Every month, there are 3 suggested songs to teach the Primary children. Discuss with your Primary President, and other chorister(s), which songs you’d like to focus on for each month. I try to pick one that THEY KNOW pretty well and one that they DON’T KNOW from the suggested songs. Teaching 3 new songs from scratch a month would be a lot for them to learn! So for the 3rd song, I will either sing it during a pick-and-choose Sunday, or as one of the opening songs that month. On the first Sunday of the month, I introduce the NEW SONG (the suggested song that they are unfamiliar with). To make Primary Singing Time interesting and fun and also bring the Spirit, I like to introduce the songs in different ways. I think introducing a song can be the most daunting of Sunday’s! I LOVE repeating songs, doing pick-and-choose activities, and incorporating holiday’s (if you follow our Instagram, it’s packed with those ideas!) But introducing a NEW song seems… I don’t know… boring? I don’t want to lose focus with their short attention spans by just telling them the words and then singing it over and over. So we’ve compiled some ideas as a resource on how to first introduce and help the children learn a BRAND NEW song. One they’ve NEVER heard before. ***With any and every new song, make sure you have the right attitude and prayer in your heart about the message the song will bring. Be enthusiastic, saying something like, “Today we are going to be learning a wonderful song”. You can also explain the words, message and story it conveys. Alright, you’ve waited long enough! Here are the ideas!!!!!! 1-Flipchart or Posters. I pretty much ALWAYS use a poster or flipchart for every song. I feel most children are visual learners and this helps Junior and Senior learn the words through pictures and words. Poster (my preference) Flipchart: (this flipchart is from Finch Family games found HERE) 2-Compound Learning. First, have them LISTEN to the song. This can be played on the piano, your phone through the Sacred Music app, CD, cassette, or Youtube video, etc. Second, let them HUM along to the melody. Third, have them SWAY their bodies (or sway scarves/wands) and hum to the music. Fourth, after showing and explaining the poster board/flipchart, SING the words to them (holding up the Poster or Flipchart). Fifth, have THEM SING along. Sixth, have them use shakers, paper plate drum, or clap/snap the rhythm as they sing along. 3-I sing, You Sing. After explaining the meaning of the song and showing the visual, play the music to the song all the way through. Sing the first line of the song with the piano, have the children repeat. Sing the second line of the song, have them repeat. Put the first and second line together and sing together. Continue on for the whole song. Make sure that before Primary you let your pianist know what you’re planning to do. You could also start with learning the chorus of the song. 4-Guess the Visual. Have the flipchart papers up on the board – all scrambled up and out of their correct order. Sing the first line of the song and have them guess which flipchart paper matches the first line. Continue this for each line of the song and put the flipchart in order. For Senior Primary, you could have word strips of each line of the song (out of order). Sing the first line and have them pick our which word strip is the correct one and have the children put the strips in order as you continue singing the rest of the song. For Senior Primary, you could have word strips of each line of the song (out of order). Sing the first line and have them pick our which word strip is the correct one and have the children put the strips in order as you continue singing the rest of the song. 5-Vanishing Flipchart Papers. For this one, call up as many children as papers you have in the flipchart. Each child holding one paper. Sing the song with children, one flipchart paper at a time. After the whole song has been sung, take away 1 paper and have that child stay standing. Sing the song and point to child as they sing that missing flipchart paper. Continue taking away papers and having them sing the song again until they’re all gone! Keep them up to the challenge using reverse psychology saying things like “Oh no! Can we do it now? (Yes!) Ok, here we go!” or “I don’t know, do you think you can remember this one????” 6-Bubblegum Blobs. For this idea, you’ll need a flipchart or poster hung up on the chalkboard. Sing the song with children (with idea number 2 or 3 on our list above). Tell the children you stepped on some sticky bubble gum on your way to church and thought the gum could help with singing time. Use one pink “gum blob” (pink paper or poster board cut into blob shape) to cover up a part of the song at a time. Sing after each blob is added. 