Did you know it takes 50 repetitions of a sight word in order to commit it to memory? BUT… through play this number can be reduced dramatically – by more than half!
We have been inspired by this concept to bring you a selection of activities that through play, immerse your children in non-threatening, engaging activities which will ignite their senses, develop fine motor skills, encourage verbal language and problem solving and most importantly, help your child recognise, at a glance, a sight word.
So where do you begin? How do you introduce sight words? It is important to incorporate actions/rhymes/simple sentences, including the focus sight word, to help children remember them. For example, when introducing the word ‘and’, you may show the word card and say ‘it is this and that’, placing emphasis on the ‘and’ as you say it. As you say the sentence, place one hand out at a time indicating the ‘this’ and the ‘that’. You will be amazed at how quickly your students will remember their sight words when you couple them with simple actions and repetitive sentences!
Then when your children are practising sight words: Repetition is the key! Don’t limit the teaching of sight words to just one part of your teaching day. Introducing a new sight word or two on a particular day may take no longer than 5 minutes. Here are some ways you can use sight words regularly during your day: – Remind students of the sight word as you are reading to them. – Randomly ask them during the day to read the sight word card you have left on the board. – Have a secret password for students to read as they leave the classroom for playtime, etc. The secret password would be the sight word for the day. You can find a free template for this in our Free Resource Library.
– Have students see if they can find the sight word in books they are ‘reading’. You may like to give your students special ‘sight word glasses’ as they are looking through books for the sight word of the day. Or you may like to complete a ‘Sight Word Snapshot Camera’ and then have your students use these to take ‘photos’ of the sight words they find in the books they read.
Learning through play. Learning sight words should be multi-sensory. Don’t limit your students to paper and pencil activities. Make sure you provide sensory play opportunities for your students to engage with the words using their whole body. Play, and in particular sensory play, will increase your student’s ability to remember their sight words. You may like to explore some of our Sight Word Play Packs for simple themed sight word activities that you can implement in your classroom straight away!
Sight Word Activity Sheets Allowing your students the opportunity to interact with their sight words in a more ‘traditional way’ should not be avoided as this may be the preferred learning style for some of your students. However, like all things, moderation is the key.
Students like these activity sheets because they are predictable. Each sheet has the same activities so once they know how to complete one sheet, they will be able to confidently and independently complete the others. The use of the sheets then gives the students a confidence with the words they are interacting with.
To make the activity sheets less ‘dull’ for your more reluctant learners, you might like to slide the sheet under a protector pocket so they can use whiteboard markers to complete the sheet. Laminating the pages would also achieve this same result. Giving a variety of coloured whiteboard markers might also add a little extra spark to the activity.
It
is important your little learner’s feel comfortable when working with new sight
words. Never force them into saying a word or sounding out a word they are not
confident with. Feel free to help them. With practise, and reassurance, they
will begin to remember the words in their own time.
Remember, each learner is on their own journey. Through repetition and play you can support your little learners to success as they are ready.
There is a key element that can unite all areas of the Australian Curriculum whether it be content areas, cross curriculum priorities or general capabilities. Let us explore this key – Picture Books.
Research has long shown the correlation between higher academic achievement and children who read daily for pleasure. However, the benefits of engaging regularly with quality literature extends well beyond academic achievement. It has also long been recognised that literature can be a powerful tool for developing children’s social and emotional well-being.
Literature can provide role models for children as well as a context for discussing morals and values. Children’s literature can also be used to extend children’s knowledge and understanding of themselves and those who may be different culturally, socially or historically.
With this examined briefly, we can begin to see how a well selected collection of children’s literature, coupled with sound practice, has the potential to provide a strong linking thread across the Australian Curriculum.
Encouraging Response
When working with picture books it is important to consider how the listeners or readers are responding to the text. It is important to let go of any notions of control to direct the responses and input of children. But rather let the discussion free flow so that children are given the opportunity to develop their oral language skills in a non-threatening environment.
Building a Picture Book Collection
Choosing age-appropriate material is vital to the success of language and literacy development in your students.
I have taken the hard work out of finding such books, by creating a list of book recommendations that are suitable for each Primary School grade listed in the Australian Curriculum. I have even linked each book to their most relevant curriculum areas although you will quickly see that many of the books address multiple curriculum requirements.
Well selected and used picture books can be powerful tools for educators. The magic of literature includes elements such as: helping children view others as equal members of society, promoting a more positive sense of self, helping children learn about the world, helping to cope with stress, providing insights into problems, and the list could go on.
When these elements are viewed in line with the Australian Curriculum it is clear to see that well selected and carefully used children’s picture books can and should be a vital key used by educators to unlock the Australian Curriculum, making the content more manageable for teachers and students alike.
