By Michelle Tucker
©2010 Michelle Tucker
What better way to teach our children about Civics, than by example. Today we have the privilege of voting. Be an example to your children and vote.
I'm on my way.
Tuesday, November 2, 2010
Monday, October 25, 2010
What is SSR?
By Michelle Tucker
©2010 Michelle Tucker
It's a simple acronym teachers use with students. SSR stands for Silent Sustained Reading. Research has shown, that if children will read for a sustained reading time of 20 minutes a day, their reading will improve. What about more time, such as 25 minutes, 30 minutes, 100 minutes? Well, the research also shows that more time doesn't have as much return for the investment of time, or bang for the buck. In other words, to get the same improvement in actual reading skills to be able to read at higher levels, is optimal at 20 minutes. The optimal amount of time is to have your child read 20 minutes every day to improve his reading. So, if a teacher is asked, "What is the minimum amount of time I should have my child read?" We teachers reply, "20 minutes."
Of course, reading longer is encouraged. Children are learning about a myriad of things in their universe, when they read and read and read.
If you have a child that is a reluctant reader, here are some suggestions:
My older child won't sit down and read:
©2010 Michelle Tucker
It's a simple acronym teachers use with students. SSR stands for Silent Sustained Reading. Research has shown, that if children will read for a sustained reading time of 20 minutes a day, their reading will improve. What about more time, such as 25 minutes, 30 minutes, 100 minutes? Well, the research also shows that more time doesn't have as much return for the investment of time, or bang for the buck. In other words, to get the same improvement in actual reading skills to be able to read at higher levels, is optimal at 20 minutes. The optimal amount of time is to have your child read 20 minutes every day to improve his reading. So, if a teacher is asked, "What is the minimum amount of time I should have my child read?" We teachers reply, "20 minutes."
Of course, reading longer is encouraged. Children are learning about a myriad of things in their universe, when they read and read and read.
If you have a child that is a reluctant reader, here are some suggestions:
My older child won't sit down and read:
- You can put the child on a timer. Start with 5 minutes and build up to 20. Set the goal and expectation that you want the child to get to 20 min. SSR.
- Use Positive and Negative Reinforcement. Have something the child wants (a small reward or activity) for doing the reading; and/or have a consequence, when the child won't sit down and read the 20 minutes.
- Very young children need the parent to model and read to them for 20 minutes.
- Also, the child can be "reading" the pictures in wordless books for 20 minutes.
- Then, start sharing the reading: She reads one page, then the parent reads one page...
- Finally, when the child can read independently, let the child read through several short books during the 20 minutes.
Monday, October 11, 2010
The Editing Game
By Michelle Tucker ©2010 Michelle Tucker
Kids like games, so why not make the editing of their writing, a game also?! I have to thank Sandi Smythe for giving me this idea, although I have tailored the editing game to either my teaching style or students' needs over the years. The editing game motivates students to proof read their own writing.
Here's an explanation of the editing game.
1) Put the "red pen" in the hands of your child. You pick a different color pen. You set up a score sheet, simply with your initials at the top in each color pen you are using.
2) The rules of the game are this, after the child has read a sentence of his/her writing aloud, it is fair game.
3) The first one to catch a convention error, whether it is an error in: spelling, punctuation, grammar, capitalization, etc., gets the point. The point is recorded in that person's column. The person who caught the mistake, corrects it with his/her color pen on the paper. After a while, the child wants to catch the mistakes and will carefully look for his errors. This is what you as a parent or teacher want.
4) So, at the end of the child reading his paper and playing the editing game, the player with the most points wins.
5) If the child wins, I give him/her a prize. If I win, the child owes me a chore. The child has to do something, like dust my room. Sometimes, I have given a candy bar and when I win, the child gave me a candy bar. Whatever reward you decide, as long as it motivates.
I did come across some glitches. For instance, some students would make more mistakes, just to get more points. In a class room, I would find a couple students doing this. Often my lecture about doing one's best didn't change them. So, I gave them the red pen, and made them correct what they knew, before they sat down to play the editing game with me. Then, if they still had errors (hoping to cash in on them), during the editing game, I would quickly fix them before the student got a chance. I would do this if I knew the child was being dishonest. Sometimes I would say, "You get the first one, but from then on, you fix it for free. I don't want to reward you for making the same mistake again and again." Afterwards, I would have a talk with them about the writing process and how proof reading is supposed to be after the student seriously tried to write his/her best. A second glitch, was when a student didn't know the grammar rules and what was right or wrong. You can only hold your child accountable for what he or she has been taught. So, if your child has been taught basic capitalization and the punctuation for the four sentence types, plus words that he/she used, which he/she should spell right, then just proof read for these. If you have a large classroom, it will be difficult to sit one on one with each student to play the editing game; however, an aide, or resource staff member could take a struggling student one-on-one.
More Resources:
Kids like games, so why not make the editing of their writing, a game also?! I have to thank Sandi Smythe for giving me this idea, although I have tailored the editing game to either my teaching style or students' needs over the years. The editing game motivates students to proof read their own writing.
Here's an explanation of the editing game.
1) Put the "red pen" in the hands of your child. You pick a different color pen. You set up a score sheet, simply with your initials at the top in each color pen you are using.
2) The rules of the game are this, after the child has read a sentence of his/her writing aloud, it is fair game.
