Monthly Archives: July 2023

wandered, did not obey . I went to put the phone on charge, but did not have time. They all made noise again. I just had a charger in my hand, and I hit one boy with a charger, that’s all. This, well, some kind of flash, boiled up already. The last straw was, – the teacher admitted to the correspondent of E1.RU.

In one of the kindergartens at Uralmash, a teacher hit a child with a charging wire. Everything happened in the preparatory group, where on June 26 children were transferred from a neighboring kindergarten, which was closed for repairs. Moreover, the transferred guys turned out to be a year or two younger than the rest in the group.

The parents of the newcomers learned about the incident on Saturday, July 8, when one of the mothers sent photos of her son with a blow mark on his arm.

— There is a certain company of boys in the group, which creates hazing, spreading rot on our children in every possible way. From their side every day humiliation, fights. As a result, before sleep-hour there was a fight, my son had to hide from the attackers. The teacher decided to “settle the conflict” by taking the wire from the phone charger and starting to spank ours, the mother of the injured boy said.

As it turned out later, the child was not even at fault. He got it by accident

Photo: E1.RU reader

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On July 10, five parents signed a collective statement addressed to the manager demanding to check whether their children were really injured.

“We learned that the teacher was beating them only on Saturday, when she whipped two children with a wire,” another mother told E1.RU. – As it turned out now, younger children were systematically beaten by children from the preparatory group, all this with a teacher. Those who got more simply refused to go.

In the application, the parents mentioned other cases of abuse, referring to the words of their children.

— Boys are beaten on the head with plastic “sticks” for physical education. Children are beaten with wet rags, pushed and called names. The older pupils used physical force: they strangled, beat the younger pupils, systematically insulted, threw shoes, – stated in the statement. – The children became withdrawn, they did not say where the bruises and abrasions came from. This may indicate acquired mental or psychological trauma, disorders.

Yulia Yakovleva, head of the kindergarten, confirmed to E1.RU that she had received a statement from her parents. An official investigation is underway in the kindergarten.

Teacher Natalya Shumilova has been working with children in the preparatory group for a year now. According to her, there were no conflicts with her pupils – in the group she tries to maintain discipline, since the children will soon go to school. But with the new guys it turned out differently.

Incoming kids, according to the teacher, are uncontrollable and spoiled. Between them and the pupils of the preparatory group for two weeks every day there were skirmishes. At one point, the teacher simply could not stand it …

The teacher honestly admitted that she could not cope with children of different ages

Photo: Artem Ustyuzhanin / E1.RU

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According to Natalia Shumilova, everything happened in the bedroom. The younger and older children did not want to go to bed and began to make noise every time the teacher went out of the door. On one of the boys, the teacher broke down. Here is what she told E1.RU:

— Now she is not bringing up school, not kindergarten and not parents, now she is bringing up the Internet, and they all go with these toys: Kissy Missy, Huggy Waggi, who will bring the phone. Children are completely different now, they have different interests. In my opinion, we need to change this system, we need to build it all differently now.

Children are not accustomed to behavior in kindergarten. Of course, the older ones quarrel with the younger ones. A little bit the children got into a fight – immediately a scandal begins: “your boys beat ours, why don’t you react?” How can I not react? I react, I make comments, I talk with those with others. I don’t just sit on the playground, I work with children, we dance, draw, play badminton.

I can’t see absolutely everyone and everyone who got into a fight there. They behave in one way with their parents, but in a group, in a team, in a completely different way. Parents do not see this and believe that their child is good, sweet and good. In fact, in the group they all fight for leadership, they all want to be the first.

The conflict took place near the bedroom: the children did not want to go to bed, and at one moment the teacher lost her temper

Photo: Dmitry Emelyanov / E1. RU

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reminders that we close our eyes, sleep, calm down, lie down, as soon as I go beyond the threshold of the bedroom – they get up. It’s their kids, you know? Mine are already asleep, everyone is wearing sleep masks.

Actually, really, I realized that I had lost my temper. Psychological stress, because you work with both parents and children, and physical stress – you are on your feet all day. Sometimes I even dine on my feet so that I can see them all. These [new] children have come, they don’t even know how to sit at the table: their elbows are on the table, their heels are on the seat.

Parents wrote that I raise my voice, but how can I not raise my voice at a child if he did not understand once, did not understand the second time, and the third time? You come up, take it by the hand or you speak already as if strictly, because there is a lesson, and he got up and went. Somewhere you will slap someone on the pope.

Yes, I’m guilty, no matter how I hide it. Yes, children are children.

Once punished in front of everyone, in the same way in front of all the children who came today, she apologized to everyone, asked for forgiveness. She said that she was wrong, that she flared up and that this would not happen again. Moreover, the children said that yes, “we also did not obey.”

According to Natalia Shumilova, parents of children from the preparatory group are preparing a statement in defense of the teacher. She herself, while the proceedings are going on, was transferred to nannies.

Lawyer Andrey Saunin believes that the parents of the injured boy should first of all fix the trace of the blow in the emergency room and contact the head. The consequences for the teacher will depend on how the parents act further and where they turn (to the court or the police).

– The employer can bring the teacher to disciplinary responsibility for committing a misconduct or failure to fulfill the duties assigned to her under the 21st, 81st and 192nd articles of the Labor Code, and the parents can recover moral damages from her for causing harm to the child (Article 1064 of the Civil Code RF). In this case, it is unlikely, but there may be criminal liability under the articles “Intentional infliction of harm to health”, “Provision of services that do not meet safety requirements” or “Negligence” (Articles 111–116, Article 238, Article 293 of the Criminal Code of the Russian Federation), Andrey Saunin explained to E1.RU.

We told how a kindergarten teacher in Nizhny Tagil kicked a disabled child on the head. The police confirmed three facts of child abuse, and the mother of the injured boy went to court so that the teacher would never work with kids again.

In the meantime, teenagers in Revda were left unpunished for beating a schoolboy, holding him at the entrance in a dark corner. The hooligans were only registered with the PDN, the decision was explained by the fact that one blow is not a beating.

In the Bryansk region, a kindergarten was damaged by shelling – RBC

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Euro exchange rate on July 11
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Russians offered to exempt from personal income tax on debts forgiven by foreigners

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Interior Ministry detained a second suspect in scalping a young man with a Mohawk

Society, 07:44

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Military operation in Ukraine. Online

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IIDF withdrew the lawsuit against the founder of the housing search service sold by Avito

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The case of shooting at the Ust-Ilimsk military registration and enlistment office was reclassified as a terrorist attack

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How to watch TV shows in 4K with weak internet on a big screen

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The Ministry of Defense announced the stop of the offensive of the Armed Forces of Ukraine on the Vremevsky ledge

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The number of people employed on platforms like Yandex. Taxi and Avito exceeded 5 million

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Russians told what cases they miss because of work

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After shelling by the Armed Forces of Ukraine of the village of Kurshanovichi, Klimovsky district, Bryansk region, two residential buildings were damaged, as well as the buildings of a kindergarten, a store and a post office. This was announced by the governor of the region Alexander Bogomaz in the telegram channel.

According to him, there were no casualties, operational services are working at the scene.

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On July 9, Bogomaz reported that the air defense forces shot down two Ukrainian missiles.

Sight Words FAQs | Sight Words: Teach Your Child to Read

Sight Words FAQs | Sight Words: Teach Your Child to Read






Q: How many words should I teach per day?
A: There is no set answer to the number of words to teach a child each day. Factors such as the child’s age, motivation, memory skills, and whether the child is learning a specific list for a school assignment affect this decision. But remember: it is much better for a child to have solid knowledge of 50 words than to kind of know 300 words. It is not enough for children to kind of know their sight words. They need to be able to recognize them instantly and accurately in order to build reading fluency and comprehension of written material they will read in books.

It is much better for a child to have solid knowledge of 50 words than to kind of know 300 words.

We recommend that you start by thoroughly teaching your child three to five words in a lesson. On the first day, introduce three to five new words. In the next day’s lesson, start by reviewing the previous day’s words. If your child remembers those words, move on to introducing three to five new words. If he struggles with, let’s say, two of the previous day’s words, go through our full sequence of teaching techniques with those two words and then introduce just one to three new words.
If your child aces the review part of each lesson, then you can probably introduce more new words per day. If he repeatedly struggles to remember the previously covered words, then slow down the pace.
Q: When teaching sight words, should I use pictures together with written words?
A: The research indicates that most typically developing children learn sight words better without accompanying pictures. However, children who have cognitive delays, such as Down syndrome, seem to benefit from sight words being accompanied by picture cards.
Q: Should I correct mistakes immediately, or wait until the end of the lesson or game?
A: All errors should be corrected immediately. Please see our corrections procedure for instructions on how to correct mistakes in a positive, constructive way. It only takes a few seconds, so it won’t disrupt the flow of your lesson or game.
Q: What does it mean to “master” a sight word?
A: A child should recognize the presented target word three times in a row for three days in a row. The child should be able to identify and say the word quickly, showing that they know the word by sight and do not have to sound it out letter-by-letter.
Q: My child is doing a great job with these activities! How much praise should I give her after each correct answer?
A: Actually, very little. Gushing praise (“You are so smart,” a high five, “That’s wonderful!”) can be a major distraction to a young child with a short attention span. By the time you’ve finished praising her, she may have totally forgotten what she learned!
Stick to a simple affirmation of a right answer (“Correct” or “That’s right”), and then continue with the activity. Similarly, if the child gives a wrong answer, point out the mistake and the correct answer in a simple, direct manner. You’re not being mean, you’re just staying focused!
Q: What’s the best way to keep track of which sight words my child has mastered and which ones are still being studied?
A simple way to organize the child’s sight words that have been mastered or on which the child is presently working is to use a 5″x8″ card file box with A-Z file dividers. Place a card marked CURRENT WORDS in the front of the box, and place another card marked MASTERED WORDS that will separate current words from mastered words. Then file mastered words alphabetically behind the A-Z file cards. The words currently being learned are best filed in random (non-alphabetical) order.
Q: My child enjoys the games a lot more than the lessons, so I’m tempted to just do the games. Is that okay?
A: No. Our sight words games are excellent tools for reinforcing the knowledge your child has acquired from the lessons, but they are not a replacement for the sight words lessons. If a child gets bored or distracted easily, consider shortening the lessons (by covering fewer words), but do not eliminate them!
Q: Why are sight words sometimes called “service words”?
A: Sight words actually service the reader by improving the child’s fluent, smooth reading of connected text in phrases, sentences, and paragraphs. Research has strongly shown that fluency in reading is a vital prerequisite for good reading comprehension. If the process of reading print is too slow and laborious, the reader’s comprehension of printed material will be seriously impeded.
Q: When is it developmentally appropriate to teach sight words? At what age are children ready to learn sight words?
A: Children’s language skills develop at different rates, so we can’t give you hard-and-fast age rules. Most children will be able to master a few sight words in Pre-K (four years old). You can teach sight words earlier if your child is receptive to the material. But if your 2- or 3-year-old is uninterested and has difficulty retaining the words, then it’s probably too early, and you should wait a few months before trying again.
A good goal, according to child literacy expert Timothy Shanahan, is that children should master 20 sight words by the end of Kindergarten and 100 sight words by the end of First Grade.
Q: Should I be teaching my child sight words instead of phonics?
A: No! Sight words are a supplement to phonics instruction, not a substitute! Phonics teaches your child the rules for decoding and reading most words. Sight words instruction is a strategy of focusing extra attention on the words that occur most frequently, so that your child doesn’t have to stop and decode every single word.

