Understanding Phonics & Phonemic Awareness

While the term 'Phonics' refers to knowing the sound made by a letter or letter group - 'Phonemic Awareness' refers to being able to identify where that sound occurs in the word (i.e. beginning - middle or end). Phonemic Awareness is not only helpful in decoding new reading words, but is also a critical skill for making educated guesses when spelling unknown words. Children who do not master phonemic awareness skills will not only suffer slower reading progress, but will become severely frustrated when trying to spell words while writing sentences, paragraphs or stories.

The most difficult sounds to learn are:
h - l - m - n - q - r - w (at the beginning) and y (at the beginning of words). It will take more practice for a child to master these sounds in comparison to other consonant sounds, so give special attention to their mastery.

Sharing a Story for Circle Time

• Be sure all children can see and hear the story.


• Choose a story that will appeal to your age group and suit the children' s attention span.


• Choose a book with bright and large illustrations.


• Provide an alternate activity for those who lose interest.


• Choose books that invite participation though repeated verses or rhymes.


• Start by grabbing their attention with a calming fingerplay.


• Ask questions to set the stage for listening. For example,' What do you think will happen to Alexander Alligator?'


• Substitute the children's names for character names to add interest when appropriate.


• Be flexible. Skip or alter parts of a book as the needs of your young listeners' dictate.


• Use props to bring a story alive.


• Try asking the children to predict what will happen next.

Activities that Offer Proprioceptive Input to Improve Graphomotor Skills for Children with ASD

Many children with ASD have dysgraphia (a learning disability that causes difficulty in expressing thoughts in writing) that appears as extremely poor handwriting. Here are a few activities that offer the necessary proprioceptive input to improve graphomotor skills:

• Engage children in gross motor activities before they write. Let them do crab crawls, bear walks, and wheelbarrow walks
• Build with lego bricks or other connecting blocks.
• Write letters and/or words in sand, shaving cream, cornmeal, rice, etc.
• Let children use medicine droppers and colored water to write on colored paper.
• Let children search for letters or words in magazines or newspapers.
• Have the child hold cotton balls, gummy candy, or other small, soft items in palm of his hand while writing.
• Finger paint letters and numbers, both on a horizontal surface and on an easel. (vertical surfaces enhance the correct hand position for the child to transfer to the desktop.)
• Slip a pencil through holes of a hollow, plastic golf ball. Have the child hold the ball while writing.
  
  (Source: Educating the Young Child with Autism Spectrum Disorders)"

Writing and Autism Spectrum Disorders

Learning to write takes a special combination of sensorimotor and fine motor skills, visual-perceptual skills, language skills, and cognitive abilities. Because children with Autism Spectrum Disorder (ASD) often have sensory integration dysfunction, the child's writing ability needs to be carefully assessed by the IEP team.

• Here are some basics that need to be in place as the child engages in the writing process. These may need to be taught separately before 'whole' writing is attempted.
• The height of the child's desk and chair must be correct; the child's feet should be flat on the floor and the upper body should be relaxed as he uses the desktop.
• Clear the desk of the clutter so that the child can correctly position her paper. Also, place desks far enough a part so that clutter does not 'travel' from desk to desk.
• Teach correct paper positioning. Right-handers should rotate the paper 30-35 degrees to the right. Orient the front, left edge of the paper in front of the child's belly button. Use masking tape on the desktop to create a 'picture frame' for papers.
• Provide a variety of implements for coloring, drawing, and writing. Try to match implements to the graphomotor skills of the child and the type of tactile feedback needed.
• Thumb and finger location on writing tools is critical and should be monitored on a regular basis. Writing is a motor act, and just as athletes practice each day, children need to practice daily to develop muscle memory for writing.
• Provide the best paper size for the child. If the paper is too small it may keep the child's hand from flowing across the paper and many restrict her ability to express her ideas. If the paper is too large, it may create organizational and motor planning problems.

(Source: Educating the young child with Autism Spectrum Disorders)

Writing Briefcases: A Wonderful Tool to Make Home-School Connections

Writing briefcases is another wonderful way to help parents connect to their child's school life. The briefcase can be an inexpensive plastic carrying case, canvas portfolio or one purchased from a thrift store. Inside the briefcase, teachers or providers may provide writing paper, colored construction paper, markers, colored pencils, glue tape, etc...anything that might stimulate a child to write a story, make a greeting card, or create whatever they want. Depending on the size of the class, teachers may have seven or eight writing briefcases. It would be a great idea to have a few extras so that the teacher and/or provider have time to replenish the briefcase supplies frequently and conveniently. The briefcases should be numbered, and have a library pocket and identification card. The checkout procedures follow the same routine as for library books. The writing briefcase may also contain explicit suggestions that encourage parents to use writing to communicate with their children. This idea works well with math, reading, science, and even as an extension to whatever you're learning in class at the moment.

The 1, 2, 3's of Positive Parenting

• Appreciate the value of play.
• Talk with and listen to your child.
• Build your child's brain and body.
• Promote positive behavior and self-responsibility in your child.
• Be your child's first source of information.
• Learn how children develop and know your unique child.
• Cherish your child's individuality.
• Set your household up for success. Make it work for the whole family.
• Take care of yourself.
• Make time for family activities.
• Be creative in preventing or responding to unacceptable behavior.
• Teach your child right from wrong.