3) The first one to catch a convention error, whether it is an error in: spelling, punctuation, grammar, capitalization, etc., gets the point. The point is recorded in that person's column. The person who caught the mistake, corrects it with his/her color pen on the paper. After a while, the child wants to catch the mistakes and will carefully look for his errors. This is what you as a parent or teacher want.
4) So, at the end of the child reading his paper and playing the editing game, the player with the most points wins.
5) If the child wins, I give him/her a prize. If I win, the child owes me a chore. The child has to do something, like dust my room. Sometimes, I have given a candy bar and when I win, the child gave me a candy bar. Whatever reward you decide, as long as it motivates.
I did come across some glitches. For instance, some students would make more mistakes, just to get more points. In a class room, I would find a couple students doing this. Often my lecture about doing one's best didn't change them. So, I gave them the red pen, and made them correct what they knew, before they sat down to play the editing game with me. Then, if they still had errors (hoping to cash in on them), during the editing game, I would quickly fix them before the student got a chance. I would do this if I knew the child was being dishonest. Sometimes I would say, "You get the first one, but from then on, you fix it for free. I don't want to reward you for making the same mistake again and again." Afterwards, I would have a talk with them about the writing process and how proof reading is supposed to be after the student seriously tried to write his/her best. A second glitch, was when a student didn't know the grammar rules and what was right or wrong. You can only hold your child accountable for what he or she has been taught. So, if your child has been taught basic capitalization and the punctuation for the four sentence types, plus words that he/she used, which he/she should spell right, then just proof read for these. If you have a large classroom, it will be difficult to sit one on one with each student to play the editing game; however, an aide, or resource staff member could take a struggling student one-on-one.
More Resources:
Friday, October 8, 2010
Answer to the Sample POW
By Michelle Tucker ©2010 Michelle Tucker
Yesterday I answered the question about what a POW - Problem of the Week is and in what ways it is useful. I said that I would post the answer today. First, I have copied the POW problem again from the website The Math Forum at http://www.themathforum.org/:
Flipping Coins
Greg and Shelden made up a coin flipping game using one penny and one nickel. The two coins are tossed at the same time. If both coins land the same way, either both heads or both tails, Greg wins. If not, Sheldon wins.
1. If they play the game 60 times, about how many times would you expect each player to win?
Hint: The nickel heads and penny tails is different, than the penny heads and nickel tails.
Answer: Each player should win about 30 out of 60 games.
2. Is this a fair game? Yes
[Mathematics consider a game to be fair if all players have an equal chance of winning]. Explain how you solved the problem.
I drew the choices for each toss. There are two players. Half of the time is 30. Each player should win about 30 out of 60 games.
When your child brings home a POW, you never want to solve it for him/her. But, encourage him/her to take time to think about it and write down an explanation of how it was solved. Your child will develop the thinking skills he/she needs.
Yesterday I answered the question about what a POW - Problem of the Week is and in what ways it is useful. I said that I would post the answer today. First, I have copied the POW problem again from the website The Math Forum at http://www.themathforum.org/:
Flipping Coins
Greg and Shelden made up a coin flipping game using one penny and one nickel. The two coins are tossed at the same time. If both coins land the same way, either both heads or both tails, Greg wins. If not, Sheldon wins.
1. If they play the game 60 times, about how many times would you expect each player to win?
Hint: The nickel heads and penny tails is different, than the penny heads and nickel tails.
Answer: Each player should win about 30 out of 60 games.
2. Is this a fair game? Yes
[Mathematics consider a game to be fair if all players have an equal chance of winning]. Explain how you solved the problem.
I drew the choices for each toss. There are two players. Half of the time is 30. Each player should win about 30 out of 60 games.
When your child brings home a POW, you never want to solve it for him/her. But, encourage him/her to take time to think about it and write down an explanation of how it was solved. Your child will develop the thinking skills he/she needs.
Thursday, October 7, 2010
What is a Math POW and why is it useful?
By Michelle Tucker ©2010 Michelle Tucker
Many teachers and schools are promoting that students do POWs - Problem of the Week.
The Problem of the Week (POW) is useful in that, it requires higher order thinking skills. The POW is like word problems because students need to read, think and solve. The POW is different in these ways: students do not readily find one numerical number as the answer, they think and try more, they are not intended to have a quick or simple answer and they have more real world application. Students take their time, using the whole week to think, try out some possibilities and solve. Students discover that there are several approaches that will get them to a solution. Some approaches are more efficient than others. Most importantly, students have to write out and explain their thinking in complete sentences. Students have to discover the best method or strategy, show all their work and explain how they arrived at the answer.
Here is an example of a POW from the website The Math Forum at www.themathforum.org.
Flipping Coins
Greg and Shelden made up a coin flipping game using one penny and one nickel. The two coins are tossed at the same time. If both coins land the same way, either both heads or both tails, Greg wins. If not, Sheldon wins.
1. If they play the game 60 times, about how many times would you expect each player to win?
2. Is this a fair game?
[Mathematics consider a game to be fair if all players have an equal chance of winning]. Explain how you solved the problem.
Tomorrow I will post the answer to this POW on this blog.
Many teachers and schools are promoting that students do POWs - Problem of the Week.
