Kindergarten pictographs worksheet
My daughter’s best friend’s mother seems to dislike my daughter
2024.05.15 11:37 namisuaaan My daughter’s best friend’s mother seems to dislike my daughter
My DD is in kindergarten, since the beginning of this school year, my daughter and this girl in her class clicked and always seem to get along, holding hands together after school at pick up, my daughter always speaks positively about her and I also volunteer in the classroom occasionally and I never saw any issues between how they interact. My daughter also has several friends in her class from preschool/baby years she gets along with. One time, I volunteered, the girl had come up to me asked me if my daughter and her could have a play date, so I said of course, so I approached her daughter’s mom during pick up one day, about possibly setting up a play date and she quickly replied and said when the weather is warmer. I didn’t think anything of it at the time. Then I started noticing whenever my daughter is hugging goodbye to her friend, her mom seemed really uncomfortable would gesture her daughter to stop hugging and quickly walk away. My husband even noticed one time at pick up the mom was not so friendly to him when he tried to greet.
Later my daughter mentioned her friend’s mom volunteered in class and she was not being nice to her, that she kept talking to my daughter in firm voice, kind of made her sad. I said ok, well maybe she was trying to be professional.
Recently I received an email from the mother out of the blue (this is one of the first contact we’ve made) saying there was an incident during recess where my daughter was crying for her best friend when her friend was playing with other girls and she feels my daughter only likes to play with her and not include everyone else. In the email she asked if I could have a conversation with my daughter about making new friends. I was a little confused because the same day my daughter didn’t mention anything about the incident and said she was crying that day because she was upset about not being able to finish worksheet in class. I responded saying sorry about the incident and I’ll talk to her and the teacher.
I emailed the teacher asking about the incident to better understand the issue. The teacher responded short message saying they like to play together and that seems to be going okay. Her teacher and assistant teacher will monitor situation next few days and let me know if we need to action further. To me, the teacher didn’t really seem concerned of their behaviors, and when I ask my daughter about how she feels at recess and her friends, she doesn’t say she’s jealous or feeling sad and says she’s pretty happy playing. Of course at this age, I know a lot happens during the day and as they spend many hours together during the week at school so some days can be worse than others. I try to take my daughter’s words with a grain of salt. That said, I think my daughter is well socialized, she is involved in sports and other activities outside of school where she has social circle, she also has older sibling and she knows how to stand up for herself if needed.
Now I’m kind of feeling annoyed maybe the parent is just trying to manipulate the situation because she simply doesn’t like my daughter playing with hers for some reason. I’m disappointed for my daughter because this girl is her first best friend. I talked to her about making new friendships but my daughter just seems confused because she says she does play with other friends and even other friends from another class. How can I get my daughter to steer away from friend at this age? I don’t want any more trouble over nothing.
submitted by namisuaaan to Parenting [link] [comments]
Later my daughter mentioned her friend’s mom volunteered in class and she was not being nice to her, that she kept talking to my daughter in firm voice, kind of made her sad. I said ok, well maybe she was trying to be professional.
Recently I received an email from the mother out of the blue (this is one of the first contact we’ve made) saying there was an incident during recess where my daughter was crying for her best friend when her friend was playing with other girls and she feels my daughter only likes to play with her and not include everyone else. In the email she asked if I could have a conversation with my daughter about making new friends. I was a little confused because the same day my daughter didn’t mention anything about the incident and said she was crying that day because she was upset about not being able to finish worksheet in class. I responded saying sorry about the incident and I’ll talk to her and the teacher.
I emailed the teacher asking about the incident to better understand the issue. The teacher responded short message saying they like to play together and that seems to be going okay. Her teacher and assistant teacher will monitor situation next few days and let me know if we need to action further. To me, the teacher didn’t really seem concerned of their behaviors, and when I ask my daughter about how she feels at recess and her friends, she doesn’t say she’s jealous or feeling sad and says she’s pretty happy playing. Of course at this age, I know a lot happens during the day and as they spend many hours together during the week at school so some days can be worse than others. I try to take my daughter’s words with a grain of salt. That said, I think my daughter is well socialized, she is involved in sports and other activities outside of school where she has social circle, she also has older sibling and she knows how to stand up for herself if needed.
Now I’m kind of feeling annoyed maybe the parent is just trying to manipulate the situation because she simply doesn’t like my daughter playing with hers for some reason. I’m disappointed for my daughter because this girl is her first best friend. I talked to her about making new friendships but my daughter just seems confused because she says she does play with other friends and even other friends from another class. How can I get my daughter to steer away from friend at this age? I don’t want any more trouble over nothing.
