Prewriting with flashcards and...a fly swatter

Hello everybody! Long time no see. This is going to be a quick post about a nice activity I came up with the day I bought a fly swatter. As you can see from the picture it's a special one ;)

First thing first, when we came back from the Christmas holiday I used it to help children recall single sounds with the help of phonics cards. What I noticed is that it is better to select a few cards each time, because for some of our young learners it might feel overwhelming to have to choose among too many options.

The other activity I've come up with, after studying some of the most common consonant digraphs, ch, sh, and th, is about writing words which contain these sounds, as you can see. In the first phase I chose words containing short vowel sounds, and in the second one I used vowel digraphs. This way we reviewed and worked a bit more our phonetic awareness.

This second activity is inspired by the Montessori method for teaching reading and writing, but I had to adapt the way of proposing it since I’m working with second language acquisition:

First, on a big surface, in my case made up of 3 double desks, I displayed 3 rows of cards: row number 1 contained simple consonant sounds, row number 2 contained the short vowel sounds and the third row contained consonant digraphs.
Then,  while everyone was busy colouring a sound worksheet, I called 2 children and told them to sit next to me at the big table.

Once sitting, I told them a whole short word containing 3 of the sounds displayed on the table, one from each row. Then, I retold the same word, cutting it into its different sounds and passed the swatter to the kid sat next to me. One sound each, they had to 'write' the word selecting the correct cards with the spanker. Once the 3 chosen cards were selected and placed in the right order in front of them, we read the word out loud again.

Designed this way, this activity will allow every child to concentrate and listen better to what you're saying, making it easier for them to be right, which has a good influence on their self-esteem and self-image. Furthermore, you will be able to spot and correct any difficulty in hearing the different sounds properly. For instance, they might confuse the sound sh with the sound s, the sound th with d, or even the sound ch with t. 

In a second moment I substituted the short vowel sounds with vowel digraphs such as ai, ee, ou, oo.

More about phonics games and activities here

-->quiero leer este post en español

📍Do you struggle with a challenging class, where many of your students get distracted and their academic performance doesn’t reflect all the effort you put into preparing and teaching your lessons? 

📍Does this situation frustrate you, and would you like your students to learn more while enjoying the process? 

👉Something similar happened to me during my elementary teaching internship, and in my latest book, Pygmalion in the Classroom: A Real Experience—based on my senior thesis and my internship at a primary school in Madrid—I’ll tell you how we managed to turn things around and achieve resounding success! 

Don’t miss it! 

Available in digital and print formats on Amazon in every country, and on the major e-book platforms.

More exercises to encourage auditory discrimination

Some time ago, I wrote about the auditory discrimination of 2 vowel sounds that are difficult to distinguish by Spanish speakers: the e and the i. Several months and several phonics later, I am going to propose more discrimination exercises that can be worked on with your students to get them used to recognizing them.

Among the vowel phonemes we can focus on the discrimination between a and u, and in a second moment we will add the o. It is important to choose short words of 3 or 4 letters with only one vowel sound so that our students do not get confused. That means words such as cat, cut, cot, or pat, put and pot.

Other vowel sounds that we worked on this year were the i and the digraph ee, so that the children can see that the first one is a 'short i' and the second one is a 'long i'. If you accompany the words with the movement of both hands, moving them closer or further away depending on which sound the words have, you will help students to notice the difference even more. Some examples are: sheep (hands away) and ship (hands closer) or beet and bit, feet and fit, etc.

Finally, these last days we saw the digraph oo that can also be pronounced by lengthening or shortening the sound as in moon /ˈmuːn/ or in hook /ˈhʊk/. Again we use our hands to highlight which is the 'long u' and which is the 'short u', when we pronounce the words, to help the little ones to better grasp the difference. Other words with /uː/ (the 'long u') are broom, spoon, food, while some words with /ʊ/ (the 'short u') are cook, foot, book, etc.

Among the consonantal sounds, we have obviously worked on the b and v, which are two phonemes that overlap  in the Spanish language, creating problems when it comes to writing, in both languages. Finally, the latest phonemes we saw were w and g which are also problematic, but, in this case, when it comes to pronouncing them: many children when they read the word wood aloud, would pronounce it good. You should insist on the positioning of their lips and, if nothing works, you can always give them the example of Huelva or huevo, so that they can grab it immediately. 

But... How do we work them out? Easy, peasy. At the moment, since my pupils are third graders who don't have to write anything yet, I just concentrate on the auditory and visual features. I usually use cute paper cups to which I apply a white label. On the label I write the sounds in large letters, both upper and lower case, and I also draw one or two pictures of words that start or contain the same sound. As you can see in the picture, I use pompoms of different types: these are all glittery for it was Christmas time, but, of course, I have  pompoms for workdays, too :o)

I use two different exercises: the first one consists of sitting 2 children (or 3 depending on the number of cups) in front of all the others (at a distance of 2 o 3 meters). These 2 or 3 hold the cups well visible so that their classmates, who must also be sitting, can place their pompoms, in the correct cup once a pompom has been distributed to each one, when they hear the word. 