Do you use picture books in the classroom? If so, I’d love to know some of your favourites for the grade you teach! Feel free to tell me by leaving a comment below.
Every teacher can testify to the engagement received by their students when offered to be read a story. Whether it be from a picture book or novel, stories bring so much enjoyment to children’s lives. The added bonus is that they can also be great tools for linking various content areas of the Australian Curriculum.
I have gathered a list of books that I highly recommend for Year 2 Teachers to use as they are teaching to the Australian Curriculum throughout the year. I have sorted these books into curriculum content areas but you will quickly notice that most of the books link to other content areas making them great tools for the time-poor Australian Teacher. (please note the following list contains affiliate links)
This is How We Do It by Matt Lamothe I’m New Here by Anne Sibley O’Brien How Do Dinosaurs Play With Their Friends? by Jane Yolen What’s My SuperPower? by Aviaa Johnson Calvin Can’t Fly by Jennifer Berne
Let me know if you have any other suggestions to add to this list by commenting below. I’d love to hear from you!!
Every teacher can testify to the engagement received by their students when offered to be read a story. Whether it be from a picture book or novel, stories bring so much enjoyment to children’s lives. The added bonus is that they can also be great tools for linking various content areas of the Australian Curriculum.
I have gathered a list of books that I highly recommend for Year 1 Teachers to use as they are teaching to the Australian Curriculum throughout the year. I have sorted these books into curriculum content areas but you will quickly notice that most of the books link to other content areas making them great tools for the time-poor Australian Teacher. (please note the following list contains affiliate links)
This is How We Do It by Matt Lamothe I’m New Here by Anne Sibley O’Brien How Do Dinosaurs Play With Their Friends? by Jane Yolen What’s My SuperPower? by Aviaa Johnson Calvin Can’t Fly by Jennifer Berne
Let me know if you have any other suggestions to add to this list by commenting below. I’d love to hear from you!!
While schooling plays a critically important part, all of the learning that a child does in life contributes to their overall education. Parents as children’s first teachers, have enormous impact on their learning and insight into areas of interest, learning styles, cultural influence that may effect how children learn and their ways of viewing and understanding the learning taking place.
The relationship between parents and teachers, effects children’s attitudes and performance. A child who can see that their parent and teacher are working together, will be more successful than a child who concludes that their parent does not like or respect their teacher. Research suggests, when parents and teachers have similar expectations student’s attitudes and performance in school will improve.
Active involvement of parents in their school’s instructional program encourages better work ethic, and development of improved attitudes towards school and school work for both parents and students alike. Schools that encourage parent participation are more effective, than those in which parents are not actively involved.
The most successful school programs provide a variety of ways for parents to participate in their children’s education. In both high and low resource communities, research suggests that the quality of schools greatly improves with active parent participation.
Therefore it is vitally important for teachers to foster relationships with parents based on mutual respect, understanding and a shared commitment to the well being of the child; which will encourage parent participation both at home and within the school and provide students with the best education possible.
Here are some practical ideas to help you establish and maintain positive parent teacher relationships in your classroom:
Beginning of the School Year: – Greet parents warmly, but focus attention to the students – Have windows opened – Ensure that the room looks organised and bright (this doesn’t necessarily mean adding a heap of colour, simply adding a plant or flowers and ensuring the lights are on gives the feeling of calm and organisation) – Photograph each child during the first week and display on the door or in the room. – Distribute a letter of introduction (make sure this is approved by your Principal first). The letter may include: an introduction, welcoming statement, positive statement about the school and the year ahead, anticipation of working with the class, the current main unit topic (the what and the why), mention of upcoming events such as parents nights, invitation to arrange a time to meet with you if parents have issues they wish to address, conclude with a positive. – Distribute a ‘Getting to Know You’ form (template available in my Free Resources Library)
Parent Teacher Evening (Keep discussion on general issues. Invite parents who wish to discuss specifics pertaining to their child to make an appointment to speak with you) – Display some of the student’s work eg wall displays, books – Set up chairs in a semi circle – Set up OHP for visual focus to main points – Have coffee/tea/juice available – Start and finish on time – Welcome parents – Stress the importance of the parent teacher relationship to enhance learning for the student (feel free to use what I have written above to support your explanation) – Very briefly overview curriculum, eg the strand of English and the main genres which will be covered. Do similar for the other Learning Areas but keep it brief! – Discuss ways parents can assist in their child’s learning – Involve parents in decision making eg homework issues – Ask for helpers – Negotiate/state procedures for interviews, letters, birthdays, etc.
Ongoing Communication of Information Beginning and on completion of term’s work or units of work. – Letters giving general information – Class term newsletter – Work samples that the students share at home – Consider open days, open nights which provide opportunity for students to share their learning.