2024.05.13 12:19 hellopriyasharma Best Alphabet Worksheets in Nursery English for Simple Learning
 | The foundation of early childhood education, particularly in mastering the English language, begins with understanding the alphabet. Nursery English Alphabet Worksheets are crucial tools in this learning journey, providing young learners with the opportunity to grasp the basics of the language in an engaging and interactive manner. This guide highlights top worksheets designed for easy learning, ensuring that each child can progress at their own pace while finding joy in the learning process. submitted by hellopriyasharma to preschoolwithpriya [link] [comments] https://preview.redd.it/1bw5pmab660d1.jpg?width=960&format=pjpg&auto=webp&s=db1df8f93aa48652e0d4fb561e3b1a9a77622d03 The Importance of English Alphabet WorksheetsBefore we delve into the specifics, it's essential to understand why English Worksheet for Nursery and Pre-school Nursery English Worksheets play a pivotal role in early education. These worksheets offer a structured approach to letter recognition, phonetics, and the development of fine motor skills through writing practice. Moreover, they lay the groundwork for reading and spelling, which are critical components of language acquisition.Key Features of Effective Worksheets
Recommended Nursery English Alphabet Worksheets1. Alphabet Tracing WorksheetsTracing worksheets are excellent for beginners, helping children practice letter formation. They often include dotted lines where children can trace each letter of the alphabet, improving their handwriting skills and familiarity with each letter's shape.2. Letter Recognition WorksheetsThese worksheets are designed to help children identify each letter of the alphabet within a mix of other letters or in the context of simple words. Activities might include coloring, circling, or matching letters, which enhances visual discrimination skills.3. Phonics WorksheetsPhonics worksheets focus on the sounds that each letter makes, a crucial step in learning to read. Activities can range from matching letters to pictures that start with the corresponding sound, to simple sound identification exercises.4. Coloring and Craft WorksheetsCombining art with learning, these worksheets allow children to color letters and related images (e.g., A for Apple), making learning a creative process. Some worksheets also include craft activities, like making alphabet collages, which reinforce letter recognition in a fun way.5. Find and Color WorksheetsEngaging and interactive, find and color worksheets encourage children to spot a particular letter among a group and color it. This activity not only reinforces letter recognition but also enhances focus and attention to detail.6. Beginning Sounds WorksheetsThese worksheets help children connect letters with the sounds they make at the beginning of words. Identifying the initial sounds in words is a foundational skill in developing phonemic awareness.Utilizing Worksheets EffectivelyWhile worksheets are valuable educational tools, their effectiveness greatly depends on how they are used. Here are some tips for parents and educators:
Conclusion: Building a Foundation for Future SuccessNursery English Alphabet Worksheets are more than just paper and pencil activities; they are stepping stones towards literacy and a lifelong love for learning. By carefully selecting and incorporating English Worksheets for Pre-Nursery into the educational journey, educators and parents can ensure that children not only learn but also enjoy the process of learning. Remember, the goal is to foster an environment of curiosity, engagement, and growth, where each child can confidently navigate the path to reading and writing proficiency.In conclusion, kindergarten students can have a fun and fulfilling experience learning the English alphabet with the correct worksheets. We can give our youngest students the strong foundation they need for future academic achievement by emphasizing engagement, repetition, and variation and by utilizing resources like school parent apps for enhanced learning experiences. |
2024.05.13 01:26 IQ_Throwaway4 IQ Subtest Variance Questions with background info
 | I have a 7 year old child who recently took an IQ test and I have questions about the results (pictured). We are going to discuss with the tester (a school psychologist), but I wanted to get some outside opinions as well so that I'm well equipped for the conversation. This is long, so TIA for reading and commenting. submitted by IQ_Throwaway4 to cognitiveTesting [link] [comments] My concern revolves around the fact that the child’s subtest scores were up to 2+ standard deviations apart from one another (see below). I’m not sure if this is “normal” or if some kind of intervention needs to take place. Some testing and personal background: -The child started talking in full sentences at 15 months old and reading and writing before kindergarten (with no push from us). -They are highly sociable and seem to have an above-average social awareness (doesn’t seem to be on the autistic spectrum). -They seem to have very high executive functioning, even reminding us of day to day scheduling that might otherwise slip through the cracks (doesn’t seem to have ADHD?). -The child is prone to anxiety and has previously suffered from severe separation anxiety and a coughing tic. The separation anxiety seems to be innate and the coughing tic appeared during the pandemic. Our family has also dealt with a lot of chronic and emergency health issues in the past 5 years (so since the child was 2 years old). -The test was given on a Friday early afternoon with no forewarning (pretty much worst-case scenario in my mind). And the child’s other parent was out of town for work that whole week (possible separation anxiety again). -An anecdote about schoolwork: Two weeks ago the child brought home a worksheet with 16 math problems on it. The first 8 were perfect. The next 8 answers were such gibberish that I assumed the child was just messing around and I asked them about it (non-judgmentally, I don’t really care). The child seemed offended by such a statement and claimed to have not realized. The next week the child brought home a bunch of worksheets with about 100 math problems and they were all correct, save two where the child had subtracted instead of added. -My partner and I, as well as the child's 9 year old sibling are all classified as “moderately gifted” according to testing. -The child and sibling have a very close relationship and play together all day long. It’s possible that some of the child’s problem-solving skills have been dampened by reliance on the older sibling. Or that any issues with said skills were masked by the older sibling’s help. So, what should we make of these test scores? What questions or concerns (if anything) should we bring up with the psychologist? https://preview.redd.it/lx1agdlky20d1.jpg?width=780&format=pjpg&auto=webp&s=65a64e854fe968f3cb846a7966f6856f7c231aaf |
2024.05.09 16:08 pdxhomegrrrl Parents of autistic children, a plea for your advice
Good morning neighbors,
I'm writing here because I'm desperate for help and insight when its comes to my daughter. She is 6 and a kindergartener at CVG.
She has a diagnosed mood disorder and were currently undergoing an autism diagnosis. She has an iep. She is currently only allowed to go to school from 845am to 12pm. She is sent home once a week for bad behavior (hitting teachers, hitting students). The lights, the noise, the over stimulation triggers hwr to go non verbal, hide under Desks, hiss and growl like an animal and she'll begin to throw things or deliberately bother others.
Due to this behavior, her gen ed teacher struggles to maintain peace in the classroom. So, my daughter bounces from a para (whos working with 4th and 5th graders who evidently cuss at my child when she irritates them), the school counselor, the receptionist and the principal. I think they hand her a worksheet to scribble on. In 3 months, she has brought home one peice of school work. One of the staff told me, she's not learning here- she's just running around the school, not getting anything done (another issue she has is running out of the room).
I've asked the teachers, where do other kindergarteners go who are like this? Certainly there are kids similar or more challenging than her- where do they go?? I get silence. Nobody seems to know what to do with her.
They say the resource room isn't appropriate because the older kids are triggered by her and this could be dangerous for her.
So, I'm wondering if anybody reading this has been down my road before?
I'm a single mom, struggling to find the time and energy to fight for my child. I'm making enough to pay my bills and cover an emergency, but other than that- I cannot afford a private school. I do have state insurance though and it's pretty generous.
Also, as a side note- she does not have these episodes at home anymore. The last time she had one was about a year and a half ago when we were staying in an air bnb. I've taught her how to read and how to do basic addition and subtraction with an abacus. So, she is teachable and she can learn in the right environment, with the right person. As a side note, I do work from home and have set up a little "school" next to my desk. I've been teaching her an extra hour a day to try to make up for what the school ia shorting her.
Another side note, over the years she's had two psychiatrists, two behavioral coaches (mostly coaching me so I can help her) and completed the Emotional ABCs program. I've read several of the "best" books and read countless studies. She is not on medication although I'm at a breaking point and seriously considering it because I'm feeling that the risk now is overshadowed by the potential reward (she's able to integrate into society).
I know this a lot of text, so thank you if you made it this far! Very grateful for any info or wisdom you can pass along.
submitted by pdxhomegrrrl to Longview [link] [comments]
I'm writing here because I'm desperate for help and insight when its comes to my daughter. She is 6 and a kindergartener at CVG.
She has a diagnosed mood disorder and were currently undergoing an autism diagnosis. She has an iep. She is currently only allowed to go to school from 845am to 12pm. She is sent home once a week for bad behavior (hitting teachers, hitting students). The lights, the noise, the over stimulation triggers hwr to go non verbal, hide under Desks, hiss and growl like an animal and she'll begin to throw things or deliberately bother others.