In the second activity I do not use pompoms, instead, I divide the class into two groups and sit them facing each other at a certain distance. I alternate words that contain the sound I want to work that session with others that do not have it, and the children, when they hear the right phoneme, have to swap places with the one in front of them. This is just an adaptation of the game 'Change places if...' and I have only been able to use it with the 5-year-olds, because it seems that the 4-year-olds are not willing to give up their seats under any circumstances 😀

--> Read this post in Spanish

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Many English as a Second Language (ESL) activities rely solely on “fill-in-the-blank” exercises ✏️… but the real goal should be to help children speak, understand, and use English naturally. 🗣️💬

🎨 Learning by doing makes it much easier, more fun, and more motivating!

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✨ Learn, play, speak, and grow! ❤️

📍Do you struggle with a challenging class, where many of your students get distracted and their academic performance doesn’t reflect all the effort you put into preparing and teaching your lessons? 

📍Does this situation frustrate you, and would you like your students to learn more while enjoying the process? 

👉Something similar happened to me during my elementary teaching internship, and in my latest book, Pygmalion in the Classroom: A Real Experience—based on my senior thesis and my internship at a primary school in Madrid—I’ll tell you how we managed to turn things around and achieve resounding success! 

Don’t miss it! 

Available in digital and print formats on Amazon in every country, and on the major e-book platforms.

Fine and gross motor skills with Jolly Phonics

Today I am going to show you some of the activities we have been doing in class with my students. As recommended in the manual, it is very important to go over the sounds throughout every sessions, however it is also necessary to look for ideas so that this part of the lesson will be enjoyable and varied even though we are always working on the same concept.

Here you have 4 activities which can be performed in two ways:

1) At the beginning of the month, when we reached 3/4 sounds, we began to practice auditory and visual recognition with a quite amusing activity: I divided my group of students into 3 rows, and they had to jump, from behind a line of Sellotape (which they insisted on removing 2 seconds after spotting it on the floor) over the card with the letter sound corresponding to the chant, or the gesture associated with the chant, that I was indicating.

2) For the second activity I adapted the game 'Change places if you have…' which in our case consisted of sitting the children in a circle holding one of the sound cards in their hands; when calling one of the sounds, all the children who had it represented on their card had to get up and move around and change places. To make it a little more 'exciting' a student can be positioned in the center of the circle to steal the place from those who have to get up. Finally, in order for all students to handle more than one sound throughout the same activity, it is necessary to take a few moments from time to time so that each kid passes his card to the classmate beside him.

After a few sessions, when I noticed that they were already familiar with the method and controlled the single sounds, we began to do these same activities using words that began with s,a,t,i,p,n: if I told 'ink' they had to jump over the card with the i, or in the case of the circle game, those who holding that 'i card' had to change places.

3) The third activity was that of the pom-poms in the picture: in order to stimulate phonological awareness we started using words straight away. The task consisted in recognizing the first sound and was designed to associated a third sense, the touch, to those commonly implied in this kind of exercises: 6 children kept the paper cups showing to the others the letter and the drawing that each one carries; the remaining 4 children sat opposite them and took a pom-pom each. I showed a card and said the corresponding word, e.g. 'net': The four children holding the pom-poms had to get up and put them in the right paper cup, in this case the one with the 'Nn sound' on it.

I think it's a nice activity because they like to manipulate the pom-poms and they also help each other to identify in which paper cup they have to put them. Naturally this game can also be done using 'single sounds'. 

A fourth activity consists of building a fortune teller so that they discover the letters, say them and make the associated gesture. It's an effective activity because they pay a lot of attention all the time since they also like to discover what's under the flap chosen by  each one of their classmates.

Overall, the truth is that it has been quite an intense month and I have to admit that there has been a lot of trial-and-error work, but the best thing is that the children are learning even though they don't realize it... at least until they get the right answer at the first  attempt. 

More about Phonics here

--> Quiero ler este post en castellano

 

Back to school...with Jolly Phonics

Hello there!
 

New school year, new project! This time I have the great opportunity to work with the Jolly Phonics method in a systematic way with a significant number of children and I already have my notebook and pen ready for observations and notes on its development. I will tell you how my classes are progressing because I think it's interesting to follow up in order to observe how the method is working, the adjustments that are going to be necessary and everything that may come up.
 

I am going to start by specifying that in the teacher's book it is advisable to introduce a sound every day, although, if the students are younger than 5 years, it is recommendable to reduce the working speed in order to achieve a better assimilation. Following this pattern, at least at the beginning of the course, I have planned to work one phoneme per week (I have 2 sessions of 1 hour with each group) that we will introduce in the first session and look deeper into during the second one.
 

