Shiyamali Neelika

Shiyamali Neelika

Shiyamali Neelika
More ideas from Shiyamali
The Letter Sounds Song - great for sound practice! It is slower, so a good calming/learning one or circle time song

The Letter Sounds Song - great for sound practice! It is slower, so a good calming/learning one or circle time song

This pin is shared with the colleagues to get an insight on how vocabulary can be taught and the importance of using a variety of methods to engage children in the learning process using informal and formal approaches; it discusses the pros in using technology (e books and texts) to teach vocabulary in a classroom as well. Research suggests “children’s metacognitive process should be developed in order to assist in the learning of vocabulary words in depth (Fellowes & Oakley, 2014, p. 252)”

This pin is shared with the colleagues to get an insight on how vocabulary can be taught and the importance of using a variety of methods to engage children in the learning process using informal and formal approaches; it discusses the pros in using technology (e books and texts) to teach vocabulary in a classroom as well. Research suggests “children’s metacognitive process should be developed in order to assist in the learning of vocabulary words in depth (Fellowes & Oakley, 2014, p. 252)”

This pin is self-authored to share with teachers giving an idea how vocabulary can be best taught in an authentic environment; resulting in children acquiring and using the vocabulary in their day to day play and activities offered with supportive instructions. ‘Indirect instructions’ refers to the vocabulary learning that occurs through other activities within the classroom or centre and not through focused, explicit vocabulary instructions” (Fellowes & Oakley, 2014, p. 253).

This pin is self-authored to share with teachers giving an idea how vocabulary can be best taught in an authentic environment; resulting in children acquiring and using the vocabulary in their day to day play and activities offered with supportive instructions. ‘Indirect instructions’ refers to the vocabulary learning that occurs through other activities within the classroom or centre and not through focused, explicit vocabulary instructions” (Fellowes & Oakley, 2014, p. 253).

This pin is shared with parents who support children gain a greater stock of vocabulary through play and hands on activities in addition to direct teaching and use of texts.  According to (Fellowes & Oakley, 2014) vocabulary is learnt in a social context through interactions, engagement in activities, games and play as much as through direct modes of instruction and reading. Additionally " The vast majority of words are learnt informally and incidentally"  (Fellowes & Oakley, 2014, p. 249)

This pin is shared with parents who support children gain a greater stock of vocabulary through play and hands on activities in addition to direct teaching and use of texts. According to (Fellowes & Oakley, 2014) vocabulary is learnt in a social context through interactions, engagement in activities, games and play as much as through direct modes of instruction and reading. Additionally " The vast majority of words are learnt informally and incidentally" (Fellowes & Oakley, 2014, p. 249)

This pin created by ‘Reading Rockets’ shares some extremely important strategies of teaching vocabulary explicitly when teaching primary learners. The video that is shred through the pin helps the ’Learning Teachers’ experience the teaching and learning that is happening in a real classroom setting. According to Fllowes and Oakley, (2014) it is necessary to include explicit, structured teaching and scaffolding of vocabulary that educators have exposed the children to.

This pin created by ‘Reading Rockets’ shares some extremely important strategies of teaching vocabulary explicitly when teaching primary learners. The video that is shred through the pin helps the ’Learning Teachers’ experience the teaching and learning that is happening in a real classroom setting. According to Fllowes and Oakley, (2014) it is necessary to include explicit, structured teaching and scaffolding of vocabulary that educators have exposed the children to.

Ideas from Montessori education on the best order to use when introducing letters to your preschooler; post includes lots of Montessori phonics resources about teaching letter sounds

Ideas from Montessori education on the best order to use when introducing letters to your preschooler; post includes lots of Montessori phonics resources about teaching letter sounds

This pin is not self- authored, but I strongly believe in this approach; using Letter-land alphabet to teach children ‘hear’ the sounds of letters; phonemic awareness in a relaxing, child friendly environment created by ‘Letter-land. Having taught and witnessed children learn successfully through this approach, I would like to share this pin with the interested colleagues.  Kauffman (2007) agrees that phonemic awareness can be taught through enjoyable activities (Shin & Crandall, 2014, p…

This pin is not self- authored, but I strongly believe in this approach; using Letter-land alphabet to teach children ‘hear’ the sounds of letters; phonemic awareness in a relaxing, child friendly environment created by ‘Letter-land. Having taught and witnessed children learn successfully through this approach, I would like to share this pin with the interested colleagues. Kauffman (2007) agrees that phonemic awareness can be taught through enjoyable activities (Shin & Crandall, 2014, p…