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natashya@erinkentconsulting.com

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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High Leverage Instructional Routines for Problem Solving

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High Leverage Instructional Routines for Problem Solving

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Burkins and Yates

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High-Leverage Instructional Routines to Support Problem Solving Strategies

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Text Project

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The Reading GPS gives teachers information about whether students are moving toward the goal of proficient reading.

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To practice all 44 phonemes.

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Burkins and Yates 2021

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Reading and Writing Workshop in International Schools

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Reading and Writing Workshop in International Schools

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Great group focused on literacy!

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Great resource to understandings and planning for phonics

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If you're not sure how phonics fits within your daily instruction, or crave a more effective process for teaching phonics, Heidi Anne Mesmer is here to help. In Letter Lessons and First Words, Heidi Anne provides a research-based vision of what lively, engaging phonics instruction can look like, along with practical, classroom-tested tools to make it happen in your classroom.

Heidi Anne provides a one-stop shop for phonics instruction, including a clear scope and sequence of what to teach, a quick assessment to differentiate instruction, a simple lesson framework, and three activity-filled units matching key developmental milestones.

More than twenty classroom videos bring the content to life, showing children working with letters, words, and books at various stages of learning. Additional resources include:

A "know the code" chapter explaining English spelling (and online glossary)

Answers to common questions

Guidance about choosing books for readers at different stages

new info about how children cognitively store words and why inductive tension is important.

Isn't it time to re-imagine how you teach phonics? Letter Lessons and First Words will show you the way toward joyful instruction for today's classrooms.

Read Heidi Anne's Blog post Developmentally Responsive Phonics Instruction: A Research-Based Approach

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Research-based strategies for lively, engaging phonics instruction with young children. - Heinemann

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Patricia Cunningham on 'most useful' morphology words

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Patricia Cunningham on 'most useful' morphology words

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Formative Data Collection for Phonological Awareness - PK

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Formative Data Collection for Phonological Awareness

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From Reading Rockets

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Gots: Strategies to do with my kids right now!
Wants: MORE!

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Gots: more emphasis on sounds without an intentional focus on letters.
Wants: More ideas on how to encourage students who are focused solely on spelling perfectly rather than spelling phonetically (what are some ways we can nudge them out of the box in order to be more creative?).

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Loved seeing different ideas of phonemic word play to apply with my students.

Looking forward to getting more fresh ideas for word play and continuing to see how my students apply these skills to their own independent writing and reading

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Got: Confirmed! Plenty of language exposure is key to develop phonological awareness! We can be creative, and have fun with students too.
Wants: Looking forward to see more strategies/practical fun activities

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GOT: Time to reflect with grade level teacher peers
WANT: Helpful tool to guide writing (letter formation) that can be shared with the whole community, so that this is in line with K when formal writing is taught (rather than exploratory writing in PK & JK). This would be shared, ideally, with all teachers, assistants, and could be shared with families (with the supporting guidance that it is only a helpful guide when and if students show interest) - and with the understanding that we not focus on 'correcting' beginning attempts at writing but can model and guide gently and appropriately.

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GOTS: Some fun and easy ideas for word play!

WANTS: More ideas!

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Listening for the sounds in CVC words and hopping them out.

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Addressing phonological needs as they come up. Stretching out (like bubble gum) long words that we come across in our daily activities (days of the week, library, new animal names). Clarifying beginning sounds of teacher/student names. Passing out student belongings and using name sounds as hints. Using letter sounds while coaching name writing. Start direct letter teaching as students show interest. Often start with S & X as students mix them up when singing the Alphabet song and L, M, N, O, (ellameno).

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writing teaching parent book making "down time" "kathy collins" "matt glover" "lanesha tabb"

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Resources for parents to support their children's learning in writing and reading.

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Got: Images to inspire provocations for word play
Want: Photos of those great slides

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PK interactive way to practice alliteration/rhyming words 

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PK interactive way to practice alliteration/rhyming words 

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Jumping and clapping as they hear specific sounds in the book. We read "bi bim bop" book for the last two weeks. I think 'curious word play' doesn't have to be only in English. Bi bim bop means traditional mixed Korean rice with veggies and the word 'bop' itself means white rice. We not only practiced rhyming words as they hear (bop, pop, shop etc), we came up with funny words that doesn't make sense, and during play I heard one child asking "is that bop?" and the other said "no, this is Gondre bop (which means not just white rice, green chicory rice). And they had a discussion about different kind of rice, explained what that Gondre bop was, colors, different ingredients that goes in the rice etc. So they extended their learning through play and applied the knowledge they learned to create new knowledge. Super cool :)

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Mr. A reads out the morning message - each day a JKA student is invited to take on this job. They point to the words on the paper as they read, with the option of either reading it on their own or with help from their peers. 

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Mr. A reads out the morning message - each day a JKA student is invited to take on this job. They point to the words on the paper as they read, with the option of either reading it on their own or with help from their peers. 

