the process fun.
Children's pre writing skills-heather n.
This document discusses the development of fine motor skills needed for writing. It explains that hands, forearms, fingers and the brain must work together. The hands and fingers provide strength and dexterity while gripping writing tools. Forearms provide stability. Coordination between hands, fingers and eyes is important. Activities are suggested to encourage development like playing with beads, balls and play dough. Stages of early writing development are outlined from scribbling to forming letters. Developing fine motor skills is important for a child's ability to write.
Creating a Literacy Rich Environment
Literacy rich environments are key to making children excited about learning to read. This presentation provides tips for adding literacy elements to preschool and daycare classrooms, as well as to libraries: from name labels on cubbies to dress-up clothes for imaginative play.
Literacy in p1
The document outlines the literacy approach used in P1. It involves supported play to develop literacy skills naturally. Teachers read 5 stories a day to children and model reading. Singing games and rhymes help with syllables, rhyming, and memory. Phonemic awareness activities introduce letter sounds. Achievement in Literacy builds on these skills. Focus groups and One-to-One Reading Time (ORT) develop confident reading. Writing involves modeling, storytelling, letter formations, and shared text. This approach continues into P2 with a larger focus on writing independently. Homework may include play, phonemic awareness, reading daily, and handwriting practice.
Parents and children reading together at home 1
1) Reading with children at home is very important for developing literacy skills and building a lifelong love of reading. Parents should make time each day or night to read with their children.
2) When reading with children, parents should ask questions about the story, point to illustrations, and have conversations about the meanings of words. If a child struggles with a word, parents can prompt them or provide the word to keep the story flowing.
3) The goal of reading at home is to make it an enjoyable experience and build children's confidence, not to focus on correcting mistakes. Parents should praise children's efforts and encourage risk-taking without criticism.
Helping Kids with their Work
This document summarizes a presentation about helping kids with homework. It provides tips for parents and teachers, including making sure the work is at an appropriate level for the child's abilities, providing a conducive study environment, being aware of any learning patterns, breaking work into manageable parts, using reading and writing strategies, and teaching children to become independent learners by using reference materials. The overall message is that with the right attitude, praise, and shared responsibility between parents, teachers and students, kids can be supported to successfully complete their homework.
Learning unit 2 notes
The document discusses research-based vocabulary programs and strategies. It notes that some schools have no vocabulary focus or their programs are not effective. Effective programs like Words Their Way and Marzano see success because of teacher training, collaboration, and making vocabulary part of the curriculum rather than an addition. It provides resources for teaching vocabulary through word walls, dictionaries, games, and apps. The document emphasizes using engaging, research-backed strategies to benefit all students, including English language learners.
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This document provides information for parents about their child's transition to first grade. It discusses assessments that will be conducted at the beginning of the year to determine students' skill levels in writing, reading, phonics, and math. It also highlights challenges some students face with short vowel sounds and recommends online resources to help practice these skills over the summer. The document encourages parents to work on skills like telling time, counting money, reading together, and fine motor activities to help prepare their child for first grade.
Every Child Ready to Read - 2nd edition
- Early literacy skills like phonological awareness, print motivation, and vocabulary are strong predictors of reading ability later in childhood and can help prevent achievement gaps.
- Public libraries have responded to research on the importance of early literacy by providing resources to help children develop skills like print awareness and narrative skills before starting school.
- Developing these six early literacy skills through practices like reading, writing, playing and talking with children helps them become "ready to read" by kindergarten.
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This document discusses the importance of developing reading stamina in kids. It argues that while reading can be taught in the classroom, it must be regularly practiced to reinforce what is taught. When students voluntarily read outside of class, they practice and strengthen their reading abilities. The document also suggests that parents can encourage kids' love of reading by having a positive attitude towards books, serving as reading models, and providing books and places for kids to read at home. Developing reading stamina through regular practice is essential for kids to become capable readers.
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Learning unit 2 notes
The document discusses research-based vocabulary programs and strategies. It notes that some schools lack focused vocabulary instruction or have ineffective programs. Effective programs like Words Their Way and Marzano see success because of teacher training, collaboration, and inclusion in the curriculum. The document provides recommendations for implementing vocabulary instruction, including using research-based strategies, developing a grade-level plan, benefiting all students including ELLs, encouraging school-wide conversations, and making learning fun. Resources on word walls, technology tools, dictionaries, and games are also included.
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2) Specific guidance is given for supporting beginning readers, including doing picture walks before reading and prompting children to use context clues if they get stuck on a word.
3) The document emphasizes building reading confidence with easy books and re-reading, while also discussing sight words, phonics, and assessing reading level.
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A typical day in pre-first grade includes lunchtime on the playground, reading workshop, and phonics and writing workshops. Reading workshop involves mini-lessons, shared reading, read alouds, and independent reading to teach strategies like making connections and asking questions. Phonics focuses on letter sounds and word families using different programs. Writing workshop provides structure for students to work on writing at various stages with teacher conferences. Math instruction uses both traditional and new approaches to teach core concepts like operations, measurement, and patterns in a hands-on way. Project based learning and individualized support are also provided.