7-Fill in the Blank. Write the words to the song on the chalkboard leaving out a word on each line. So intentionally NOT write some of the words to the song but draw a blank _______ so it can be added in. Sing the first line of the song. Have the children listen and see what the blank word is and fill it in. Continue on for each line of the song. This is a great one to get the children really listening! 8-Disappearing Words (eraser pass). Write the words to the song on the chalkboard. Have the children listen to the song as you point to the words. Next, sing the song with the piano. After, have the Primary sing along. Sing it one more time all together and tell the children to try to remember the words because they are going to start to disappear! As they sing the song, have them pass around the eraser. Whoever ends up with it at the end of the song, gets to erase 2-3 words!!! Sing again and pass the eraser! 9-Use Hand-Actions (or sign language). Sing the first line of the song. Ask the children to think of a hand action to be used for the meaning of the words. Sing the second line and again, ask them to think of a hand-action that would represent the words. Continue on for the whole song and combine all the hand-actions. This is another great idea for getting them to really listen to the words! (You could also sing the whole song together and only do sign language for KEY words). 10- Find It’s Home. Have the words to the song on the board - cut into separate word-strips and in the correct song order. Call up a child and give them a picture that matches up to one of the wordstrips. Have them match that picture to the word strip as you sing each line of the song. Have children sing along as they learn. 11-Picture to Lyric Match. (This one is the harder version of #10 "Find It's Home") Have pictures and song lyrics for each line of the song on the board (like a flipchart, but cut the words out separate from the picture so they’re not together). Sing the first line of the song and have the children try to match the picture to the words. Sing the song over and over until they’re all put in the correct place! 12-Listening Detective. Start by explaining we have a new song case. Listen up detectives!!! We need to find out: Who is it about? What do we learn? How many times does it read “He” or “Love”, etc.? You may want to read the scripture reference at the bottom of the song in the Songbook. 13-Visual Object Lesson. Show a quick visual lesson on what the song is about. Just a quick object lesson before you have them listen to the melody. In the Primary Music Instructions it say’s: For example, the song “Faith” (Children’s Songbook, 96–97) mentions a little seed. You could show the children a seed and talk about how we show faith when we plant a seed; this could lead to a discussion about ways we show faith in Jesus Christ, as described in the song. I also did this for “How Firm a Foundation” years ago. This helps them understand the meaning behind the song. Remember, it’s not just about learning the song and words, but learning and feeling the Spirit. AND now 2 last small tips: 14- Have the Pianist play the song as the interlude so that the children can hear the melody and be familiar with the tune. 15- Find the song in A Children’s Songbook Companion and read what’s suggested! This is a great resource for teaching the songs in the Primary Children’s Songbook. I refer to this book often. Find one HERE. It's seriously been a lifesaver on some Sunday's when I need an idea on how to introduce a specific song! and it also includes visuals on some songs! **Remember! This is the children's FIRST time hearing and learning this song! So don’t feel like a failure if they don’t pick it up right away! As you repeat and repeat this song, they will catch on! Also, remember the purpose is to help draw in the Spirit and let them feel the words and the meaning of the song. Good luck with your introducing your new song! Pray and listen the Spirit as you prepare! You can do this! -iheartprimarymusic

