Monday, May 31, 2004

Handwriting Help for Kids

Handwriting Help for Kids. Overview of skills required for handwriting acquisition, teacher tips, worksheets, and tutoring service.



From the site:



Why choose "Handwriting Help for Kids"?



* Fun “LETTER STORIES” teach manuscript letters.

* Cursive comes to life as children surf throught the cursive "WAVES”.

* Learn using a "hands-on" approach in our workbooks. Click Here to see!

* Practice using our laminated "WRITE-ON" sheets.

* No “lefties” are left out with Handwriting Help for Kids!

* Workbooks are SPIRAL BOUND so they lie flat.

Saturday, May 29, 2004

The Transition to Middle School

The Transition to Middle School. The day always comes when we say good bye to our students and move them on to middle school. This site gives advice for easing the transition.



From the site:



Students make many transitions during their years of schooling: from home to school, elementary to middle school, middle to high school, and high school to college or work. These transitions are usually major events in the lives of students and parents. The stresses created by these transitions can be minimized when the new environment is responsive to each particular age group. This Digest presents a brief overview of some of the issues involved in the transition from elementary to middle school and provides suggestions for transition programs and activities. The term "middle level schools" includes all middle grade and junior high school configurations.



MIDDLE LEVEL TRANSITION CONCERNS



Student comments and behaviors give insight into their concerns as they move to a new school. Students in Gwinnett County, Georgia, when asked about their concerns in facing a school transition, mentioned the following worries: (1) getting to class on time, (2) finding lockers, (3) keeping up with "materials," (4) finding lunchrooms and bathrooms, (5) getting on the right bus to go home, (6) getting through the crowded halls, and (7) remembering which class to go to next (Weldy, 1991). In addition to these concerns, other studies include personal safety (aggressive and violent behaviors of other students) as a prominent concern of students (Anderman & Kimweli, 1997; Arowosafe & Irvin, 1992; Odegaard & Heath, 1992).



Teachers have also listed specific challenges to students making the transition from a sixth-grade elementary to a middle level school (Weldy, 1991, pp. 84-85): (1) changing classes; (2) reduced parent involvement; (3) more teachers; (4) no recess, no free time; (5) new grading standards and procedures; (6) more peer pressure; (7) developmental differences between boys and girls; (8) cliquishness; (9) fear of new, larger, more impersonal school; (10) accepting more responsibility for their own actions; (11) dealing with older children; (12) merging with students from five elementary schools; (13) unrealistic parental expectations; (14) lack of experience in dealing with extracurricular activities; (15) unfamiliarity with student lockers; (16) following the school schedule; (17) longer-range assignments; (18) coping with adolescent physical development; and, for some, (19) social immaturity; and (20) a lack of basic skills.

Thursday, May 27, 2004

The Teacher's Desk

The Teacher's Desk. Over 250 lesson ideas for fifth and sixth grade teachers at this teacher-created website.



From the site:



Welcome to The Teacher's Desk, a resource designed for teachers of grades five and six. Please feel free to sit down, relax, and take your time browsing through the contents, a collection of lesson plan ideas and classroom activities. Most are my original ideas, while others have been shared with The Desk via e-mail.

Tuesday, May 25, 2004

Teaching K-6 Science in Small Schools on a Financial Shoestring

Teaching K-6 Science in Small Schools on a Financial Shoestring. This article discusses how to teach science cheap. This is good. My school sure doesn't have much money. I guess all of us teachers are overpaid...



From the site:



Teaching elementary science is not easy, especially in a small school. Elementary teachers in general and rural elementary teachers in particular are asked to teach science when typically they have not been adequately prepared in at least three critical areas: fundamental science knowledge; meaningful preparation in actually teaching science; and instruction as to buying and using pertinent course materials. Further problems for elementary science teachers in small schools occur with respect to inadequate amounts of time, lack of money and library reference materials, too narrow science curriculum guides, and limited district support for facilities and personnel. While tackling all of these problems is beyond the scope of this digest, suggestions for improving science teaching and ways for small schools to upgrade their programs are provided.



HOW AND WHERE CAN ONE SECURE SCIENCE MATERIALS FROM FREE AND INEXPENSIVE SOURCES?



One way for K-6 teachers in small schools to overcome some of the difficulties in teaching elementary science is to involve children and parents in obtaining free and inexpensive science-related materials. Materials should be collected during the entire year, and can be secured from visits to city institutions (museums, libraries); federal, state, and county offices like the U.S. Forest service and the Soil Conservation Service; and from vacations to national and state parks. Materials can also be obtained from colleges and universities and public interest groups like the Audubon Society, National Wildlife Federation, and regional plant societies. It should be recognized, however, that special interest groups usually have particular points of view and that materials should represent a balance of outlooks. Several inexpensive children's magazines are especially useful in teaching elementary science: RANGER RICK, ZOOBOOKS, AND 3-2-1 CONTACT. Magazine donations from school families can be solicited and can include an array of titles, including NATIONAL GEOGRAPHIC, DISCOVER, SCIENCE 86, SCIENTIFIC AMERICAN, AUDUBON, and NATIONAL WILDLIFE. Moreover, three adult publications are specifically geared to teaching elementary science on a shoestring: SCIENCE AND CHILDREN (each issue has a list of free and inexpensive science materials); TOPS, and EDUCATOR'S GUIDE TO FREE SCIENCE MATERIALS. FREEBIES magazine is more general, but does provide sources for science materials.