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Three Letter Words for 4 Year Olds

Do you want to start teaching your child to read and want to know what words he needs to learn? If you do, then read on for suitable words and teaching tips.

Dolch Sight Words

If you are going to teach your four year old to read, then you might want to know about Dolch sight words. These are a good place to start. Two hundred twenty words have been identified as high frequency words and the list is spread out over the years from preschool to third grade. Of course, these are not the only words he would need to learn, but the Dolch words show up in between 50 and 75 percent of all the words in books, newspapers, and magazines.

Here are the Dolch preschool sight words:

a, and, away, big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you

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Three Letter Words

Thirteen of the Dolch preschool sight words are three letter words. Other three letter, high frequency words for four year olds include:

all, and, any, are, bad, bet, big, box, boy, bye, can, car, cat, cup, cut, day, did, dog, dry, eat, eve, fly, for, get, had, has, her, him, his, hot, how, huh, hum, let, lot, man, may, mom, new, not, off, old, one, our, out, pet, put, red, run, saw, say, see, she, sit, some, the, too, top, try, two, use, was, way, who, why, yes, yet, you

Three letter words four year olds

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Teaching Your Four Year Old to Read

Before you start teaching your child to read, they need to master certain skills. These are:

• Knowing the difference between a picture and print
• Being familiar with books and know that you read from left to right
• Knowing the upper and lower case letters of the alphabet

Next you would start teaching the sounds that are associated with each letter.

• You could use blocks with the letters on them and put them together to make words.
• You could also use cards with letters on them, like flash cards.
• Work on what sound comes at the start, middle, and end of a word.
• Practice with consonant-vowel-consonant word flashcards.

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Tips on Teaching the Alphabet

A good place to start is with the ABC Song. While you are reading to your child, which should be done at least once a day, point out a letter occasionally and ask him what it is. Pick a letter each week and do activities with something that starts with that letter. For example, ideas for A – D include:

• make applesauce or art prints with half an apple dipped in paint
• blow bubbles
• make cookies
• make doughnuts from biscuits

Letters can be made lots of ways.

• Play Do or clay can be rolled into a worm and the letters can be shaped.
• You can take a roll of cookie dough and either make some letters with it or use cookie cutters.
• Licorice is another good food to make letters with.
• You could also buy cheap cereal and glue the pieces on paper where you have written a letter.

Start looking around and you will find lots of ways to form letters and make learning them fun.

Children’s gymnastics for the eyes – the best sets of exercises for children

Increased visual load leads to a deterioration in the child’s vision. Computer games and gadgets, schoolwork, reading, doing homework – all this requires hard work of the eyes, leading to fatigue. This is fraught with discomfort, headaches and the occurrence of various visual impairments.

Make an appointment for your child to see a doctor

Regular exercise for the eyes minimizes harm and provides effective prevention of visual acuity reduction caused by overexertion. At the same time, you need to understand that no gymnastics will help cure visual disorders, for example, myopia.

When choosing gymnastics for the eyes, a lot depends on the age of the child. Some complexes are very simple, they are suitable for kids. However, parents should work with young children, explain to them what and how to do, show by example and make sure that the child does the exercises correctly. Other complexes are somewhat more complicated, they are designed for older children who are able to independently figure out how to do exercises for the eyes.

An important clarification: before doing gymnastics, it is recommended that you consult an ophthalmologist with your child. The doctor will exclude possible contraindications and give additional recommendations.

Contents

1. Exercises for 2-4 year olds
2. Visual gymnastics for children 5-6 years old
3. Exercises for school children
4. Recap

Eye exercise for children aged 2-4

At this age, the child, as a rule, is not yet able to concentrate on one lesson for a long time. It means that:

• the duration of gymnastics should not be long – it is better to do the exercises about 3 times a day for 1-2 minutes;
• classes must be carried out in a playful way, and this should be done when the baby is in a good mood, he is comfortable, he is not naughty.

The first exercise, which is called “Blind Man’s Bluff” , helps to strengthen the muscles of the eyes:

• ask the child to close his eyes;
• count to three;
• now tell the baby to open his eyes.

In this case, it is important that a small child learns to first strain his eyes, and then relax them. At first, you can invite him to watch you and at first close his eyes, sit a little with his eyes closed, and then open them so that it is easier for the baby to understand what you want from him.

The second exercise is “Butterfly Wings” . It aims to improve blood circulation in the eyes.

Let the child imagine that his eyelashes are the wings of a butterfly. In order for a butterfly to fly, it must quickly flap its wings, that is, the child must blink intensively. Let one “flight” continue for 10 seconds, then let your eyes rest for 5-10 seconds and repeat the exercise one or two more times.

And the third exercise that is suitable for children of this age is “Rhymes” . It makes it possible to relieve tension from the eyes and strengthen the eye muscles.

You recite poems, while the child must perform eye movements that correspond to what you say. When performing this exercise, you also need to first show everything by your own example, so that the baby understands what he needs to do.

Take, for example, these verses:

Here is a big Christmas tree –

This is the height (the baby looks up, as if trying to see the top of the Christmas tree)

She has big branches –

This is the width of (the baby looks from left to right, as if estimating the width of an imaginary Christmas tree)

There are even bumps on the Christmas tree (the kid looks up, looking for imaginary bumps),

And below – the bear’s lair (the baby looks down),

In winter, a clubfoot sleeps there (the child closes his eyes, imitating a sleeping bear, then blinks several times and closes his eyes again)

And sucks his paw in the den.

When performing this exercise, you need to ensure that the child moves his eyes, and not his head. If necessary, carefully correct it and explain again what needs to be done.

Eye exercises for children aged 5-6 years

Although the child is getting older, the playful form of exercise is still preferred. But now the baby understands better what you want from him, and can concentrate on the task assigned to him, so the duration of classes can be increased to 5-7 minutes.

Do exercises for the eyes in a playful way so that the child does not get bored and tries harder

The first exercise from the complex is called “Warm-up” . It is great for relieving stress from the eyes. As in the previous complex, it is worth using some verses here. The child will, in accordance with their rhythm and content, perform certain eye movements, for example:

Slept flower (child closes eyes, relaxes)

And suddenly woke up (the child opens his eyes, massages his eyelids, slightly pressing them clockwise and counterclockwise),

I didn’t want to sleep anymore (on this line you need to blink your eyes often),

Startled, stretched (raise your hands up and inhale, then look at your hands, spread them apart and exhale),

Soared up and flew (you need to shake the brushes, look left and right).

The second exercise is “Geometry Lesson” . For him, you need to prepare “training material” in advance. You will need:

• images of basic geometric figures – you can do with a circle, square and triangle;
• a pointer or an object that can be used instead.

The exercise itself is performed as follows:

• place pictures of geometric shapes on the wall, closet door, blackboard;
• use a pointer to show angles, trace contours;
• while the child needs to look at the tip of the pointer without moving his head.

Geometry Lesson stimulates blood circulation in the eyes, develops and strengthens the eye muscles.

Another exercise – “Drawing with the eyes” . It helps to strengthen the eye muscles, and at the same time promotes the development of creative abilities. Invite the child to draw something in the air, using not a pencil, not a brush and paints, but their own eyes. It can be a house or a person, a dog or a tree, it all depends on the imagination – his and yours.

The main thing is that the child moves his eyes in different directions. You can set an example for him by using eye movements to make a simple drawing, a geometric figure, or a letter.

It is advisable to perform all these exercises in a complex so that the exercises look more diverse and do not cause boredom in the child. Their sequence can be changed.

Eye exercises for school children

Children grow up, become more serious and responsible, so there should be no problems with concentration, and now it’s easier for you to explain what and how to do. On the other hand, they may not like the nursery rhyme classes at this age, so other exercises must be used.

It is the parents who should teach the child to exercise and care for vision.

The first is “House of Hands” . It will help improve blood circulation in the eyes and will be a good warm-up before the following exercises:

1. Invite the child to put their hands together with their fingers crossed to make a “house”.
2. This “house” must be placed over the bridge of the nose so that the crossed fingers touch the forehead, and the eyes are covered with palms. At the same time, as little light as possible should penetrate to the eyes.
3. Now you need to blink, move your eyes left and right and “draw” numbers, letters, simple geometric shapes with them.

You need to do this exercise for one to two minutes. The “house of palms” can be used as a break while reading, watching TV or working at the computer.

The next exercise, “Imaginary Picture” , is suitable for both school-age children and adults. It helps to improve accommodation, that is, the ability to clearly perceive objects that are at different distances from the eyes, and also contributes to the development of fantasy.

To perform the exercise, you need to prepare in advance. Draw a picture with your child that shows many details, for example, a seashore with rocks and a lighthouse on them, birds over the waves, a ship sailing in the distance.