The Problem of the Week (POW) is useful in that, it requires higher order thinking skills. The POW is like word problems because students need to read, think and solve. The POW is different in these ways: students do not readily find one numerical number as the answer, they think and try more, they are not intended to have a quick or simple answer and they have more real world application. Students take their time, using the whole week to think, try out some possibilities and solve. Students discover that there are several approaches that will get them to a solution. Some approaches are more efficient than others. Most importantly, students have to write out and explain their thinking in complete sentences. Students have to discover the best method or strategy, show all their work and explain how they arrived at the answer.
Here is an example of a POW from the website The Math Forum at www.themathforum.org.
Flipping Coins
Greg and Shelden made up a coin flipping game using one penny and one nickel. The two coins are tossed at the same time. If both coins land the same way, either both heads or both tails, Greg wins. If not, Sheldon wins.
1. If they play the game 60 times, about how many times would you expect each player to win?
2. Is this a fair game?
[Mathematics consider a game to be fair if all players have an equal chance of winning]. Explain how you solved the problem.
Tomorrow I will post the answer to this POW on this blog.
Monday, October 4, 2010
Solving Word Problems - Follow the 5 Step Plan
By Michelle Tucker ©2010 Michelle Tucker
Remember back when we were in school, when we would start sweating just if a teacher mentioned word problems. Actually, the hardest part was not having a plan or knowing where to start. I have some suggestions that you can take and use with your child.
Here is a 5 Step Problem Solving Plan that I've used as a teacher and parent:
1. Facts - We carefully read the problem to find out what facts are given to us.
2. Spot the Question - Read and highlight the question that is being asked.
3. Plan - Then, we plan how to use the facts to answer the question. First, choose a strategy:draw/sketch,
identify a pattern, graph, chart, make a logic table, guess and check, write an equation or make a
chart (2 dimensional or 3 dimensional that looks at three categories). Second, look to see what, if
any, operation(s) we plan to use (addition, subtraction, multiplication or division).
4. Solve - Do the computation to solve the problem. Sometimes, there is one step. Often there are multiple
steps.
5. Look back and Recheck - After solving, look back at the question. Did you answer it? Recheck.
Something that works well with training a student/child is to use this as a check list. The child applies this plan to a given word problem by following it step by step. After each step is applied to the word problem, the child should check that step off his/her 5 step list.
Additional Resources:
Remember back when we were in school, when we would start sweating just if a teacher mentioned word problems. Actually, the hardest part was not having a plan or knowing where to start. I have some suggestions that you can take and use with your child.
Here is a 5 Step Problem Solving Plan that I've used as a teacher and parent:
1. Facts - We carefully read the problem to find out what facts are given to us.
2. Spot the Question - Read and highlight the question that is being asked.
3. Plan - Then, we plan how to use the facts to answer the question. First, choose a strategy:draw/sketch,
identify a pattern, graph, chart, make a logic table, guess and check, write an equation or make a
chart (2 dimensional or 3 dimensional that looks at three categories). Second, look to see what, if
any, operation(s) we plan to use (addition, subtraction, multiplication or division).
4. Solve - Do the computation to solve the problem. Sometimes, there is one step. Often there are multiple
steps.
5. Look back and Recheck - After solving, look back at the question. Did you answer it? Recheck.
Something that works well with training a student/child is to use this as a check list. The child applies this plan to a given word problem by following it step by step. After each step is applied to the word problem, the child should check that step off his/her 5 step list.
Additional Resources:
Wednesday, September 29, 2010
What kind of sign language should I have my children learn?
By Michelle Tucker ©2010 Michelle Tucker
This is an important question that has to do with respecting true languages and the people who use them. The sign language that your children should be learning is American Sign Language. American Sign Language (ASL) is the language of Deaf people in America.
American Sign Language is characterized by:
- Used and passed down of, by and for Deaf people who have a Deaf culture. www.youtube.com/watch?v=Hu1MEqk9dL0&feature=related
- Signs (more than just iconic gestures) are signed in the syntax of ASL.
- ASL is not linear (like English), in contrast, ASL has depth. There are layers of facial expression, body shift, eye gaze, head nod, and/or verb modulation.
- ASL has fingerspelling. There is an American Sign Language alphabet that is used when a name or word needs to be spelled.
Best and Ideal-
- You and your children want a Deaf person teaching ASL. My husband, who is Deaf, and I teach ASL. He is the expert in ASL. I can voice his explanations to the beginning ASL students. So, often an interpreter is at the first class or two of a beginning ASL class. Your children will not only learn a more true model of ASL from a Deaf techer but also be motivated to use their best signing in class.
- One needs to practice. (Use it or loose it.) I have been signing for 35 years and am a nationally certified interpreter, but I still practice and go to workshops. You will find American Sign Language dictionaries, practice phrases and fingerspelling practice on-line. Once you've practiced, you need to sign with Deaf people. Your ASL teacher can give you ideas of what Deaf events are occuring in your vicinity.
- Gallaudet University www.gallaudet.edu
- Michelle's picks of suggested ASL books and DVDs http://astore.amazon.com/michetucke-20
- Excellent for Vocabulary!!!! - American Sign Language Library www.needsoutreach.org/Pages/sl.html
- http://www.aslpro.com/
- http://www.lifeprint.com/
- "How are you?" and other phrases www.lifeprint/asl101/pages-signs/phrases/howareyou.htm
www.start-american-sign-language.com/sign-language-phrases.html - Just Fingerspelling:
http://www.asl.com/ - Mr. Joey Baer signing in ASL.
