Friday, January 30, 2004

Flash Card Math

Flash Card Math. A learning tool which teaches the multiplication table and simple division to elementary school students. Free to schools. Free printable flash cards and math worksheets.



From the site:



FlashCardMath.com offers FREE printable addition, subtraction, multiplication and division Flash Cards. Additionally, FREE multiplication table, addition, subtraction, multiplication and division worksheets are available to all visitors.



Flash Card Math is an interactive educational software program designed to teach first grade, second grade, third grade and fourth grade students in elementary school addition, subtraction, the multiplication table and simple division. Flash Card Math utilizes the proven Flash Card method of teaching primary mathematics and arithmetic. It is a learning tool which will provide children with an important part of the foundation necessary to succeed in mathematics throughout their elementary school years and through life. Additionally, with a click of a mouse, Flash Card Math develops customized multiplication and division worksheets and flashcards for teacher's use in the class room or parent's use with their children at home. Eligible schools, upon request, may receive FREE Animated FlashCards and Worksheet Generator Software.

Wednesday, January 28, 2004

Teaching History in the Elementary School.

Teaching History in the Elementary School. This is an essay on the importance of teaching history in the primary schools. Of course, we should do this. It also has some tips for teachers.



From the site:



Recent studies have shown that the historical knowledge of young Americans is less than most educators and citizens would desire. Students' knowledge of history has suffered because of untrained teachers, reduced course requirements, and textbook treatments that are bland and voiceless and directed more toward trivial coverage of details than to the fullness needed to bring vitality and credibility to events of the past (Sewall 1987; Cheney 1987).



Content in history is practically absent from the curriculum of grades K-3 in most elementary schools; it usually is taught in combination with content from the social sciences in grades 4-6 (Ravitch 1987). A notable exception to national curriculum patterns is the new "California Framework" (1988), which emphasizes history at all levels of the elementary school curriculum.



This ERIC Digest examines (1) research related to the teaching and learning of history in elementary schools, (2) purposes of education in history, and (3) teaching practices to develop interest in and knowledge of history among students in elementary schools.

Monday, January 26, 2004

How Parents of Home Schooled Students Can Get Their Children to Use the Library

How Parents of Home Schooled Students Can Get Their Children to Use the Library. Describes lessons and activities that can help home schooled children learn to use the local public library.



From the site:



Let's Use the Library!



The local public library is a valuable resource for parents who are home schooling their children. Despite this, many of them fail to take advantage of the resources offered by the library. Further, many home schooled students are resistant to using a library if they are accustomed to getting all of their research from the Web.



Most public libraries offer a wide variety of children's books and magazines, with many in Spanish and other languages. In addition to printed materials, libraries often lend audiotapes and videocassettes of children's' books and movies, and more libraries are making computers available to the public. Many libraries also sponsor special programs, including children's story hours, summer reading programs, and homework help. If your child has special needs, be sure to ask about services the library offers for the blind, the deaf, and those who are gifted or need remedial help. Many libraries have specially trained librarians for children. Feel free to ask them for help.



Here are a few lesson plans and ideas that can help a parent get a home schooled child into the library:



- Include children--even toddlers--in trips to the library, and go often.

- As soon as you can, help your child get a library card.

- Borrow recordings of children's stories and songs, cassette tapes, compact discs, videotapes, even puppets and educational toys.

- Find out if your library has computers and how your children can use them to learn or upgrade skills.

- Encourage your children to use the library to find information for their homework.

- Encourage your children to ask for help from you and the librarian in finding books and materials.

- Work with the librarian to teach older children how to find things in the library on their own.

- Teach your children how to take care of themselves in public places, especially if they use the library alone. Stress common sense guidelines for behavior in the library.

Saturday, January 24, 2004

Teaching Geography in the Elementary School.

Teaching Geography in the Elementary School. I think geography is an important subject that we don't teach all that well in primary grades. However, the state tests don't really quiz the students on this subject so I doubt it well get covered much better in the near future.