Due to this behavior, her gen ed teacher struggles to maintain peace in the classroom. So, my daughter bounces from a para (whos working with 4th and 5th graders who evidently cuss at my child when she irritates them), the school counselor, the receptionist and the principal. I think they hand her a worksheet to scribble on. In 3 months, she has brought home one peice of school work. One of the staff told me, she's not learning here- she's just running around the school, not getting anything done (another issue she has is running out of the room).
I've asked the teachers, where do other kindergarteners go who are like this? Certainly there are kids similar or more challenging than her- where do they go?? I get silence. Nobody seems to know what to do with her.
They say the resource room isn't appropriate because the older kids are triggered by her and this could be dangerous for her.
So, I'm wondering if anybody reading this has been down my road before?
I'm a single mom, struggling to find the time and energy to fight for my child. I'm making enough to pay my bills and cover an emergency, but other than that- I cannot afford a private school. I do have state insurance though and it's pretty generous.
Also, as a side note- she does not have these episodes at home anymore. The last time she had one was about a year and a half ago when we were staying in an air bnb. I've taught her how to read and how to do basic addition and subtraction with an abacus. So, she is teachable and she can learn in the right environment, with the right person. As a side note, I do work from home and have set up a little "school" next to my desk. I've been teaching her an extra hour a day to try to make up for what the school ia shorting her.
Another side note, over the years she's had two psychiatrists, two behavioral coaches (mostly coaching me so I can help her) and completed the Emotional ABCs program. I've read several of the "best" books and read countless studies. She is not on medication although I'm at a breaking point and seriously considering it because I'm feeling that the risk now is overshadowed by the potential reward (she's able to integrate into society).
I know this a lot of text, so thank you if you made it this far! Very grateful for any info or wisdom you can pass along.
2024.05.04 16:14 substitute_crow Being a sub has 100% confirmed I made the right choice to transfer my daughter to a new school
Last year my daughter attended kindergarten at the elementary school that's like 2 minutes from home. We live in the side of town that's lower income, especially the large low-income apartment complex that's a block away. I got tired of her being bullied with no repercussions, I got tired of her and other smart kids being ignored because teachers were forced to focus on the kids going wild, so this year I decided to transfer her to a school that's about 15 minutes away that's much better regarded. It's in a better side of town and felt better when we toured it. She says she loves her new school, so I figured I made the right call but I still wasn't sure since we did take her away from some of her friends there.
But this year I also started working as a sub. I've subbed in her old school many times, but not as much in her new school until I picked up a long term librarian job where I go between her old school and her new school (a wonderful coincidence).
Dude. The difference between the schools is incredible. At her old school, I regularly have to send kids to the office because they're incredibly rude and do their best to prevent me from teaching. My library assistant is so burnt out. She doesn't have a work space and has to basically just pile things around her on the desk. They send her out on so many duties she's only with me half the time) that she's basically useless to me. When I collect worksheets from the kids, half the time it's unreadable scribbles if they actually write anything down. I go home much more frustrated and grumpy.
At the new school, the kids are much more respectful and actually seem to care about consequences. My library assistant is AMAZING, super involved and we have a fantastic office where she does so many crafty things for the library. The library itself is much nicer, the work the kids do is much better, and even the trouble kids are better because I have more support. Even my rough days at the new school are better than the better days at the old school. I can do so much more with these kids because I'm not as concerned about them destroying the library and I don't have to stop to tell them to STFU as often.
I feel bad for all the kids who want to learn at the old school, especially the 5th and 6th graders. One of the 5th grade classes even managed to chase off their teacher, which is why I got my gig in the first place because the librarian went to cover that class for the rest of the school year. I know that so many of those kids come from rough homes and don't have positive role models at home to teach them how to be decent people, which breaks my heart. There's a few 5th graders in particular that I've developed a rapport with, especially after I admitted to having ADD during a lesson because I was teaching them tips for doing research and I told them I write things down because otherwise I don't remember shit.
I won't say the new school is perfect (the class sizes are a bit bigger than I'd like), but now that I've spent a lot of time going between them, I am happy with my decision to transfer my daughter. Her teacher is able to give her more attention, she's being challenged (my daughter is very bright), and she has made many friends who are positive influences on her.
I just wish the education system wasn't so intrinsically unfair.
submitted by substitute_crow to SubstituteTeachers [link] [comments]
But this year I also started working as a sub. I've subbed in her old school many times, but not as much in her new school until I picked up a long term librarian job where I go between her old school and her new school (a wonderful coincidence).
Dude. The difference between the schools is incredible. At her old school, I regularly have to send kids to the office because they're incredibly rude and do their best to prevent me from teaching. My library assistant is so burnt out. She doesn't have a work space and has to basically just pile things around her on the desk. They send her out on so many duties she's only with me half the time) that she's basically useless to me. When I collect worksheets from the kids, half the time it's unreadable scribbles if they actually write anything down. I go home much more frustrated and grumpy.
At the new school, the kids are much more respectful and actually seem to care about consequences. My library assistant is AMAZING, super involved and we have a fantastic office where she does so many crafty things for the library. The library itself is much nicer, the work the kids do is much better, and even the trouble kids are better because I have more support. Even my rough days at the new school are better than the better days at the old school. I can do so much more with these kids because I'm not as concerned about them destroying the library and I don't have to stop to tell them to STFU as often.
I feel bad for all the kids who want to learn at the old school, especially the 5th and 6th graders. One of the 5th grade classes even managed to chase off their teacher, which is why I got my gig in the first place because the librarian went to cover that class for the rest of the school year. I know that so many of those kids come from rough homes and don't have positive role models at home to teach them how to be decent people, which breaks my heart. There's a few 5th graders in particular that I've developed a rapport with, especially after I admitted to having ADD during a lesson because I was teaching them tips for doing research and I told them I write things down because otherwise I don't remember shit.
I won't say the new school is perfect (the class sizes are a bit bigger than I'd like), but now that I've spent a lot of time going between them, I am happy with my decision to transfer my daughter. Her teacher is able to give her more attention, she's being challenged (my daughter is very bright), and she has made many friends who are positive influences on her.
I just wish the education system wasn't so intrinsically unfair.
2024.05.03 22:31 mrfishman3000 DIY Summer School for Kindergartner?