Tuesday, September 28, 2010
Is there one multiplication workbook that covers all the skills of multiplication?
By Michelle Tucker
©2010 Michelle Tucker
As parents, you are busy. I get that. You have more than one child and one subject to help your children to improve in school. Yes, I do have one multiplication workbook, that I highly recommend. It is: Multiplication Facts Made Easy, Deluxe Edition by School Zone Publishing Company. My students found it engaging and effective. My son loved the variety and new challenges in the workbook. As a Resource Specialist, I found it to take the student through the foundation with skip counting and arrays, the multiplication table to fact practice. The only thing not covered are timed multiplication tests. Believe me, when your child gets to fourth and fifth grade, he/she will have timed multiplication tests. However, this workbook has everything else for multiplication that a second grader would start, a third grader would build understanding and a fourth grader would practice facts. Here is the link to this workbook:
©2010 Michelle Tucker
As parents, you are busy. I get that. You have more than one child and one subject to help your children to improve in school. Yes, I do have one multiplication workbook, that I highly recommend. It is: Multiplication Facts Made Easy, Deluxe Edition by School Zone Publishing Company. My students found it engaging and effective. My son loved the variety and new challenges in the workbook. As a Resource Specialist, I found it to take the student through the foundation with skip counting and arrays, the multiplication table to fact practice. The only thing not covered are timed multiplication tests. Believe me, when your child gets to fourth and fifth grade, he/she will have timed multiplication tests. However, this workbook has everything else for multiplication that a second grader would start, a third grader would build understanding and a fourth grader would practice facts. Here is the link to this workbook:
Thursday, September 23, 2010
The Classics for Older Readers
By Michelle Tucker
©2010 Michelle Tucker
Did you know that the average farmer in the American Colonies had read the Federalist Papers? (The Federalist Papers were written by Alexander Hamilton and James Madison to encourage public support for the Constitution). How many youth do you think read them today? Last Friday was Constitution Day. How many of our young people have read our country's Constitution? There are classic books, papers and documents that every youth should read.
Yesterday, I addressed children's literature in my blog. Today's focus centers on youth, both Middle School and High School students, who should read certain classic literature and text.
Here is my short list (later I give Resources that include other writer's lists):
Here are easy to click on resources:
©2010 Michelle Tucker
Did you know that the average farmer in the American Colonies had read the Federalist Papers? (The Federalist Papers were written by Alexander Hamilton and James Madison to encourage public support for the Constitution). How many youth do you think read them today? Last Friday was Constitution Day. How many of our young people have read our country's Constitution? There are classic books, papers and documents that every youth should read.
Yesterday, I addressed children's literature in my blog. Today's focus centers on youth, both Middle School and High School students, who should read certain classic literature and text.
Here is my short list (later I give Resources that include other writer's lists):
- The Constitution of the United States
- The Federalist Papers
- The Bible
- Animal Farm by George Orwell
- The Gettysburg Address
- William Shakespeare
- The Declaration of Independence
- The Iliad and The Odyssey by Homer
- The Republic by Plato
- Don Quixote by Miguel de Cervantes
- Pilgrim's Progress by John Bunyan
- Pride and Prejudice by Jane Austen
- Tom Sawyer by Mark Twain
- The Adventures of Huckleberry Finn by Mark Twain
- Poems by Robert Frost
- The Screwtape Letters by C.S. Lewis
Here are easy to click on resources:
Wednesday, September 22, 2010
Why are classic books important for my elementary school-aged child?
By Michelle Tucker
©2010 Michelle Tucker
Classic books have no age limits. There are chapter books, illustrated classics and read-aloud books, that you can read to your child. There are even classic picture books. The reason classic books are so important, is that they have stood the test of time with themes that apply to all generations. In addition, classic books have up-lifting themes that inspire your child. Your child may be inspired to have more courage, face her fears, attempt what seems impossible; or be inspired to reach out to the needy, the disabled, the unpopular. Not only do they inspire, classic books also teach character by example. Elementary children definitely should either read classic books, or have them read to them.
Let me briefly explain read alouds. If you decide a certain classic book is one, of which you want to expose your child, you get the book. But then, you realize your child cannot read it by herself. Then, you can read it aloud to her. At a natural break, or opportune part of the plot in the book, stop and ask her questions about what you just read to her. Try the different question types: Who, What, When, Where, How. You can also ask her questions that go along with the strategies. Ask her to: predict, connect to herself, connect to another text, connect to the world, use her schema (background knowledge), ask her what she wonders about and what questions she has, ask her what mental images she visualizes (a mind movie), and ask her the main idea (determining importance),
Places to Get Classic Books:
Bookstores categorize books having a section for classics. If the book isn't categorized under classics, then try Childrens' Literature, or look for an award winning book. There are some books that provide lists of classic books.
I know you and your children are going to enjoy reading classic books together!