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This document lists common high frequency words and sight words that are often found in beginning reading materials for children, including short functional words like "and", "be", "do", and pronouns as well as other simple words young readers need to recognize like "play", "look", "find", "sing", and "friend".
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- Public libraries have responded to research on the importance of early literacy by providing resources to help children develop skills like print awareness and narrative skills before starting school.
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2) Specific guidance is given for supporting beginning readers, including doing picture walks before reading and prompting children to use context clues if they get stuck on a word.
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A typical day in pre-first grade includes lunchtime on the playground, reading workshop, and phonics and writing workshops. Reading workshop involves mini-lessons, shared reading, read alouds, and independent reading to teach strategies like making connections and asking questions. Phonics focuses on letter sounds and word families using different programs. Writing workshop provides structure for students to work on writing at various stages with teacher conferences. Math instruction uses both traditional and new approaches to teach core concepts like operations, measurement, and patterns in a hands-on way. Project based learning and individualized support are also provided.
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Instructional Strategy: Word Wall
A word wall is a display of relevant words in a classroom that is used to build students' phonemic awareness and vocabulary skills. Words can be related to any subject area and should be large enough for students to read from anywhere in the classroom. Teachers are advised to add no more than five new words per week and use color when creating word walls, as color helps with retention. While the original origin of word walls is unknown, they have been effectively supporting student learning for a long time.
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This document provides information about the curriculum and learning goals for children in the Reception Year at a school. It summarizes the seven areas of learning covered: personal, social and emotional development; communication and language; physical development; literacy; mathematics; understanding the world; and expressive arts and design. For each area, it outlines some of the specific skills and concepts children will be learning. It also provides suggestions for how parents can support learning at home, such as reading together, playing counting games, and engaging in pretend play. The document discusses the school's approach to teaching phonics and developing early reading and writing skills. Overall, it aims to help parents understand the Reception Year curriculum and how they can complement their child's
Fun with Words for Families
New Orleans Public Library customized slide deck for Every Child Ready to Read programs, from a template prepared by ALA in 2011 for ECRR.
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Parent literacy orientation 2013 14
The document summarizes a kindergarten parent literacy orientation that took place on September 18, 2013. It introduces the classroom teachers, support staff, and rotations that parents will participate in, which include literacy through play, reading baggies, and English as a second language. The rotations aim to support literacy at home by teaching parents strategies for reading aloud, encouraging independent reading and writing, and creating a literacy-rich environment.
Prep Parent Information Night 2012
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Grade 1 - 5 Parent Literacy Workshop (September 2016)
This document provides information for parents about the literacy program at a school. It summarizes the key elements which include blocked time each day for literacy instruction from grades 1-5, differentiated instruction, and a balanced reading and writing program. It describes the school's approach to phonics, guided reading, comprehension strategies, and their "Big Writing" program. It emphasizes the importance of assessment to plan instruction based on individual needs and growth. Suggestions are provided for how parents can support literacy development at home through role modeling reading and writing.
October 2016 welcome to central web power point
The principal, Mrs. Mizell, welcomes parents to Central Elementary School for the 2016-2017 school year. She provides updates on assessments, reading routines, and ways for parents to stay informed through social media. The principal's vision is for Central to provide a safe, caring learning environment where all students can reach their highest potential. Upcoming events are announced, including fundraisers and parent-teacher conferences. Information is also provided about kindergarten lessons and activities for the month.
Ready steady read
Jennifer Wilson presented strategies for teaching literacy to non-native English speakers ages 3-5. The key components are:
1) Focus on oral language development through songs, stories, and actions before expecting reading and writing.
2) Immerse children in the language by using everyday phrases, labeling items, and exposing children to English TV and books.
3) Teach the sounds of the language systematically while continuing to provide rich vocabulary through stories, pictures, and questions.
Gardner Osborne Acquaintance Night 2016
This document provides information for parents on supporting their child's learning in reception class. It outlines expectations and strategies for reading, writing, mathematics and communication. Key points include:
- Practice sound and letter formation nightly using take-home books in the first few weeks.
- Readers will be sent home from week 5 and students read books multiple times depending on level.
- Sight words and blending sounds are important skills to practice.
- Writing focuses on recounts, narratives and correct letter formation.
- Topic talks given by students are an important part of inquiry learning.
- Mathematics uses problem-solving approaches and practicing strategies like subitising.
- Various means are provided for parent-
My Writing Experience - Nursery
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MWE is the Writing textbook for pre-school which features online activities, and handwriting demo lessons to supplement learning
•A textbook that teaches pre-schoolers to write manuscript alphabet to enhance letter recognition.