My kid is in TK and she loves school! Summer is coming up and I want to keep the momentum going with everything she’s learned. In the past I’ve used workbooks from Target that were preschool level. I know they have kindergarten level too. But I’m wondering if anyone has any recommendations for something with more structure than just a worksheet. I’d especially like to work on her reading abilities (she’s so close!)
And obviously it’s summer and let kids be kids and all that. We have plenty of fun, I just want to keep the learning momentum going.
submitted by mrfishman3000 to Parenting [link] [comments]
And obviously it’s summer and let kids be kids and all that. We have plenty of fun, I just want to keep the learning momentum going.
2024.05.02 17:00 colorbynumberskids Exploring Color by Numbers Kids: A Creative Haven for Young Artists
 | Hey, fellow art enthusiasts! Today, I stumbled upon a gem of a website that I couldn't resist sharing with you all: Color by Numbers Kids. If you're a parent, teacher, or just someone who loves nurturing creativity in children, this site is a goldmine waiting to be discovered. submitted by colorbynumberskids to u/colorbynumberskids [link] [comments] Let me walk you through what makes Color by Numbers Kids so special. A Canvas of Creativity: At first glance, you might think it's just another color-by-number site. But oh, it's so much more. This platform offers a vast array of coloring templates designed to engage and entertain kids of all ages. From simple shapes for toddlers to intricate designs for older children, there's something for everyone. Educational Value: What sets Color by Numbers Kids apart is its subtle blend of entertainment and education. While children immerse themselves in the joy of coloring, they're also honing their fine motor skills, improving hand-eye coordination, and learning about colors and numbers. It's a win-win for parents and teachers alike. User-Friendly Interface: Navigating the site is a breeze, even for the tech-challenged among us. The interface is clean, intuitive, and ad-free, ensuring a seamless experience for both adults and kids. Plus, the templates are conveniently categorized by theme, making it easy to find the perfect picture for any occasion. Customization Galore: But wait, there's more! Color by Numbers Kids goes above and beyond by allowing users to customize their coloring experience. Want to change the colors or adjust the difficulty level? No problem. With just a few clicks, you can tailor the templates to suit your child's preferences and skill level. Community and Feedback: One of the best features of Color by Numbers Kids is its vibrant online community. Parents, teachers, and kids from all over the world come together to share their creations, exchange tips, and offer support. It's a safe and supportive space where young artists can showcase their work and receive constructive feedback. Final Thoughts: In a world filled with screens and distractions, Color by Numbers Kids offers a much-needed reprieve. It's a place where imagination knows no bounds and creativity flourishes. Whether you're looking for a rainy day activity or a classroom resource, this website has got you covered. So, what are you waiting for? Grab your virtual crayons and let the coloring adventure begin! https://preview.redd.it/rswnry1l21yc1.png?width=1920&format=png&auto=webp&s=93a80180c6d0ff82d36bef77a66be29d288f0b4c |
2024.05.01 18:23 labquwb Teaching Phonetics/Phonics Resources
Hello,
I have a friend in Latin America who is an English teacher for kindergarteners. She contacted me because she recently learned that kids in the USA are taught phonetics and phonics growing up, while people in Latin America are not. Now she wants to learn how to teach these topics and maybe take a course online or watch videos that teach her this. She also wants to know where she can find resources such as worksheets, flashcards, and stuff that she can print out for her students.
submitted by labquwb to Teachers [link] [comments]
I have a friend in Latin America who is an English teacher for kindergarteners. She contacted me because she recently learned that kids in the USA are taught phonetics and phonics growing up, while people in Latin America are not. Now she wants to learn how to teach these topics and maybe take a course online or watch videos that teach her this. She also wants to know where she can find resources such as worksheets, flashcards, and stuff that she can print out for her students.
2024.04.30 21:21 heyyyyyygurlheyyy Advice Needed! Parents with ADHD, child with suspected ADHD
Hi; I’m a 41 year old mom that was diagnosed with adhd in my early 20s. I have been ion and off meds since then, and am currently on medication. I see many adhd behaviors in my son, who just turned six. His kindergarten teacher has shared some concerns but told us that we should be looking for him to increase his times of focus in 1st grade. He broke his collarbone recently and wasn’t able to do gym or recess. Multiple bites have come home about him being silly and distracting in class and lately he’s been getting notes home from his reading teacher about not completing his worksheets. He has said he just doesn’t feel like finishing.
At his well child check last week, his doctor noticed he can’t sit still and recommending him for adhd testing. Can a diagnosis be accurate at six? I feel like I think it’s adhd because I’ve been hypersensitive to it and watching. However, many of his behaviors are totally normal for a high energy six year old. What is the best way to know what is normal versus not at an age where a child should be free to be childlike?several times he has disrupted the learning of others. I feel bad about that. I really am hesitant to get him screened because I don’t want him labeled or subject to stigma I was. Am I being ridiculous? I go back and forth because o feel like knowing early can help us and him - so things won’t have to be as difficult for him, so he can understand what works for him and doesn’t, and for him to be able to make this his super power not something to feel bad about.
Does anyone have experience with screening or parenting young children suspected to have adhd? As someone who has been medicated and felt not like myself on them, my hear breaks to potentially medicate a child who can’t article that is happening. I want to help him not blow out his spark. I know I am overthinking this, but just wondering if anyone can provide some advice from their experience. TIA!
submitted by heyyyyyygurlheyyy to ADHD [link] [comments]
At his well child check last week, his doctor noticed he can’t sit still and recommending him for adhd testing. Can a diagnosis be accurate at six? I feel like I think it’s adhd because I’ve been hypersensitive to it and watching. However, many of his behaviors are totally normal for a high energy six year old. What is the best way to know what is normal versus not at an age where a child should be free to be childlike?several times he has disrupted the learning of others. I feel bad about that. I really am hesitant to get him screened because I don’t want him labeled or subject to stigma I was. Am I being ridiculous? I go back and forth because o feel like knowing early can help us and him - so things won’t have to be as difficult for him, so he can understand what works for him and doesn’t, and for him to be able to make this his super power not something to feel bad about.
Does anyone have experience with screening or parenting young children suspected to have adhd? As someone who has been medicated and felt not like myself on them, my hear breaks to potentially medicate a child who can’t article that is happening. I want to help him not blow out his spark. I know I am overthinking this, but just wondering if anyone can provide some advice from their experience. TIA!
2024.04.30 13:27 baccarat-monkey Kindergarten worksheet
 | submitted by baccarat-monkey to puzzles [link] [comments] |
2024.04.26 02:43 Hellolaoshi Teaching Younger KG Kids in Korea
I am an experienced English teacher from the UK. I came to South Korea just before Coronavirus started, and I have been here ever since.