Resources for Classic Books:
©2010 Michelle Tucker
Classic books have no age limits. There are chapter books, illustrated classics and read-aloud books, that you can read to your child. There are even classic picture books. The reason classic books are so important, is that they have stood the test of time with themes that apply to all generations. In addition, classic books have up-lifting themes that inspire your child. Your child may be inspired to have more courage, face her fears, attempt what seems impossible; or be inspired to reach out to the needy, the disabled, the unpopular. Not only do they inspire, classic books also teach character by example. Elementary children definitely should either read classic books, or have them read to them.
Let me briefly explain read alouds. If you decide a certain classic book is one, of which you want to expose your child, you get the book. But then, you realize your child cannot read it by herself. Then, you can read it aloud to her. At a natural break, or opportune part of the plot in the book, stop and ask her questions about what you just read to her. Try the different question types: Who, What, When, Where, How. You can also ask her questions that go along with the strategies. Ask her to: predict, connect to herself, connect to another text, connect to the world, use her schema (background knowledge), ask her what she wonders about and what questions she has, ask her what mental images she visualizes (a mind movie), and ask her the main idea (determining importance),
Places to Get Classic Books:
- Your local library
- Used book stores
- Thrift stores
- Yard sales
- bookstores
- paperbackswap.com You sign up for free, then search for the book that you want that others have on their bookshelf, and make a request. The used book is sent to you. When you send a book from your bookshelf, you only pay the cost of postage. If you sign up, please put in, that I referred you. My nickname is: homeschoolmomof2
Bookstores categorize books having a section for classics. If the book isn't categorized under classics, then try Childrens' Literature, or look for an award winning book. There are some books that provide lists of classic books.
I know you and your children are going to enjoy reading classic books together!
Resources for Classic Books:
Thursday, September 16, 2010
To Homeschool or Not To Homeschool, That is the Question
By Michelle Tucker
©2010 Michelle Tucker
Although I taught public school for fifteen years, there came a time, when I needed to homeschool my two children, a boy and a girl. My husband and I saw that it was the right time, since we were moving to a new state. I wouldn't trade those three years homeschooling! The relationship that I now have with my children has deepened through homeschooling. My children ask my advice, are not embarrassed to show emotion, hugs and kisses to us, their parents; and we've built up a deep level of trust. My children know that we will sacrifice to do what's best for the family and them. Boy, was it ever a sacrifice! Since I have a master's degree and three teaching credentials, as well as an interpreter certification, giving up a $75,000 yearly salary with excellent benefits (in 1997) was both difficult and heroic.
To homeschool and stay true to your goals and belief system will take a heroic effort, I'll be honest. Remember that there is a time and place for everything. Also, not everyone is at a point financially, where they can homeschool. That may change in the future for you. But, you and your spouse need to come to a place of agreement about homeschooling. You will definitely need support.
In addition to your spouse, you will find support from others. Most areas have homeschool organizations and support groups. The Internet will be your best friend in finding support. You can find local homeschool groups on-line. As far as curriculum, there is a plethora of curriculum and materials for homeschooling. I'm going to tell you some of my favorite sources. If others can add your comments about your favorite sources, that would be so appreciated! One thing may work for one family and something different for another family. Homeschoolers, please add your favorite curriculum, websites and tips in comments. Thank you.
So, here are my favorites, (these are a good place to start):
©2010 Michelle Tucker
Although I taught public school for fifteen years, there came a time, when I needed to homeschool my two children, a boy and a girl. My husband and I saw that it was the right time, since we were moving to a new state. I wouldn't trade those three years homeschooling! The relationship that I now have with my children has deepened through homeschooling. My children ask my advice, are not embarrassed to show emotion, hugs and kisses to us, their parents; and we've built up a deep level of trust. My children know that we will sacrifice to do what's best for the family and them. Boy, was it ever a sacrifice! Since I have a master's degree and three teaching credentials, as well as an interpreter certification, giving up a $75,000 yearly salary with excellent benefits (in 1997) was both difficult and heroic.
To homeschool and stay true to your goals and belief system will take a heroic effort, I'll be honest. Remember that there is a time and place for everything. Also, not everyone is at a point financially, where they can homeschool. That may change in the future for you. But, you and your spouse need to come to a place of agreement about homeschooling. You will definitely need support.
In addition to your spouse, you will find support from others. Most areas have homeschool organizations and support groups. The Internet will be your best friend in finding support. You can find local homeschool groups on-line. As far as curriculum, there is a plethora of curriculum and materials for homeschooling. I'm going to tell you some of my favorite sources. If others can add your comments about your favorite sources, that would be so appreciated! One thing may work for one family and something different for another family. Homeschoolers, please add your favorite curriculum, websites and tips in comments. Thank you.
So, here are my favorites, (these are a good place to start):
- Curriculum Associates, publishers of workbooks- great spelling, Write!, Explode the Code (phonics) and more.
- Audio Memory, publishers of educational songs- math, geography, grammar songs and more.
- Homeschool Legal Defense Association (HSLDA)- This organization fights for parents' rights to homeschool, provides information about laws pertaining to homeschooling and defends its members.