Illustrated activity sheet describing a really fun whole class activity that involves the children running around pretending to be magic beans and avoiding capture!

GoodTherapy.org was founded in 2007 by Noah Rubinstein, a licensed marriage and family therapist who wanted to prevent abuse and harm in therapy.

Spelling Made Fun is a new and innovative fun, multi-sensory spelling programme developed specifically for Primary schools and has been extensively reviewed by practising teachers nationwide. Features: 18 weekly units of work which include fun activities to reinforce the spellings, wordsearches, phonic activities, cloze procedure exercises, opportunities for colouring, drawing and generating their own sentences using the words in the spelling units. Spelling lists with practice sheets for each unit. Using the Look, Say, Cover, Write, Check technique. Spelling lists include words relevant to the pupil writing. CVC words, high frequency words, word families – old, -ing, -and, -ent, -ook, - all, -ill, -ive, -ike, -eep, -een. Self-evaluation weekly record sheets. Revision sheets. Tricky word bank to record pupils’ own personal errors. An overall record grid to record scores for each unit for both teachers and pupils to monitor and track progress.

The kids will have a blast and learn such a powerful lesson with this "Making Good Choices Object Lesson & Family Discussion Outline." Such a cool idea!!

A Show and Tell Adjective activity for primary students

Find the perfect word and tell us exactly how you feel.

Draconic was the language of dragons.[5] While the term was used by a few dragons, it was largely an exonym, with the proper term for the language being Glav (meaning "speech/converse").[6] It used its own distinct alphabet, called Iokharic.[7] Other native speakers included members of draconic-related races, such as kobolds and dragonborn,[8] and members of reptilian races such as lizardfolk and troglodytes.[9] The language was commonly used for arcane writings, so it was commonly learned by el

mis à jour avec de nouvelles fiches sur http://chezcamille.eklablog.com/cherche-et-trouve-a108975764 amis.jpg Plastifier la fiche avec le dessin. Donner une des fiches de recherche et demander à l'enfant d'entourer avec la bonne couleur les différents...

"Yoga is not a forgotten ancient practice, but rather a valuable inheritance of the present. It is a necessary component of our well-being today, and an

Singing time yoga also known as position cards, singing time review activity providing tons of movement as you sing Primary songs.

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I have a fun and cute editor's checklist for primary and elementary students. An Editor's Checklist is essential when writing. Students have the hardest time editing themselves. They always think what they've written is just fine. In reality, it's not. To be able to evaluate their own work takes skill. In the first editor's checklist I use the CAPS poster below. I tell my students, “Don’t Forget Your C.A.P.S.” C.A.P.S. is an acronym for students to remember to use while editing their own writing. This poster and checklists are simple tools for students to independently utilize while checking the features of simple sentences. Hang the poster on a bulletin board to help the students remember the 4 easy features of a sentence. Or students can use the editors’ checklist for independent writing assignments. Here is a fun way to practice editing. "Edit that Text" has 36 text messages. Students rewrite the text making corrections. These are great at your writing centers. Click the picture on the left to read more about it. Here is a FREE Editing Marks for older or elementary students. This freebie is only 1 sheet that shows the most used editing marks. This is a good tool to have in your writing centers or as a poster to remind students about editing. Students will also be able to know what you mean when you edit their work by using the editing marks. Try Red, WRITE, and Blue revising task cards. These set of task cards use an American theme to practice editing sentences and use editing marks. 24 printable task cards and an editor's checklist is included in this pack. Click the picture on the left to read more about it and to see a preview of the task cards up close. Here are some resources you might like when teaching about editing skills: 3 Pocket Writing Process Folders Editing Poster Proofreading Marks Poster Writing Posters Punctuation Bulletin Board Felt Tip Markers for Correcting and Editing Thanks for stopping by today! Until next time,

A while back I came across a guided reading 'snapshot' assessment and have been using this for some time. I decided to make a few changes to align more to the rubric scales that I have fallen in love with! Enjoy!

Mrs. T's First Grade came up with this awesome game to make spelling fun! "2 player game, each player inserts his word list in spaces going across (one letter per box). Players take turns guessing coordinates. If they miss, they mark it on their board. If they hit a letter, they keep guessing until they miss. If they sink a word, the player marks it off of his list. The goal of the game is to sink all of your opponent's words." Visit Mrs. T for a free printable!

Elena Aguilar, an experienced K-12 educator, trains individuals and teams to build resilient, just communities.

Learn how to develop a growth mindset and believe you can become more intelligent. See your motivation and grades increase dramatically.