•Positions writing as an essential element of a complete literacy program
•Molds pre-schoolers to become independent and fluent in writing manuscript and cursive letters
•Uses the Zaner-Bloser method by using the Zaner-Bloser font family
Richmond Feb 2020
This document summarizes key points from a professional learning session on effective literacy practices for inclusive classrooms. It discusses strategies like building background knowledge, using visuals, focusing on meaning over isolated skills, and providing choice and relationships. Specific practices that support struggling readers are highlighted, like one-on-one support and conferencing. Questioning round-robin reading and skills in isolation, it advocates for high expectations, comprehensive instruction, and addressing students' individual needs.
Teaching reading1
This document provides guidance on teaching reading to English language learners. It discusses how reading stimulates brain development and family bonds. Key priorities for teaching reading include focusing on meaning, word recognition through connecting sounds and letters, and learning the alphabet. The document then offers specific activities to practice these skills, such as playing alphabet games, using flashcards to recognize words, and labeling classroom items. It concludes with additional reading activities and materials to support early reading development.
Open class 2016 La Farga Infantil
This document provides tips and ideas for parents to help their children learn English at home. It emphasizes spending quality time together through English to build an emotional bond. Parents are the most important teachers, and children learn language best through exposure over time with patience and fun activities. The document suggests reading books together, playing games with English instructions, doing arts and crafts, and listening to songs in English. It also provides examples of websites for learning English through songs, stories, and vocabulary. The goal is to engage children using their preferred learning styles and respect their attention spans.
My Writing Experience - Kinder
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MWE is the Writing textbook for pre-school which features online activities, and handwriting demo lessons to supplement learning
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•Positions writing as an essential element of a complete literacy program
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- 1. Nellie Edge Online Seminar #3 Joyful Accelerated Literacy With High-Frequency Sight Words: We Call Them “Heart Words” 1
- 2. We Multiply Our Teaching Effectiveness With Parents As Partners in Kindergarten Literacy Early in September, the first set of pink “heart words,” (on a ring) goes home in a little box for family practice. As teachers of the young, we have a covenant with families that says we jointly share responsibility for educating your child. –Ernest Boyer 13
- 3. Finally, We Get to Write “Secret Messages” to Take Home: An Authentic Reason to Showcase our Writing Skills with the Most Powerful Message of All: I love you! • We are going to make secret messages … Where will you hide yours? • How many messages will you write? (Finn wrote 10, so Lucas wrote 20!) • Messages can be put in a business envelope to take home and hide. • This is the essence of teaching heart words: making writing meaningful! Kindergarten friends, to whom do you say “I love you?” Talk to your writing partner. Who says “I love you to you? 23
- 4. Kindergarten Authors and Illustrators Decorate Their End Pages Children produce unique and creative work: You may not find this in the average teacher’s guide! 33
- 5. Other Teachers Make Class Books or Online Slide Shows Featuring the Children Holding the “Heart Word”/ Fingerspelling Cards 41
- 6. We Can Teach Children to Stop, Breathe, Think, and Focus Before We Introduce a New Word Introduce 2 – 4 new words every week. Sing and fingerspell and let the children watch as you put the word on the word wall. Review other words. • Sing the M-y My / B-y By song (SSS&R #16) • The word “my” will always look this way • Fingerspell, sing, write, and read the word • Take a snapshot with your mind’s eye • How will you remember that word forever? (We want children to think about their thinking: the beginning of metacognition) 46 Stop Breathe Think and Focus m y M y
- 7. Teachers Also Get Very Creative Developing Movable or Permanent Word Walls 70 Here is an innovative auto drip pan word wall. It hangs from a PVC frame with zip ties through holes drilled into corners To save space for this traditional word wall, we cut apart the vertical ABC Phonics Chart. (See resources)
- 8. You Will Remember the Word “because” Forever • Begin developing left brain visual reading skills. • Turn the page over and write the word from memory. • Yes! You can always fancy up your page. • Teach children to think about their learning: What helps you remember new words? • Strong visual learners acquire sight words most easily. 81
- 9. We Make Learning Playful and Memorable: Let’s take the “hard” out of remembering how to spell “ing” Make “King of ing” Crowns 94 Sing There’s an “ing” in King Ask children to fingerspell and verbalize “ing” With flourish while they tape the crown, teachers can create a playful crowning ceremony dramatically announcing I crown you the King of “ing!”
- 10. • “Heart word” wall charts. • Small color-coded practice sets of “heart words” for school and home. • Pink and purple “heart word” sentences • Sing, Sign, Spell, and Read! CD, anthologies, and fingerspelling templates. • Class set of white/erase boards for fluency drills and “quick writes”. All templates and reproducible pages and songs are included in your resources. Expert, Systematic, Instruction Builds the Reading Brain What support do you need to Teach Heart Words? 117 I love you. I love Mom. I love Dad. I can see the cat. I see my house. I like my cat. I like the dog.