- About.com Homeschooling Forum: Homeschoolers Trading Forum- you can find sellers of used homeschool curriculum
- (There is so much more)
Wednesday, September 15, 2010
Study Skills: Five Essential Habits Every Child and Parent Should Develop
By Michelle Tucker
©2010 Michelle Tucker
By this early date in the school year, you know if your child's has good study skills. If he doesn't, I have some simple advice. First, get some kind of planner. Most people are visual. So, having a planner really helps your child see the whole week and month to plan for projects and tests. You're going to have to check up on your child, first, to see that he put the assignments on the appropriate days. Second, check that your child is looking at the planner every afternoon before a school day. Also, you check the planner (with your child) every day they come home from school. It may take at least ten days of you checking in on your child's planner use. (You know they say, "after 10 times, it becomes a habit"). Follow these 5 simple things, and I guarantee you, that your child will get better grades! Here is a list of Study Skills to work on with your child:
©2010 Michelle Tucker
By this early date in the school year, you know if your child's has good study skills. If he doesn't, I have some simple advice. First, get some kind of planner. Most people are visual. So, having a planner really helps your child see the whole week and month to plan for projects and tests. You're going to have to check up on your child, first, to see that he put the assignments on the appropriate days. Second, check that your child is looking at the planner every afternoon before a school day. Also, you check the planner (with your child) every day they come home from school. It may take at least ten days of you checking in on your child's planner use. (You know they say, "after 10 times, it becomes a habit"). Follow these 5 simple things, and I guarantee you, that your child will get better grades! Here is a list of Study Skills to work on with your child:
- Use a planner
- Have a homework folder(s)- on the left pocket write "In" (homework is put in), and on the right pocket write "Out/Done" (the child grabs these finished papers out of the "Out/Done" pocket and turns them in to his teacher or teacher's bin.
- Have a quiet place at home (without distractions, and yes, even a computer can be a distraction if the child is temped to play computer games), where your child can focus on homework and study.
- Have a consistent time when the child does homework- The child comes home and has a snack. Then, hits the books. After homework and studying are done, he may do something else (chores/free time/outside play). Key-stick with a consistent study time.
- Ask to see what your child has finished- When the child says that he's finished his homework, don't just take his word for it. Understand that you don't have to check the accuracy of every sentence and every Math problem. Just scan the homework and check it against the planner to make sure your child didn't overlook doing a part of his homework.
Tuesday, September 14, 2010
How can my child improve her spelling with word sorts?
By Michelle Tucker
©2010 Michelle Tucker
First of all, word sorts are great as one of many activities to boost literacy, not only spelling. Let's explain word sorts for those who haven't yet heard of them. Word sorts or word sorting is an activity that children do to improve their use of words. First, there are lists of words of a word type/family/pattern. The word list groups words that are similar. The child has these words on her individual cards in front of her. The cards with words are mixed up. There is some word pattern/family heading, either on a strip of paper or game board. For example, one category of words are words that end in "ure," and the other are words that end in "ur."
The words in front of the child are:
measure pleasure fur ensure cur
blur slur spur treasure sure
Sort the above words into two columns below:
-ure -ur
The headings (-ure and -ur) can be printed at the top of a paper, written at the top of a white board, or on separate strips of paper or cards that are place on the table or desk. She sorts the large group of words into the word families. Voila! She recognizes the appropriate category to which each word belongs. She is building connections in her mind.
The child is learning about vocabulary, reading and spelling through word sorts. In addition, spelling patterns can be introduced this way. The key is to have two or more similar word families. This forces her to compare and contrast the spelling of words in a way that is easily learned. The child will learn spelling more quickly and accurately with this method.
Here is what you as a parent can do:
©2010 Michelle Tucker
First of all, word sorts are great as one of many activities to boost literacy, not only spelling. Let's explain word sorts for those who haven't yet heard of them. Word sorts or word sorting is an activity that children do to improve their use of words. First, there are lists of words of a word type/family/pattern. The word list groups words that are similar. The child has these words on her individual cards in front of her. The cards with words are mixed up. There is some word pattern/family heading, either on a strip of paper or game board. For example, one category of words are words that end in "ure," and the other are words that end in "ur."
The words in front of the child are:
measure pleasure fur ensure cur
blur slur spur treasure sure
Sort the above words into two columns below:
-ure -ur
The headings (-ure and -ur) can be printed at the top of a paper, written at the top of a white board, or on separate strips of paper or cards that are place on the table or desk. She sorts the large group of words into the word families. Voila! She recognizes the appropriate category to which each word belongs. She is building connections in her mind.
The child is learning about vocabulary, reading and spelling through word sorts. In addition, spelling patterns can be introduced this way. The key is to have two or more similar word families. This forces her to compare and contrast the spelling of words in a way that is easily learned. The child will learn spelling more quickly and accurately with this method.
Here is what you as a parent can do:
- Take your child's lists of spelling words. If this week's words are one word family, use last week's list too. Use a white board and appropriate marker. Let's say there are just two word family lists. Write the two patterns at the top of the white board and draw a line down the middle between them. The two word family patterns may be, -ug and -og. You can say the words (mixed up, don't make it too easy) to her. She writes the word under the correct heading. For example, she would write bug under -ug. Also, she would write dog under -og, and so on. Doing the sort is helping her learn multiple characteristics and connections with words.
- Again, use your child's list of spelling words, or just practicing sorts appropriate for her age to help her over all literacy. Type these words and the category/pattern headings. Cut them out individually. Place the category/pattern headings at the top (if she is older, she can do it all). Have her place the words under the right category/pattern headings.
- There are good pre-made games, as well as books that explain how to make sort board games. These are the ones that I have used and had success with my students:
Monday, September 13, 2010
What are Some Fun Ways for My Child to Practice Multiplication Facts?