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This JK student said, “Look, it’s the same, K-O-O, the same for me and my mom and dad. We all have ‘Koo’ letters.”

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This JK student said, “Look, it’s the same, K-O-O, the same for me and my mom and dad. We all have ‘Koo’ letters.”

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Ts modeling writing by dictating Ss thoughts/words

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For Ss that are interested, Ts encourage Ss to copy write from an example. Ts coach by pointing at each letter saying it's name/sound

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Ts encourage the Ss to notice the alphabet on the circle time board. Ts encourage children to consider the use of the letters with setting up a letter matching game and makers for the Ss to copy write if they choose.

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The alphabet cards are low on the board so that the children can touch each letter as they sing the "Alphabet Song". The very first time the children used this puzzle the Ts had pointed out the connection of the letter puzzle with the letters on the board. Ss make connection between the order of their puzzle and the order of the letters on the board. They practice touching each letter as they sing.

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Article from Catching Readers...

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This past fall I attended a wonderful conference in Washington, DC. - the Children Are Citizens conference. While I left with much to think about and try in my classroom, the one thing I implemented immediately was storytelling. Georgina Ardalan, @georgina_in_dc, led an outstanding session on interactive storytelling. She shared a video with Ben Mardell using Vivian Paley's storytelling and story-acting approach, and then shared how she uses this in her pre-K classroom. Finally, the participants got to experience this fun interactive storytelling. It was amazing!

I took this back to my classroom and started it the next day. The process is simple, but I've found it to be extremely powerful and so much fun. It's definitely a favorite part of our day.

First, the storyteller thinks of a story. We have a storyteller each day and their name is on our calendar so they know when it's their day. I encourage them the day before to think about what their story might be. The storyteller tells their story to me, as the class listens. I write it down as they tell the story - on my clipboard, writing fast to keep up with the story. This is not a shared writing. The writing is just for me. Most stories at this point in kindergarten are 5-6 sentences long. After the story is told, I read it back to the storyteller - one sentence at a time, asking them if that's what they want it to say and making any revisions. The class listens and asks any questions or for clarifications they might need. This on-the-spot revising has been really wonderful in helping kids elaborate and use more details in their stories.

Next, we determine who the characters are, and what the setting is. We do this together. Then we decide what parts we need actors and actresses for. Often the kids want someone to play roles beyond the characters. For example, if a story takes place at the beach, someone will play the beach. If there's a toy or piece of furniture in the story, a child will pretend to be that. I let the kids decide what roles we need people to pretend to be. The storyteller then chooses whether they want to play a role in the story or if they want to be in the audience. Then the other roles are assigned to kids.

Next, we move to the space on the rug where the audience sits, and the actors and actresses get on the rug space that is the "stage". I give them a minute to talk and plan how they are going to play their roles, and then we start the story-acting! I read the story as the kids act it out. We usually have time to act out the story twice, with different kids playing the different roles, in our daily 15 minute storytelling time.

Through this daily storytelling, I've seen the kids have a much deeper understanding of and enjoyment with:

oral language and communicating with others in a clear way

community building through sharing stories that are important

characters and setting

beginning, middle and end

adding details to stories to help your reader or listener

revising to make a story clearer

adding dialogue to make a story even better

how to use movement and facial expressions to communicate an idea or feelings

listening and asking questions to understand a story better

listening and enjoying a performance - what is the role of the audience

creating stories on their own during Writers' Playshop (I always remind the storyteller that they can make a book of their story so that this story will live forever - many kids choose to do this.)

At the end of first quarter, we did an assessment of the books that children have written. Every single child in our classroom is able to write a 3-5 (or more) page book, on one topic, with a beginning, middle and end. Many of the books had details I would expect to see much later in the year such as, dialogue and more complex story lines, characters and settings. I think the daily storytelling has played a huge role in this. The transfer from the oral, interactive storytelling to the children's own writing is clearly evident. And the fun we have every day during this time is the best!

Below are two videos from storytelling in our classroom. Enjoy!

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This past fall I attended a wonderful conference in Washington, DC. - the Children Are Citizens conference. While I left with much to think about and try in my classroom, the one thing I implemented immediately was storytelling. Georgina Ardalan, @georgina_in_dc, led an outstanding session on interactive storytelling.

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PK Quiz Trade game; currently working on with my current students (these are from last trimester), they learn to ask questions via playing the game and can add complexity by adding more cards to trade after asking questions etc 

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PK Quiz Trade game; currently working on with my current students (these are from last trimester), they learn to ask questions via playing the game and can add complexity by adding more cards to trade after asking questions etc 

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After making scented play dough apple pies, the children built an oven at the table beside where they were working. Then unfolded a party scene…

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Using loose parts to support dramatic play

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Using loose parts to support dramatic play

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This is a tiny snippet of what the kids enjoy - acting out favorite stories, changing roles, making the viewer dizzy 😆

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The kids like making key words in their stories actionable - when we hear the reader say certain words, they may make actions or use props to make the story more interactive and exciting.