From the site:



Although geography has long been a part of the elementary curriculum, today there is a renewed interest in teaching the subject. Particularly significant is the large public response to the essay "Geographic Ignorance: Time for a Turnaround" written in 1985 by Gilbert Grosvenor, President of the National Geographic Society. Also, Geographic Awareness Week was instituted by an act of Congress in 1987 to draw attention to the need to improve geographic literacy in the United States. Furthermore, a recent survey of states and territories reports that 93 percent of their schools will increase emphasis on geography at the elementary level within the next five years (CCSSO 1988). This ERIC Digest discusses (1) reasons for teaching geography in elementary schools, (2) how geography is taught, (3) major deficiencies in the teaching and learning of geography, and (4) how to improve geographic education in elementary schools.



WHY SHOULD GEOGRAPHY BE TAUGHT IN THE ELEMENTARY SCHOOL?



Geography helps one understand the physical and cultural characteristics of the world. Geographic education provides the values, knowledge, concepts, and skills to better understand ourselves, our relationship to the earth, and our interdependence with other peoples of the world. The locational organization scheme of geography provides a framework for learning the physical, social, and historical phenomena studied in both elementary and secondary schools.



Formal instruction in the primary and elementary grades is effective in increasing geographic knowledge and skills (Buggey & Kracht 1986). Elementary students have the abilities to learn geographic skills in observation, classification, organization, and map reading and interpretation. Elementary school students also have measurable attitudes concerning people in other nations and are interested in and able to learn about people in other areas of the world (Mitsakos 1976; Pike & Barrows 1976). These attitudes often develop, however, without accurate knowledge of the locations and characteristics of places and the people who live in them. There is a great need to increase the quantity and quality of geographic education in elementary schools to overcome ignorance of geography.

Thursday, January 22, 2004

The Newbery Library

The Newbery Library. Interactive site created by school children lists Newbery books, provides summaries and quizzes, and offers short biographies of some authors.



From the site:



Our project is an interactive site in which we have quizzes, lists of Newbery books, author biographies and summaries of the books. Our page is a virtual reality library where you will experience the qualities of a real library including a librarian, books, an audio recording in 11 different languages, video recordings and quizzes. In one room of the library, you will be able to read about the creators and coaches. As part of our project, we include a history of the Newbery medal from its creation to modern day criteria. For the young author, we have writing tips. For the educator who needs ideas, we have a part of our site devoted to our classs Newbery related projects. Our page is a key resource for any learner interested in the Newbery Medal.

Tuesday, January 20, 2004

The Changing World of the Elementary School Counselor.

The Changing World of the Elementary School Counselor. Our students have a lot of stress in their lives. Some of them get messed up bad by their families. The counselors we have in the elementary schools are important.



From the site:



Elementary school counselors face changing demands as education and society move rapidly toward a new century (Gerler, Ciechalski, & Parker, 1990). Counselors must set clear priorities in the face of changing expectations. This digest summarizes various educational and societal demands that confront elementary counselors and suggests possible roles counselors may select relative to these demands.



A CULTURALLY DIVERSE WORLD



Our society faces challenges in accepting and benefiting from cultural diversity. Problems emanating from racism exist despite efforts aimed at educational reform. Elementary school counselors must be aware of transmitting their own cultural values to children and of drawing erroneous conclusions about children's emotional and social well-being based on cultural differences. Moreover, because counseling theories and techniques are not always applicable across cultures, counselors must often look to new and creative ways to work effectively in multicultural settings (Pedersen, 1988). Elementary school counselors should advocate for educational programs that include counselors, teachers, parents, and students working together for increased cultural understanding through role playing and other awareness activities.



A WORLD OF CHANGING FAMILIES



The so-called traditional family has virtually disappeared in America. Divorce and single-parent homes are a fact of life confronting children. Elementary school counselors must understand the effects of changing family structures and find ways to promote child growth and development within the context of family change. These ways will include divorce groups, training groups for single parents, guidance for latchkey children, and a variety of other important strategies. Elementary school counselors need to develop innovative approaches to help children and parents develop in a healthy fashion in spite of the ambiguity created by divorce and single-parent families. Counselors should assume a proactive stance by collaborating with teachers in developing and implementing family education programs.

Sunday, January 18, 2004

Education: Public or Private Goods?