You may have heard of acupuncture and acupressure. They are both parts of Oriental medicine that date back to 2697 BC. Yes, it's that old! These are treatment options that have gained popularity in the Western countries, too, thanks to widened knowledge and open-mindedness of today's populace. But how does such kind of

Stress is the silent killer in our modern society. It slowly lures its way into our lives and attacks when we are at our weakest. In fact, 80 percent of visits to primary care physicians are attributed to stress: insomnia, problems with digestion, headaches, sexual dysfunction, dizziness, anxiety, nervousness, cardiovascular disease, low energy... Ok, we get it, so stress is bad. But the reality is that we can't completely eliminate stress from our lives. That's why I've compiled this list of...

We are doing first grade phonics now. Get ready to learn and do all of the activities I think everyone will enjoy!

This quick and easy way to teach positional words is super engaging to students! All you need is a solo cup, a bear manipulative, and a permanent marker! To prep this activity, you will need to draw a “door” on the solo cups. We call the cup “Mr. Bear’s House,” so it has a playful ... Read More about Positional Words

Recently, my students completed evaluations of all their teachers. After the evaluations were complete, I was able to request my results. Like the majority of evaluations from students, they said I gave "alot of work" (yes, "alot"). There was also the one random kid who either really does not like me or is not happy with their grade so they say I'm a horrible teacher. Over the course of four years, I have learned to ignore these types of reviews. My subject tends to have a lot more "work" because they have reading and when 99%* of the reviews say they strongly agree or agree, then I know I can ignore the one that puts "strongly disagree" for everything. The rankings were nice but the really telling part were the comments. When I first began to read them, I was loving them. They made me smile and sail on cloud 9. My freshmen talked mostly about my instructional ability: "Ms. **** is supportive, educated, and hardworking." "She knows how to help someone get something if they don't get it" "makes class less stressful keeps class on track" "She is good at giving us helpful study guides and preparing us for tests. She assigns helpful homework that helps us to learn the course material" "Knows how to make class fun" "I don't think that I would have understood anything if she did not explain it the way she did." My sophomores did the same but I am apparently making a bigger impact with them beyond the classroom. I put any of the lines that really got to me from longer comments in bold. "Ms. ***** is my favorite teacher because she keeps it real and is so understanding. She makes sure that the student is comfortable with what they're doing and is willing to reach out with a helping hand. We need more teachers like that. Her humor is spot on and her music taste is out of this world. She makes me feel important." "An iconic role-model, really." "Constantly reminds us of the times she'd be available whether it's before or after school. Even sets apart a time for the student to sign up for a time slot for the specific assignment. Ms. **** still goes to class. How she still makes time for us, I don't know. I aspire to be like her" "I have dreams to be a teacher and I want to be like her." "Great role model, easy to talk to about grades and assignments, awesome and amazing" When I first read these, I felt honored. I was helping my kids more than I realized. I was doing such a good job that they want to be like me. As time went on, it hit me: They want to be like me. I am 26 years old. I barely feel like an adult. On Instagram, I use the hashtag #adulting when I feel like I did something adult worthy like cooking dinner. I have less than $100 in my checking account and the only reason I actually no longer have car payments is because I got in college. I'm swimming in student load debt and I routinely have boxed or canned food. I drink crappy wine and beer because I can't afford anything else. I read articles like this one from Buzzfeed and do a laugh/cry because it pretty much sums up my life. The only thing I'm 100% sure about in my life is that I'm actually in the correct career which is more than I can say for some of my friends. And these kids look up to me. I can't decide if being a young teacher, especially to students that are barely 10 years younger than me is a good thing or bad thing. So, I decided to make a list. Pros of Being a Young Teacher I get the majority of their references which makes it easier to know if they are doing something they should not be doing. I can relate to them because the pop culture references I pull from are exactly the same ones they would pull from They feel more comfortable around me because I remind them more of an older sister than a mother I can still remember what it felt like being a teenager so I'm more willing to cut them some slack They are able to look up to me because I'm closer to their age Cons of Being a Young Teacher They look up to me and I barely have my life together I barely have my life together I barely have my life together I barely have my life together If you didn't notice, I barely have my life together. Normally, I'm able to come to some conclusion about what I'm writing about at the end of my post. This case, however, I still don't know how I feel about the kids looking up to me. I'm glad that I'm making such a positive influence on them. I love my job and the comments about what I do well validate my teaching. I just hope they don't put me on a pedal stool and expect me to be perfect because I'm so far from that it isn't even funny. I just hope they know I'm not infallible. *This is one percentage I know for sure is correct because only 100 kids filled it out.