Sunday, May 23, 2004

Core Knowledge Lesson Plans and Units

Core Knowledge Lesson Plans and Units A collection of high quality collection of preschool through 8th grade units and lesson plans.



From the site:



In an effort to provide a list of independent products and publications that relate to topics in the Core Knowledge Sequence, our resource coordinator screens a wide variety of publications to find items that may be useful to Core Knowledge teachers, librarians, parents, and students. Although a listing in the database does not make a title an “official” Core Knowledge book, these references can be helpful in planning lessons, building a school library, or helping children at home. Our database, which is fully searchable by grade level, subject, author, title, and key word, now lists over 1,000 resources! Click here to explore the database.

Friday, May 21, 2004

Audience Awareness: When and How Does It Develop?

Audience Awareness: When and How Does It Develop? When do students actually think of their audience when they are writing? I would say early in life but this article has some other views.



From the site:



Many theorists contend that the purpose of writing is to communicate with an audience, which can be defined as actual readers or as the writer himself. Scholars also seem to agree on another point: "no matter who/what the audience is (from real people to fictional construct), writers adjust their discourse to their audiences. In other words, writers do things to bring their readers into their texts, to establish a community that includes themselves and their reader." (Wildeman, 1988)



A strong case can be made for teachers to use audience-oriented teaching strategies that encourage children to write for a wide range of readers. Examples of such assignments would be to have the student write letters or something that would be read by parents, friends, local community leaders, or sports heroes. Yet questions remain about how writers, especially student writers, actually learn to consider an audience of readers. These questions involve complex issues that are current topics of investigation.



YOUNG CHILDREN'S SENSE OF AUDIENCE



Can teachers expect students as young as those in elementary school to write with an audience in mind? Research suggests that a developmental trend exists in which children gradually develop a sense of audience in their writing.



Young children apparently understand that they can use writing to communicate with a reader, and they intend to write in a manner that demonstrates this understanding. Kroll (1984) found that nine-year-old children wrote letters in which clear problem statements and explicit requests for help indicated audience awareness. "Few of the letters manifested either gross egocentrism or a blatant disregard for the reader's needs." (p.425) Yet the nine year olds frequently did not provide essential information about themselves or instructions so the reader could respond to the letter.

Wednesday, May 19, 2004

Computer Lesson Plans for Tired Teachers

Computer Lesson Plans for Tired Teachers. Free lesson plans and lesson plan books to support you using computers in the classroom.



From the site:



When teachers run out of ideas, this is what they use!"



Now you can access over 300 lesson plans and lesson ideas for use with word processors, spreadsheets, databases, paint programs, the Internet and Microsoft software such as Word, Access.

Monday, May 17, 2004

Model Early Foreign Language Programs: Key Elements

Model Early Foreign Language Programs: Key Elements. What makes for a good elementary foreign language program? This essay has some ideas.



From the site:



Schools and school districts across the United States are establishing and expanding foreign language programs. Although most programs are found at the secondary school level, an increasing number are being established in elementary schools. A survey by the Center for Applied Linguistics indicates that 31% of U.S. elementary schools are offering foreign language instruction, up from 22% a decade ago (Rhodes & Branaman, 1999).



In the late 1990s, the U.S. Department of Education funded an effort to identify early foreign language programs that could serve as models for schools or districts interested in establishing or enhancing early-start, long-sequence foreign language programs. Seven model programs were identified through a nomination and selection process informed by the national standards for foreign language education and by research on effective language instruction for elementary and middle school students (Curtain & Pesola, 1994; National Standards in Foreign Language Education Project, 1999). The programs selected met specified criteria in the areas of curriculum, outcomes, ongoing evaluation, coordination with content areas, articulation from elementary to secondary school, accessibility, student diversity, professional development opportunities, and community support. Although the seven programs represent a range of program models and instructional strategies, they had a number of critical elements in common. This digest describes these elements, which are deemed key to the long-term success of early foreign language programs.

Saturday, May 15, 2004

Busy Teachers' Web Site K-12

Busy Teachers' Web Site K-12. Links to lesson plans and classroom activities for elementary school.