Talking to Young Children about Inappropriate Touch

It can be hard to know what to say to young children about inappropriate touch. The following sample text may give you an idea of how to start a conversation about the subject:

Sometimes when you are at school, our teachers will talk to you about touch. Sometimes they will want to touch you. A teacher might touch you on the back or shoulder when you arrive in the morning. She might give you a hug if you need one. Or she might ask you if you would like a back rub at nap time. These are all ways we show we care about you. These are good kinds of touches.
But maybe you don't feel like a hug or pat on the back. If you don't, you can say no to the teacher. You are in charge of your body. When you say no, the teacher will listen. If you say no to a hug or pat or back rub, the teacher will listen and not touch you that way.

* * *

Grownups should not touch you in ways that make you feel bad. This true at school and other places too. You are in charge of your body. You can say no if you don't want to be touched. If you say no, the grownup should not touch you.
What if the grownup still touches you after you say no? What if they touch you in a bad way? As soon as you can, go tell a different grownup. Tell a grownup you trust. You can tell your mother or father. Or tell a teacher here at school. Tell even if the grownup who touched you asked you to keep it a secret.

The important points are to be open and honest, use language the child can understand, and revisit the subject over time.

(Source: Essential Touch, Meeting the Needs of Young Children: Frances M. Carlson)

Ambrosia Salad: No Cook Recipe

What You'll need:

Medium bowl
Dry measuring cup
Rubber spatula
One 15 ounce can of mandarin oranges
One 8 ounce of crushed pineapple
1 cup miniature marshmallows
1/2 cup sweetened coconut
1/2 cup sour cream

What You'll Do:

1. Drain the liquid from the oranges into the sink and put the oranges into the bowl.

2. Drain the liquid from the pineapple and put the pineapple into the bowl.

3. Add the marshmallows, coconut, and sour cream.

4. Mix gently with the spatula and serve.

Makes eight 1/2 cup servings

Pineapple Cheese Spread: No Cook Recipe

What you'll need:

Small bowl
Rubber spatula
One 8 ounce block of cream cheese
One 8 ounce of crushed pineapple

What you'll do:

1. Unwrap the cream cheese and put it in the bowl. Let it sit out on the counter until it feels soft gooey when you poke it with your clean finger, at least 1 hour.

2. Drain the liquid from the pineapple into the sink. Put the pineapple into the bowl.

3. Mix well with the spatula for a sandwich or stuff it into stalks of celery.

Makes about 2 cups

Shared Writing Experience: 3.9 Year Old

Shared writing is an excellent means for teachers to demonstrate the relationship between speaking, writing, and reading. It can help children realize that (1) what is said can be written down in print and (2) print can be read back as oral language. Reading is also made easier because the stories are composed of the child's own oral language and are based on their personal experiences. This photo illustrates a shared writing experience where the I wrote words in black and the child wrote the words in red.

Applewiches: No Cook Recipe

What you'll need:

Medium knife
Cutting Board
Measuring spoon
Butter knife
Red or green apples
Apple butter or peanut butter if no allergies
Slices of mild cheddar cheese

What you'll do:

1. The adult slice the apples into circles.

2. Spread the tops of two apple slices with 1 tablespoon of apple butter or peanut butter each.

3. Put a slice of cheese on the top of the apple butter or peanut butter.

4. Top with another slice of apple for the top of the sandwich. Put each sandwich on a plate and serve right away.

Yogurt Fruit Smoothies: No Cook Recipe

What you'll need:

Blender
Measuring spoons
Liquid Measuring cup
Any soft fruit:
1 banana, one 15 ounce can of canned pears, one 15 ounce canned peaches, one 15 ounce can of canned peaches, 1/2 cup blueberries (washed), or 1/2 cup strawberries (washed: canned fruit does not have to be drained; you want to keep all of the yummy flavor)
(1) 8 ounce carton of vanilla yogurt
(1) tablespoon honey
(2) cups ice cubes

What you'll do:

1. Put the fruit, yogurt, honey, and ice in the blender. Put the lid on. Blend it until it is smooth. Be prepared for a loud noise!

2. Pour it into cups

Makes three 6-ounce servings

No-Bake Chocolate Crunchies

This is an easy cookie, and nobody ever knows what makes them so crunchy. You can vary the flavor by making these with peppermint chips or butterscotch chips, or just about any flavor you wish ti try.

What you'll need:

1 package (8 ounces) chocolate chips, or other flavor
1 1/2 cups shredded coconut
1 cup chow mien noodles, slightly crushed

What you'll do:

1. Melt the chocolate chips. Mix all of the ingredients together, being careful not to crush the noodles too much.

2. Line a cookie sheet with waxed paper. Drop cookie batter by teaspoonfuls. Refrigerate before serving.

Makes 24 drop cookies"

Day One of Our Doll House Woodworking Project

Today was the first day of our woodworking project. First, we read our list of tools and materials needed to build the doll house and crossed out the items we had. We headed out to Home Depot with our list of tools and materials needed. We brought the items and returned to the center to discuss safety. We completed the first step: Marking and cutting the back piece.

"Why Don't We Make a House for Them": Woodworking Project

While playing with the block people, Tiara asked the question, 'Why don't we make a house for them?' As a result, we took a trip to the library to check out books on woodworking projects. We found a great book titled, 'The Kid's Building Workshop by J.Craig & Barbara Robertson. Even better, we found the perfect project, a doll house. This project has it all: sawing, nailing, drilling, and shingling. Our next step make a list of the materials and tools we need and head to Home Depot and make it happen!

Sowing The Seeds of Young Minds

Keep on sowing your seed, for you never know which will grow---perhaps it all will.

A young child, a fresh, uncluttered mind, a world before them...to what treasures will you lead them?"

The nature of children's learning is highly integrated, episodic, and nonlinear, so the breadth and depth of their skills and knowledge cannot be fully captured through a point-in-time, content-driven test. ~Susanne L. Wagner