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MissouriECSE MissouriECSE is offline
 
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preschool: need K teacher's advice
Old 09-28-2019, 04:49 AM
 
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I teach in a public ECSE classroom. We have paying parents for our integrated peers. I have several of them who know their letters and sounds. To keep them learning where should I go next with them? I just do not want them board.
I was thinking color words?
Any K teachers could help me.

Thank you


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Old 09-28-2019, 05:04 AM
 
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My first instinct would be to go with some books that a) have lots of pictures and b) have mostly/all CVC words that they can use their letter sound knowledge + the pictures to decode. You may need to teach them some of the obscurely spelled sight words (such as "the").

At this PreK/K age it's so important to keep learning fun, and keep up a love of reading, but kids often LOVE to see that they've actually read a "real book."
This is only my 2nd year in K, so others might have more/better advice, but that's what my instinct would be.
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Old 09-28-2019, 08:33 AM
 
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Could you clarify “We have paying parents for our integrated peers.”

Parents are your aides?

For the children who know letters and sounds, let them develop at their own pace. Give them easy to decode, word pattern books.
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Old 09-28-2019, 08:43 AM
 
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Focus on phonemic awareness. Can they hear and produce rhyme? Segment syllables and phonemes? Blend them?
Once they have it, move on to CVC words, sight words, etc.
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Old 09-28-2019, 10:19 AM
 
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Not a classroom teacher but I work with K and I agree with this:
Quote:
Focus on phonemic awareness. Can they hear and produce rhyme? Segment syllables and phonemes? Blend them?
Once they have it, move on to CVC words, sight words,
Our preschool doesn't do any PA skills at all and it's really hard for kids coming into K. I would also make sure that they really understand the difference between letter names and sounds and can do all of these in isolation out of order with fluency.

Not saying you're doing this, but our preschool will often say kids know their letter names and sounds, but really kids have just memorized a letter name/keyword/sound (i.e. "p, pan, /p/") but don't really understand what those things mean. If I show them a letter p and say what letter is this or what sound does it make, they continue to answer with p, pan, /p/ or p, /p/, not understanding the difference between the name and the sound. We are told other students "know all of the letters in their name," but not really, they only know them in that context. For example, when shown their name they can say H-a-l-e-y, but when shown just an "a" by itself, they have no idea what that is.


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Old 09-28-2019, 12:59 PM
 
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Quote:
Could you clarify “We have paying parents for our integrated peers.”
I think it works like it does in my district. We have integrated preschools. The spec.ed kids are there on IEPs and make up half of each class. Then we have a lottery for regular ed kids to fill up the other half. The reg ed kids pay tuition and serve as language and behavior models for the spec.ed kids.
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Old 09-28-2019, 04:10 PM
 
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yes, our typical peers pay for attending preschool and those with IEP's do not. I just want to make sure that those who are paying are getting something besides socialization at my site.

Thanks for any ideas
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Old 09-29-2019, 03:57 AM
 
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Quote:
ICrazyTeach's Message:
Focus on phonemic awareness. Can they hear and produce rhyme? Segment syllables and phonemes? Blend them?

I agree with ICrazyTeach. Definitely focus on phonemic awareness/rhyme/syllables/phonemes. Make sure you have a print rich environment and read, read, read to all students.
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Old 10-01-2019, 04:40 PM
 
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Phonemic awareness is great, as is simple phonics. But, honestly, the most important thing you can do is work with them on social and emotional skills. Emotional regulation, communication, sharing, negotiating, speaking in complete sentences, asking questions, winning and losing graciously, those are the things K teachers want kids to be able to do coming in. Also building their fine motor skills and muscles.
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