1. Attach the painting to a wall, closet door, or chalkboard.
2. Let the child look at the picture, look at the details.
3. Ask him what he would like to add to the drawing, ask him, without touching the picture with his hands, to tell where what he proposed could appear. If he has no ideas of his own, suggest something of your own and ask him to develop this thought.

After a while, you can try to do the same, but without a drawing. Let the seashore on the wall be completely imaginary.

The optimal time for this exercise is 5-7 minutes. But if you feel that the child is bored, you can stop earlier.

Exercise “Drawing with the nose” assumes that the student will draw imaginary drawings using not the look, as was the case in the previous complex, but the tip of his nose. You can do this standing, sitting, and even lying down, but it is better to take a sitting position. You can close your eyes while doing this.

In this case, it is important to relieve tension not only from the eyes, but also from the muscles of the neck. If you sit for a long time at a desk or in front of the TV, the blood flow in the neck deteriorates, and this leads to a deterioration in the blood supply to the eyes. The Nose Drawing exercise helps to prevent these unpleasant consequences.

Summing up

Gymnastics for the eyes with children should be done regularly, only in this case it will be truly effective. If the kid has been doing such gymnastics for several years, it will be easier for him to continue doing it after entering school. He will also more easily tolerate the increased load on the eyes due to the good preparation of the eye muscles.

The younger the child, the more important the role of parents in gymnastics. They need to be reminded of the need to do exercises, motivate, set an example. If the baby does not understand why such gymnastics is needed, you need to somehow interest him – in an easy game form. For example, if he likes superheroes, you can tell that you can’t become a superhero without good eyesight.

Be sure to consult an ophthalmologist. High myopia, increased eye pressure, inflammatory eye diseases – all of the above are contraindications for exercise. Therefore, the specialist will tell you how long you should refrain from gymnastics, and will also help you choose eye exercises that will be especially effective for your child, taking into account his individual characteristics.

Make an appointment with a doctor

How to learn to read 3 times faster in 20 minutes

Education

October 6, 2020

Grab a book and check the effect for yourself right now.

Iya Zorina

Author of Lifehacker, athlete, CCM

Background: “Project PX”

Back in 1998, Princeton University hosted a seminar called “Project PX” (Project PX), dedicated to high reading speed. This article is an excerpt from that seminar and personal experience of speeding up reading.

So, “Project PX” is a three-hour cognitive experiment that allows you to increase your reading speed by 386%. It was conducted on people who spoke five languages, and even dyslexics were trained to read up to 3,000 words of technical text per minute, 10 pages of text. Page in 6 seconds.

For comparison, the average reading speed in the US is between 200 and 300 words per minute. We have in connection with the peculiarities of the language – from 120 to 180. And you can easily increase your performance to 700-900 words per minute.

All that is needed is to understand the principles of human vision, what time is wasted in the process of reading and how to stop wasting it. When we analyze the mistakes and practice not making them, you will read several times faster and not mindlessly running your eyes, but perceiving and remembering all the information you read.

Preparation

For our experiment you will need:

• a book of at least 200 pages;
• pen or pencil;
• timer.

The book should lie in front of you without being closed (press the pages if it tends to close without support).

Find a book that you don’t have to hold so that it doesn’t close

You will need at least 20 minutes for one exercise session. Make sure that no one distracts you during this time.

Helpful Hints

Before jumping straight into the exercises, here are a few quick tips to help you speed up your reading.

1. Make as few stops as possible when reading a line of text

When we read, the eyes move through the text not smoothly, but in jumps. Each such jump ends with fixing your attention on a part of the text or stopping your gaze at areas of about a quarter of a page, as if you are taking a picture of this part of the sheet.

Each eye stop on the text lasts ¼ to ½ second.

To feel this, close one eye and lightly press the eyelid with the tip of your finger, and with the other eye try to slowly slide over the line of text. Jumps become even more obvious if you slide not in letters, but simply in a straight horizontal line:

How do you feel?

2. Try to go back as little as possible through the text

A person who reads at an average pace quite often goes back to reread a missed moment. This can happen consciously or unconsciously. In the latter case, the subconscious itself returns its eyes to the place in the text where concentration was lost.

On average, conscious and unconscious returns take up to 30% of the time.

3. Improve concentration to increase coverage of words read in one stop

People with an average reading speed use a central focus rather than horizontal peripheral vision. Due to this, they perceive half as many words in one jump of vision.

4. Practice Skills Separately

The exercises are different and you don’t have to try to combine them into one. For example, if you are training your reading speed, don’t worry about text comprehension. You will progress through three stages in sequence: learning technique, applying technique to increase speed, and reading comprehension.

Rule of thumb: Practice your technique at three times your desired reading speed. For example, if your current reading speed is somewhere around 150 words per minute, and you want to read 300, you need to practice reading 900 words per minute.

Exercises

1. Determination of the initial reading speed

Now you have to count the number of words and lines in the book that you have chosen for training. We will calculate the approximate number of words, since calculating the exact value will be too dreary and time consuming.

First, we count how many words fit in five lines of text, divide this number by five and round it up. I counted 40 words in five lines: 40 : 5 = 8 – an average of eight words per line.

Next, we count the number of lines on five pages of the book and divide the resulting number by five. I got 194 lines, I rounded up to 39 lines per page: 195 : 5 = 39.

And the last thing: we count how many words fit on the page. To do this, we multiply the average number of lines by the average number of words per line: 39× 8 = 312.

Now is the time to find out your reading speed. We set a timer for 1 minute and read the text, calmly and slowly, as you usually do.

How much did it turn out? I have a little more than a page – 328 words.

2. Landmark and speed

As I wrote above, going back through the text and stopping the gaze take a lot of time. But you can easily cut them down with a focus tracking tool. A pen, pencil or even your finger will serve as such a tool.

Technique (2 minutes)

Practice using a pen or pencil to maintain focus. Move the pencil smoothly under the line you are currently reading and concentrate on where the tip of the pencil is now.

Lead with the tip of the pencil along the lines

Set the pace with the tip of the pencil and follow it with your eyes, keeping up with stops and returns through the text. And don’t worry about understanding, it’s a speed exercise.

Try to go through each line in 1 second and increase the speed with each page.

Do not stay on one line for more than 1 second under any circumstances, even if you do not understand what the text is about.

With this technique, I was able to read 936 words in 2 minutes, so 460 words per minute. Interestingly, when you follow with a pen or pencil, it seems that your vision is ahead of the pencil and you read faster. And when you try to remove it, immediately your vision seems to spread out over the page, as if the focus was released and it began to float all over the sheet.

Speed ​​(3 minutes)

Repeat the tracker technique, but allow no more than half a second to read each line (read two lines of text in the time it takes to say “twenty-two”).

You probably won’t understand anything you read, but that doesn’t matter. Now you are training your perceptual reflexes, and these exercises help you adapt to the system. Do not slow down for 3 minutes. Concentrate on the tip of your pen and the technique for increasing speed.

In the 3 minutes of this frenetic race, I read five pages and 14 lines, averaging 586 words per minute. The hardest part of this exercise is not to slow down the speed of the pencil. This is a real block: you have been reading all your life in order to understand what you are reading, and it is not so easy to let go of this.

Thoughts cling to the lines in an effort to return to understand what it is about, and the pencil also begins to slow down. It is also difficult to maintain concentration on such useless reading, the brain gives up, and thoughts fly away to hell, which is also reflected in the speed of the pencil.

3. Expanding the area of ​​perception

When you concentrate your eyes on the center of the monitor, you still see its outer areas. So it is with the text: you concentrate on one word, and you see several words surrounding it.

Now, the more words you learn to see in this way with your peripheral vision, the faster you can read. The expanded area of ​​perception allows you to increase the speed of reading by 300%.

Beginners with a normal reading speed spend their peripheral vision on the fields, that is, they run their eyes through the letters of absolutely all the words of the text, from the first to the last. At the same time, peripheral vision is spent on empty fields, and a person loses from 25 to 50% of the time.

A boosted reader will not “read the fields”. He will run his eyes over only a few words from the sentence, and see the rest with peripheral vision. In the illustration below, you see an approximate picture of the concentration of vision of an experienced reader: words in the center are read, and foggy ones are marked by peripheral vision.

Focus on central words

Here is an example. Read this sentence:

The students once enjoyed reading for four hours straight.

If you start reading with the word “students” and end with “reading,” you save time reading as many as five words out of eight! And this reduces the time for reading this sentence by more than half.

Technique (1 minute)

Use a pencil to read as fast as possible: start with the first word of the line and end with the last. That is, no expansion of the area of ​​​​perception yet – just repeat exercise No. 1, but spend no more than 1 second on each line. Under no circumstances should one line take more than 1 second.

Technique (1 minute)

Continue to pace the reading with a pen or pencil, but start reading from the second word of the line and end the line two words before the end.

Speed ​​(3 minutes)

Start reading at the third word of the line and finish three words before the end while moving your pencil at the speed of one line per half second (two lines in the time it takes to say “twenty-two” ).

If you don’t understand anything you read, that’s okay. Now you are training your reflexes of perception, and you should not worry about understanding. Concentrate on the exercise with all your might and don’t let your mind drift away from an uninteresting activity.

Registered Programs

Definition:

South Dakota law defines a Family Day Care Home as providing care and supervision of children from more than one unrelated family, in a family home, on a regular basis for part of a day as a supplement to regular parental care, without transfer of legal custody or placement for adoption. A family day care home may not be registered for care and supervision of more than 12 children at any one time including children under the age of six who are living in the home.

• Family day care is a service provided in the provider’s home.
• Family day care providers are registered rather than licensed.
• Registration is a voluntary process where the applicants declare their intent to provide family day care and agree to comply with standards that have been established by the Department of Social Services.
• A registration certificate is in effect for two years.
• Registration is legally mandated when a provider receives compensation from public funds.
• Providers who are not receiving reimbursement from public funds and caring for 12 or fewer children can choose whether they want to be registered or not.
• A registered family day care provider must be at least 18 years old.

