Inferencing isn't so bad if you keep the meaning simple for them: It's when the reader has to be a detective and figure out things that the author doesn't tell us. (It could be the meaning of an unknown word, the author's message, how a character is feeling, or just the overall events of a book)
A lot of Kevin Henkes books are good for inferring characters feelings. Also, Somebody Loves You Mr. Hatch, is good for that. Before reading them aloud, just go through and look for places where the character does somehting or says something, but the author doesn't come right out and tell how they are feeling.
I love the book The Other Side by Woodson for inferring the author's message. A lot of Dr. Seuss ones are good for this too-- like the Sneetches, the Grinch, the Lorax. Again, Kevin Henkes books work too.
For inferring what's going on in a book-- or sometimes I call it inferring to piece together a puzzle-- I LOVE Grandfather Twilight. I was just looking on Amazon yesterday, and you can buy it used there. It is SOOOOO worth it and your kindergartners would love it. I always read it aloud 3 or 4 times with no talking or commenting (it's very short). They are mesmerized. Then we start from the beginning and comment on things we notice that are giving us clues to the story. We infer the whole way through to make meaning for ourselves.
Inferencing is my favorite strategy to teach, and once the kids start to realize how much authors don't say, they'll be inferring all over the place!!
Wednesday, November 2, 2011
Forest Kindergarten Strategy
Forest Kindergartens are commonplace in Scandinavia where the concept was developed more than 25 years ago.
The idea is that children are encouraged to lead their own play and learning within an outdoor environment on a regular basis.
Studies have shown that such experience is beneficial to children’s health and well being, self esteem, confidence and the acquisition of knowledge and skills.
Although there are some Forest Kindergartens in Scotland the coverage is ad hoc and largely dependent on the enthusiasm of individual staff.
The Strategy seeks to investigate what opportunities exist for school and pre-school establishments to access local woodlands or greenspace and understand what level of interest exists in the forest kindergarten scheme.
The Way Forward
The project will pilot and support a selection of Forest Kindergartens initiatives across the Glasgow and Clyde Valley region. This will introduce children to the Green Network at a very early age and foster a positive relationship with the outdoors at a local level.
Positive and visible use of woodlands and greenspace for Forest Kindergartens is likely to bring about a greater sense of ownership of the Green Network and this should encourage its wider use by all in the community.
The aim is for the pilot projects to create practical examples of Forest Kindergartens in action leading to a programme rolling out the approach across the GCV.
In 2009 the Forestry Commission Scotland created the post of Forest Kindergarten Officer to lead on the promotion and piloting of Forest Kindergartens.
The idea is that children are encouraged to lead their own play and learning within an outdoor environment on a regular basis.
Studies have shown that such experience is beneficial to children’s health and well being, self esteem, confidence and the acquisition of knowledge and skills.
Although there are some Forest Kindergartens in Scotland the coverage is ad hoc and largely dependent on the enthusiasm of individual staff.
The Strategy seeks to investigate what opportunities exist for school and pre-school establishments to access local woodlands or greenspace and understand what level of interest exists in the forest kindergarten scheme.
The Way Forward
The project will pilot and support a selection of Forest Kindergartens initiatives across the Glasgow and Clyde Valley region. This will introduce children to the Green Network at a very early age and foster a positive relationship with the outdoors at a local level.
Positive and visible use of woodlands and greenspace for Forest Kindergartens is likely to bring about a greater sense of ownership of the Green Network and this should encourage its wider use by all in the community.
The aim is for the pilot projects to create practical examples of Forest Kindergartens in action leading to a programme rolling out the approach across the GCV.
In 2009 the Forestry Commission Scotland created the post of Forest Kindergarten Officer to lead on the promotion and piloting of Forest Kindergartens.
Preschool and Kindergarten Reading and Lesson Plan
How to Use the Printable Reader To Teach Preschool and Kindergarten Reading
Printable emergent readers are a cost effective and a powerful avenue to teach beginning reading skills and other concepts related to the curriculum. The video below gives you an idea of how they can be used.