I spent a large part of that time at a large hagwon (language school), teaching 5-7 year-olds in the mornings, and some older kids in the afternoon. I gained some satisfaction from that job, although there were occasionally issues.
That job ended. Now, I am at a different kindergarten. I am teaching 9-5, whereas, I taught from 9 to 6 before. In some ways, it is a lot easier at the new place. However, sometimes, rules are less clear.
The question I have is about the age groups. Previously, I taught 6-7 year-olds at an English language kindergarten. Now, the main focus is on 3-5 year-olds. Some of my classes have a story book chosen by the Korean teacher, and nothing else. But I have to find materials to go with that. I am starting to do so. I look at Cocomelon, Super Simple Songs, and the Singing Walrus, for songs. But I rejected some for being too difficult.
I understand that these classes need to be more physical and interactive. But can you recommend websites for songs related to 5 years old and under? Also, can you tell me where I can get worksheets I can use with those younger kids. Too many worksheets assume some literacy. I am teaching classes based on themes, not phonics. Thank you for your assistance.
submitted by Hellolaoshi to TEFL [link] [comments]
I spent a large part of that time at a large hagwon (language school), teaching 5-7 year-olds in the mornings, and some older kids in the afternoon. I gained some satisfaction from that job, although there were occasionally issues.
That job ended. Now, I am at a different kindergarten. I am teaching 9-5, whereas, I taught from 9 to 6 before. In some ways, it is a lot easier at the new place. However, sometimes, rules are less clear.
The question I have is about the age groups. Previously, I taught 6-7 year-olds at an English language kindergarten. Now, the main focus is on 3-5 year-olds. Some of my classes have a story book chosen by the Korean teacher, and nothing else. But I have to find materials to go with that. I am starting to do so. I look at Cocomelon, Super Simple Songs, and the Singing Walrus, for songs. But I rejected some for being too difficult.
I understand that these classes need to be more physical and interactive. But can you recommend websites for songs related to 5 years old and under? Also, can you tell me where I can get worksheets I can use with those younger kids. Too many worksheets assume some literacy. I am teaching classes based on themes, not phonics. Thank you for your assistance.
2024.04.25 21:32 Guilty_Tailor_4141 Child Refuses to Work
My son just turned 4 last month. I am planning on having him start transitional Kindergarten in a few months (we live in CA). To help him prepare, I signed him up for a city program (3-5 year olds) for 2 hours twice a week where they practice writing their names, tracing, counting, etc. Every time I pick him up, the teacher says he did no work and his worksheets are all blank.
When we are at home, I try to practice writing, letters, etc. and he refuses for me as well. The only thing I can do to motivate him is that he must write his name or some other small activity before he can watch a tv show.
He absolutely loves building, working with tools, and being outdoors, but he could care less about letters and numbers. I’m concerned that if he goes to TK and he continues to refuse to work, it will harm his confidence and the situation will get worse.
Does anyone have suggestions for motivating him? I’ve tried to do fun activities, candy rewards, toys, BOB books, Hooked on Phonics, etc. I’m not sure if I’m just approaching everything incorrectly. Does anyone have any tips or resources they suggest?
Edit:
Thank you all for your feedback here. I think my takeaway from all of your comments is that he is not developmentally ready for writing, worksheets, etc. I will say, I think I put a lot of pressure on myself to make sure that he stays on track and doesn't fall behind. When we go to this class it just breaks my mom heart seeing all of these kids walking out and the teacher telling the parents how great their kids did, but she hands me blank paperwork saying he did nothing. It just makes me feel like I'm doing things wrong, but he is probably right where he needs to be developmentally.
submitted by Guilty_Tailor_4141 to kindergarten [link] [comments]
When we are at home, I try to practice writing, letters, etc. and he refuses for me as well. The only thing I can do to motivate him is that he must write his name or some other small activity before he can watch a tv show.
He absolutely loves building, working with tools, and being outdoors, but he could care less about letters and numbers. I’m concerned that if he goes to TK and he continues to refuse to work, it will harm his confidence and the situation will get worse.
Does anyone have suggestions for motivating him? I’ve tried to do fun activities, candy rewards, toys, BOB books, Hooked on Phonics, etc. I’m not sure if I’m just approaching everything incorrectly. Does anyone have any tips or resources they suggest?
Edit:
Thank you all for your feedback here. I think my takeaway from all of your comments is that he is not developmentally ready for writing, worksheets, etc. I will say, I think I put a lot of pressure on myself to make sure that he stays on track and doesn't fall behind. When we go to this class it just breaks my mom heart seeing all of these kids walking out and the teacher telling the parents how great their kids did, but she hands me blank paperwork saying he did nothing. It just makes me feel like I'm doing things wrong, but he is probably right where he needs to be developmentally.
2024.04.23 02:52 Karlifndavis1 Lesson plan frustration
Let’s be real, lesson plans can be great, good, bad, ugly and downright messy at times. I know walking into a classroom that things for subs never quite go to plan. I have had lesson plans on a post it note and one that was 38 pages long.
Most of the teachers that I have made friends with have the emergency lesson plan for unplanned absences. They usually have the schedule, info on helpful students, info on students who may throw furniture around and the really good ones email or attach the lesson plans to the postings. Where to find things, and so on so forth.
I picked up 3 days of kindergarten in a row for the same teacher. (WTF was I thinking)
Today I got like an outline of a lesson plan. Half of it I had no access to because the slide shows or websites were not included. None of the worksheets were labeled. More than half of them didn’t have instructions. There was no details, and looking at the next two days, it’s a basic outline where everything was left blank.
I pride myself on how well I can stick to a lesson plan. I work hard to build rapport with teachers and schools in my district, but it’s so damn hard to feel effective and have classroom management when I have no clue on what’s actually supposed to happen. The other kinder teachers couldn’t help because they didn’t understand the lesson plans either.
I have two more days ahead of me where I just have to wing it and hope this teacher provides me with a good feedback score. I also have to put in feedback and everything in my soul wants to bash the whole thing, I tread carefully in how I word my feedback, I love my job and I don’t want to burn bridges in certain schools.
I’m just so frustrated.
submitted by Karlifndavis1 to SubstituteTeachers [link] [comments]
Most of the teachers that I have made friends with have the emergency lesson plan for unplanned absences. They usually have the schedule, info on helpful students, info on students who may throw furniture around and the really good ones email or attach the lesson plans to the postings. Where to find things, and so on so forth.