Education: Public or Private Goods? This is a fascinating article by Michael Lorenzen. It should be required reading in every teacher college.



From the site:



The peoples of the United States of America have always appeared for the most part to agree on one thing about education. It is a good thing and it is a worthy topic of public debate. However, here the harmony dissipates. What constitutes the best possible educational enterprise? Is it the pursuit of the public good? Or, is it the desire to see your own children excel and succeed at the expense of other people's children? Or, perhaps, is it a combination of the previous two? The history of the United States seems to indicate that America is not quite sure.



Of course, through much of classic history, this is no confusion as to what constitutes a good and solid education. Plato wrote in The Republic his version of the educated masses. In his vision, all children begin life and schooling the same. Over time, and through numerous tests, those who prove worthy are separated from those less likely to succeed. These chosen are slowly and methodically weeded until a select few remain to compose the ruling class. Others, as suitability is ascertained, are tracked into their state-chosen career be it warrior, serf, or craftsmen. Although no historical human culture ever directly copied this system, its ideal has influenced the thinking of educated people after Plato.



As pure and simple as Plato's ideals may sound, they do not fit well within the democratic and capitalistic system of the United States of America. Yet, without attempting to deliberately equivocate, this author is convinced that American education has been equally influenced by two separate ideas. One, that education should promote the public good which is best expressed by a commitment to educational equality. Second, that the public is entitled to pass their societal privilege on to their descendants by giving their children educational advantages that will allow these same children access to the best jobs and career paths. Paradoxically, a large number of Americans appear to hold both ideals of education at the same time.



The belief that schooling should serve all regardless of social background and give all an equal chance at an education that will lead to a potentially high social class is widespread throughout American culture. (And, at least at the beginning of Plato's vision of education before differentiation begins to occur, in sequence with The Republic.) In brief, this belief envisions that all inhabitants of the United States of America (citizens and aliens alike) will receive the same education. Those who are worthy, regardless of the backgrounds of the parents, will succeed and achieve great things and those that are less worthy will through their own efforts select their own less than spectacular destinies. This is a powerful idea that is held by those dedicated to the egalitarian ideal of The Declaration of Independence that all men are created equal, by those who are in the working or surviving classes who believe that providence has delivered what they deserve, and to those who are in high positions who believe the educational system has justified their own status.

Friday, January 16, 2004

Multicultural Children's Literature in the Elementary Classroom.

Multicultural Children's Literature in the Elementary Classroom. Yes, that diversity angle is important. Yo can see that every day in my school in Texas.



From the site:



"When I was a child, the teacher read, 'Once upon a time, there were five Chinese brothers and they all looked exactly alike'...Cautiously the pairs of eyes stole a quick glance back. I, the child, looked down to the floor... The teacher turned the book our way: bilious yellow skin, slanted slit eyes. Not only were the brothers look-alikes, but so were all the other characters!...Quickly again all eyes flashed back at me...I sank into my seat." (Aoki, 1981, p.382)



The vignette above reveals how a minority child felt growing up in the mid 1900s--a time when cultural and linguistic diversity was neither valued in American society nor adequately portrayed in children's literature, an important channel for transmitting societal values and beliefs. The situation, however, has undergone changes in the past twenty years. With the increasing number of linguistic and cultural minorities in the United States, the American society today looks very different than that of Aoki's childhood. These changes in demographic trends impact the education system. Not only do schools need to prepare all children to become competent citizens, but also to create an environment that fosters mutual understanding.

Wednesday, January 14, 2004

Book Adventure

Book Adventure. A reading motivation program for children in grades K-8. It offers recommended reading lists by grade level along with rewards for reading accomplishments.



From the site:



Book Adventure is a FREE reading motivation program for children in grades K-8. Children create their own book lists from over 6,000 recommended titles, take multiple choice quizzes on the books they've read offline, and earn points and prizes for their literary successes. Book Adventure was created by the Sylvan Learning Foundation and is sponsored by Sylvan Learning, Inc.

Monday, January 12, 2004

Recess in Elementary School: What Does the Research Say?