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Pikachu often makes an appearance in small world play with loose parts and in stories that are created in journal entries. 

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Pikachu often makes an appearance in small world play with loose parts and in stories that are created in journal entries. 

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From an idea drawn on paper, then described and scribed, to a 3D object used in play.

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From an idea drawn on paper, then described and scribed, to a 3D object used in play.

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Encourage regular play-based learning for children in the early years by focusing on learning through play in a fun and interactive way.

It may be child's play, but simple ideas can have a beneficial effect on learning areas including fine and gross motor skills and social and emotional development.

So, let's play, learn and create magic together as a family!

Visit Edxeducation.com for free downloadable resources and to learn more.

We are all embarking on a new adventure right now, and we have to do this together as a family. Learning at home may feel like it consumes so much time however let's put it into perspective.

On average children only spend a fifth of their waking hours at school. The rest of the time is spent with family, friends and their external environment outside a classroom. In the world of learning at home, as parents and caregivers, we are able to supercharge their non-classroom experience and complement the school time learning. This presents a great opportunity.

Numerous studies have shown that children who have been taught through play-based learning have a more positive attitude to learning, a wider vocabulary and advanced problem solving, lateral thinking and analytical skills.

Both learning through play and play-based learning have long been recognised as highly successful methods of teaching in early years education - both in the classroom and at home. Learning that is fun and engaging, tactile and visual improves concentration, develops fine motor skills and supports early mathematical understanding, such as counting and sorting techniques.

Here are 5 tips on how to go on a home-learning adventure as a family:

Self-Motivation
Positive energy around the things that a child enjoys will make life easier for all.

In the early stage of motivating your children, one of the most important things is to follow the lead of their interests whether it be cars, books, blocks, colours, shapes, the garden or dinosaurs.

Take the time to watch your child play as this is where the adventure begins, where your child is intrinsically motivated.

Experience
Knowledge is taught in the form of the curriculum at school. However, our own experiences are the bedrock of development. We refer to it as experiential learning.

Children are naturally curious about the world surrounding them, so let's make learning a fun, hands-on and engaging experience.

Look at nature and explain life cycles. Look at numbers (addresses, money) and ask what they are used for. Then discuss what they do and how it benefits us in everyday life.

Play
There are many key foundation skills developed through play-based learning. Watch as your child builds a tower or plays with water in the bath. Look at their facial expressions: are they focused, curious, engaged or are they frustrated if things aren't going their way?

A child's imagination is sparked by play as they enjoy exploring and experimenting. We refer to it as learning without realising or learning through play.

To encourage this at home, try using open-ended toys (for example multi-colored pebble stones or different sized construction blocks) to encourage problem solving and design thinking. Prompt your children by asking questions or giving them themes, i.e., build the tallest tower, design a type of transport.

Hear from educational experts around the world on the benefits of play-based learning below.

Prior Preparation
When children are not in the mood to play independently you can set up simple play activities.

For example, you could set up stuffed animals "in a jungle" to complement a book you are reading, then talk to them about the story, prompting them to use their imagination.

Getting ready in advance means that you will be able to have activities ready as the morning or afternoon unfolds.

Managing Expectations
Families in this current environment have very busy schedules with work, school activities and family commitments. However, it is important to take time out to spend with your child each day and to let them know when you will be able to be with them. So, giving your children the knowledge that this is a ten-minute playtime will help to set expectations.

Whether it is setting up a play activity, talking to them about their day, having a meal together, or simply taking the time to watch them play is all valuable time together. The important point is to remember to let your children know that you enjoy this time too!

Routines like reading a book before bed are also great: it helps to develop speech and language, makes them curious and give time for parents & caregivers and child time to connect.

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The Genius of Play | Playing and Learning is a Family Adventure

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Encourage regular play-based learning for children in the early years by focusing on learning through play in a fun and interactive way. It may be child's play, but simple ideas can have a beneficial effect on learning areas including fine and gross motor skills and social and emotional development.

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Links to many articles from Experts about benefits of Play

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Links to many articles from Experts about benefits of Play

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Experts agree that play has a profound impact on childhood learning. Every so often, we'll have articles, useful tips, sound advice, and the latest research from leaders in the field on children and education.

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Experts agree that play has a profound impact on childhood learning. Every so often, we'll have articles, useful tips, sound advice, and the latest research from leaders in the field on children and education.

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Purpose of Text Types for Shared Reading or Book Boxes....

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Ss creating their own stories with loose parts

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using loose parts to create play scenarios

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At center time, students used loose parts to create a scene. They wrote a story to go along with their scene the next day.

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Small world play with loose parts to tell the story ’The Gruffalo’ 

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Small world play with loose parts to tell the story ’The Gruffalo’ 