Great resource for numeracy. You can use them for number bonds to 10, counting in 2's, 4's. 5's etc. The one above is one I made for number bonds to ten. The instructions for making one are in the first link
Here are some links
Monday, 25 February 2008
Sunday, 24 February 2008
Time Fillers
What to do in those spare few minutes with a whole class...
A TA might just have to look after a class for a few minutes if the teacher is called away. What can you do with them
Click here for more ideas
Click here
Click here
Circle time activities are good too. One I use is:-
Children sit in a circle and close their eyes. I gently touch a child's head and they have to go and hide. I ask all the children to open their eyes and guess who is missing.
Also chinese whispers is a very popular one.
A TA might just have to look after a class for a few minutes if the teacher is called away. What can you do with them
Click here for more ideas
Click here
Click here
Circle time activities are good too. One I use is:-
Children sit in a circle and close their eyes. I gently touch a child's head and they have to go and hide. I ask all the children to open their eyes and guess who is missing.
Also chinese whispers is a very popular one.
Typing game for 5-8 year olds
I thought this was so simple but so good. It would be ideal for very young children to learn where all the letters are on a keyboard.
Click here
Click here
Saturday, 23 February 2008
World Book Day
World book day is on 6th March this year.
The official site
I hope you are all getting your outfits out to dress up for the day
The official site
I hope you are all getting your outfits out to dress up for the day
Phonics glossary
Glossary of terms
The following terms and their definitions have been taken from Jim Rose's (2005) Independent Review of the Teaching of Early Reading - Interim Report.
blend (vb) — to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap
cluster — two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight' are a consonant cluster
(vowel) digraph — two letters making one sound, e.g. sh, ch, th, ph. Vowel digraphs comprise two vowels which, together, make one sound, e.g. ai, oo, ow
split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site
grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though')
grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter-sound correspondences'
mnemonic — a device for memorising and recalling something, such as a snake shaped like the letter 'S'
phoneme — the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/)
segment (vb) — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/
VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant-vowel-consonant, consonant-consonant-vowel-consonant, and are used to describe the order of letters in words, e.g. am, Sam, slam.
Another very useful glossary from the Jelly and Bean website
Jelly and Bean glossary
The following terms and their definitions have been taken from Jim Rose's (2005) Independent Review of the Teaching of Early Reading - Interim Report.
blend (vb) — to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap
cluster — two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight' are a consonant cluster
(vowel) digraph — two letters making one sound, e.g. sh, ch, th, ph. Vowel digraphs comprise two vowels which, together, make one sound, e.g. ai, oo, ow
split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site
grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though')
grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter-sound correspondences'
mnemonic — a device for memorising and recalling something, such as a snake shaped like the letter 'S'
phoneme — the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/)
segment (vb) — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/
VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant-vowel-consonant, consonant-consonant-vowel-consonant, and are used to describe the order of letters in words, e.g. am, Sam, slam.
Another very useful glossary from the Jelly and Bean website
Jelly and Bean glossary
Magic 'e' or split digraph
What is the best way to teach the split digraphs?
I personally like teaching them as split digraphs rather than magic e.
Here is a little drama I made up with inspiration from people from the HLTA forum
To teach the split digraph i_e
Once upon a time there was a letter and his name was 'i' [Child with a big laminated i on his chest] and he met up with a letter called 'e' (another child with an 'e') and they held hands and went for a walk. (Children go for a walk)
Now 'i' loved telling people his name (ask child his name) but 'e' wouldnt talk at all. (Ask child his name but child wont talk) He was soooo quiet. One day a little consonant came along and he was a very naughty consonant because he wouldnt say his name, (another child with 'p') he just kept making a sound p, p, p he wanted to join 'i' and his friend 'e' so he went up to them and held hands. So p and ie went for a walk...(ASK THE CHILDREN TO BLEND 'pie')
Suddenly another very very naughty consonant arrived and he wanted to join in. He wouldn't say his name either he just kept saying llllllll. (Another child with 'l' on his chest). Now 'l' wanted to go for a walk too but he didnt want to go at the end next to the 'e' who wouldnt talk so he went up to the 'ie' and he made them step apart ...he split them up and he squeezed inbetween them.
Now ask each child in turn their name....first one says 'p' second says 'I' third one says 'l' and last one wont talk. What is the word? PILE.
Now give children some more smaller cards to make some more split digraph words.mile, tile, mine, wine, etc Have plenty of words and plenty of letters to enable them to do this ( you could use magnetic letters)
Another one I did a few years ago for 'magic e' was to make a magic e wizzard/witch hat with a wand and a big e stuck on the end. I had lots of cvc words that would convert to the long vowel sound. I made some little laminated frogs and stars and children won the stars if they were right and managed to read the cvc and then the word with the 'e' on the end and they got turned into a frog if they read it wrong. They all loved this!
How about this? A bit of retro tv
http://www.youtube.com/watch?v=l-Gq17O-HRc
I personally like teaching them as split digraphs rather than magic e.
Here is a little drama I made up with inspiration from people from the HLTA forum
To teach the split digraph i_e
Once upon a time there was a letter and his name was 'i' [Child with a big laminated i on his chest] and he met up with a letter called 'e' (another child with an 'e') and they held hands and went for a walk. (Children go for a walk)
Now 'i' loved telling people his name (ask child his name) but 'e' wouldnt talk at all. (Ask child his name but child wont talk) He was soooo quiet. One day a little consonant came along and he was a very naughty consonant because he wouldnt say his name, (another child with 'p') he just kept making a sound p, p, p he wanted to join 'i' and his friend 'e' so he went up to them and held hands. So p and ie went for a walk...(ASK THE CHILDREN TO BLEND 'pie')
Suddenly another very very naughty consonant arrived and he wanted to join in. He wouldn't say his name either he just kept saying llllllll. (Another child with 'l' on his chest). Now 'l' wanted to go for a walk too but he didnt want to go at the end next to the 'e' who wouldnt talk so he went up to the 'ie' and he made them step apart ...he split them up and he squeezed inbetween them.
Now ask each child in turn their name....first one says 'p' second says 'I' third one says 'l' and last one wont talk. What is the word? PILE.
Now give children some more smaller cards to make some more split digraph words.mile, tile, mine, wine, etc Have plenty of words and plenty of letters to enable them to do this ( you could use magnetic letters)
Another one I did a few years ago for 'magic e' was to make a magic e wizzard/witch hat with a wand and a big e stuck on the end. I had lots of cvc words that would convert to the long vowel sound. I made some little laminated frogs and stars and children won the stars if they were right and managed to read the cvc and then the word with the 'e' on the end and they got turned into a frog if they read it wrong. They all loved this!
How about this? A bit of retro tv
http://www.youtube.com/watch?v=l-Gq17O-HRc
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