Health and Safety Regulatory Requirements met by a registered family day care provider:

• Administrative Rules of South Dakota (ARSD) 67:42:03 – Family Day Care Homes  
• ARSD 67:42:16 – Scope of Services for Child Care Programs
• South Dakota Codified Laws (SDCL) Chapter 26-6 – Children’s Homes and Welfare Agencies
• Family Day Care Handbook

Monitoring and Inspections  

Sample Monitoring Form

Background Checks Required 

Email a request for more information or to obtain a packet to start the registration process  link to CCS email address

Call a licensing specialist for more information or to obtain a packet to start the registration process.

Other Links

• Background Screening Information
• Child Care & Dev. State Plan
• Child Seat Safety Distribution Program
• Child Care Assistance Program
• Child Care Inspection Results
• Early Learning Guidelines
• Emergency Preparedness
• Licensing and Registration Information
• Pathways to Professional Development
• Search for Child Care
• Training and Education

See Also…

• Child Care Links and Resources
• Child Support
• Economic Assistance

Resources

• DSS Employment
• DSS FAQs
• DSS Forms & Publications
• DSS HIPAA Information
• DSS News

About Family Child Care Home Registration

Currently, Florida law requires that anyone who provides child care in their home for more than one unrelated family must be either registered or licensed through the Department of Children and Families. Please note that you must complete the registration process and receive a registration letter from DCF prior to providing child care. Florida Statutes [§ 402.313, F.S.] provides an alternative to licensure for family day care home providers, which includes registering annually with the state, unless licensure is required under a specific county ordinance or resolution. While most counties do not require licensure of family day care homes, many family day care homes choose to be licensed to demonstrate they meet the state’s minimum health and safety standards.

Registration in the following counties is not permitted as they have a local ordinance requiring Licensure.

• Brevard
• Broward
• Clay
• Duval
• Hernando
• Hillsborough
• Manatee
• Miami-Dade
• Nassau
• Palm Beach
• Pasco
• Pinellas
• Polk
• Sarasota
• Saint Johns

Even though registered family day care homes are not inspected by the Department, they are required to provide information annually as part of the application process, to include:

1. The name of the operator.
2. The number of children served (not to exceed capacity as defined by § 402.302(7), Florida Statutes).
3. Proof of written plan to provide at least one competent adult to be available to substitute for the operator in an emergency.
4. Proof of screening and background checks.
5. Proof that immunization records for the children are kept current.
6. Proof that each parent has been provided a copy of a completed Health and Safety Checklist.
7. Proof of completion of the 30-hour family day care home training course as well as an approved 5-hour course in early literacy and language development of children ages birth through five years. The 35 hours of training must be completed prior to registration.

Please be advised that you must complete the registration process and receive a registration letter from DCF prior to providing child care.

Thinking About Becoming a Registered Family Day Care Home Provider?

If you are thinking about becoming a Registered Family Day Care Home provider for the FIRST TIME, please click the link below:

• Becoming a Registered Family Day Care Home Provider

Intent to Apply

If you are a new applicant for a Family Day Care Home Registration, please click on the Intent to Apply link below and complete the form.   If you should have any questions regarding this process, please call 850-488-4900.

• Intent to Apply

Registration Renewal

If you are currently a Registered Family Day Care Home provider and wish to RENEW your registration, please download and print all of the documents listed below.  Complete all forms and mail them all together with your $25 application fee to: 

Department of Children and Families
Office of Child Care
2415 North Monroe St., Suite 400, Room N216
Tallahassee, FL 32303

• Family Day Care Home Registration Renewal
• Registered Family Child Care Home Application Checklist
• Attestation of Good Moral Character
• Health and Safety Checklist
• Child Abuse and Neglect Report Form
• List of Children in Care
• Employment History
• Zoning Building Code/HOA Attestation
• Online Juvenile Records Check

Information for parents – City Children’s Polyclinic No.

2

How to prepare a child for entering kindergarten?

Probably, few of the parents already in the first year of a child’s life think about the fact that someday the child will go to kindergarten or nursery and that he needs to be prepared for this event. The sooner you think about it, the easier it will be for your baby to get used to the new environment, regimen, communication with adults and children, and most importantly, in separation from you.

What is required for this?

1. Keep breastfeeding as long as possible in your baby’s first year.

2. Observe the diet, sleep and wakefulness of the child. 2-3 months before the child enters a preschool institution, familiarize yourself with the regime in kindergarten and accustom the child to such a regime.

3. Eliminate the conditions for the child to develop bad habits (sickness in his arms, sucking on a pacifier after a year, etc.). If the baby has bad habits, it is recommended to get rid of them before entering kindergarten.

4. Timely instill in the child the necessary skills (using a spoon, cup, pot).

5. To increase the body’s defenses, regularly harden, exercise, walk in the air.

6. From an early age, involve the child in communication with other children and adults.

7. Special attention is required for children who are often ill and with health problems. For such children, before being placed in a children’s institution, health-improving measures should be taken according to the doctor’s prescription.

8. Do not insist on placing the child in a children’s institution earlier, 2 weeks after recovery from colds and a month after he has been vaccinated.

9. By the time of admission to a children’s institution, the child must be vaccinated in accordance with the vaccination schedule. Mandatory vaccinations are against tuberculosis, diphtheria, polio, measles, mumps, rubella, as well as the Mantoux test.

10. It is necessary to plan admission to kindergarten in such a way that all vaccinations that have come due have been completed beforehand, otherwise vaccination may be delayed, because. during the adaptation period (and it can be long), vaccinations are contraindicated.

11. Before entering a children’s institution, the child must be examined by specialist doctors: neuropathologist, surgeon, orthopedist, oculist, otolaryngologist, dentist (after the last examination, no more than 2 years should pass if the doctor did not recommend an examination earlier). Children over 3 years old consult a speech therapist.

12. Children who are registered with other medical specialists for any disease should be examined by this specialist and the necessary recommendations for further medical observation of the child in kindergarten should be received.

13. Before entering kindergarten, it is necessary to undergo a laboratory examination – a blood test, urine, feces for worm eggs (tests are valid for 2 months), and scraping for enterobiasis (valid for 1 month).

14. Anemia is a prognostically unfavorable factor in the course of adaptation to kindergarten conditions. Therefore, during the preparation of a child with anemia and borderline conditions, anti-anemic treatment is carried out.

15. Children of different ages tolerate separation from relatives differently and adapt to new conditions in different ways. The most favorable period recommended for admission to kindergarten is the age of up to 9months and after 2 years.

16. Try to prepare the child in advance for visiting the kindergarten, tell him in detail about it. The best option is to take the child there in advance and stay with him for a while (without leaving one) so that he can get his own idea of ​​\u200b\u200bkindergarten. During your joint stay, try to interest the child as much as possible and create a positive attitude in him, then he will expect this event, experiencing positive emotions, and not perceive it as a surprise or an unpleasant necessity.

17. On the first day of visiting the kindergarten, try not to leave immediately, stay with the child for a while, watch him, make sure that your absence will not cause tears, anxiety or fear. It is better if the child himself will let you go.

18. If the child is strongly attached to you, pick him up from kindergarten on the first day after 1-2 hours. The next day, the duration of the visit can be increased, and only after a few days leave him alone for the entire period of stay in the group. At the same time, you must promise the child that you will certainly return for him.

19. Dear parents! Compliance with these rules will help you avoid undesirable consequences of the period of adaptation of your child to the conditions of the children’s institution and keep them healthy. Remember that early health is health for the rest of your life.

Children’s department | City Polyclinic No. 72

Children’s Department

SINGLE POLYCLINIC TELEPHONE: 241-54-58.

Doctor’s house call until 14.00 is serviced on the same day;

Call received after 14.00 is serviced the next day;

Call received on Saturday after 14. 00 is serviced on Monday.

Dear parents!

from 03/01/2023

Distribution of plots at addresses

Pediatric appointment schedule at the polyclinic.

R-Mantoux: (on Mondays, Tuesdays) Monday and Tuesday from 8.15-09.00 a.m. 210 check for R-Mantoux on Thursday and Friday from 8.30-09.00 (appointment to R-Mantoux through the city health free appointment)

Prof. Vaccinations are carried out from 09.00-19.00 at Thursday during the reception hours. pediatricians (by numbers).

From August 31, 2017 the schedule of pediatricians is established by appointment:

kindergartens and schools ).

Discharge of children after illness, after vacation, home. Mode – held on Monday, Wednesday and Friday.

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Tuesdays Prof.

Child Care Resources

Electronic Attendance System Training and Learning Lab Schedule 

Early Achievers is Washington’s Quality Rating Improvement System (QRIS) for child care facilities that commit to providing high-quality early learning experiences for children birth to 5 years old. Washington State is among 36 other states that are in the process of implementing or testing a QRIS. Early Achievers is designed to support all programs no matter if you are just starting out in child care or if you’ve been providing high quality care for years.

Early Achievers participants receive support and training from Child Care Resources in preparation for a quality rating based on a set of standards that have been shown to promote school readiness in children. The four quality standard areas are:

• 
  Child Outcomes
• 
  Curriculum & Learning Environment & Supports
• 
  Professional Development
• 
  Family Engagement & Support

We know that when children have access to high-quality experiences from birth through age 5, they are more likely to be successful in school and later in life.

Early Achievers is unique among other states’ QRIS programs, in that participation is inclusive of many different early learning settings. Early Achievers participants can be licensed family child care homes or licensed child care centers, as well as Head Start or ECEAP and certified tribal or military facilities. The program is a statewide system administered by the Department of Early Learning. Child Care Resources is the contracted agency in King and Pierce Counties that partners with participating licensed family child care homes and child care centers to provide onsite technical assistance, coaching and professional development and training.

It’s a great time to be in Early Achievers!

Here’s why:

• 
  More free supports and incentives
• 
  Grant money available. Act now, this funding is limited!
• 
  Increased Working Connections Child Care subsidy reimbursement rates
• 
  Early Achievers ratings displayed on Child Care Check for parents to search
• 
  Free resources and STARS training
• 
  Personalized coaching
• 
  Financial Awards
• 
  Scholarships

Early Achievers has been updated, simplified, and improved overall and it’s here to stay!

