Are you looking for a trick or an idea to teach a particular skill? Check out the skills below to find helpful hints, or feel free to leave an idea. All contributors will be recognized! READ MORE TO SHARE! (more…)
Making Plurals Easy
You can always help students remember when to add -es to a word to make it plural by having a visible chart in the room.
(Add -es to words ending in s,x,z,ch, and sh).
But what happens when they do not have a visible resource?
Try these two tips!
1) Have the students clap the syllables in the base word. Then have them clap the syllables in the plural form of the word.
a) Did the number of syllables stay the same?
If so, add s.
b) Did the number of syllables increase?
If so, add es.
2) Have students stand. Clap out the syllables while saying the plural word aloud. If they hear /iz/ (es) at the end, they will bend their knees. Exaggerate the /iz/ sound so they will be sure to hear it.
Bottom line, you’ll need to practice to make them more aware of the sounds, but they should be able to hear the /iz/ sound at the end of the word and “feel” the extra syllable when they bend their knees.
Your child is struggling in school. He’s not making progress like his peers. He doesn’t remember skills from one day to the next. He requires re-teaching in every subject. The teacher tells you he’s bright, but there’s a disconnect somewhere. Psychoeducational testing (educational testing) is a great place to start. This type of evaluation will answer questions for you, the school, and even your child.
So, now what? How in the world do you tell your child that he is having this testing? Due to the academic struggles, his self-confidence is probably already in shambles. Won’t this make it even worse?
Well, that all depends on how you approach the conversation.
Here are a few things to keep in mind.
1) Keep your tone upbeat and casual. Remember, this is a good thing! Your job is to help him realize it. This is not a conversation where you ask him to sit in front of you, knee-to-knee. This is not a conversation where you need to speak in hushed tones of despair. On the contrary. You need to be excited! Have a twinkle in your eye. As a parent, you are completely pumped to find out about this opportunity. If you sound serious, he will worry. This is a great chance for him to find out some cool things about himself and find out ways to make learning easier all at the same time.
2) Who is this person? These “Learning Coaches” (psychologists) take a long time to get into see because so many people use them. This person is a doctor because he has spent so many years studying about the best ways for children and adults to learn. Dr. XXXXXX will be able to tell us what’s hard for you, what’s easy for you, and the best ways you learn and remember things. He can make suggestions to help make learning easier for you. This is such an exciting thing to be able to do! Get the idea?
3) What kinds of people go to this doctor? All kinds of people go to this type of doctor! Children, adults- like teachers, college students, doctors, famous people, etc.
For an older or more mature student, you still need to keep it causal and upbeat. You are EXCITED to have this opportunity. Be honest and tell him that you’ve noticed that he sometimes has trouble with some parts of his work and you are wondering why. He is smart. He is a hard worker. Something is getting in the way to make the skills harder to learn. The learning coach can identify strengths and how to teach to those strengths, therefore making learning a little easier.
At the end of the day, you know your child best. Your instinct is going to tell you the best approach and how to adapt and modify your conversation as you go.
If your child protests, then most likely you need to lean toward the second approach. Remember, you are the parent and you are making decisions to help him be as successful as he can be. Again, keep this positive, but, if needed, stern and non-negotiable.
Whether a learning disability is identified, ADHD, expressive-receptive language weaknesses, auditory processing weaknesses, something else, or nothing, you will have great information about the big picture of your child. This information can confirm or rule out reasons for the academic struggles and give you a plan for going forward.
Don’t get defensive when you read this. We’ve all done it. We’ve all had prouder parenting moments, but let’s speak candidly.
More and more you notice technology in the hands of babes. It’s happening in restaurants, doctors’ offices, cars, and even the lines at Disney. Once I even saw it at church! Please don’t misunderstand. There is certainly a time and a place for these techno babysitters, but are we over doing it?
How did parents before us survive? The answer is simple. They had behavioral expectations in certain settings, and they interacted with their children. Certainly, the quality of that interaction must have waned on a nine-hour drive to the beach, but preparations were made in the form of coloring books, billboard games, and car tag challenges. Even the dreaded punch buggy game.
Do we really need to rely on an iPad to entice our children to stay in a seat and behave in a restaurant? Plan accordingly for the setting. Is it a place that you can play tic-tac-toe? Rock, paper, scissors? If not, how about a dog-eat-dog game of I Spy or 20 Questions?
There is certainly nothing wrong with popping in a favorite DVD for that drive to the beach, but do we need it playing on the drive to and from school or on the way to soccer practice?
Language deficits in children are at an all-time high. These short car rides are great opportunities for language development! Don’t just ask if they had a good day. Ask him to tell you the three best parts of the day. Or the best part and the worst part. Ask her to tell you the beginning, middle, and end of a book she just read. Summarizing and retelling books, games, movies, etc. are all great exercises in expressive language. Why not ask him to help you plan some meals for the week and even write the grocery list? When you think about it, the topic possibilities are endless.