What you are facing is very common. When a child is struggling to learn multiplication facts, flash cards soon become boring. I have had good response from my children, my students and students that I've tutored with these activities:
- Take the ordinary flash cards- Divide them into two piles. Someone and your child can play the card game, "WAR" with these multiplication flash cards. Children are excited to see, if they can get the most cards at the end.
- Multiplication with Dice- Your child throws two dice. He/She quickly looks at them and says the product. For example, the rolled dice come up as 6 x 4 and he/she says, "24." Practice until he/she can say them with at least twenty combinations in one minute. If you can find dodecahidran (ten sided dice) that go 0 to 9 and can be both rolled or in combination with the dice that go up to six dots. Then, you have the facts 0-9 (or even a 12 sided dice for 1-12).
- Multig - This game requires the use of a playing board on paper. It can be found in the book, Helping Children Learn Mathematics, Fourth Edition,©1995 by Allyn & Bacon
- Multiplication Games and Fun Activities:
Wednesday, September 8, 2010
My Middle Schooler Won't Write and Says He Hates Writing!, Part 2
I've taught writing for 13 years using these products, as they were the best to motivate students to do their best writing!
Tuesday, September 7, 2010
My Middle Schooler Won't Write and Says He Hates Writing!, Part 1
When I taught Middle School, I had so many boy students say they hated writing and refused to write. I'm going to answer this general question with scenarios and matching answers.
Part 1
- A blank page leaves him stumped. A: Give a page with a motivating topic sentence at the top. For example, "If I had a million dollars, I know how I'd use it."
- He won't sit down and write. A: Put a timer next to him. The first day, set it for five minutes. He has to write for 5 minutes and then, can get up. The next time, increase it to 6 minutes. Keep increasing it daily until he is sitting for 15 minutes of writing.
- What does he spend his time doing? A: Make sure he's doing practical writing. Blogging, e-mailing, social networks, writing letters to Grandma, or a friend all count as writing. Point that out to him. They are motivating. So, the trick is to motivate him to write the essay for school.
- A 5 paragraph essay is too overwhelming. A: Break it down. First, he has to know how to write a good sentence. Every sentence has two things: A something or someone, and what about that something or someone (what he/she/it is doing, did or will do). Next, he needs to be able to write a good five sentence paragraph. Add a second paragraph. Now he can write two paragraphs on a topic. Build up to an Introduction paragraph, three in the Body and a Conclusion paragraph.
- He won't write paragraphs. A: What does he want? If Football is important to him, he doesn't go to Football today until one paragraph is finished. He doesn't play in the Saturday game until the essay is done. What ever is a "carrot" (in front of the proverbial horse) for your son, that is what you motivate him with. (To be continued with some resource suggestions).
*You may copy this article only if you copy it in its entirety and give credit to me as the author.
Friday, September 3, 2010
Multiplication, Part 2
Multiplication, Part 2
How to Memorize Multiplication Facts
©2010 Michelle TuckerSummary: Multiplication facts escape many students. How to get them to stick. Strategies and inexpensive materials.
Memorizing multiplication facts can be easy. Here's how:
First, get a Multiplication Table. Your child can see patterns. The first pattern is multiplying by 1, it does not change the value of the number. This is the Identity Property. The 1s are done. Understanding the identity property, your child will easily grasp multiplying by 10s.
Second, if your child knows the square numbers, such as, 2x2=4 and 3x3=9 up to 10x10=100, these are now eliminated.
Third, when your child can skip count and can answer the multiplication facts that goes with them, for example, the 2s , maybe the 3x and the 5s, your child can eliminate these facts from the multiplication chart.
Fourth, you and your child are getting down to less and less to memorize. This time, look at the multiplication chart and find facts that are the same. For example, 2x3 and 3x2 are the same either way you order the numbers. This is called the Commutative Property of Multiplication. Once your child recognizes it is the same answer, just the multiplication numbers are in a different order, you can eliminate more from the chart.
Last, what is left on the multiplication chart? Possibly there are only 15 multiplication facts that your child has to memorize. Put these facts, like 8x6, on one side of an index card (or just paper that you cut up). Put the answer on the other side. Each day, have your child go through these 15 or so cards. You and your child will be amazed at how easy memorizing multiplication facts has become!
*You may copy this article, only in it's entirety and giving credit to me as the author.
Thursday, September 2, 2010
Multiplication, Part 1
Multiplication, Part 1
Understanding Multiplication
Summary: Multiplication involves more than memorizing facts. A full explanation of the whole process of learning multiplication step-by-step.
Multiplication is a skill that is learned. If done sequentially, the child will do better with memorizing his/her multiplication facts. More important than the surface memorization of facts, like 6x 5 = 30, is the underlying concept. Concept development is key. First, the child needs to understand patterns and skip counting, for example: 2, 4, 6, 8 ... and 3, 6, 9, 12 ..., and 5, 10, 15 ..., okay. Use the hundreds chart. Does the child use the skip counting of 5s on the clock? Great!
Second, the child needs to be able to do repeated addition, for example: 3+3+3+3 = 12. Use 6 inch pieces of yarn and make groups together if groups of objects. And example would be, take 12 buttons. Have the child lay out the strings of yarn in three circles. Have her/him put four buttons in each. Ask, what do you have? Three circles/groups of four buttons. How many are there all together? 12 Then, do the same, but have her/him lay out four circles of three buttons in each, and so on.