Early Achievers has been fully-funded and written into state law with the passage of the Early Start Act this summer.  

Already enrolled in Early Achievers?  Please contact us for information and registration: [email protected]

Child Care Resources has a newsletter exclusively for Early Achievers participants! This newsletter highlights benefits of the program, as well as provide you with helpful tips and resources along your continous quality improvement journey. The newsletter is available in Somali, Spanish and English. Click the image below to take a look!

For more information about Early Achievers, please visit the Department of Children, Youth, and Families.

Here’s what other Early Achievers participants have to say about their experience:

“I’ve been working in child care for a long time, but my technical assistance specialist has taught me things I didn’t know.”  – Nima, Family Child Care Owner in Kent

“The Early Achievers program brings a lot of excitement to look forward to. I have been very impressed.” – Tali, Center Director in South King County

Young Achievers Learning Center

Young Achiever’s Learning Center

Young Achiever’s Learning Center

Young Achiever’s Learning Center

• Young Achiever’s Learning Center is a Licensed Child Care Center serving children 6 weeks to 12 years old from 6:00 a.m. to 5:30 p.m. Monday thru Friday.

Mission Statement

Young Achiever’s Learning Center

Young Achiever’s Learning Center

• The purpose of Young Achiever’s Learning Center is to offer high-quality childcare services for children in Franklin  Park and the surrounding communities with the goal of helping children  reach their full potential through the use of innovative programming.  
• Young Achiever’s Learning Center will provide early childhood programs that a

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• The purpose of Young Achiever’s Learning Center is to offer high-quality childcare services for children in Franklin  Park and the surrounding communities with the goal of helping children  reach their full potential through the use of innovative programming.  
• Young Achiever’s Learning Center will provide early childhood programs that are planned to stimulate the  balanced growth of the child:physically, socially, emotionally, and  intellectually. Each child has a unique rate of development, which will  not be hurried or forced, but based on the individual child’s readiness.  This uniqueness will be respected, valued and accepted. Children learn  by doing, imitating, experimenting, and questioning.

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Philosophy Statement

Young Achiever’s Learning Center

Philosophy Statement

•  As parents and teachers, we are interested in  great beginnings and solid foundations for your children. The right  child care center is an invaluable aid to the continuos unfolding of a  child’s potential. We will offer your child a stimulating, secure and  warm home away from home.  Children are special and we believe in  recognizing a

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•  As parents and teachers, we are interested in  great beginnings and solid foundations for your children. The right  child care center is an invaluable aid to the continuos unfolding of a  child’s potential. We will offer your child a stimulating, secure and  warm home away from home.  Children are special and we believe in  recognizing and acknowledging them for their accomplishments. Developing  their confidence is what Young Achiever’s Learning Center will always strive to do. .

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Adaptation of a first grader to schooling

Adaptation of a first grader to schooling

Prepared by:

educational psychologists of the mediation department

Gerasimova D. E., Klyushova O.V.

It’s great when everything is first! The first of September, the first time – in the first class,

first call, first lesson, first teacher and first school love!

The beginning of autumn for many parents and children is associated not only with pleasant and exciting moments of preparation for school, but also with the anxious expectation of adaptation to new social conditions.

Before talking about how to help a child adapt to school, it is necessary to understand what adaptation is in general. Adaptation is most often understood as the adaptation of a person to new conditions, his inclusion in the system of new relationships and social ties, the mechanism of socialization of the individual.

When a first grader enters school, the child finds himself in completely different conditions of existence and a new circle of friends. School life differs from kindergarten: daily routine; the transition of the child from play activities leading at preschool age to learning activities. Unlike kindergarten, where preschoolers are considered the oldest children in the children’s team, first-graders are the younger students of the educational organization.

On average, the period of adaptation of a first-grader lasts from 6-8 weeks to 6 months, in some cases longer. The timing of the inclusion of a child in a new social environment depends on many factors, such as the family atmosphere, the somatic status of the child, his personal characteristics, psychological readiness for school, the degree of development of social skills, the complexity of the educational program, the personality of the teacher, etc.

There are usually three stages of adaptation. At the first stage, the child studies the situation, looks at new conditions, learns boundaries, norms of behavior, etc. This stage is physically difficult, first-grader, tense, overly focused, reactions may not always be adequate. This period lasts approximately 2-3 weeks.

The next step will be the adaptation of the child to the new conditions. He already approximately knows how to behave, emotional reactions are more calm. This period also lasts approximately 2-3 weeks.

At the last stage, the forms of behavior are finally fixed, the concept of “I am a student”, “I am a student” is evaluated. This period lasts from 5-6 weeks to a year.

Thus, the adaptation of a first grader to school life is not a quick, complex and multifaceted process. The harmonious flow of this process is impossible without the help of an adult, from whom support, clarifications, clarifications, or just hugs are needed. Parents should understand that the adaptation process is temporary and how it goes depends largely on the behavior of the adult.

First of all, at home for a first-grader it is necessary to create a calm and friendly atmosphere, this is not the time for shouting, scandals, criticism and showdown.

The second important point will be the organization of the child’s day regimen.

In the first grade, the child for the first time officially, in contrast to the kindergarten, does not fit into daytime sleep. However, the emotional and physical load is huge, especially in the first weeks of training. That is why it is important to provide a first-grader with a full night’s sleep, if possible, daytime. Night sleep should be at least 9.5 hours, and it is better to put the child to bed at night no later than 21-21.30 pm.

No less important are regular long walks in the fresh air with active activities: outdoor games, cycling, walking. During this period, it is much more valuable to take a walk in the fresh air than an additional English lesson or two sheets in copybook.

The third important point is the diet. Parents, of course, know that the child should eat regularly and healthy foods. But at the beginning of schooling, the lack of breakfast or its scarcity negatively affects both the learning process and the adaptation process. Equally important is the lunch break. Many children refuse to eat, preferring quick snacks. Malnutrition does not give the child strength for further learning.

From the first day at school, parents must take care of the drinking regime. It is worth immediately accustoming the child to take a bottle of water with him and drink it during the day.

All these measures will contribute to the preservation of the physical health of the child, giving strength to the body to adapt to the new environment, and not spend them on survival in difficult conditions.

In addition to a good atmosphere in the home, parents and the teacher create a favorable atmosphere in the classroom together. In many ways, the child’s adaptation to school depends on the situation in the children’s team. If the younger student is comfortable, interesting and not afraid, this facilitates the process.

On the part of parents, active participation in the life of the class is required at the initiative of the teacher (organization of a trip, trips to theaters, museums, etc.). But besides this, parents, on their own initiative, invite their child’s classmates to various events. How can this be organized? For example, the family gathered at the cinema on the weekend. In the general group, chat, children and parents who wish to attend this event at this time are invited. Such informal meetings allow parents of students to get to know each other better, but most importantly, it allows them to unite the children’s team and find interesting topics for discussion in the class. When children perceive each other not only as “Masha the excellent student” or “Petya the loser”, all this helps the teacher to maintain a favorable psychological atmosphere in the classroom.

In addition, a first grader needs the support and care of loved ones. The fact that a child goes to school does not stop him from being a child. Hugs, bedtime stories, and a favorite plush rabbit on the pillow are just as important to him. Childhood is not over, it just entered a new phase.

Excessive attention of parents to the success of the child in school should not replace interest in the child’s personality itself. Yes, today he did not manage to write a beautiful line in the copybook, but he is much better than he read the text in the ABC yesterday, or he himself packed a backpack to school. Take the time to just talk to your child, discuss their wants and interests, and find out how they feel. Don’t be afraid to openly discuss and express your emotions – not only during the adaptation of first graders to school, but throughout your child’s school life. Children very subtly feel if their parents hide something and withdraw into themselves.

During the first months, parents’ help in organizational matters is important: to help pack a backpack, make correct entries in a notebook, and prepare everything necessary for the lesson. This does not mean that starting to collect a backpack in the first grade, parents will do this for all 11 years of their child’s schooling, but the help is simply necessary at first.

It is recommended that the child develop certain algorithms of action: organization of space for learning, the process of doing homework, collecting a backpack and pencil case, storing things. The child must clearly understand where the place for the briefcase is, where he can take a clean shirt, where to put used things, where his textbooks or spare pens will be.

Many parents are interested in the question of including a first-grader in additional education. It seems that right now you need to take all your free time with useful activities. But it is worth remembering that the resources of the body of the child the entire first grade are spent on adapting to new conditions. It is best to leave only those additional activities that the child already knows and can do. Postpone new circles and sections until grade 2.

If parents often see a child tired, he hardly falls asleep in the evening and wakes up in the morning, often complains about classmates, about the demands of teachers, often emotionally not restrained (cries over nothing, suddenly becomes aggressive, cannot calm down for a long time), then this is a reason to turn to specialists. These phenomena are the first signals of impaired or unformed adaptation to school. It is necessary to identify and eliminate the cause of maladjustment, to form a positive motivation for the first-grader for everyday learning activities, to provide him with moral and emotional support. With the help of the joint work of a teacher, psychologist, parents, children with school maladjustment can successfully adapt to the school environment.

There are criteria that will help parents understand whether the process of adapting a first grader to school was successful:

– the child attends school with pleasure, while understanding that this is a place for study, and not for entertainment;

– after class there is no excessive fatigue, the child is alert, does not complain of headaches or weakness, good appetite remains, sleep is calm, there are no problems with going to the toilet;

– the child is happy to talk about new friends at school;

– the child likes the teachers and the process of obtaining new knowledge at school;

– the child does not want to return to kindergarten;

– the teacher often praises the child, notes his successes, than criticizes the behavior, lack of concentration, lack of desire to study in the classroom.

In the case of a successful combination of all the factors listed above, the first grader rises to a new stage of development, joins school life and does not experience emotional discomfort while in the classroom.

To help your child successfully adapt to school, you can also use the following literature:

– Bykova A. Schoolchildren of the “lazy mother”. – M.: Eksmo, 2018 – 240 p.

– Dmitrieva S.V. “Nails” for the school. TOP 10 skills of a future first grader. – LitRes: Samizdat, 2019 – 120 p.

