This resource can be used to play two games: Pelmanism (memory) or Snap. You may think of other games as well.
Game One: Pelmanism
In Britain it is called Pelmanism after Christopher Louis Pelman, who founded the “Pelman Institute for the Scientific Development of Mind, Memory and Personality” in London in 1899.
You need to create two sets of word cards – two of each word. Shuffle and place them face down. The first player turns over a card and reads the word. He then turns over another card and reads the word. If the cards match he gets to keep the pair and play again. See the ‘How To Play’ file included for more details.
Game Two: Snap
I could vouch for this game being fun, fun, fun! My students love this one. You need only one set of word cards – one of each word. Shuffle and place the cards face up. One person (teacher or student) calls a word from the set. Students ‘snap’ the word (cover with their hand). The first one to snap the word gets to keep it.
Both games enhance memory, visual discrimination and of course reinforce instant recognition of high-frequency or sight words taught.
The package includes:
- 1 .pdf file with 2 pages which you need to print back and front. The front is blank for you to insert your own words.
- 1 How To Play word document
I hope you and your students enjoy this resource as we work, play and grow together.
Here is another resource that you can use in so many ways. Its main use if for sequencing letters of the alphabet.
The package includes six pages for you to print and laminate, as follows:
1) Page with capital (uppercase) letters for matching
2) Page with common (lowercase) letters for matching
3) Page with blank spaces for putting the alphabet in order
4) Page of capital (uppercase) letters for cutting out
5) Page of common (lowercase) letters for cutting out
The resource can be used in many different ways. The child can first match the letters, both uppercase and lowercase. The child can then use the blank card to sequence the alphabet either on his own or by looking at the cards with the letters. However it is used, this resource supports children who may have difficulty sequencing the alphabet by allowing them to go in stages until they can do it on their own.
Of course you can store in this handy plastic bag and label.
Now here’s the great news! This resource is free for you to download, print and use in your classroom. You can print as many copies as you like. Even the label is there for you. It is in .pdf format.
If you are a teacher in Trinidad and Tobago the learning outcomes from the Primary Curriculum Guide for Infant One, are listed in the file for your convenience. (Colours are different from those showed here).
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Here’s another nice resource I saw online and thought I would make it myself for my class. It is a parking lot for sight words. The word is called and the child drives a car into the correct parking space. As usual I changed the original one a bit. Here‘s the original one.
Here’s mine. Since I’m working with limited resources, I laminated these and wrote the target words on with a dry erase marker. In this way, I can use the lots over and over again.
I wanted to use it whole class and wanted to be able to tell at a glance if the child had parked on the right spot. So, I put in ‘bumpers’ just before the word. The cars cannot cross the bumpers.
Here they are, getting ready to enter the parking lot. They made little engine noises as they drove and when another word was called, I encouraged them to reverse and go forward like a real car would, instead of jumping lanes.
On the right, they are driving towards the word ‘his’. Someone may be going the wrong way!
In order to prevent copying, I put the words in different places on each lot so the children look for the word rather than just follow the person next to them.
Here’s the entire set. The cars were purchased locally at a variety store.
My main reason for making resources is to allow further reinforcement and learning to take place in the children’s free time. They can use this resource on their own. A child who knows the words well can use the flashcards to call the words. To facilitate that, I included the flashcards with the target words and a dry erase marker. The entire set fits nicely into a plastic zip bag (the kind you get when you purchase curtains). Isn’t that just handy? After all, we’re working with limited resources here.
Do enjoy! The children certainly do!
Here’s the best part. You can download the template for this parking lot if you like. Just print, laminate and rev up those engines! Here you go.
This story was written by 5-6 year-old students of the Infant Year I class of my school. It was part of a class project in keeping with the school’s theme: “Making Every GLMS Child Literate”. The sub-theme chosen for the class was “Exploring our world.”
The idea for this book started off when I presented the class with a picture of a fish as a stimulus for a Reading lesson using the Language Experience Approach. Apart from oral reading, I wanted to use it to introduce capital letters at the beginning of sentences.
After the lesson the students wanted to continue the story and this led to five chapters of the story of Aries The Fish! The children were very eager and excited to work on the story and they looked forward to adding to it every day.
Many, many lessons came out of this including: Phonics, Capitalization, Punctuation, Identifying sentences, Types of sentences, Media Literacy, Comprehension—main idea, sequencing, self-to-text connections, answering literal and inferential questions, Oral reading, Grammar, Sight words and more.
We were sad to end the story but the cliff-hanger left it open for a Part Two! Hope you enjoy reading it as much as we enjoyed writing it!
Jolly Phonics Teacher (Photo credit: todbaker)
Jolly Phonics in Action
Here’s a link to a beautiful video illustrating how to go about teaching grapheme-phoneme correspondence, using the Jolly Phonics. There is a download link as well.
doing Jolly Phonics with Grandpa and Uncle Alex (Photo credit: Chris, Fiona, James, Ben, Lewis, Numpty & Bruce)
(The photos here are not from the video)