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).
If you like this resource I would appreciate a comment and if you want to get updates you can subscribe to my blog. Look out for more from me!
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.
Impress everyone and look professional yet friendly with these bright, printable notecards. They are free to download and print.
This is a preview of how it can be used. The link takes you to the download and more pictures! Enjoy!
“Limited Resources” is one of the short-listed names for my craft business. I really wish I could do this for a living specifically for teachers. Today, in light of school being about to re-open, I sat down at my dining table and made myself a desk caddy. I used limited resources and somewhere in the middle of the project I gave myself a challenge.
Construction paper, paper glue, scissors, scotch tape, stickers… and the main thing: Pringles tins!
Use no other material but paper.
Do not use a ruler or pencil.
And I did it! Everything was cut free hand and everything was held together with glue or tape… mostly glue. The first one I did has a few little buttons for decoration but that was before I made up the challenge.
Here are the pictures:) The First Part and My Workspace
The Second Part
The Third Part:)
Then there was this little fella. He was once a container for air-freshener – the little gels? So I cut a strip of paper, stuck Strawberry Shortcake on it and slipped it inside. No glue or tape necessary. He will hold the little stuff like the eraser, sharpener, paper clips etc.
Now for the final product and my final workspace:)
Hope you had as much fun watching as I had creating. Now, who wants one? (I have a hundred, million ideas still for this project.)
ps: I wish I was better at picture-taking. The pics are so…. yellow!
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.