– Kostyak, T.V. Psychological adaptation of first-graders / T.V. Backbone – M.: Academy, 2008. – 232 p.

– Melnikova V.V. Three steps to great learning! A practical guide for parents and future honors students. – M.: Litera, 2012 – 64 p.

– Miroshina A.B. Adaptation of parents to school. – M .: Phoenix, 2020 – 189 p.

– Modestova T.V. Soon to school. Recommendations to parents on choosing a school and solving problems of adaptation. – M.: Litera, 2014 – 80 p.

– Chudinova E.V. Hello first class! Workbook for the adaptation of the child at school (1-5 weeks). – M .: Education / Binom, 2021 – 64 p.

– Chudnyavtsev S.V. How to overcome school crises, or Psychology of a modern student. – M.: Phoenix, 2017 – 175 p.

Sources used:

1. Aloeva, M.A. The best parent meetings in elementary school / M.A. Aloev. Roston-on-Don. Phoenix 2017 – 315 p.
2. Badanina L.P. Adaptation of a first-grader: an integrated approach // Primary school plus Before and After. – 2007. – N 12. – S. 59-62.
3. Bezrukikh M. Why is it difficult to study? / M. Bezrukikh, S. Efremova, B. Kruglov. – M .: Family and school, 2017. – 310 p.
4. Bogdanova, O.S. Causes of school maladaptation [Electronic resource] / O.S. Bogdanova // Festival of Pedagogical Ideas “Open Lesson”, – Access mode: http://festival.1september.ru (Date of access: 10.09.2021).
5. Kuznetsova D. Adaptation of the child to school [Electronic resource] – Access mode: https://homeschool. interneturok.ru/blog/voprosy_psihologii/adaptaciya-rebenka-k-shkole (Date of access: 09/08/2021).

Adaptation of first graders to school

04.09.2017 08:35

Adaptation of first graders to school.

Tips for parents.

The beginning of autumn for many parents was marked by a solemn event: the baby went to the first grade. Usually, both children and parents prepare for this for a long time and hard: they attend preparatory courses and classes, undergo diagnostics for psychological readiness for school. However, the transition from preschool life to school does not always go smoothly, as it is accompanied by psychological and social problems. A first-grader has a new daily routine, duties, which often causes fatigue, irritability, capriciousness, disobedience. How long this difficult period will last is impossible to say unequivocally, in each family it is individual. An atmosphere should reign in the family that will help the child to integrate into school life as comfortably as possible, succeeding in the field of knowledge. After all, if you do not support a first-grader in time, then the negative of the first difficulties at school can develop into a persistent dislike for learning. How to help a little student get used to school as soon as possible, read in this article.

Adaptation to school.

Adaptation to school is the child’s transition to systematic schooling and getting used to school conditions. Each first grader experiences this period in his own way. Before school, most of the children attended kindergarten, where every day was filled with games and play activities, walks, and daytime sleep and a leisurely daily routine did not let the kids get tired. At school, everything is different: new requirements, an intensive regimen, the need to keep up with everything. How to adapt to them? This requires strength and time, and most importantly – the understanding of parents that this is necessary.

It is generally accepted that the adaptation of a first grader lasts from the first 10-15 days to several months. This is influenced by many factors, such as the specifics of the school, the nature of the child and his level of readiness for school, the volume of workload and the level of complexity of the educational process, and others. And here you can not do without the help of a teacher and relatives: parents and grandparents.

Difficulties.

Coming to the first grade is one of the most important and difficult periods in a child’s life. Admission to school is often the cause of an emotionally stressful situation, because a child, due to a change in the situation, is forced to change his usual behavior, due to which his psycho-emotional load increases.

In the first days at school, a first-grader is faced with tasks that must be solved with all his strength. The child falls under the influence of factors such as:

– the personality of the teacher

– a team of classmates

– a new daily routine

– restriction of motor activity

– new duties.

During this period, the child has a lot of questions that he is unable to answer. Why sit still for the whole lesson? Because of what you can not rush along the corridor, play, shout? After preschool games in kindergarten, school life seems uninteresting and boring. Compliance with all the rules of the school regime seems impossible, because it is difficult for a first grader to manage his emotions and regulate his desires. Now the most important thing is the result: diligently study, get high marks. That is why the crisis comes, and with it the first insults and disappointments. Both teachers and parents face the first difficulties, namely:

– poor progress

– unwillingness to do something

– negativism

– demonstrativeness

– laziness.

Our psychological and pedagogical recommendations will help to cope with these difficulties.

Stages.

Adaptation of first graders is divided into stages.

First stage: the child comes to school for the first time.

This stage usually begins in April-May, when parents bring their child to preparatory classes for school. Usually, the teaching staff is already familiar with the problem of adaptation of babies and tries to carry out optimal preventive work in this direction, namely:

– introduce children to the school and its territory (guided tour)

– improve the child’s gross and fine motor skills (through special exercises)

– conduct sports activities

– develop general intelligence balance and mental health of the child.

Second stage: the child adapts directly to the school.

This stage is the most difficult and responsible for children and their parents. It lasts six months from the moment of the first call. Here teachers are called:

– provide pedagogical support to first-graders

– identify and take into account the individual characteristics and abilities of students in the construction of the educational process

– advise parents on the problem of adaptation to school, assist them in developing tactics for communicating with children.

The third stage: a teacher or a psychologist works with schoolchildren who show signs of maladaptation.

This step is developed during the second semester of first grade to identify and address learning problems associated with individual children’s communication difficulties and other school difficulties.

The work is carried out in the following directions:

– diagnostics of the child’s mental health (aggressiveness, self-esteem, anxiety)

– correctional and developmental work with students who are experiencing difficulties (learning, behavior, communication)

– counseling by a school psychologist for teachers and parents on education and communication

– tracking the results of adaptation of first-graders.

Adaptation program.

When drawing up an adaptation program for your first grader, we recommend that you take into account three main components: psychological, physiological and social adaptation. Surrounding the student with love and creating the most favorable conditions for him in the family, you will help him avoid stress in the new environment. Take care of a clear, well-thought-out daily routine for a first grader. Do not cancel daytime sleep: it will be easier for the child to recuperate. Find an opportunity not to leave the first-grader on the “extension” – after all, he needs rest at home so much.

Teach your child how to communicate with classmates. Explain how important it is to be polite, attentive to peers – and communication at school will only be a joy.

Psychological

Psychological readiness of a first grader is manifested in the fact that the child goes to school with pleasure and does his homework, he is happy to share school events with his family. The opposite attitude towards school indicates that the child is not yet accustomed to school. This is a signal for parents to help the first-grader get used to it faster.

“Council. Listen carefully to the child and delve into all the problems that he tells you about. Don’t make fun of him, don’t humiliate him, don’t cite as an example those children who do better in school. This will only lead to isolation, secrecy, irritation, unwillingness to tell parents about their worries.

Praise your child more often, support him. The joy of even the smallest success will make the first grader more confident in his abilities. Frequent criticism will have a negative effect: the student may believe that he is a failure. The child must understand that the advantage is in individuality, because everyone has their own talents and abilities. Help him, if he can’t cope with something, teach and show him how to do it right, but never do everything for him. Let him learn to work independently – otherwise he will never learn.

A friendly and calm atmosphere in the family is important for successful psychological adaptation. Do not forget to rest, play calm games, walk.

Recommendations for the psychological adaptation of a first-grader:

Create an atmosphere of well-being in the family. Love the child.

Build your child’s high self-esteem.

Do not forget that your child is a value in itself for parents.

Take an interest in the school, ask your child about the events of each day.

Spend time with your child after school.

Avoid physical abuse of the child.

Consider the character and temperament of the child – only an individual approach. Observe what he does better and faster, and where help should be given, prompted.

Give the first grader independence in organizing their own learning activities. Control appropriately.

Reward the student for various achievements, not just academic ones. Encourage him to reach his goals.

Physiological

During the period of adaptation to school, the child’s body is exposed to stress. Medical statistics show that among first-graders there are always children who lose weight as soon as they study the first quarter, some children have low blood pressure, and some have high blood pressure. Headaches, whims, neurotic states are not a complete list of physiological problems that can happen to your child.

Before you reproach your child for being lazy and slacking off from school duties, remember what health problems he has. Nothing complicated – just be attentive to your baby.

What advice would you give parents of a first-grader from a physiological point of view?

Form the daily routine of a first-grader, different from the daily routine of a preschooler, gradually.

Make it a rule to follow the change of activities at home.

Do not forget about regular physical education sessions when doing homework.

Monitor the correct posture of the student.

Properly illuminate the area where the child does homework.

Watch out for the proper nutrition of a first grader. On the recommendation of a doctor – give vitamin preparations.

Activate the child’s motor activity, hardening.

Keep your child healthy for at least 9.5 hours of sleep.

Limit TV and computer games.

Cultivate your child’s will and independence.

Social

Children who have not attended kindergarten may have problems communicating with classmates. In kindergarten, the child goes through a process of socialization, where he acquires communication skills and ways to build relationships in a team. At school, the teacher does not always pay attention to this. That is why your child will again need the help of parents.

Be attentive to your child’s reports of relationships with classmates. Try to help with good advice, look for the answer in the psychological and pedagogical literature. Try to tell him how to overcome the conflict situation. Maintain contact with the teacher and parents of those children with whom your child has a relationship.

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Child Daycare Centers in ZIP Code 77082

Deciding which child care center you trust to take care of your child is no easy choice to make.
With 33 preschools and child development centers in ZIP Code 77082, we like your chances.
Take a look at the options below and see the great services they have to offer your family. Be sure to check out the reviews and past inspection
information on the provider listing, and if you have any past experience with a provider, please leave an honest review to help other parents in a similar situation.

While you’re at it, you might want to take a look at the 48 family child care providers
and group home daycares in your area over at ZIP Code 77082 Home Daycare.

If you need assistance in choosing among the childcare centers, preschools or daycare, please read our article on choosing a quality child care provider.

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Kidz Rocket

15655 Westheimer Rd Ste 111, Houston TX | (281) 506-8282 | Capacity: 100 Children

Kidz Rocket is a family owned licensed daycare and learning center. Our mission everyday is to provide your children with a strong foundation that will serve as a stair step to their future. At Kidz Rocket Learning Center we are passionate about and take pride in creating a unique environment . ..

