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From Here to There

From Here to ThereSkill: Reading homophones Players: Whole class Object: To line up using high-frequency homophones Materials: • 22 word cards: ate, eight, buy, by, for, four, know, no, one, won, hour, our, hear, here, right, write, to, too, two, their, there, they’re
How to Play
1. Photocopy and cut apart the word cards. Distribute one word card to each player. If necessary, have some children pair up (because there are only 22 cards). 
2. Call on children to read the word on their card and think about how they would use it in a sentence.
3. Randomly call out a word (see Materials box) and use it in a sentence. The player with that word card can get in line after saying the word, spelling it, and using it in another sentence. Then the player(s) with a homophone for that word reads it, spells it, uses it in a sentence, and gets in line. 
4. Collect the word cards after all children are in line.

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Sight Word Matchup

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Skill: Reading one- and two-letter sight words
Players: Whole class
Object: To find the player with the matching sight word- and two-letter sight words
Materials: 26 word cards: a, I, am, an, as, at, be, by, do, go, he, if, in, is, it, me, my, no, of, on, or, so, to, up, us, we How to Play
1. Photocopy and cut apart enough word cards so that there are two cards for each word and each pair of players.
2. Mix up the cards. Distribute them randomly, one card to each player. Tell children not to look at their cards until you say “Go.”
3. When you say “Go,” players look at their cards and find a classmate with the same word. Once children pair up, have them spell out and then read their word together and sit down.

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Principles for Teaching Writing

Principles for Teaching Writing

The following are a few principles that every teacher should consider while planning a course, whether it is a writing course, or a course in which writing will play a part. These principles can (and should) be adapted to the many different learning situations.
1. Understand your students’ reasons for writing. The greatest dissatisfaction with writing instruction comes when the teacher’s goals do not match the student’s, or when the teacher’s goals do not match those of the school or institution in which the student works. It is important to understand both and to convey goals to students in ways that make sense to them. Are the students required to take other courses? If so, which ones? Will those courses require writing? If so, what kind o f writing? This is not to say that your course should only be in service to other courses. However, if your curriculum includes a lot of personal writing, and the students’ other courses do not, what is your justifica…

What is writing?

What is writing?

Writing can be defined by a series o f contrasts: 
• It is both a physical and a mental act. At the most basic level, writing is the physical act of committing words or ideas to some medium, whether it is hieroglyphics inked onto parchment or an e-mail message typed into a computer. On the other hand, writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. 
• Its purpose is both to express and impress. Writers typically serve two masters: themselves, and their own desires to express an idea or feeling, and readers, also called the audience, who need to have ideas expressed in certain ways. Writers must then choose the best form for their writing-a shopping list, notes from a meeting, a scholarly article, a novel, or poetry are only a few of the choices. Each of these types of writing has a different level o f complexity, depending on its purpose. 

• It is both a p…

Parents' Meetings

Parents' Meetings
Do you teacaah young learners in an academy or in the public sector?

Do you teach young learners in an academy or in the public sector? If so, you almost certainly write reports and meet parents at teacher/parent evenings. What do you do to prepare for these? What do you say to parents whose kids are having difficulties with their learning? Do you prepare anything to give to parents about helping with their child’s learning? What is acceptable and not acceptable when speaking to parents? How do you prepare for teacher/ parent evenings? Pre-meeting Collect examples of student's work.
I like to take some written work with me to a parent's meeting. This provides the opportunity to show the parents what their child is doing in the class, how well they are doing it and in which direction they can go to make it even better. Compile a list of resources A list of online materials in the form of weblinks ranging from fun websites to more serious ones means you can tailor …