Teacher Neidinha Franca: setembro 2018

The activity allows children to develop their reading skills from following a set of instructions. It provides the opportunity for the teacher to develop conversations with students relating to various occasions, and enables students to practise word associations.

Age group - 6-8 years

Time - 30 minutes

Aims
Language: to develop intensive reading skills.
Other: to practise drawing, colouring, and cutting-out skills.

Description
The children follow simple written instructions to make a Mother's Day greetings card. The technique can be adapted for other age groups and occasions.

Materials

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Flashcard games

Flashcards are effective and easy to use, making them an ideal resource in the primary classroom. 

Here are ten simple ideas for using flashcards to present or revise vocabulary. If you have confident children in the class, get them to take over your role as teacher.

1- Point 

Put six flashcards in different places around the room. Say a word, and children point to the relevant card.

2-Clap hands 

Hold up a flashcard and say a word. If the word is the same as the item on the card, the children clap their hands once. If the word and the flashcard item are different, they must keep silent.

3- Odd one out 

Take a lexical set of flashcards, e.g. animals or food. Include one card that is not in the same lexical set as the others. Hold up each card in turn and children say the name of the item. When you show the card that is not in the same lexical set, children call out 'Odd one out!'

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22/09/2018

GAMES FOR LEARNING -TEACHING ESL KIDS

ESL Fun Interactive Games Teaching

Grammar Games - Jeopardy, Hangman, Wheel Games, Snakes and Ladders and more>>>
Fun Games - Games for Teaching ESL Kids>>>
Vocabulary Games - memory games, maze games, Snakes and Ladders, Hangman and more>>>
ESL Online Games Directory - Have Fun Teaching and Learning English with your Students
English Lessons for Children - For Parents & Teachers of Kids - We offer Video Tutorials, Games, Worksheets, Powerpoint, Flashcards, Placement Tests

Free Interactive Fun Games for Classrooms - Goodbye Classroom Boredom!

ESL Classroom Fun Games: They simply rock! Have fun with wheel of fortune, Quiz shows, Billionaire Games.

Revision Games for Level 1 - 6 Primary Learners - You have to try these games

Free Printable ESL Board and Card Games

Printable Board Games For ESL Classrooms

Printable Card Games for the ESL Classrooms
Make your own games with templates - custom create activities for you lessons

see more at:

http://www.english-4kids.com/games.html

Sentences - Conversation

Sentences/Q&A/Conversation

9. Pass and Ask Elementary Children.

This Q&A activity will work well with elementary students. You just need a soft die or ball.

10. Sentence Relay Elementary Children.

You just need a couple of markers.

11. Paper, Scissors, Stone! Elementary Children.

You don't need anything.

Other

12. Spelling Bee Elementary Children - Adolescent.

You don't need anything.

see more at:

http://www.eslinsider.com/blog/classroom-activities-that-require-no-prep

Vocabulary Games

5. Charades All Levels.

This activity will work well with pretty much all levels. You don't need anything.

6. Taboo Elementary Children - Adults.

This is fun and aside from arrangingsee more at : the desks you don't need anything.

7. Pass the Marker Elementary Children - Adults.

This activity will work with most levels and ages, except for the very young with little spelling ability. You only need a couple of markers.

8. Sprite Elementary Children - Adults.

This activity will probably work well with most levels, except those with very little spelling ability.

see more at:

http://www.eslinsider.com/blog/classroom-activities-that-require-no-prep

Warm-up Activities - Icebreakers

Warm-up Activities/Icebreakers

1. Word Association Elementary Children - Adults.

For this game to work well your students will need to know a fair amount of vocab. All you need is a ball.

2. Word Chain Kindergarten - Adolescents.

This game will work well as long as your students know at least two or so words for every letter. All you need is a ball.

3. Teacher Says Kindergarten - Early Elementary Children.

This game will work well with very young students who already know some commands, body parts and basic vocab. You don't need anything.

4. Line Up Elementary Children - Adults.

This icebreaker will work well with students who have some conversational level of English and can ask and answer at least fairly basic questions. You only need to prepare three questions in your mind.

see more at:

http://www.eslinsider.com/blog/classroom-activities-that-require-no-prep

18/09/2018

Special Educational Needs and Disability (SEND)

The Special Educational Needs and Disability Code of Practice (0-25 years) 2014 states that:

“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.”

A child of compulsory school age has a learning difficulty or disability if he or she:

- has a significantly greater difficulty in learning than the majority of others the same age: or

- has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or post 16 institutions.

A child under compulsory school age has SEND if he or she is likely to fall within the definition above when they reach compulsory school age or would do so if special educational provision was not made for them.

Many children and young people who have SEND may have a disability under the Equality Act 2010- that is “…a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day to day activities”.

See more at:

http://www.cantrell.nottingham.sch.uk/index.php/key-information/special-educational-needs-and-disabilities-send

Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs

The guidelines reflect good practice in the education of pupils with special educational needs and are provided to assist schools in addressing the following questions:

1. Why is the allocation model changing?

2. What are the main features of the revised allocation model?

3. How can schools implement the revised allocation model effectively?

A three-step process to support pupils with special educational needs:

 How can we identify needs?

 How can we meet needs?

 How can we monitor and report on progress?

See more at:

https://www.education.ie/en/The-Education-System/Special-Education/Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs-in-Mainstream-Schools.pdf

How to include children with special educational needs and disabilities

An inclusive school means that all students are welcomed – regardless of gender, ethnicity, socio-economic background or educational need. They learn, contribute to, and take part in all aspects of school life.

Students with SEN spend most or all of their time learning with their peers, and the school encourages awareness of the mutual benefits of inclusion.

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15/09/2018

Phonics: Letter by Letter Activities

You'll find individual letter worksheets from A to Z for each letter. 

Phonics worksheets help learners understand the various sounds letters and vowels make. 

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Classroom Management

Classroom management strategies for new and experienced teachers.

Positive classroom environment. Effective classroom management.

Classroom Management Checklist

Classroom Management: Teaching Routines

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Effective Teaching

Ask yourself each of the following questions to ensure that you are giving your students your best, after all, wouldn't you want to be a student in your class?

I sure hope so, if not, you may wish to re-think your career.

1. What types of questions will I ask that will make my students think, reflect and engage?

2. How will I give my students feedback? Feedback is what will push them into deeper and permanent learning - more so if they respond to the feedback.

3. Do I maintain a healthy pace for each of my lessons? How do I know?

4. Am I authentic? Are my students able to relate to the content?

5. Am I showing passion for what I am teaching? Do I keep it fun and worthwhile?

6. Do I provide the opportunity for collaboration, problem solving and working together? After all, we rarely solve problems alone.

7. Is there opportunity for movement? No student wants to sit at a desk all day.

8. Is there a purpose for learning? Did I establish it with my students? Could my students answer the question "Why am I Learning this?"

If you can answer positively to each of these questions for the content you are about to teach, pat yourself on the back and share with others.

https://worksheetplace.blogspot.com/