From the site:



The sites listed on this page designate themselves as appropriate to the elementary grades. Still, you should explore the subject-indexed sites listed in the Table of Contents. Many sites contain pictures, sounds and/or movies that can be used by elementary students, even where the text is too advanced for them. You will find my notations on all sites for text, pictures, sounds, etc. to help in your search. Let me know if you find other sites particularly suited to the younger student.

Thursday, May 13, 2004

Konsep Sekolah Alam

Sekolah Alam adalah sekolah dengan konsep pendidikan berbasis alam semesta. Dasar dari konsep tersebut adalah Al Qur'an dan Hadits, bahwa hakikat penciptaan manusia adalah untuk menjadi pemimpin di muka bumi.
Dengan demikian hakikat tujuan pendidikan adalah membantu anak didik tumbuh menjadi manusia yang berkarakter. Menjadi manusia yang tidak saja mampu memanfaatkan apa
Spider Web

Dalam pembelajaran di sekolah digunakan sistem Spider Web, di mana suatu tema diintegrasikan dalam semua mata pelajaran. Dengan demikian pemahaman siswa terhadap materi pembelajaran bersifat integratif, komprehensif dan aplikatif. Sekaligus juga lebih 'membumi'.
Kemampuan dasar yang ingin dibangun adalah kemampuan anak untuk membangun jiwa keingintahuan, kemampuan melakukan observasi

Sources of Information about Promising and Exemplary Programs and Materials for Elementary and Secondary Environmental Education

Sources of Information about Promising and Exemplary Programs and Materials for Elementary and Secondary Environmental Education. Information on some possible research reports to look at in this area.



From the site:



Interest in the environment and environmental education has increased during the past two years and will continue to increase as a result of Earth Day 1990. Many school staff and their client communities are considering what they should do as a follow-up to Earth Day and are searching for useful programs and materials.



While new programs and materials are constantly being developed, a variety of programs and materials are currently available. This digest identifies a selection of completed programs and materials completed and under development.



WHAT SHOULD BE INCLUDED IN AN ENVIRONMENTAL EDUCATION PROGRAM?



There are several publications available to use to determine what should be included in a good environmental education program. Several states including Wisconsin (Engelson, 1986), California, and Minnesota have produced state guides or frameworks suggesting ways of reorganizing environmental education and content, skills, and behaviors to teach.



Several researchers and developers of materials (Roth, Hungerford, and Engelson) have developed recommended frameworks for environmental education. These frameworks have been used both in research and in developed materials.

Tuesday, May 11, 2004

The Apple Barrel

The Apple Barrel Quilt unit and lesson plan ideas for the elementary classroom. I love quilting!



From the site:



Choose one of my home grown unit ideas (Quilts or Inventions) or one of the hand picked teaching ideas and education sites by choosing links. My email won't be working for a while so if you would like to contact me please sign my guestbook. You can take the opportunity to send me suggestions and ideas of your own. Feel free to use any of my original work in your classroom. Let me know how things went. Feedback, Inspiration, Kind Words ... Is anyone out there?

Sunday, May 9, 2004

Beyond Transition: Ensuring Continuity in Early Childhood Services

Beyond Transition: Ensuring Continuity in Early Childhood Services. This is an essay on this topic. State pre-school services tend to end when the kid hits our schools. Here are some transition ideas.



From the site:



In the early childhood field, the word TRANSITION is used in many different ways. Traditionally, TRANSITION has been used to describe the period of time that falls between two different types of activities. TRANSITION may also be used to describe the time period in which children move from home to school, from school to after-school activities, from one activity to another within a preschool, or from preschool to kindergarten. In each case, early childhood professionals have been concerned with easing the transition between two different types of activities or environments.



CONTINUITY: A CONCEPT REVISITED



With more and more children participating in early childhood programs before they enter school, there is an increasing focus on the transition that occurs when children move from preschool to kindergarten. Many children have problems adjusting to elementary school programs that have a different philosophy, teaching style, and structure than those programs in which they participated during their earlier years. Transition efforts were designed to help ease the entry into school by preparing both children and families for the differences children will encounter.



But more recently, there has been a growing consensus that the key to effective services for young children is less through bridging the gap between different types of programs, and more through ensuring continuity in certain key elements that characterize all good early childhood programs. This notion of continuity is not new. In the late 1960s and early 1970s, efforts such as Project Developmental Continuity and Follow-Through were designed to ensure that the principles of good early childhood programs continued into the early years of elementary school. But today's concept of continuity has changed in several respects. First, there is now much more consensus in the field regarding what constitutes appropriate practice in all types of early childhood programs from infancy through the primary grades. There is also growing recognition that parent involvement is a key to a child's success and should be encouraged as children move on to elementary school. Finally, the need for supportive services for both children and families has intensified. Comprehensive family support and health services are critical components throughout the early years.

Friday, May 7, 2004

AlphaBites

AlphaBites Activities to teach the alphabet, including ideas for cooking, literature, math, science, social studies, and games.