Peaceful Beginnings Montessori Academy, LLC

3531 S Dairy Ashford Rd Ste D, Houston TX | (281) 372-6547 | Capacity: 85 Children

Peaceful Beginnings Montessori Academy, LLC is a Licensed Center – Child Care Program in HOUSTON TX, with a maximum capacity of 85 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also participates in a subsidized …

All Star Kids Academy

12610 Richmond Ave, Houston TX | (281) 558-2379 | Capacity: 68 Children

NCI ACCEPTED SPECIAL CURRICULUM & HOME WORK HELP EXPERIENCED AND FRIENDLY TEACHING STAFF SCHOOL PICK AND DROP EXCELLENT FOOD PROGRAM INTERACTIVE PHYSICAL AND MENTAL ACTIVITIES SAFE, CLEAN AND INDEPENDANT DAY CARE BUILDING (NOT A SHIPPING STRIP) REGISTRATION AND FAMILY DISCOUNTS.

Heflin Elementary After School Program

3303 Synott Rd, Houston TX | (281) 531-1144 | Capacity: 75 Children

Alief ISD, in collaboration with parents and community, will provide an exemplary education for all students in a safe environment.

Kiddies Excel Academy

3330 S Dairy Ashford Rd Ste D, Houston TX | (281) 497-0231 | Capacity: 85 Children

Our daycare center focuses on problem solving, decision making and self-help, while promoting interpersonal communications. These are key elements which contribute to the child’s development, self-esteem and confidence.

Love & Art Childcare Corp.

3505 S Dairy Ashford Rd Ste 100, Houston TX | (832) 921-1323 | Capacity: 89 Children

Love & Art ChildCare Center is an early childhood education and childcare center in a solemn and calm Christian environment. Your child does not have to be a Christian to be admitted. We provide options for children with diverse beliefs, but our most common grounds is the love the children …

Alief YMCA at Holmquist Elementary

15040 Westpark Dr, Houston TX | — | Capacity: 102 Children

With so many demands on today’s families, parents need all the support they can get. That’s why child care at the Y is about more than looking after kids. It’s about nurturing their development by providing a safe place to learn foundational skills, develop healthy, trusting relationships and …

Ashford Montessori

3138 S Dairy Ashford Rd, Houston TX | (281) 759-1629 | Capacity: 70 Children

It is our mission to provide a safe and learning environment to happy, playful and carefree children in our care. We believe that children are empowered to make good choices when they are provided with a nurturing, playful and consistent environment. Our goal is to prepare children to make …

Early Discovery Montessori Learning Center

15985 Westheimer Dr, Houston TX | (281) 496-3339 | Capacity: 60 Children

Early Discovery Montessori School has provided programs for children aged 18 months through First Grade since 1994. It is our philosophy to create a stable and enriching environment; one in which a child can learn to grow emotionally, physically, intellectually, socially, and cognitively. At …

Grandmas House C C C Gold Medal Kids LLC

14840 Branch Forest Dr, Houston TX | (281) 496-3105 | Capacity: 290 Children

Greetings Parents! Welcome to West Oak Private Pre-School and Grandma’s House Child Care Center where we emphasize a well rounded education focused on both academic excellence and learning through enrichment activities. We offer our educational experience in a secure environment with a low …

King’s Academy

3710 Highway 6 S, Houston TX | (281) 497-4057 | Capacity: 80 Children

Mission Bend Christian Academy’s mission is to BRING children into a nurturing Environment, BUILD a strong spiritual, academic, social, and physical foundation, and to SEND forth Christ-like students.

St Justin Martyr Catholic Preschool

13350 Ashford Point Dr, Houston TX | (281) 556-1260 | Capacity: 120 Children

We offer a total curriculum utilizing centers, group instruction as well as individual instruction. Our program is designed to create a learning atmosphere that meets the developmental needs of young children ages 18 months to Pre-Kindergarten. It provides experiences that enrich and enhance …

AL Hadi School

14855 Richmond Ave, Houston TX | (832) 617-8363 | Capacity: 85 Children

AL Hadi School is a Licensed Center – Child Care Program in HOUSTON TX, with a maximum capacity of 85 children. This child care center helps with children in the age range of Toddler, Pre-Kindergarten. The provider also participates in a subsidized child care program.

Attitude Respect N Manners Learning Center

12289 W Houston Center Blvd Ste 200, Houston TX | (281) 589-7000 | Capacity: 124 Children

Attitude Respect N Manners Learning Center is a Licensed Center – Child Care Program in HOUSTON TX, with a maximum capacity of 124 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also participates in a subsidized …

Cloud Of Light Christian Day Care – Education and Art Center

16305 Westheimer Rd Ste 111, Houston TX | (281) 920-3087 | Capacity: 70 Children

The Academy offers a quality Christian education in a warm friendly atmosphere. We provide a solid academic foundation in the basic fundamentals of learning for the average and above average child.

D A V Montessori School

14375 Schiller Rd, Houston TX | (281) 759-3286 | Capacity: 204 Children

The mission of D. A.V.Montessori School is to provide excellent Montessori education along with the Vedic values and Indian culture, with developmentally appropriate materials, in order to guide and prepare each child to reach their potential – academically, socially and emotionally.

Fairland Learning Center

3737 Synott Rd, Houston TX | (832) 379-9931 | Capacity: 101 Children

Fairland Learning Center is a Licensed Center – Child Care Program in HOUSTON TX, with a maximum capacity of 101 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also participates in a subsidized child care program.

Gifted and Talented Kids’ Academy

14500 Richmond Ave, Houston TX | (281) 870-8848 | Capacity: 95 Children

Gifted and Talented Kids’ Academy is a Licensed Center – Child Care Program in HOUSTON TX, with a maximum capacity of 95 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also participates in a subsidized child …

Kids Creche

13180 Westpark Dr Ste 109, Houston TX | (832) 672-8907 | Capacity: 92 Children

Kids Creche is a Licensed Center – Child Care Program in HOUSTON TX, with a maximum capacity of 92 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also participates in a subsidized child care program.

Kids of Valor Academy

12775 Medfield Dr Ste B, Houston TX | (832) 406-7477 | Capacity: 45 Children

Kids of Valor Academy is a Licensed Center – Child Care Program in HOUSTON TX, with a maximum capacity of 45 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also participates in a subsidized child care program.

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Adaptation of children.

Glotova Elena Viktorovna

MBDOU “Kindergarten 128 combined type”

Kirovsky district of Kazan

9000 3 Educator of the first qualification category

Adaptation of children

Modern standards determine the process of preschool education as a set of interaction between the educator, the child and the parents. And even more so, the question arises about the preparedness of the parents themselves for this interaction. One of the important periods of preschool education is the adaptation period.

Sending their children to kindergarten, every parent wants their child not only to quickly adapt to the conditions, but also to find the process of attending kindergarten, if at least not exciting, but at least interesting. An adult (parent, educator) plays a big role in this process. Most people think that the adaptation process consists only in following the daily routine of the kindergarten. And they will be right, but not completely. An important role in the process of adaptation is played by what the child hears from adults, and it does not matter from whom: from parents or from a teacher. Moreover, both those and others make similar mistakes that affect both the adaptation process itself and the subsequent visit to kindergarten. Let’s look at a few typical situations.

First. Mom from work came to kindergarten for a toddler. She hugged him and tries to dress him, but the child runs away from his mother, runs around the locker room rejoicing, and even screams, but this cry is more of joy than crying. Most toddlers are not yet able to verbally explain to their mother how good it was for him today in kindergarten, and he explains his mood precisely by joyful running around, as if saying to his mother: “Look how good I felt today.” Naturally, most mothers in such situations answer in almost the same way: “I’ll leave you here now. ” Without knowing it, they turn the child against the kindergarten. That is, the child does not obey his mother and as a punishment she will leave him in the kindergarten. Thus, kindergarten for a child becomes a punishment. It is necessary to bring to the attention of parents that they set the mood for their child to a greater extent in relation to kindergarten. Therefore, it would be more appropriate to offer them options for answers in such situations: “It’s dark outside now, you’ll go alone.” In any case, it is necessary to explain to parents that any of their words can bring both a short-term positive result for the parents (what the mother wanted) and a long-term negative result (the child perceives kindergarten as a punishment).

Second. Mom, talking with a friend, starts a conversation about the educator, and the educator exposes not in the best possible way. If at the moment there is a child in the room, and it doesn’t matter if he plays or takes a direct part in the conversation of adults, then his consciousness, whether he wants it or not, accepts the mother’s opinion as true. The child involuntarily begins to treat the educator as an “empty place”, moreover, now his gaze is directed not at the educator, but through him. And accordingly, control over the child is lost, and then behavior worsens. But even this is not the worst. The horror of this situation lies in the fact that over time, the parents themselves lose control over their child. Therefore, it is worth asking parents to discuss the teacher not in the presence of the child.

The third situation concerns the educators themselves. On a walk, one of the children begins to misbehave and the teacher, without thinking at all, says the following phrase: “Now you will go to the group.” That is, as in the second example, the teacher gives a clear understanding that the kindergarten (group) is a punishment for misconduct. And do not be surprised why the child does not want to attend kindergarten. Instead, it is recommended that the educator do exactly the opposite. Namely, to show the child that the kindergarten needs to be earned: “They won’t let you into the kindergarten anymore. Only the good guys go here.” Therefore, the educators themselves should monitor their words to the children.

Thus, the above adaptation rules significantly affect both the adaptation process and further attendance at kindergarten.

Therefore, at parent-teacher meetings it is recommended to voice not only the specific situation, but also possible solutions.

Creative kit Felt soft toy Bunny

Colored felt soft toy is a great gift idea! With this set, you can easily create a toy yourself, you do not need anything else.

Contents of the set:

• hare figurine made of felt – 1 pc. (12.5 x 17.5 cm)

• Felt with perforated holes

• Safety plastic needle – 1 pc. (5 cm)

• Filler

• Threads in grey, white, black and pink

• The set is intended for children aged 5 and over.