Access to 100 Emergent Readers - Try Free Sample Below - Focus on Letter "t" and Positional Words
As a member of the Kinderplans website you will have access to approximately 100 emergent readers. The reader below can be used for the duration of a week as outlined in the lesson plan found on this page. This allows you to sample how these readers can be used effectively within the classroom to teach preschool and kindergarten reading. In this reader the focus is on the children being introduced to the letter "t" and its corresponding sound, as well, positional words. The children will be cutting and pasting Trix the cat in the correct position indicated in the print.A Weekly Lesson Plan for Kindergarten Reading
What is Shared Reading?
Shared reading is done as a whole group activity where the teacher provides a supportive and encouraging environment. The text should be fairly repetitive and predictable so the children can experience success in reading. The reading selection is displayed on a pocket chart, overhead projector, chart paper, or displayed on the smartboard for all the children to view.
Teacher Modeling
The teacher models the reading process by pointing to the words (tracking). This indirectly teaches the children what a word is and how print moves from left to right and top to bottom. The teacher may choose to develop further concepts using the selection as outlined below.
Shared Reading Strategies
Echo Reading
The teacher reads a sentence. The children echo what she just read (while she points to the words).
Choral Reading
The children read at the same time as the teacher.
Fill in the Word
The teacher leaves out a word or phrase. The children fill in the missing word or phrase. This is a very good strategy to use when teaching the concept of rhyming.
Preschool and Kindergarten Lesson Plan for Using the Reader
Preschool and Kindergarten Reading Day 1 Lesson Plan - Focus on Introducing the Reader and the Interactive Component
Prior to Reading the Story
-Hide a teddy bear by, on and under in different places within the classroom to introduce the children to the positional terms used within the reader.
-Explain that the main character Trix the Cat is found within different places throughout the story. Have the children predict where Trix might be found using the pictures displayed. The teacher reads each line and the children assist her in placing Trix the cat in the correct position on the picture.
-Read the story again with Trix the Cat in the correct position. The teacher reads and tracks, students will join in as they are able.
Preschool and Kindergarten Reading Day 2 - Phonemic Awareness Lesson
The children are introduced to the letter "t" and its corresponding sound within the context of reading the story. Display two pictures which are found in the links below. Use picture pairs beginning with the same initial sound and also a different sound. The children will identify if they hear the same initial sound or not.
Picture Cards With the Words
Picture Cards Without the Words
Using Hand Mirrors and Phonics Phones for Phonemic Awareness Instruction
Some teachers have the children use little hand mirrors so the children can see how their lips and tongue change when making the different sounds. They have the children identify if they feel air blow when making the specific sounds.
Phonics phones are also used so the children can more readily hear the differentiation in sounds. The link below outlines how these phones are made and how they can be used.
Phonics Phones
Preschool and Kindergarten Reading Follow-up Activities
1. If you are teaching the children to print correct letter formation, they can try printing the letter "t" in the air, palm of their hand and on the back of a friend. The link below provides further suggestions on how the children can practice letter formation.
Letter Formation - Printing
2. The pictures in the links above can be used for sorting during classroom instruction time. These would be placed in a pocket chart. Together sort if they begin with a "t" sound or not. After, all the words beginning with the focus sound of "t" would be placed together. Have the children close their eyes while you remove one of the pictures. The children guess what "t" sounding picture is missing. The person that guesses the correct picture will have on opportunity to remove the picture for the next round. The game would continue in the Literacy Center.
Note: There are 156 alphabet picture cards similar to the ones used above. As a member of the site, you will have access to these for similar activities.
3. Picture Mnemonic Activity
Research has shown that children learn the letters and sounds more successfully if they are associated with a picture or visual image. The craft activity displayed to the right could be completed. The letter "t" would be painted and cut or traced on brown construction paper for the trunk. The children would trace around the trunk to make a tree top out of green construction paper. A red bingo marker can be used to make the apples. The children visually can see the association of "t" for the sound heard in "tree" by completing this project.