The first phoneme of the first group is, as you may have understood from the photos, /s/. At the beginning of the first session I told them the story that accompanies the coloring card that comes in the teacher's book. It's very, very short but at the same time very handy to grab their attention and introduce them to the sound. Then we listened and sang the chant a couple of times and I encouraged them to move their hand as if they were writing an S in the air (this is the movement associated with this phoneme).
 

At this point I changed a little the recommended plan introducing a variation of the famous game of the 'zapatilla por detrás', using a card that represents a snake instead of the slipper and the chant associated to the phoneme instead of the song of this game. In this way everyone repeats the chant and learns it in a pleasant and natural way.
 

Afterwards, I went back to the plan of the book, which contemplates the activity 'hunt the sound': I handed out some magnifying glasses (made with brushes for children's crafts) and some booklets (from the Songbirds Phonics collection written by Julia Donaldson) for them to look for /s/. This activity, as it's explained in the guide, helps the children to realize that these sounds that they will learn little by little are not abstract elements, quite the opposite, they are found in the books and are useful for reading stories.
 

Finally, I showed them the flash card with the /s/ and gave them plasticine so that they could build one themselves with their own hands
 

In the second session, after singing the chant and accompanying it with the associated gesture (a quick review as suggested in the teacher's book) , we first played an auditory discrimination game in which I placed a large snake in the center of the circle and distributed to each child a pair of cards with some images. Each one, in turn, had to show his card to the others and if the name of the object represented in it started with /s/ they had to put it on top of the snake, otherwise they kept it. Apparently, although this activity seems very simple, I can assure you that for them it is not so immediate to hear and realize if the sound is there or not, which, in my opinion, justifies even more the use of a synthetic phonetic method to teach a language.
 

The second activity consisted of painting the sheet associated with the sound. While they were painting, I went around with the book 'Phonics Storybook' in which there are two pages illustrated by each phoneme. In these illustrations the children have to look for some elements that begin or contain the sound presented in that sheet and they also have the letter in relief with some arrows drawn so that they follow it with their own finger in the direction of writing, in order to feel the letter with their touch.
 

Naturally, as the number of sounds studied increases, the number of possible activities also increases and... fun never ends!

More about reading and writing in English here.

--> Quiero ler esta entrada en castellano 

📍Do you struggle with a challenging class, where many of your students get distracted and their academic performance doesn’t reflect all the effort you put into preparing and teaching your lessons? 

📍Does this situation frustrate you, and would you like your students to learn more while enjoying the process? 

👉Something similar happened to me during my elementary teaching internship, and in my latest book, Pygmalion in the Classroom: A Real Experience—based on my senior thesis and my internship at a primary school in Madrid—I’ll tell you how we managed to turn things around and achieve resounding success! 

Don’t miss it! 

Available in digital and print formats on Amazon in every country, and on the major e-book platforms.

Jolly Phonics - Teach Your Cute Little Monsters to Read

Over the last 2 years I've been teaching some children who were finding learning to read difficult and they also made lots of mistakes when writing.  As a result, and despite their best efforts, their academic results weren't satisfying at all. When I started to help them, their self-esteem was non-existent; they showed no interest in learning English, and, since they had experienced failure so often, they didn't even try to write correctly anymore and, of course, they didn't like reading at all.

To try to solve the whole situation it occurred to me to use phonics: If my students had begun by learning to decode a word by identifying the sounds it's composed of, they would at least have had a tool to help them write that word correctly. Having said that, if they had learnt how to read a word correctly, they would have been able to recognize it even when someone else said it, which would have improved their learning ability overall.

It worked. After a few sessions of studying phonics they've started to do better in English tests, their self-esteem has 'risen from the ashes' and they have even started to enjoy reading.

But, what are phonics?

Each letter of the alphabet makes a sound. Also, different combinations of letters produce other sounds such as 'th', 'sh', 'oo' or 'ee' for example. Words are made by blending all these sounds together from left to right.

More details about phonics are available here

What I like about the theory behind phonics is the fact that children acquire a decoding tool they will be able to use at any time with any word. Phonics improve their reasoning skills which is exactly what we, as teachers, should look for: children who can think.

In order to delve a little bit deeper into this topic I took a course in June where I learnt about the Jolly Phonics method of teaching phonics.

I definitely recommend it to anyone, both teachers and parents, because the amount of English words that children have to learn has increased dramatically over the last 7 years. In addition to English as a subject, kids are now studying science, social studies, art and music in English, which means there are many, many words to read, remember and write correctly if they want to get high marks. Learning every single word by heart, as children are doing now, is exhausting and certainly doesn't improve their love for learning or reading.

This year I'm going to follow the Jolly Phonics method to teach my youngest students, who are 4, 5 and 6 years old. If you too wold like to know more about it I suggest you take a look at the Jolly Learning website first and then attend one of their courses. To do so, you can get in touch with Beki, who, by the way, is a great trainer, her classes are dynamic and really entertaining, exactly as we like them at Miss Lucy's ;)

More about this topic here, here and here.

--> Quiero leer este post en castellano