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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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)
What better way to start blogging than at the very beginning of the alphabet.
As soon as we could talk, we learnt the alphabet song. Emma, Nenno, Pee, was an acceptable substitution for l, m, n, o, p. It was considered ‘cute’ by the adults around us. As we got older, we met new adults – teachers, who proceded to teach us the alphabet in a new and living way. A is for apple, B is for bat etc. That was my childhood.
Years later, as a teacher, I learnt all the ‘correct’ ways to teach children. “Learning the alphabet by rote means nothing to a child,” they said. “What the child needs to learn is grapheme-phoneme correspondence. Letters should be associated with sounds.” So modern-day teachers who knew all the right ways to teach, started to tell children that the sound of A is /a/. Some teachers however, made a grave mistake and told children that A makes the /a/ sound. How was it a grave mistake? Well since I am a good teacher, I’ll show you rather than tell you. Here goes….
My three-year-old niece, after learning that A makes the /a/ sound, proceded to surprise her mom one day by drawing a huge A on the floor with chalk. Mom was not angry with the chalk on the floor. Oh no! She was a proud momma, happy that her child could write and recognize the letter A. Imagine her utter delight when the said child went on to say that A says /a/. Oooh joy! My child remembered what I taught her. Then….
My brilliant niece, knelt down on the floor and put her ear to the letter A…. no sound. She waited… and waited… then, with great disapointment and even some anger, told mom that the letter A DOES NOT say /a/ – or anything else for that matter.
Real learning had taken place and this teacher learned that A does not indeed make the /a/ sound, but we make the /a/ sound when we see Aa.