"t" Template
4. The children will be completing the interactive component of the reader. They will be cutting Trix the cat and gluing her in the appropriate place within the reader. They can use the pocket chart to guide them.
Preschool and Kindergarten Reading Day 3 - Introducing Sight word(s) (this would only be applicable to Kindergarten)
The teacher presents the text with selected word or words masked (could be "is" or "the"). Have the children guess the word that is masked. Place this on your word wall to practice reading each day. Introduce the following game to be played at the Literacy Center.
Click on the Video to View on YouTube or Click Here
Preschool and Kindergarten Reading - Easy Game for the Younger Children
Make two copies of the the picture cards above (with or without words). Each child draws a card. If they draw one beginning with the letter "t" sound, they mark this off on their game chart which is found in the link below. If it does not begin with the letter "t" sound, it is placed in the discarded pile. This pile is used once the initial pile has been played. The first person to have their chart marked off is the winner.
Game Chart
More Advanced Game
Make two copies of the picture cards above, along with the sight word(s) printed on the blank sheet in the link below. Each time they draw the focus sight word, they must say it and mark this off on their game chart. The first person to have their game chart marked off is the winner.
Blank Cards to Print Focus Sight Word(s)
Preschool and Kindergarten Reading Day 4
Have different children come forward and be the teacher and model the reading process by using the pocket chart. Most of the children would be familiar with the text by now.
More Follow-up Activities
1. Sentence strips - Take off the sentence strips from the pocket chart and see if the children can arrange them according to the pictures.
2. Cut-up Sentences - Students are asked to cut apart a sentence, scramble the words and rearrange it. Copies of the text are available for verification. The children are encouraged to read and track as a final check.
3. Look at the word "cat" within the reader. CVC patterning, "at" word family, rhyming and letter "t" as a final consonant can be developed further.
Shared Writing Suggestion
Since positional words are the focus of this lesson, this can be used in shared writing. Each day have children dictate where they found the teddy bear hidden in the classroom. Example: The teddy bear was on the book.
Printable emergent readers are a cost effective and a powerful avenue to teach beginning reading skills and other concepts related to the curriculum. The video below gives you an idea of how they can be used.
Access to 100 Emergent Readers - Try Free Sample Below - Focus on Letter "t" and Positional Words
As a member of the Kinderplans website you will have access to approximately 100 emergent readers. The reader below can be used for the duration of a week as outlined in the lesson plan found on this page. This allows you to sample how these readers can be used effectively within the classroom to teach preschool and kindergarten reading. In this reader the focus is on the children being introduced to the letter "t" and its corresponding sound, as well, positional words. The children will be cutting and pasting Trix the cat in the correct position indicated in the print.A Weekly Lesson Plan for Kindergarten Reading
What is Shared Reading?
Shared reading is done as a whole group activity where the teacher provides a supportive and encouraging environment. The text should be fairly repetitive and predictable so the children can experience success in reading. The reading selection is displayed on a pocket chart, overhead projector, chart paper, or displayed on the smartboard for all the children to view.
Teacher Modeling
The teacher models the reading process by pointing to the words (tracking). This indirectly teaches the children what a word is and how print moves from left to right and top to bottom. The teacher may choose to develop further concepts using the selection as outlined below.
Shared Reading Strategies
Echo Reading
The teacher reads a sentence. The children echo what she just read (while she points to the words).
Choral Reading
The children read at the same time as the teacher.
Fill in the Word
The teacher leaves out a word or phrase. The children fill in the missing word or phrase. This is a very good strategy to use when teaching the concept of rhyming.
Preschool and Kindergarten Lesson Plan for Using the Reader
Preschool and Kindergarten Reading Day 1 Lesson Plan - Focus on Introducing the Reader and the Interactive Component
Prior to Reading the Story
-Hide a teddy bear by, on and under in different places within the classroom to introduce the children to the positional terms used within the reader.
-Explain that the main character Trix the Cat is found within different places throughout the story. Have the children predict where Trix might be found using the pictures displayed. The teacher reads each line and the children assist her in placing Trix the cat in the correct position on the picture.