How to sew a toy?

1. Sew the mouth with a double needle-first stitch.
2. Sew the muzzle and tummy to the front part of the torso, aligning the corresponding holes.

3. Fold the body parts together and sew them together, inserting the ear pieces between them and aligning the desired holes.

Leave the opening on the bunny’s cheek unsewn!

4. Stuff the toy with stuffing through the hole left.

5. Sew up the opening. The toy is ready!

Can be sewn using the needle-forward stitch or the needle-forward double stitch. Instructions are shown on the back of the package. A set for creating a toy made of colored felt is great for crafts in kindergarten and school. Charming soft felt toy will be a nice gift for your loved ones. Making toys with your own hands contributes to the development of perseverance, the development of imagination, creative thinking, fine motor skills and sewing skills.

Dimensions: 0.21×0.12×0.01 m

Weight: 30 g. Buy Set for creativity Soft toy made of felt Hare in Novosibirsk you can in the store of developing and board games “Games Pochemuchek”.

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The BEST Kindergarten Schedule to Help You Fit it All in! FREE File

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Kindergarten Schedule!

The BEST kindergarten daily schedule to help you fit it all in! Academic and developmentally appropriate activities that will keep your kindergarten students engaged throughout the school day!

kindegarten schedule sample

Kindergarten Schedule Overview

Here it is! That moment when kindergarten teachers look at all of your ideas and try to figure out HOW to fit it all in! Here are my tips for the BEST kindergarten schedule to start your school year off great!

This post will be an overview of our day… If I went into great detail in this post… whew… it would read like a novel. At the end of this post, you will find additional information about the different components of our academic schedule. that may be useful! But let’s start by looking at what my kindergarten classroom looked like during the last year I taught full day kindergarten.

8:00-8:30 Morning Work

So, my students walk in the door, anywhere between 8:00 and 8:30. Most of the students ride the bus, so they all arrive at different times. We also offer breakfast from 8:00 to 8:30, so students filter into the cafeteria. I really can’t have a lesson for this time, so I have “morning work” as part of our daily routine. It has to be predictable, engaging, and meaningful. Therefore, I usually have a few options that I rotate in throughout the week.

We start with tracing the sentence at the beginning of the year. Then quickly move on to writing the sentence (around mid-September). I support them at first with reading the sentence (but I make them use the pictures to figure out the word “pencil”.) Soon, the students are independent and SO PROUD that they can read the sentences on their own. You can find a gazillion versions of these Read, Trace, Glue, Draw pages HERE… or snag the ENDLESS bundle HERE. 

We also love practicing our letters (and sight words) with these editable activity sheets for my little learners.

• Help Me Help You Letters
• Help Me Help You Sight Words

When students finish their morning work, they grab their dessert tub (thank you Cara Carroll for that term.) You can read about how these work in THIS post… Click HERE.

8:30-8:40 Calendar Time

Then it is time to do our “Calendar.” Listen… our calendar is not like your traditional calendar. 

We certainly introduce it at the beginning of the year, but it is not something you will hear me doing in October and November… they have it…! Instead, we spirally review literacy and math skills.  I model it with our document camera and students also do the work with their version.

Each day is slightly different but there is a predictable pattern to this daily activity. Around November, my student of the day leads this and I walk around and support students. EVERY student is working. EVERY student is learning. No beauty shop or shoe repairman time here allowed. You can find these morning activities here:

• Building Skills Calendar: Daily Language and Math Practice Bundle

8:40-8:50 Shared Reading and Phonemic Awareness

We love our poetry time! Each week we start a new poem.  We practice it for fluency and also work on a plethora of literacy skills. You can read more about my 5-day fluency plan here:

• 5 Day Fluency Made Easy!

Check out these fun videos that match the poems! You can find all the music and videos by clicking below!

• Poetry Music and Videos

8:50-9:20 Phonemic Awareness & Explicit Phonics Instruction

We start this block of time with some phonemic awareness practice. We love following Deanna Jump’s program.

• Phonological & Phonemic Awareness Complete Program

We then move onto our explicit phonics instruction. Students learn letters, path of motion and how words work!

• Kindergarten Phonics
• First Grade Phonics
• Kindergarten Digital Phonics
• First Grade Digital Phonics

9:20-9:50 Science of Reading

This is the time we practice our fluency drills, dictation, and learn new high frequency words.  We do a ton of blending and segmenting of words during this whole group time. We also work on orthographically mapping words. Using the Science of Reading approach is the best way to prevent learning delays in early childhood education. So much time has historically been spent on reading interventions, when prevention in early learning can make all the difference. Often times students with special needs are not identified in kindergarten, but if your school district or kindergarten program includes the Science of Reading you will find a decrease in those groups of students who need special education for reading instruction.

You can find this instruction here:

• Not Your Mother’s Reading Kindergarten
• Not Your Mother’s Reading First Grade

Students also have a decodable text each week that reviews the sounds, blending, and concepts they are working on for the week.

Sometimes we use a printable book, but other times we use the digital version.

9:40-10:30 Specials

Aww… teacher prep time… right? WRONG! This is the time to have meetings… virtually every second is filled with a mandatory task.  Sigh… sometimes we even get to use the restroom! BONUS!

10:30-11:10 Small Group Reading, and Literacy Centers Round 

I love small group instruction. This is the time when my students go to their literacy centers and I pull small groups for reading instruction. I start reading groups each year around the 4-6th week of school. We spend the first 4-6 weeks learning how to work independently at centers.

This task board tells my students where they will be going for the day. This visual schedule helps students gain independence. You can find the task cards HERE. Additional classroom organizational resources can be found HERE.

Students spend 20 minutes at each rotation. I pull students from their stations or centers to meet with me for small group.

At my table we do word work, high-frequency word work, blending practice, and read a text. We also work on decoding and encoding words.  

Decodable Readers

Here is a peek at our decodable readers.  Small group is a great time to practice these skills. Research tells us that students need additional time practicing these skills to make them permanent and transferable. So we need a variety of books students can use to gain confidence with applying the phonics skills they learned in our whole group instruction.

We also know that some students may need to see a skill 3-5 times, while others with language learning differences might need 20-30 exposures to a skill.

In addition to blending and reading the text, we also want to include vocabulary development. We also want to be sure we are encoding and not just decoding words. We include dictation practice.

You can learn about our decodable readers by clicking here:

• SCIENCE OF READING DECODABLE READERS BUNDLE | K & 1

Quick Handwriting Practice

In between rotations, we add a quick handwriting practice.

After all of the letters have been taught, we move onto 1-minute timings for muscle memory practice! Minute to Win It! is one of our favorites! It makes handwriting practice fun!

• Make it Neat! Handwriting Practice, Instruction, and Fluency

11:10-11:50 Writers Workshop

Writers workshop is the best time of the day.  This is writing time This sacred and I have found that my students loved to write for long periods of time with the right type of writing instruction. There is so much to be said about our workshop time… so check out this blog post to read all about it!

• Writers Workshop: Second Week of Kindergarten

11:50-12:40 Lunch and Recess!

Yay! Run! Play! Kindergarten children (and their teachers) need a good brain break… or two… or three!

12:40-1:20 Whole Group Reading, Vocabulary Work, and Interactive Writing

Again… this is a HUGE topic. Check out this blog post about interactive read alouds:

• Kindergarten Interactive Read Alouds, Assessments, and More!

Although we ALWAYS recommend teaching an interactive read aloud lesson with the actual book, having another model of reading fluency is wonderful and Storyline Online is an excellent resource.

TIP: Have the students come to the carpet with all of their supplies (notebooks, lapboards, crayon/pencil box). During your lesson have them sit on their notebooks and lapboards and train them to not fiddle with their crayon box. Then when they are ready to respond in writing you will not waste the transition time.

1:20-1:40 Content Area Studies

Yes! We do science and social studies. Oftentimes… our topics tie into what we are reading. Deanna and I had fun creating Science and STEM activities that match up with the Engaging Readers books.

Here is a blog post all about Engaging Readers Science, Math and STEM!

• Read Aloud Science, Math, and More

Click below to see our Engaging STEM units:

• Engaging STEM: Science, Math, and More!

1:40-2:00 Recess

Yay! Yes… you get to go play AGAIN! RUN! PLAY!

2:00-2:30 Whole Group Math

My district had a kindergarten curriculum that was NOT hands on learning. OY! So Deanna Jump and I created our own that we started on the first day of school. Our students have had great success! More on how math workshop looks in our kindergarten day by clicking:

• Kindergarten Math 

2:40-2:50 Math Journals

We love our math journals and they are so easy to fit into your kindergarten schedule… they are FAST! 10 minutes TOPS! 

I cut out the journal prompts and the students glue them in their journals directly… want more on how I do math journals quickly? Here is a blog post all about math journals in kindergarten:

• Daily Math Practice Through Math Journals

We have literacy journals, too! Click here:

• Simple Kindergarten Literacy Journals for Daily Language Practice

2:50-3:20 Math Centers (My intervention and small group math time)

Eek! We love math stations so we make sure to include it in our daily kindergarten schedule! This is where we “play” [um… they learn, but it feels like play. ] Students over-learn skills in math stations. In this way, they don’t lose proficiency in one skill when we move onto another skill in our whole group math. Just Roll With It stations can be found here. (Students LOVE the cube!) Additionally, because it was the end of the day, I wanted something super engaging to keep those tired kindergarten students excited.

This activity is from this unit: Math Task Cards for Kindergarten.

What does a Half Day Kindergarten Schedule Look Like?

Sigh… It makes my heart hurt to think about fitting it all in! However, I would suggest the following:

• Combine your stations into only one time. Make half of your activities literacy based, the other half math based.
• Alternate Writer’s Workshop with Whole Group Reading/Interactive Writing.

FREE EDITABLE KINDERGARTEN SCHEDULE

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• Back to School, Organization, Management, Free, Classroom, Blog Post

Deedee Wills

My teaching career allowed me to experience teaching in different classroom environments and grades. My heart belongs to early childhood education. My job is to make teaching FUN, ENGAGING, and EASIER. Welcome!

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