From the site:



I have gathered together many activities that I have used for teaching the alphabet. I hope you enjoy them. Please email me or use this form if you have any ideas for these pages!! I would love to have feedback from others on this project. I will post your name and ideas as you send them to me. To get to the particular letter you are interested in, just click on it below!!



Also listed below are some books that can be read to the children during these activities.

Wednesday, May 5, 2004

Child-Initiated Learning Activities for Young Children Living in Poverty

Child-Initiated Learning Activities for Young Children Living in Poverty. This is an essay with some good ideas for helping elementary school students from poor families learn better in school.



From the site:



Should Head Start and other preschool programs for young children living in poverty center on teacher-directed, large-group academic lessons or on teacher-supported, child-initiated learning activities? The concerns reflected in this long-standing debate are that an exclusively teacher-directed approach fails to encourage children's social and emotional development and creativity, while an approach based exclusively on child-initiated activities may not sufficiently stimulate poor children's academic development. These concerns are echoed today in the struggle of early childhood educators to cope with academic-learning mandates that conflict with their own child-centered dispositions, particularly in school districts that have been less successful in helping children achieve academic success. This Digest discusses the findings of empirical studies on teacher-directed and child-initiated preschool programs.



LONG-TERM PRESCHOOL CURRICULUM COMPARISON STUDIES



Three long-term preschool curriculum comparison studies began in the 1970s--the High/Scope Preschool Curriculum Comparison Study (Schweinhart & Weikart, 1997), the Louisville Head Start Study (Miller & Bizzell, 1983), and the University of Illinois Study (Karnes, Schwedel, & Williams, 1983). All three included the Direct Instruction model--which offered scripted, teacher-directed academic instruction--and a Nursery School model, in which children initiated their own learning activities with minimal teacher support. The High/Scope study included the High/Scope model, in which children initiated learning activities with substantial teacher support. The Louisville and Illinois studies included several additional teacher-directed models and the Montessori model, which encouraged child-initiated activities with didactic materials.



These three studies found that children in Direct Instruction programs intellectually outperformed children in child-initiated-activities programs during and up to a year after the preschool program, but not thereafter. In the Louisville study, the Nursery School children showed higher verbal-social participation and increased more in ambition and aggressiveness than did the Direct Instruction children, but both groups scored lower than their peers on inventiveness. In the Illinois study, 78% of the Nursery School group, but only 48% of the Direct Instruction group and 47% of the no-program group graduated from high school.

Monday, May 3, 2004

Elementary and Secondary Education

Elementary and Secondary Education Want to write an article on elementary school for a journal? Do you have a good paper you wrote from when you got your M.Ed.? This may be the place.



From the site:



Focus:

Significant challenges face educators as we enter the first decade of the 21st century. High-stakes testing and the standards movement present challenges to teachers, administrators, students, and parents as each group seeks ways to successfully navigate through the consequences of policy decisions in education. Curriculum issues capture our attention as we struggle with questions of authenticity, standards, interdisciplinary and integrated approaches to teaching and learning, and content specific curriculum. Policy decisions including the connection to teaching and learning to assessment and high-stakes testing and professional development present opportunities for active exploration for teachers and researchers. Literacy issues focusing on reading and writing across the curriculum and reading and writing workshop environments provide important K-12 opportunities to contribute to a vital professional conversation. To be most helpful, empirical studies should be clear in both methodology and style providing opportunities for study replication. Qualitative studies must be grounded in theoretical and methodological studies. All papers should be clearly presented.



Who May Submit:

Submissions are welcome from researchers, teacher action researchers, administrators and graduate students as well as others engaged directly in teaching at the elementary, middle, or secondary levels.



Please identify your submission with keyword: ELEMENTARY or SECONDARY.



Full details at http://rapidintellect.com/AEQweb/ontsec.htm.

Saturday, May 1, 2004

Children's Writing in ESL

Children's Writing in ESL. This is a nice paper on the role of writing in the acquisition of second language skills in elementary school.



From the site:



This "Digest" is based on the ERIC/CLL "Language in Education" series monograph entitled "WRITE ON: Children Writing in ESL," written by Sarah Hudelson. The monograph describes how children develop as writers in English as a second language. It will be available in early 1989 from Prentice Hall Regents, Mail Order Processing, 200 Old Tappan Road, Old Tappan, NJ 07675, or by calling 1-201-767-5937.



Children whose native language is not English are present in ever increasing numbers in elementary schools in the United States. Educators, therefore, must provide opportunities for these learners to develop English-as-a-second-language (ESL) skills and to learn school content-area material. In elementary schools, particular emphasis has recently been placed on helping ESL learners become more proficient writers of English to ensure their academic success in English language classrooms (Allen, 1986; Rigg and Enright, 1986; Urzua, 1987).