Third, the child needs to know and be able to do "fact families," for example: 3+3+3+3= 12 4 +4+4=12 3x4=12 4x3=12.
Fourth, the child needs to understand and do arrays. Before memorizing multiplication facts, the child needs to understand, visualize and use square and rectangular arrays. Arrays are objects (dots or stars in rows and columns, for example, a three by five array of dots; or another example, a five by five array of stars. The child should recognize objects in an array, name the array of dots on paper (for example, it is a 3 by 5 array with 15 total dots), manipulate arrays to see patterns, and start seeing the connection to multiplication facts (So, 3x5=15). The child memorizes facts through 5x5. The goal is to gain enduring understanding. In this case, the enduring understanding is that multiplication is a short cut for addition. At this stage, there are many sub-skills: Shows multiplcation with single digits on a number line, Shows multiplication with single digits repeated addition, Writes/solves multiplication equations with single digits, Solves problems using multipliation with single digits repeated addition. Writes/solves multipication equations with single digits. Then, comes facts 6x6 through 10x10 and 11x11.
Fifth, the child needs to understand rate of change. These problems look like word problems. If I have 6 desks with 4 legs per desk, how many legs are there in all? The child should be able to write this as an equation, 6 x 4 = 24, so, 24 legs.
In fourth grade, teachers start by assessing how many students are proficient with their multiplication facts. Meaning, asessing whether they have them memorized, in order to pass a timed test. In the next article, Multiplication, Part 2, I explain how to make memorizing multiplication facts easy.
Fifth, the child needs to understand rate of change. These problems look like word problems. If I have 6 desks with 4 legs per desk, how many legs are there in all? The child should be able to write this as an equation, 6 x 4 = 24, so, 24 legs.
In fourth grade, teachers start by assessing how many students are proficient with their multiplication facts. Meaning, asessing whether they have them memorized, in order to pass a timed test. In the next article, Multiplication, Part 2, I explain how to make memorizing multiplication facts easy.
Wednesday, September 1, 2010
My child can't read yet. What do I do?
About a month ago, I had a friend, who is the mother of a 6 year old, ask me about her daughter's inability to read. Her daughter had finished Kindergarten and was preparing to enter First Grade. She explained that her daughter knew the sounds for the English letters, but could not read any words. I explained that there are sight words at the kindergarten level, for example: "I, am, and , the" and others. She said her daughter couldn't read any of these. Then, I went on to explain that she should be able to blend C-V-C (consonant, vowel, consonant) words, such as: "cat, dog, bug, run" and others. Again, sadly, her daughter couldn't read these words. Worse, the school didn't send home any flash cards, "Shared Reading" books or such to help. I knew the family and this girl. With experience as a Resource Specialist, I knew this girl's reading delay was not due to a disability or disorder.
Let me say that, if your school has failed to teach your child the fundamental that I mentioned above, there are better choices. There are excellent charter schools (free). Make sure the school follows federal law in using a researched based reading program. Ask for intervention help, if your child isn't reading, or is behind. Ask for things to do at home. Many good school, like the one I'm involved with, have a reading tutoring program. If a child finished Kindergarten and is in First Grade, he/she needs to:
- learn grade appropriate sight words
- practice reading comprehension
- read aloud to another person
- practice fluency (reading at a normal pace with expression)
- learn vocabulary in the context of grade appropriate books
- practice phonemic awareness
- identify phonological patterns or "chunks"
- re-read the book, again, aloud
If you have additional questions about this, I am more than happy to answer them.
Written by Michelle Tucker, "My Ask the Teacher"
*You may copy this article, provided that you copy it in it's entirety and give credit to me, the author.
Tuesday, August 31, 2010
Math and Music
You walk into the musical instrument store wondering if you're making the right decision. There are lines of children with parents with hopeful expectations, just like you, just like me. Last week, when school started, your child didn't do so well on the placement test for Math. You wondered if you will have to get a Math tutor or start a Math game night once a month at your child's school (Way too much work!) Why does raising and educating a child have to be so hard? As we know, the hardest things are the most rewarding.
I found myself in this position this year with my daughter. Knowing that motivation is the key, I rushed to the music store with her, when she announced that she wanted to play in the school band. Since the Math placement test, I've been reviewing all the "improve Math skills" advice, which I used to give parents of my former students. "Studying music will help Johnny with fractions," I would say.
Well, I have to say that a parent knows his/her child best. I knew my daughter, the strong-willed, independent girl that she is, would not be thrilled with another Math Blaster game CD (my son would love more Math Blaster games). However, she is motivated to play an instrument. What better practical Math practice, especially for fractions. Now, I'll still be helping her with her Math homework, as she needs help. I'll still be keeping an eye on her Math progress. I'll still be playing board games that help with Math concepts with her and her brother. But the desire to play an instrument comes from her heart. You get a lot more milage out of things that come from the heart. Did I make the right decision in getting a trumpet for her? Definately, yes! (But you may not like it, if you're the neighbors).
Written by Michelle Tucker
*You may copy my posts, only in their entirety, giving credit to me as the author.
Subscribe to:
Posts (Atom)