A personal favorite is a good game of “Would You Rather”? Would you rather eat three toenails from a monkey or two fleas and a tick? Although, not ideal for a restaurant, as it may result in a diminished appetite, this game is sure to get giggles and inspire the imagination.
Yes, life is easier when your three children each have something to occupy them. They don’t argue, they’re quiet, and they’re entertained. However, there is something to be said for developing conflict resolution skills with a sibling. A few gray hairs may be acquired along the way, but your guidance with what is acceptable in arguing and negotiating may serve him well in the future.
Have behavioral expectations, but also plan for the setting. With younger children, it might be best to start out with short periods and gradually increase the time. It can be challenging at first, but you may be surprised at how much fun you can have and how much you will learn about your child!
Patience is a virtue, right? Behavioral expectations for these settings must be set and rich conversations can be had. Give it a try and see the growth and benefits!
*Without a doubt, there are certainly benefits to some electronic devices, apps, games, etc. There are also many electronic educational tools that can be used for enrichment and supplemental remediation. The key, as with everything, is for them to be used in moderation.
You’re driving down the road and your child asks you where babies come from. Well, you can either drive up on the sidewalk, or you can clench the steering wheel a little tighter and go with the conversation.
While this might not quite be the setting you envisioned for this conversation, it could actually turn out to be for the best. At least it can be a great starting point! A car can end up being the ideal setting for many “sensitive” conversations. Whether it is a younger child or a teenager, you can use it to your advantage.
Why? Here are a few things to consider.
1) You can avoid that awkward eye contact. Depending on the topic, it can really make a difference. Sometimes a child (or adult) will feel more at ease to ask questions, make comments, or go deeper into a conversation when you aren’t facing each other. Lying in bed while looking at the ceiling can be a similar strategy.
2) You are not as likely to be interrupted. The doorbell won’t ring. She won’t be pulling away trying to watch television. He won’t be asking if he can play a video game. They can’t exit to another room. There is nowhere to run! (However, you might need to silence a cell phone.)
3) The setting is more casual. And there are built-in distractions if needed. Especially with some of the teenager conversations, you are less likely to give the impression that you are “too interested,” “too concerned,” or “too intrusive.” (For those of you with teenagers, you know precisely to what I’m referring.) If you occasionally make a comment about a car, a street, or make some other observation, it will make it less intense. A random comment can also fill in that dreaded lull, should one occur.
Over the years, I’ve gotten more information out of my children during car rides than in any other place. We’ve also had some of the deepest, most heart-felt conversations we’ve ever had.
Your peripheral vision can allow you to see how much your oldest child is squirming when your youngest child is asking twenty puberty questions. (This is actually a hilarious memory for us!)
My mini-van was the backdrop for topics from school struggles, strategies for asking someone to a dance, to hearing about a first kiss. Admittedly, there have been some close calls, but I’ve never run up on the sidewalk.
Put away the phones and other electronics for some of your car rides and wait for the conversations to unfold!
1) For a couple of weeks, have a lower case “b” written in blue on the student’s desk and posted in the room. After written assignments, have the student go back and trace all of the “b”s (correct if needed) on the paper with a blue colored pencil. (And...blue begins with “b”.)
2) Drumstick begins with a “d”. When you write the lowercase “d”, first you draw the “drum”, and then you draw the “stick”.
Idea contributed by: Debbie, Olive Branch, MS
Using your RIGHT hand to make an okay sign, you will see an “o” and a “w”.
(If you use the left hand, it will spell “Wo” (whoa!), so don’t use your left hand!)
A little drama is needed, but your students will remember the sounds.
-With your “Okay” sign, act as if you have hurt yourself and say, “Ow! I hurt my finger!”
-Then, in a sympathetic voice say, “Ow (oh), I’m SO sorry.”
Let them say both a few times and see how much drama can be created while practicing the two sounds.
Model to your students that when they come to unfamiliar word containing an “ow”, they will be able to recall the two sounds to try when trying to sound out the word (ex: grown, crowd, shower, etc.).
Fun With Fact and Opinion
The uh-uuh test…Looking for an easy way to help students better understand the difference between a fact and an opinion? Try this!
FACT– (TRUE and REAL) All three of these words have four letters!
Example: The nail is two inches long.
This is a fact because it is true and can be proven.
OPINION– An opinion is something about which someone can open their mouth to argue with you. If you draw the “O” in opinion as an open mouth that is ready to argue, it is a great way to remind your students what an opinion is.
Example: My mom makes the best cookies.
If someone can open their mouth to say, “Uh-uuh…MY mom makes the best cookies!”, then you have stated an opinion.
Give each sentence the “Uh-uuh Test!” When you open your mouth to argue or disagree, it is an opinion!