I picked up 3 days of kindergarten in a row for the same teacher. (WTF was I thinking)
Today I got like an outline of a lesson plan. Half of it I had no access to because the slide shows or websites were not included. None of the worksheets were labeled. More than half of them didn’t have instructions. There was no details, and looking at the next two days, it’s a basic outline where everything was left blank.
I pride myself on how well I can stick to a lesson plan. I work hard to build rapport with teachers and schools in my district, but it’s so damn hard to feel effective and have classroom management when I have no clue on what’s actually supposed to happen. The other kinder teachers couldn’t help because they didn’t understand the lesson plans either.
I have two more days ahead of me where I just have to wing it and hope this teacher provides me with a good feedback score. I also have to put in feedback and everything in my soul wants to bash the whole thing, I tread carefully in how I word my feedback, I love my job and I don’t want to burn bridges in certain schools.
I’m just so frustrated.
2024.04.13 07:03 The-Silver-Princess Teachers spending most of their time at home doing more work. Shames others for not?
I have a few coworkers that go above and beyond on a daily basis. We are kindergarten teachers, and they are CONSTANTLY talking about how they go home and work for the entire night to prepare extra DIY activities, powerpoint slides, modifying lessons, and making anchor charts and other graphics for their lessons. They will even share how they make their children at home do some of the work for them such as cutting, coloring, making charts, etc. This is fine, but it becomes a problems when they shame me and others for not doing the same.
They will talk about what they have prepared for the day. They will mention all of these extra activities and charts and games and lesson extensions they prepared and came up with. If I mention that I just follow the guide and lessons the district and school gives us directly, they’ll get mad at me. “No!! That’s not enough! The students will not learn as effectively that way!” Then suggest I create or do certain activities that would take HOURS to go home and make. If I mention how time consuming doing that everyday is, they’ll say “but think about the children!! It’s not about us!!” I get this response a LOT. Me saying “Yesterday, I went home and spent the whole day with my boyfriend!” Can somehow lead to “when did you have time to plan?? THINK ABOUT THE CHILDREN!!!”
Sometimes due to holidays, we might get a day off right? We’ll come back from a 3 day weekend and my coworkers will come back with just piles of things. Charts and games and activities for ages. Theyll start explaining all the things they did. If they realizes I didn’t bring a bunch of stuff, they’ll be like “what did you even do with our extra day off?” In a snarky tone…And I’m like… relax???
As a first year teacher and someone who values my free time, I mostly use the materials and the premade lessons that the district and the schools provides me with. If the lessons say “make an anchor chart”, I make one. If the lesson says “give this worksheet”, I make copies and give it. This means I go home, look over the lessons for an hour, get any materials it says I might need, then relax for the rest of the day. Sometimes, if I feel a lesson is lacking, I will do something a little extra or make an extra anchor chart or two that I feel would help them a bit… but it is most definitely not an everyday thing like for others. This is the only thing that’s keeping me sane as a first year teacher.
At the beginning of the school year, I cried DAILY. I couldn’t stop thinking about work. I was constantly thinking about what I SHOULD be doing and how I could do more for my job to because they tried to convince me I was never doing enough. To them, if you are not spending most of your time at home preparing to teach, then you are not an effective teacher. I had to have a lot of talks with myself to get to where I am now. I am relatively happy, not overly stressed, and always prepared for the next day of work.
At the end of the day, are my kids growing? Yes. Their test scores say they are. Are my observations good? Yes. The principal and assistant principal have told me they’re proud of my level of growth as a first year teacher. They’ve expressed many times that they think very highly of me. Do I get paid the same as my coworkers who go the extra mile? Yup. Pay scale changes for no one. Am I happier than my coworkers? Honestly it definitely seems that way. I give myself time to relax and unwind daily. If I did what they did, I would still be crying everyday.
submitted by The-Silver-Princess to Teachers [link] [comments]
They will talk about what they have prepared for the day. They will mention all of these extra activities and charts and games and lesson extensions they prepared and came up with. If I mention that I just follow the guide and lessons the district and school gives us directly, they’ll get mad at me. “No!! That’s not enough! The students will not learn as effectively that way!” Then suggest I create or do certain activities that would take HOURS to go home and make. If I mention how time consuming doing that everyday is, they’ll say “but think about the children!! It’s not about us!!” I get this response a LOT. Me saying “Yesterday, I went home and spent the whole day with my boyfriend!” Can somehow lead to “when did you have time to plan?? THINK ABOUT THE CHILDREN!!!”
Sometimes due to holidays, we might get a day off right? We’ll come back from a 3 day weekend and my coworkers will come back with just piles of things. Charts and games and activities for ages. Theyll start explaining all the things they did. If they realizes I didn’t bring a bunch of stuff, they’ll be like “what did you even do with our extra day off?” In a snarky tone…And I’m like… relax???
As a first year teacher and someone who values my free time, I mostly use the materials and the premade lessons that the district and the schools provides me with. If the lessons say “make an anchor chart”, I make one. If the lesson says “give this worksheet”, I make copies and give it. This means I go home, look over the lessons for an hour, get any materials it says I might need, then relax for the rest of the day. Sometimes, if I feel a lesson is lacking, I will do something a little extra or make an extra anchor chart or two that I feel would help them a bit… but it is most definitely not an everyday thing like for others. This is the only thing that’s keeping me sane as a first year teacher.
At the beginning of the school year, I cried DAILY. I couldn’t stop thinking about work. I was constantly thinking about what I SHOULD be doing and how I could do more for my job to because they tried to convince me I was never doing enough. To them, if you are not spending most of your time at home preparing to teach, then you are not an effective teacher. I had to have a lot of talks with myself to get to where I am now. I am relatively happy, not overly stressed, and always prepared for the next day of work.
At the end of the day, are my kids growing? Yes. Their test scores say they are. Are my observations good? Yes. The principal and assistant principal have told me they’re proud of my level of growth as a first year teacher. They’ve expressed many times that they think very highly of me. Do I get paid the same as my coworkers who go the extra mile? Yup. Pay scale changes for no one. Am I happier than my coworkers? Honestly it definitely seems that way. I give myself time to relax and unwind daily. If I did what they did, I would still be crying everyday.
2024.04.11 05:41 edugeek What do I need to be doing for my children?
I apologize in advance for my rambling. I'm writing this as much for me as I am to get dragged on the Internet... A little over two years ago, we fostered two toddlers that we eventually adopted. They both came to us with glasses, so at the beginning we focused on helping them learn to wear their glasses while dealing with some of the other issues that they needed support with. I know that their vision is a struggle for both of them, but now one is in Kindergarten and the other is in Pre-K.
