No Phonics Skills, Seriously!

I received a phone call from a fellow teacher the other day. As we greeted each other, I asked the usual "How are you doing?' Her response is the topic of the day...."I'm frustrated!" After hearing her story, I found myself shaking my head in disbelief. I simply just cannot understand, why our education system(s), teacher(s) continue to pass children along knowing they overwhelming are not ready.

My fellow colleague has found herself in a situation that I am sure more educators are finding to common nowadays...not being able to teach students on grade level. As a second grade teacher, she will have to start her class with the fundamental basics of reading- learning letter sounds!

In a educational system where accountability is so rampant, how was it not identified and dealt with (1) in the classroom, (2) at school, (3) at home? Fundamental research identifies understanding the relationship between letter names and the sounds they make as a pre-cursor to reading success.

Well, after venting about the problem, I offered some tried and true strategies to use with her students along with identifying resources that should be available at the school.

For parents and caregivers who want to pave the road to reading success here is a link that offers suggestions and tips on what to look for in a classroom that focues on literacy.

Visit http://www.nifl.gov/publications/pdf/PRFbrochure.pdf

We've all heard that learning starts at birth and in the home first but few ever try to put it on practice. Finally, we have an administration that believes and is putting systems and programs in place to break the acheivment gap by starting with our youngest leaners.

With the Reauthorizing the Elementary and Seconday Education Act, President Obama states "It will be the goal of this administration to ensure that every child has access to a complete and competitive education-from the day are born to the day they begin a career...because we know that the most formative learning come in those first years of life."

http://www2.ed.gov/policy/elsec/leg/blueprint/faq/early-learning.pdf

Need vs. Wants

I have a 9 year old son, whom I believe is going through a tween stage (if there is such a thing). Well as any good parent, I am trying to teach him responsibility. Today he has frustrated me in that a few days ago we had a discussion about his lunch money. He told me that he did not need any lunch money, which I thought was very strange. We even did the calculations based on the amount I had given him and did the deductions and even he agreed that he should be out. He even made the statement "they would tell me if I need lunch money." Fast forward a few days (today) and he tells me that he needs lunch money. No problem, but then the conversation goes in a terrible direction!

I asked if he had money for tomorrow and he says no. That means his lunch account was completely empty. The next question was, did you have lunch money for today? His answer is no and his friend was nice enough to give him some of her chicken. What! I ask why, he tells me that the cafeteria personnel asked him did he want a cheese sandwich and he said no. This means he left the lunch line empty handed because it was not what he "wanted" and further more he forgot to tell me he needed money 2 days prior.

All this as we on a Target run to get some needed supplies with a bonus of those oh so popular silly bandz that he has been asking to buy for the past 2 days (want). I finally give in and let him use his own money to buy them. My frustration is this:

For 2 days you have known that you needed money for a necessity.

You decide to spend money on a toy and not replenish your account (WTH)

You take upon yourself to not eat because you don't want what they are serving because YOU forgot to let your parent know about a need.

My fundamental teaching:

Take the money you were going to use for a "want" and use for a "need."

Surprisingly he was very understanding and agreed. That's my boy!

"Training and Explaining" is the key to raising children.

KIDTASTIK Resource

In tough economic times, funding for education as a whole has depleted to little or nothing. To help with the crisis and promote literacy, Sunny Delight has launched a new program to help classroom teachers get FREE books. Visit their site for details:

http://sunnyd.com/contest-martina-mcbride-book-spree/default.aspx

More Than a Chalkboard

From cell phones, laptops, and digitally enhanced kitchen appliances. Children are starting to be exposed to technology at an earlier age now than ever before.


So the question remains, if children can manipulate "advanced" technology devices at home, why are we as educators still relying on basic learning tools to teach?





If we take a closer look at the operating systems that happen when working with technology, you will be surprised to find that there are a plethora of developmental skills taking place:

• Fine motor skills are enhanced when manipulating a mouse
• Vocabulary enrichment when using terms such as delete, backspace, return.
• Alphabet Knowledge
• Problem Solving and directionality takes place, when trying to get the cursor to point and click.
• Positive social interactions
  

According to Warren Buckleitner, the editor of Children's Technology Review. Children in Kindergarten should have the following experiences:

• Show awareness of the “power keys” on a keyboard (e.g., "enter," "esc," "delete," and the space bar).



• Know the difference between the left and right mouse button (which can be helped by a small label or sticker).



• Be familiar with at least five quality interactive games or activities, in either screen- or toy-based formats.



• Have a basic working vocabulary of common technology terms, such as "digital camera," "computer," "Internet," "mouse," "keyboard," and "printer."



• Have been exposed to common technology terms in the natural context of everyday conversation, such as "on/off," "Internet," "browser," "software," "hardware," "computer," "mouse," "monitor," "keyboard," "digital camera," "printer," "battery," and so on.



• Have taken their first digital photo.



• Find the numerals on a QWERTY keyboard.



• Put a CD or DVD into a hardware device such as a computer.



• Type their first name on a QWERTY keyboard.



• Have been exposed to a variety of portable computing platforms such as V.Smile, Leapster, or the Tag Reading System; and be comfortable with concepts such as inserting new cartridges and turning devices on or off.



• Understand the basic functions of a browser, including how to open or close windows and use the “back” key.

I know this sounds scary, but hopefully you are wondering how to get started. Here are some simple steps to help:

• Don’t try to formally “teach” technology skills and competencies. Instead, set the stage for successful experimentation by providing the materials, introducing them, and offering support.



• Let children practice using technology by pretending with the types of gadgets they see their parents using, such as a non-working mouse or keyboard, cell phone, iPod or MP3 player. Visit kidtastik.com or kidtastik on facebook for material selection.
• Use a wireless laptop so that you can bring a Web-based experience to children, in the context of their play.



• Have a large screen, either a projector or a large screen monitor, that is easily seen by all children for story time, distance learning activities, or a digital photo slide show from a recent field trip to the zoo.



• Keep a camcorder and digital camera on hand to capture and document children’s work.



• Set the stage for social, active learning. Choose activities that involve more than one child.



• Encourage children to represent what they do using digital cameras.



• Introduce new technology during circle time, prior to placing it in a learning center.



• Expand on your children's interests by letting them come up with search words and see the results in ways they can understand (e.g., as a set of images rather than text alone).