KINDERGARTEN

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KINDERGARTEN
in Kindergarten
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WHAT IS KINDERGARTEN LEARNING ALL ABOUT?

• At Kindergarten, we are committed to maintaining
  students natural curiosity and confidence in
  themselves as learners while developing the
  student behaviour that will enable them to become
  active/focused learners in the classroom setting.

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• For any learning to happen, it is important that
  the children feel happy and secure in their
  learning environment.
• To help us teach with understanding, it is
  important that we are aware of the
  characteristics of 3 to 5 age students and
  their implications.

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CHARACTERISTICS IMPLICATIONS
1. Short Attention Span Duration of activities not more than 20 minutes Types/ Varieties
2. Curious, active, energetic Variety in the activities Balance between active and quiet activities Learn best by doing Create fun and enthusiasm in your lesson Answer their why, what and how questions
3. Movement towards independence and assertivity Clear expectations Providing simple choices and let them make their own simple decisions
4. Self centered Manipulative materials Concrete first hand experiences
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CHARACTERISTICS IMPLICATIONS
5. Beginning of socializing Flexible/Mobile Seating Arrangement Allow children to interact with each other while engaged in activity
6. Physical Growth, control/ coordination Space to facilitate movement Opportunities to use and develop large and small muscles
7. Rapid Growth in language Opportunities to listen and talk Guidance Support Converse in a meaningful manner Avoid monotonous repetitions
8. Fantasy and make-believe Use fantasy as a spring board for motivating children Use their natural sense of wonder and curiosity to enhance learning.
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DEVELOPMENT OF READING AND WRITING SKILLS
THROUGH A SYSTEMATIC PHONIC PROGRAMME USING
MULTISENSORY APPROACH
WORKSHOP DAY 1
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AIM OF THIS WORKSHOP
The aim of this workshop is to teach children
to read and write through an early systematic
phonic programme. Learning to read and write
are vital skills for children.
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The teaching is divided into five basic skills

• Learning the letter sounds
• Blending for reading
• Sight words / Tricky Words
• Identifying the sounds in the words for writing
• Learning the letter formation

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Learning Letter Sounds and Symbols
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• All the words are made up of sounds.
• There are 40 sounds in English but only 26
  letters are used to represent these sounds.

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THE LETTERS WHICH REPRESENT THE SOUNDS ARE AS
FOLLOWS
N n nut, nip, spin O o orange, on, spot P p
pig, pet, step Q q queen, quick, quill R r
run, rabbit, barrel S s sand, sun, twist T t
top, tug, mat U u up, under, lung V v van,
vet, give W w wind, went, swim X x x-ray, ox,
flex Y y yell, yes, yellow Z z zoo, zebra,
buzz

• A a ant, sand, caravan
• B b bat, bend, crab
• C c cat, cot, duck
• D d dog, dip, sudden
• E e egg, end, shed
• F f fog, lift, fluff
• G g goat, gap, digger
• H h hop, hit, hill
• I i ink, indian, drink
• J j jelly, jet, jumper
• K k king, kind, kettle
• L l leg, lost, shell
• M m man, mill, shrimp

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Let us pause to listen to the letter sounds
from a to z
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DIGRAPHS

• Sometimes two letters are
• used to represent a sound. These are called
  DIGRAPHS.
• Digraphs are different from blends.
• Digraph has one sound whereas a blend has two or
  more sounds.

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THE LETTER SOUNDS - DIGRAPHS
ch
oi
ck
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sh
ie
oa
ai
oak road boat
aim aid drain
pie tie die
ship shop wish
ch
th
ee
chop chick much
this then with
eel creeptree
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er
ng
oo
song bang string
moon spoon shoot
kerb stern sister
oi
ou
qu
ue
oil ointmentspoil
out cloud found
quiet quill queen
due Tuesday cue
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Let us pause to listen to the digraphs
oi
ie
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TEACHING LETTER SOUNDS a to z
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METHODOLOGY

• The letter sounds are introduced at the rate of
  one letter sound a day with the help of the
  Letterland character, story line and action.

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ORDER OF THE LETTER SOUND GROUP
These letter groups have been carefully selected
to help reading. The first 6 letters can soon be
used to make simple words. Example Words made
from first group sat, pin, tip etc.
The letter sounds are introduced in the
following order-

• s , a , t , i , p, n
• c , k , e , h , r , m
• d , g, o, u , l , f
• b , j , z , w , v , y
• x , q , ai , oa , ie , ee
• or , ng , oo , ch , sh , th
• qu , ou , oi , ue , er , ar

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Let us introduce the letter sound with the
example of the letter s.
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s .s.sss
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The action is the children moving their arms
imitating the movement of the snake.
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s , s , s
Children are told this is the letter sound and
shown the flash card with the letter.
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• Similarly, there is a storyline for each letter
  sound and the Letterland character can be
  incorporated in the story along with the action.

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LETTER OF THE WEEK

• Introduce the letter/ sound with associations
• Weave all associates into a story emphasising on
  the beginning sound.
• Give clues and ellicit from the children the
  names of objects beginning with the initial sound.

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• Children visit the Letter of the week bulletin
  board so that they can be exposed to some more
  associations to help them increase their
  vocabulary.

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• After children learn
• few letter sounds,
• we can help children
• hear the sounds
• in a given word
• Example The word dog
• just give the sound d o g
• to the children and
• allow them to guess the word.

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Teaching digraphs
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METHODOLOGY

• Children are made to understand that the two
  letters together make one sound.
• To help them understand we can make use of the
  imaginary sound buttons below the sounds.

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VOWELS
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TALKING ABOUT VOWELS

• After learning all the letters of the alphabet
  ,children can be told that a, e, i, o and u are
  special letters that occur in all the words and
  are called vowels. The sounds of the vowel
  letters are very similar and confusing. Hence,
  they need to be reinforced and taken separately
  on a regular basis.

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REINFORCEMENT

• Reinforcement of the letter
• sounds is very important.
• Flash cards of the letters that have been taught
  should be held up every lesson for the children
  to call out the sounds and do the actions.
• The faster they are at recognizing the letters
  and saying the sounds, the easier it is for them
  to read and write.

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WHAT IS TO BE COVERED IN KG-1?

• All the 26 letter sounds are done in KG 1
• The KG 1 concentration should be only on the
  lower case.
• The capital letters are also shown on the flash
  card. They need to be referred only incidentally.
• At this early stage, it is important that the
  letters should be introduced by their sounds and
  not their names.
• In the previous example, s should be referred
  with its sound s , s , s , s and not ess
• Similarly, all the other letters are introduced.

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WHAT IS TO BE COVERED IN KG- 2?

• Reinforcement of the sounds of the letters of the
  alphabet
• The digraphs are covered in KG 2.

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OBJECTIVES AND LEARNING OUTCOMES

• At the end of Kindergarten 2, the children will
  be
• Able to master 40 phonic sounds
• Understand that two letters can be used to
  represent a sound oa, oo, ie etc.
• Know that a, e , i , o , u are special letters
• Associate letter sounds with symbols
• Associate picture with sounds
• Locate words with the same beginning, middle and
  ending sound using the picture dictionary.

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Hands-on Activity
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