Presented by: Lisa McNulty, Kindergarten Teacher, Northside Elementary For Kindergarten Presented by: Lisa McNulty, Kindergarten Teacher, Northside Elementary

Maslow’s Hierarchy of Needs Do you know where your children are on this pyramid?

5:1 What can we do to raise our children up the pyramid? Why is it important that we know this information? Do you do everything within your power to help your children get their deficiency needs met? Share Time

Definition of Phonics A method of teaching beginners to read and pronounce words by learning the phonetic value of letters, letter groups, and especially syllables

How do people learn? Seeing Hearing Touching Tasting Smelling

How does the process work? Letter recognition Letter’s have sounds. Letters and sounds go together to make words. Words carry a message. Which one of the above items is the motivational factor that makes children want to learn to read? 5:1

Letter ID and Phonological Awareness Where & When All day, everyday!!! Whole group Small group Literacy work stations Homework How Print rich environment ABC charts Morning Messages Name word wall HF word wall Poetry folders Waterford computer program & books Music 5:1

Rhyme Nursery Rhymes (repeat, repeat, repeat) Let them act them out too! Silly words that rhyme with names Lisa>Bisa>Fisa>Misa Cat>Hat…..they both say “at” Say the word bed, now touch your head. alarm swing arm dinger wiggle finger 5:1

(high frequency words) Types of Words Book words (high frequency words) Post them after introducing them. Review them at least twice daily . Before morning message During writing time Reward the children for finding HF words in text.

Words that you stretch out and stick back together. Bubble gum words Words that you stretch out and stick back together.

Picture & WOW Words Picture Words WOW Words Words that do not follow the rules. Impressive describing words. 5:1

Literacy Work Stations Differences between Literacy Work Stations and Traditional Learning Centers Traditional Learning Centers Literacy Work Stations Materials are taught and used for instruction first. Then they are placed in the work station for independent use. Materials are differentiated for students with different needs and reading levels. Materials are changed to reflect children’s reading levels, strategies being taught, and topics being studied. New materials were often placed in the center without first being used in teaching. All students did the same activities at center. Thee was not usually much differentiation. Centers were often changed weekly with units of study. Debbie Diller- Literacy Work Stations Making Centers Work

All Literacy Work Stations should contain a chance to read and write! Example: Two children stand beside the overhead, which is projecting a poem, which had been introduced to the class during shared reading. Then the pair take a dry-erase marker and circle the rhyming words. They read the rhyming works together and use magnetic letters to make other words that rhyme with those from the poem. They copy their rhyming words onto strips of paper. 5:1 Debbie Diller- Literacy Work Stations Making Centers Work

Writing Instruction Give the lesson a name. Keep it brief. Focus on only one key learning objective per lesson. Let the students know up front what you want them to learn from the lesson. Start by connecting the lesson to what the student already knows or are already doing. Be explicit and direct. Expect students to be accountable for their learning. Plan minilessons based on what your students need to know. Once is never enough. Marvelous Minilessons for Teaching Beginning Writing, K-3, Lori Jamison Rog

Bubble Gum Writing Activity

If I can leave you with a few thoughts Get to know your children! Expecting them to learn if they are scared, hungry, or sleepy is not practical or easy. Do not be afraid to let them know you care!! Make your classroom fun and print rich! Engage all their senses. That’s how they learn. Keep yourself, as an educator, up on current information and do not be afraid of change.