Please play the following morning greeting message from Ms. Najla:
Song of the day: here
Activity 1:
Language and literacy/Science: Pretend Play
Materials: magnet, paper clips, (wooden stick/rod/ pencil), glue, string, marker, scissors to cut out a fish shape 1-inch, minimum 10 pieces, (if you don’t have individual magnets at home, you could use an old fridge magnet the size of a coin. Or you can use tongs) Optional: laundry basket, light blue blanket/ bed sheet. -Glue the magnet to the end of the sting and at the other end glue/ tie a knot to the wooden stick/rod to form a fishing rod. -Write a letter on each fish using a marker e.g. H, J, K, L, M, N, O, P, S, T. -Place a paperclip on each cut out fish and scatter them on a blue blanket. -You can give the child the choice to stand or sit inside the laundry basket to pretend they are in a boat fishing.
Beginning: Tell the child a short story about how some baby fishes got lost in the ocean and ask them if they could help the fish get back to their mummy’s. Then say “We have lots of fish, I wonder how we can rescue them?” encourage them to give you suggestions and follow their lead.
Middle: While the child is collecting the fish encourage the child to say the letters and phonic sound on the fish, they collected. You could also ask them about what other creatures live in the ocean, ask them what they look like, do they look the same/different, do they have legs or tails? encouraging them to explain.
End: Once the child is almost finished collecting all the fish, give them a 5 minute warning letting them know that it’s almost time to clean up. Encourage them to help with the cleaning up process and you could ask them if they have any ideas where they could keep the fish in case they would like to play the game again.
Duration: 10 minutes
Extension: You could have the child put all the fish in alphabetical order or encourage the child to find more objects around the house to see which are magnetic and non-magnetic, asking them why they think some objects stick and some do not.
Brain Break activity:
Activity 2:
Fine Motor, Art, Science: Natural and physical world
Materials: play dough, straws, googly eyes, scissors. Optional (backup): pipe cleaners, buttons, small sticks, rolling pin, plastic knife.
Beginning: Tell the child we have play dough, straws, a pair of scissors and googly eyes, “I wonder what bug you will make?” The child might say what bug he/she will make.
Middle: Encourage and notice what the child is making, ask questions like, “I wonder how many legs your bug will have, can it fly or crawl etc?” work alongside the child, you can either copy the same thing the child is doing or make your own.
End: Give the child a 5-minute warning and encourage them to help you clean up.
Duration: 15 – 20 minutes
Extension: Have the child go out in the garden or open space and ask them if they can find some bugs real or pretend. If you don’t have much nature around, you can simply hide plastic bugs (or print out pictures of bugs, stick and cut out on a thick card) around the house and have the child find them.
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Literacy skills develop gradually in early years. Oral language is a foundation for early literacy and its development begins at birth. Infants listen to caregivers talk and sing to them. Older infants and toddlers talk to communicate their needs to the people around them. By the time children are in preschool, there is a significant increase in their use of conversation to create and sustain relationships. Three and four year olds ask questions, listen, refer to things that are not present, and talk about desires and imaginary situations. Their vocabulary grows and they master the basic rules of grammar. Young children are also beginning to read and write, at first in unconventional ways (such as reading pictures and drawing horizontal lines or scribbles) and later in more conventional ways. Unfortunately, our children are unable to attend school at the moment, but that doesn’t mean that learning needs to stop. Adults at home may use these following strategies to support early learning in language, literacy and communication through the activities sent out by the teachers on their blogs;
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DEVELOPING LANGUAGE AND LITERACY SKILLS IN EARLY YEARS
Literacy skills develop gradually in early years. Oral language is a foundation for early literacy and its development begins at birth. Infants listen to caregivers talk and sing to them. Older infants and toddlers talk to communicate their needs to the people around them. By the time children are in preschool, there is a significant increase in their use of conversation to create and sustain relationships. Three and four year olds ask questions, listen, refer to things that are not present, and talk about desires and imaginary situations. Their vocabulary grows and they master the basic rules of grammar. Young children are also beginning to read and write, at first in unconventional ways (such as reading pictures and drawing horizontal lines or scribbles) and later in more conventional ways. Unfortunately, our children are unable to attend school at the moment, but that doesn’t mean that learning needs to stop. Adults at home may use these following strategies to support early learning in language, literacy and communication through the activities sent out by the teachers on their blogs;
Strategies to support comprehension:
- Engage in extended back and forth conversations with children.
- Create stories with children.
- Read and discuss books with children.
- Incorporate ideas from stories and books throughout the day.
Strategies to support speaking:
Strategies to support speaking:
- Model appropriate speech.
- Listen to children speak.
- Use open ended questions.
- Encourage children to talk instead of using gestures.
- Encourage children to talk to one another.
Strategies to support vocabulary:
Strategies to support vocabulary:
- Encourage children to describe their thoughts and experiences.
- Read books and tell stories with both basic and unusual vocabulary.
- Provide opportunities for children to use new materials and ideas.
Strategies to support phonological awareness:
Strategies to support phonological awareness:
- Explore and identify sounds with children.
- Make rhyming words.
- Build syllable recognition (by breaking words into syllables)
Strategies to support alphabetical knowledge:
Strategies to support alphabetical knowledge:
- Build letter recognition.
- Build letter-sound awareness.
Strategies to support reading:
Strategies to support reading:
- Provide reading materials that cater to the child's interest.
- Read interactively with children every day.
- Encourage children to read to adults.
Strategies to support book knowledge:
Strategies to support book knowledge:
- Explore the book with children.
- Help children distinguish between pictures and print.
Strategies to support writing:
Strategies to support writing:
- Provide a variety of writing and drawing materials.
- Expect and support various forms of writing and developmental spelling.
- Encourage children to write for a wide variety of reasons.
- Take dictation from children. (Children dictate their ideas to adults to write)
Kindly email me if you have any further queries regarding this article and I’d be happy to provide you with more details.
Regards,
Ms Zarmeena Aamir ~ contact me
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