Parent/Teacher Interview – Allow sufficient time for each interview – Space allocated times for ‘breathing space’ – Consider doing a few each day (interviews can be mentally tiring) – Keep to the scheduled times – Avoid having parents wait in the dark or in the cold – Use the student’s folio to support the report – Keep a focus on ‘has achieved’ and ‘working toward’ – Offer suggestions on how the student’s learning can be supported
Formal Written Report – Focus on positive statements – Check accuracy of spelling, grammar
End of Year – Card/letter of thanks and Christmas greetings from you to the parents – Coffee afternoon/party organised by the students to say thank you to the class helpers.
Have you got any other suggestions for maintaining positive relationships with parents? Please share them below in the comments! I would love to hear from you! Happy teaching 🙂
Children learn best through rhyme and repetition. When I taught in Early Years classrooms, this mode of learning was well received by the children and engaged them in many learning opportunities, without formalising the learning they were engaging with. The following rhymes I am sharing with you today, are great for transitions and time fillers. Using fingers and actions, children will be engaged as they learn early number concepts as practising some fine motor movements to strengthen up those little fingers for writing.
Five Cookies(Action poem) Five little cookies in the bakery shop. Shining bright with the sugar on top. Along comes (child’s name) with a nickel to pay. He/she buys a cookie and takes it away. (continue with four, three, two and one).
Five Fat Peas(A counting finger play especially useful in the Spring and Summer) Five fat peas in a pea pod pressed (children hold hand in a fist) One grew, two grew, so did all the rest (put thumb and fingers up one by one) They grew and grew (raise hand int he air very slowly) And did not stop, Until one day The pod went POP! (children clap hands together)
Birds(Poem) There was one little bird in a little tree, He was all alone, and he didn’t want to be. So he flew far away, over the sea, And brought back a friend to live in the tree. (Substitute two, three, etc. for one as you finish the verse)
Turtles(Poem) One baby turtle alone and new. Finds a friend, and then there are two. Two baby turtles crawl down to the sea. They find another, and then there are three. Three baby turtles crawl along the shore. They find another, and then there are four. Four baby turtles go for a dive. Up swims another, and then there are five.
Five Little Bees One little bee blew and flew, He met a friend and that made two. Two little bees, busy as could be, Along came another and that made three. Three little bees, wanted one more, Found one soon and that made four. Four little bees, going to the hive, Spied their little brother, and that made five. Five little bees working every hour, Buzz away, bees, and find another flower.
Counting Apples(A finger play) Five red apples Hanging on a tree (five fingers help up) The juiciest apples you ever did see! The wind came past And gave an angry frown (shake head and look angry) And one little apple came tumbling down. Four red apples, etc.
Monkeys In A Tree(Action poem) Five little monkeys (five fingers held up) Sitting in a tree Teasing Mr. Crocodile, “You can’t catch me.” “You can’t catch me.” Along comes Mr. Crocodile As quiet as can be… SNAP!! (clap hands together like a crocodile) (Continue until all monkeys are gone then add at the end…) Away swims Mr. Crocodile As full as he can be!!!!
Five Little Firefighters(A finger play) Five little fire fighters sit very still (hold up five fingers) Until they see a five on top of the hill Number one rings the bell, ding-dong (bend down thumb) Number 2 pulls his big boots on (bend down pointer finger) Number 3 climbs on the truck right away (bend down middle finger) Number 4 joins him, no one can wait (bend down ring finger) Number 5 drives the truck to the fire (bend down little finger) The big yellow flames go higher and higher (spread arms) Whoo-oo! Whooo-ooo! Hear the fire truck say (imitate siren) As all of the cars get out of the way. Shhhh! Goes the water from the fire hose spout, (rub palms together) And quicker than a wink the fire is out! (clap hands)
Ten Little Firemen(Preschool children perform the actions that the words suggest) Ten little firemen sleeping in a row, (extend both hand, fingers curled) Ding dong goes the bell (pull bell cord with one hand) And down the pole they go (close both fists, put one on top of the other, slide down pole) Off on the engine, oh, oh, oh. (steer engine with hands) Using the big hose, so, so, so. When all the fire’s out, home sooo slow (steer engine with hands) Back to bed, all in a row (extend both hands with fingers curled)
Five Good Friends Five good friends – outside having fun Until a mother called for one To come and clean the floor Five minus one, that leaves four. Four good friends – outside having fun Until a mother called for one To come and have some tea. four minus one, that leaves three. Three good friends – outside having fun Until a mother called for one To come and find her shoe. Three minus one, that leaves two. Two good friends – outside having fun Until a mother called for one To come home, ’til his chores were done. Two minus one, that leaves one. One good friend – outside all alone She stopped playing and also went home. Now no one is outside having fun. Now the friends outside is zero or none!
Let me know if you have any of your own favourite rhymes by adding them in the comments box below! Happy teaching!!