I am still learning to understand what they see and cannot see. In the beginning, they wouldn't watch TV shows. Once we got their glasses from their birth family and practiced wearing them, their interest in TV suddenly took off (TV became our reward for wearing glasses). We've learned since that both children were shielded from light for most of their first two years developing extreme photosensitivity and myopia. The photosensitivity has waned over time. The kindergartener is corrected to 20/80 and has a fairly pronounced nystagmus. My Pre-K child had glaucoma at birth and several eye-related surgeries for clogged tear ducts and is corrected to 20/130.
I'm struggling to figure out how to advocate for my children. Neither has had a functional vision assessment, and the school keeps putting it off. Their main struggle right now seems to be reading - my Kindergartner can read letters if they're very large, but has trouble with the worksheets the school produces for him (many of them are unmodified unless the VI teacher does it - I have been modifying most of the worksheets he brings home myself). I'm not sure what I need to be asking for aside from giving him worksheets he can see. A functional vision assessment definitely. Should my younger child (or both, really) be learning Braille along with print?
submitted by edugeek to Blind [link] [comments]
I am still learning to understand what they see and cannot see. In the beginning, they wouldn't watch TV shows. Once we got their glasses from their birth family and practiced wearing them, their interest in TV suddenly took off (TV became our reward for wearing glasses). We've learned since that both children were shielded from light for most of their first two years developing extreme photosensitivity and myopia. The photosensitivity has waned over time. The kindergartener is corrected to 20/80 and has a fairly pronounced nystagmus. My Pre-K child had glaucoma at birth and several eye-related surgeries for clogged tear ducts and is corrected to 20/130.
I'm struggling to figure out how to advocate for my children. Neither has had a functional vision assessment, and the school keeps putting it off. Their main struggle right now seems to be reading - my Kindergartner can read letters if they're very large, but has trouble with the worksheets the school produces for him (many of them are unmodified unless the VI teacher does it - I have been modifying most of the worksheets he brings home myself). I'm not sure what I need to be asking for aside from giving him worksheets he can see. A functional vision assessment definitely. Should my younger child (or both, really) be learning Braille along with print?
2024.04.09 01:56 kgee1206 Can your kid do mental math?
My oldest is in kindergarten, and she’s been doing addition and subtraction in her head. Simple stuff like adding up the cost of items in her fake shop and giving me change. Slightly more complicated stuff like adding dice in Yahtzee.
I did start seeing dice counting worksheets like a month after we started playing Yahtzee so clearly that’s been a teaching method.
Genuinely curious how other peoples kiddos are doing because this is like, astonishing to me. I can’t tell if I have the “my kid is awesome” blinders on or not. She really likes these types of challenges so I provide her fun workbooks, color by numbers with math problems, etc to do at her leisure. I am not intending on drilling her on multiplication tables. I’m just shocked every time she adds five dice in her head in ten seconds or less.
submitted by kgee1206 to kindergarten [link] [comments]
I did start seeing dice counting worksheets like a month after we started playing Yahtzee so clearly that’s been a teaching method.
Genuinely curious how other peoples kiddos are doing because this is like, astonishing to me. I can’t tell if I have the “my kid is awesome” blinders on or not. She really likes these types of challenges so I provide her fun workbooks, color by numbers with math problems, etc to do at her leisure. I am not intending on drilling her on multiplication tables. I’m just shocked every time she adds five dice in her head in ten seconds or less.
2024.04.05 15:35 RockinRockv College Gardens ES
Hi all! Does anyone have a child currently or recently enrolled in College Gardens? How are the class sizes these days? I know the school is now significantly under-enrolled since Bayard opened, but are the class sizes still large?
Any thoughts about the principal leaving or other recent changes to the school?
Does anyone have an opinion about the school's IB program and its value vs. the regular curriculum? I'm happy with my kid's current MCPS school (new building, small class sizes, competent teacheadmin), but at least in kindergarten the number of repetitive, boring worksheets that come home and the amount of screen and laptop time that occurs is far from ideal. Though maybe that's similar across the board, including CGES....
Thanks for any insight!
submitted by RockinRockv to Rockville [link] [comments]
Any thoughts about the principal leaving or other recent changes to the school?
Does anyone have an opinion about the school's IB program and its value vs. the regular curriculum? I'm happy with my kid's current MCPS school (new building, small class sizes, competent teacheadmin), but at least in kindergarten the number of repetitive, boring worksheets that come home and the amount of screen and laptop time that occurs is far from ideal. Though maybe that's similar across the board, including CGES....
Thanks for any insight!