-Read the story again with Trix the Cat in the correct position. The teacher reads and tracks, students will join in as they are able.
Preschool and Kindergarten Reading Day 2 - Phonemic Awareness Lesson
The children are introduced to the letter "t" and its corresponding sound within the context of reading the story. Display two pictures which are found in the links below. Use picture pairs beginning with the same initial sound and also a different sound. The children will identify if they hear the same initial sound or not.
Picture Cards With the Words
Picture Cards Without the Words
Using Hand Mirrors and Phonics Phones for Phonemic Awareness Instruction
Some teachers have the children use little hand mirrors so the children can see how their lips and tongue change when making the different sounds. They have the children identify if they feel air blow when making the specific sounds.
Phonics phones are also used so the children can more readily hear the differentiation in sounds. The link below outlines how these phones are made and how they can be used.
Phonics Phones
Preschool and Kindergarten Reading Follow-up Activities
1. If you are teaching the children to print correct letter formation, they can try printing the letter "t" in the air, palm of their hand and on the back of a friend. The link below provides further suggestions on how the children can practice letter formation.
Letter Formation - Printing
2. The pictures in the links above can be used for sorting during classroom instruction time. These would be placed in a pocket chart. Together sort if they begin with a "t" sound or not. After, all the words beginning with the focus sound of "t" would be placed together. Have the children close their eyes while you remove one of the pictures. The children guess what "t" sounding picture is missing. The person that guesses the correct picture will have on opportunity to remove the picture for the next round. The game would continue in the Literacy Center.
Note: There are 156 alphabet picture cards similar to the ones used above. As a member of the site, you will have access to these for similar activities.
3. Picture Mnemonic Activity
Research has shown that children learn the letters and sounds more successfully if they are associated with a picture or visual image. The craft activity displayed to the right could be completed. The letter "t" would be painted and cut or traced on brown construction paper for the trunk. The children would trace around the trunk to make a tree top out of green construction paper. A red bingo marker can be used to make the apples. The children visually can see the association of "t" for the sound heard in "tree" by completing this project.
"t" Template
4. The children will be completing the interactive component of the reader. They will be cutting Trix the cat and gluing her in the appropriate place within the reader. They can use the pocket chart to guide them.
Preschool and Kindergarten Reading Day 3 - Introducing Sight word(s) (this would only be applicable to Kindergarten)
The teacher presents the text with selected word or words masked (could be "is" or "the"). Have the children guess the word that is masked. Place this on your word wall to practice reading each day. Introduce the following game to be played at the Literacy Center.
Click on the Video to View on YouTube or Click Here
Preschool and Kindergarten Reading - Easy Game for the Younger Children
Make two copies of the the picture cards above (with or without words). Each child draws a card. If they draw one beginning with the letter "t" sound, they mark this off on their game chart which is found in the link below. If it does not begin with the letter "t" sound, it is placed in the discarded pile. This pile is used once the initial pile has been played. The first person to have their chart marked off is the winner.
Game Chart
More Advanced Game
Make two copies of the picture cards above, along with the sight word(s) printed on the blank sheet in the link below. Each time they draw the focus sight word, they must say it and mark this off on their game chart. The first person to have their game chart marked off is the winner.
Blank Cards to Print Focus Sight Word(s)
Preschool and Kindergarten Reading Day 4
Have different children come forward and be the teacher and model the reading process by using the pocket chart. Most of the children would be familiar with the text by now.
More Follow-up Activities
1. Sentence strips - Take off the sentence strips from the pocket chart and see if the children can arrange them according to the pictures.
2. Cut-up Sentences - Students are asked to cut apart a sentence, scramble the words and rearrange it. Copies of the text are available for verification. The children are encouraged to read and track as a final check.
3. Look at the word "cat" within the reader. CVC patterning, "at" word family, rhyming and letter "t" as a final consonant can be developed further.
Shared Writing Suggestion
Since positional words are the focus of this lesson, this can be used in shared writing. Each day have children dictate where they found the teddy bear hidden in the classroom. Example: The teddy bear was on the book.
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