Recess in Elementary School: What Does the Research Say? I don't care what the researchg may say. I am sending the kids out to the playground on a regular basis...



From the site:



Pellegrini and Smith (1993) define recess as "a break period, typically outdoors, for children" (p. 51). Compared to the rest of the school day, recess is a time when children have more freedom to choose what they want to do and with whom.



A 1989 survey of state superintendents conducted by the National Association of Elementary School Principals (NAESP) found that schools in 90% of school districts had at least one recess period during the day (Pellegrini, 1995). However, according to the American Association for the Child's Right to Play (IPA/USA), many school systems have abolished recess since 1989. Safety and liability concerns and fears that recess will disrupt work patterns may underlie the decision to do away with recess (Pellegrini, 1995). Other reasons cited for abolishing recess include the need for more instructional time. Personal conversations with principals and teachers suggest that they feel pressured to pack more instruction into the school day because of new calls for accountability.



Given the current national emphasis on research-based decisions in education, the question of what the research says--and infers--about recess is important (Jarrett & Maxwell, 2000). This Digest discusses research on recess and its relationship to learning, social development, and child health, as well as research on related topics that have implications for recess policy such as the need for breaks and physical activity.

Saturday, January 10, 2004

Several Ideas to Help 4th Grade Students Learn About the Library

Several Ideas to Help 4th Grade Students Learn About the Library. Ideas from a 4th Grade teacher. Includes several assignments she gives her students.



From the site:



When my 4th grade students go to their weekly library class, I have a set topic for them to investigate. In September, with the Rocks & Minerals unit, they each pulled out two pieces of paper at random and looked up a rock and a mineral or gem in the encyclopedias. Another lesson had them look up Pilgrims and Native Americans to read about the first Thanksgiving for a play they were to write themselves. (We put it on the day before Thanksgiving in four acts!) Another great search was for famous composers. Once again, I had them pick two composers from a basket of names. They had to take notes on the composers, making sure they had a famous work (or works,) the birth & death dates, the country of origin, and what kind of instruments they played, if possible. After they had gathered the info from Encyclopedias and non-fiction books, they wrote reports of two paragraphs each on each composer. One paragraph about the composer's life, the other about their music. Then they created posters about them and presented them to the class. Next, we'll be researching Thailand for our upcoming International Day. Our school library is limited, so I encourage the students to visit the public library and get library cards. I give 5 bonus points to students who show me their library cards. The month of Jan. will also be their month for reading a biography for a book report. The book can be found at school or in the public library. This is a good time to introduce the Dewey Decimal System, showing them the categories and locating which category would include a biography about a famous person. The internet research sites such as Yahooligans, etc. can provide additional places for research and opportunities to print out pictures, maps, etc. for reports. The ed. sites show them how to locate appropriate categories and how to narrow down the search. The Encyclopedia Index book is invaluable for this search also. And they also have an incentive for exploring the card catalog to find their assigned topics I give them from each unit. The whole concept of a search mission or a mystery location adventure all add to the excitement of discovering the information they need to add to the class' understanding. We're all in the hunt together.

Thursday, January 8, 2004

Differentiation of Instruction in the Elementary Grades.

Differentiation of Instruction in the Elementary Grades. Our students all learn at different rates of speed. Yet, we are expected to teach all of the students in our class the same material. Some students get lost and others get bored...



From the site:



In most elementary classrooms, some students struggle with learning, others perform well beyond grade-level expectations, and the rest fit somewhere in between. Within each of these categories of students, individuals also learn in a variety of ways and have different interests. To meet the needs of a diverse student population, many teachers differentiate instruction. This Digest describes differentiated instruction, discusses the reasons for differentiating instruction, discusses what makes it successful, and suggests how teachers can start implementing it.



WHAT IS DIFFERENTIATED INSTRUCTION?



At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.



Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: (1) content--what the student needs to learn or how the student will get access to the information; (2) process--activities in which the student engages in order to make sense of or master the content; (3) products--culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and (4) learning environment--the way the classroom works and feels.



Content. Examples of differentiating content at the elementary level include the following: (1) using reading materials at varying readability levels; (2) putting text materials on tape; (3) using spelling or vocabulary lists at readiness levels of students; (4) presenting ideas through both auditory and visual means; (5) using reading buddies; and (6) meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.