2024.04.04 13:54 hellopriyasharma Preschool EVS Worksheets' Benefits for LKG Education
 | Preschool EVS Worksheets for LKG submitted by hellopriyasharma to preschoolwithpriya [link] [comments] A child's growth during the preschool years is vital because it lays the foundation for their lifelong learning process. Environmental Studies (EVS), which acquaints young children with their surroundings, is a cornerstone of preschool education. Worksheets designed by EVS specifically for Lower Kindergarten (LKG) pupils provide several advantages and are important for a child's overall development and education. We will go into great detail about the benefits of using preschool EVS worksheets for LKG education in this extensive tutorial, emphasizing the role these worksheets play in a child's formative years. https://preview.redd.it/swt8i8zqbgsc1.jpg?width=960&format=pjpg&auto=webp&s=da1b972a1d96fce54f139d1e7d64560c2e956524 1. Early Learning Foundation: Building a Strong Educational BasePreschool EVS worksheets serve as the cornerstone for a child's early educational foundation. They introduce young learners to essential environmental concepts, helping them develop an initial understanding of their surroundings. These worksheets often cover basic topics like animals, plants, seasons, and everyday elements of their environment.The significance of this early exposure lies in providing children with a solid base upon which they can build their future knowledge. The concepts they encounter in these worksheets serve as building blocks for more complex topics they will encounter in later years of education. 2. Cognitive Development: Enhancing Thinking and Problem-Solving SkillsEngaging in EVS activities through worksheets enhances cognitive development in young children. These worksheets offer a multitude of opportunities for children to exercise their thinking skills. Through observation, critical thinking, and problem-solving, children begin to understand and engage with their environment actively.EVS worksheets often include tasks that require children to recognize patterns, classify objects, and make connections between different elements of their environment. This type of cognitive engagement fosters essential skills that will be instrumental in their future academic pursuits. 3. Language and Vocabulary Development: Building Communication SkillsLanguage and vocabulary development is a crucial aspect of a child's early education, and EVS worksheets contribute significantly to this area. These worksheets typically include labels, descriptions, and questions related to various environmental concepts.By engaging with these worksheets, children not only learn new words but also understand how to use them in context. This exposure helps them build their vocabulary, improve language skills, and develop the ability to express themselves effectively. Effective communication is a vital skill that will benefit them in all areas of life. 4. Sensory and Motor Skills: Nurturing Physical CoordinationMany EVS worksheets incorporate hands-on activities that stimulate a child's senses and fine motor skills. These activities often include tasks like coloring, tracing, and matching objects. These seemingly simple activities are, in fact, instrumental in improving a child's hand-eye coordination and fine motor control.Furthermore, engaging with tangible materials and tools while completing these worksheets enhances a child's sensory development. This multisensory experience contributes to their overall physical and cognitive growth. 5. Social Awareness: Fostering a Sense of BelongingEVS worksheets also delve into themes related to community, family, and relationships within the environment. By exploring these themes, children develop social awareness and a sense of belonging to their community. They begin to understand the roles and responsibilities of individuals within a broader social context.This early social awareness is critical in helping children form positive relationships with peers and adults as they transition into more structured educational settings. It lays the foundation for healthy social interactions and empathy towards others. 6. Appreciation for Nature: Instilling a Love for the EnvironmentOne of the most valuable lessons that EVS worksheets offer is the opportunity to appreciate the beauty and diversity of the natural world. These worksheets often feature content related to animals, plants, and their habitats. Through these materials, children learn to observe, respect, and develop a sense of wonder about nature.Appreciating the environment at a young age fosters a lifelong love for nature and conservation. It encourages children to become responsible stewards of the planet, instilling a sense of responsibility for preserving the environment. 7. Problem-Solving Skills: Encouraging Critical ThinkingMany EVS worksheets present real-life scenarios or puzzles for children to solve. These activities encourage critical thinking and problem-solving skills. Children are prompted to analyze situations, consider various options, and come up with solutions to environmental challenges.By honing their problem-solving abilities, children are better prepared to navigate the complexities of life and academics. These skills are transferable and will serve them well in various contexts. 8. Confidence Building: Fostering a Positive Self-ImageSuccessfully completing EVS worksheets boosts a child's confidence and self-esteem. As children solve problems, learn new concepts, and master various skills, they experience a sense of accomplishment. This positive reinforcement is essential for developing a healthy self-image.Confident children are more likely to be active and enthusiastic learners. They approach new challenges with a can-do attitude, which is crucial for their future educational endeavors. 9. Readiness for Formal Education: Bridging the GapEVS worksheets serve as a bridge between informal early learning and formal education. They prepare children for more structured learning environments in higher grades. The foundational knowledge and skills gained through these worksheets make the transition to formal schooling smoother and less daunting.Children who have engaged with EVS worksheets are often better prepared to participate actively and succeed in school. They have already developed a curiosity for learning and have a basic understanding of academic concepts. 10. Parental Involvement: Strengthening the Parent-Child BondThe use of EVS worksheets at home creates opportunities for parents to actively participate in their child's education. Parents can engage with their children while completing these worksheets, offering guidance, encouragement, and support and also parents can communicate with school through the school parent app.This involvement strengthens the parent-child bond and promotes a positive attitude towards learning. It also allows parents to gain insights into their child's strengths and areas that may need additional support. In conclusion, preschool EVS worksheets for LKG education offer a comprehensive approach to early learning. They play a vital role in a child's cognitive, emotional, and social development. By introducing young learners to environmental concepts and fostering curiosity about the world around them, these worksheets set the stage for a lifelong love of learning and environmental awareness. Parents, educators, and caregivers all play essential roles in a child's educational journey by providing engaging EVS worksheets and encouraging exploration and discovery. In doing so, they contribute to shaping the future of these young minds and nurturing responsible, knowledgeable, and compassionate individuals who are well-prepared to face the challenges of the world. Originally Published by HelloParent. |
2024.03.31 07:08 Try_me_MFr Going thru and reporting all her videos
This bish really has a box of HER old schoolwork all the way back to kindergarten? She read every little thing on each paper too! Down to the date the worksheet was printed. You know how many dishes she could have washed in the time it took her to transfer all those papers into a different box that wasn’t torn? I think it’s safe to say the MRSA from her face has leaked to her brain.
submitted by Try_me_MFr to snark_MtnDew_lyfe [link] [comments]
2024.03.30 17:10 srohtagi Printable Kindergarten Addition and Subtraction Worksheet, HomeSchool Worksheet, Math Worksheets 10 Printable, Kindergarten for kids Visit my Etsy shop https://www.etsy.com/shop/Akkudigital
2024.03.30 17:05 srohtagi Printable Kindergarten Addition and Subtraction Worksheet, HomeSchool Worksheet, Math Worksheets 10 Printable, Kindergarten for kids Visit my Etsy shop https://www.etsy.com/shop/Akkudigital
2024.03.24 18:14 Lets_Make_A_bad_DEAL Grading help. Conventions of English in Kindergarten
First year K teacher. I have a student who is NOT ESL/ELL, but who does have parents who speak Chinese in the home. She is bright, writes beautifully, and is consistently on task in math, reading, participates in all phonics oral activities, scored high in all other ELA standard areas, and writes sentences with details. I can score 1-4 for ELA, Speaking and Listening -specifically the category of Conventions of Standard English. I am struggling in my decision to give her a 2 instead of a 3. Is it valid? What’s normal for kindergarten? Here are my observations:
Consistently mixes up frequently occurring verbs, nouns pronouns, does not add S to verbs, or conjugate—“we go to Disney World last week.” “He go home on the bus yesterday” “she try really hard.”
Calling mom a he, etc.
Forming plural regular nouns: “He owns two dog.”
Are these all valid? Again she is very bright.
I also see her struggle with background knowledge for vocabulary. For example those little worksheets for CVC words that show a picture of something common.
submitted by Lets_Make_A_bad_DEAL to Teachers [link] [comments]
Consistently mixes up frequently occurring verbs, nouns pronouns, does not add S to verbs, or conjugate—“we go to Disney World last week.” “He go home on the bus yesterday” “she try really hard.”
Calling mom a he, etc.
Forming plural regular nouns: “He owns two dog.”
Are these all valid? Again she is very bright.
I also see her struggle with background knowledge for vocabulary. For example those little worksheets for CVC words that show a picture of something common.