Tuesday, January 6, 2004

Inside Kindergarten

Inside Kindergarten. From a former kindergarten teacher who taught a full-day kindergarten class. Descriptions of activities, strategies, thematic units, internet projects, and parent information.



From the site:



Hi, my name is Addie Gaines and I was a kindergarten teacher at Seneca Elementary in Seneca, Mo. for eleven years.

I served two years as assistant principal at Seneca. This year I am elementary principal at Kirbyville Elementary, which is near Branson, MO. This is definitely a new adventure and I am looking forward to it. I continue to stay involved with the early childhood community at Teachers.net and remain in the loop with the early childhood professionals, as well as maintain this site directed primarily towards kindergarten teachers. During my tenure as a kindergarten teacher, I had the opportunity to teach both half and full day programs. After doing both, I am a real proponent of full day kindergarten. I think that it is great!

Come see what we do all day long!!!

Sunday, January 4, 2004

Fiction about Japan in the Elementary Curriculum.

Fiction about Japan in the Elementary Curriculum. This site gives ideas for teachign about with children's fiction.



From the site:



For many children, their first view of Japan comes from story books. Those books can entice, delight, inspire further study, and offer glimpses of a world previously unknown. They can foster open-mindedness and an awareness of other ways of thinking and living. For these reasons, selecting accurate and appropriate books has become a primary responsibility of teachers.



THE CHALLENGE OF CHOICE



Elementary teachers, often without any formal training about Japan, must make decisions about book purchases that will have a potentially life-long impact on students' attitudes. Choosing books that can meet this challenge has taken on new complexity and significance due to trends both within elementary education and in the world beyond the classroom door. In classrooms across the country, fiction is often the main source of children's information about Japan. Since both pedagogical innovations and inadequate school budgets have contributed to a decrease in the use of elementary school textbooks, teachers must consider the historical accuracy of the books they choose. Innovations such as the whole language approach to reading, new methods of assessing student learning, the encouragement of diverse and multicultural perspectives, the application of theories of multiple intelligences, and the integration of teaching across the curriculum often mean that a student in the primary grades hears a folk tale from another country, does an art activity based on that culture, uses the metric system in the art project, finds out a bit about the flora and fauna now living there, and writes a letter to an imaginary pen-pal. This kind of integration across the curriculum puts a teacher's choices of fiction at the crossroads of the whole curriculum.



Embedded in this integrated curriculum is the teaching of citizenship. Elementary teachers regularly wrestle with citizenship issues, including the relationship of the individual to the group. Many school districts teach citizenship to children who speak a variety of languages and dialects. A book choice can send either the message that "those kids" come from a weird place, or that those kids have a heritage about which we should know more. Books can stimulate empathy, compassion, and a search for solutions to problems we all face. They can teach us that contacts with others generate both conflict and cooperation. Books of fiction provide a safe place to explore life's troubling issues.

Friday, January 2, 2004

Vandergrift's Special Interest Page for Children's Literature

Vandergrift's Special Interest Page for Children's Literature. Contains articles on several topics related to children's literature.



From the site:



An acquaintance with and an understanding of literary characters is one of the first ways a young child has of making sense of what it is to be human. We all come to know more clearly who and what we are while reaching out, imaginatively, for what we might become. As the child dwells in and wonders at the lives lived in story, she comes to know both herself and the world and begins to see that world as something over which she, as a character in life, might exercise some control. The events of story are a means of exploration of the world, helping her to confirm, to illuminate, and to extend her own life experiences, in ways that give her power over them. Story gives public form to private meanings and thus helps those who receive its messages to reach out to other human beings in the world, knowing that they share some of the same concerns and feelings. Informational narratives are also important forms of children's literature and ways for young people to understand and appreciate their world and those who share it with them. We all need to learn about life both literally and literarily, efferently and aesthetically.



Those who care about children and their literature have an obligation to inform themselves of the best and the latest thinking about the constellation of topics that will enable them to bring the two together most successfully. The reading bibliography is basic to gaining a rich background in the field.