I wrote a column recently about brain growth, primarily in children and adolescents. I learned some very interesting information. Our brain naturally grows and changes throughout our life, but we can boost our own brain growth and that of our children by following some simple steps. I’ve read several articles by Eric Jensen, the leading […]

I have a daughter who does not have what Carol Dweck calls growth mindset. So I'm implementing specific parenting strategies to help her develop it.

This is a hard good item. This is NOT digital. There is no download included. Find this on my website: (Save $5 no Etsy fees) https://carolynscreativeclassroom.com/anchor-charts/ You will receive: Printed, laminated and cut out anchor chart ready to use! There are NO holes punched in the anchor chart. You may add holes using hole punch or add magnets to the back. Sizes: There are 2 sizes: Large 24 x 36 Medium 18 x 24 (You can find my desktop charts and MINIS only on my website) How to Use: Anchor Charts can be used to teach concepts and then be displayed to review skills. Students have a reference point. They involve students during the creation process and they are much more ENGAGED in lesson because they have input in the creation of them! The anchor charts can be displayed in the classroom and students can refer back to them when working on their own. Important Information Priority shipping (Usually 2-4 business days) Priority includes insurance if your posters get lost, stolen, or damaged in mail. If your charts get lost in the mail, you MUST contact me and start the process. You only have 30 days to make a claim. Shipping is $16 (Includes $8 length charge because these are shipped in tubes and are too large to go through USPS machines) Media Mail - Unfortunately I had to remove Media Mail. If you need this option, please check out on my website. Miss. Hacker carolynscreativeclassroom.com https://www.facebook.com/Carolynscreativeclassroom/

One of the notable differences when Sophie progressed to Primary 2 is having more graded written assessments. With a greater... Continue reading »

How to help your child find the right learning styles to enhance their potential in school and to prep the brain for higher learning. Learning is unique and different for each child.

This quick and easy way to teach positional words is super engaging to students! All you need is a solo cup, a bear manipulative, and a permanent marker! To prep this activity, you will need to draw a “door” on the solo cups. We call the cup “Mr. Bear’s House,” so it has a playful ... Read More about Positional Words

We all know that every child's journey to become a reader is different. What is simple for one may be incredibly difficult for another, some are great with phonics instruction, others seem to sail right through sight words, and others yet can read the words, but have a hard time with understanding what they're reading. How on earth are you supposed to teach a room full of children who are all unique and at different points on their reading journey? You differentiate. You may have 3-4 reading groups, you may have 6-7 reading groups (yes, I did that), you may pull students for 1-1 instruction, or small group instruction with a group that needs to work on a particular concept. Today I thought I'd show you some simple ways to use a single reading resource many ways, that is, to differentiate. I'm going to focus today on emergent readers. UNC defines an emergent reader as: "Child on the path to fluent literacy, before conventional reading and writing skills emerge. Emergent readers demonstrate alphabet knowledge, a concept of what a word is, a sense of story (beginning, middle, end), listening and retelling skills, phonemic awareness, and verbal expression." Here's an example of some text you might use with an emergent reader. It has a limited number of words, uses mostly sight words, and has pictures that clearly match the sentences. You'll notice the text has a repeating pattern, in this case, "I see a red __" The book I took this from has 6 sentences with this pattern, one to a page, plus a final page without the last word on it, for the children to add in their own word and picture. Once children are familiar with the text pattern from the book, you can have them match the sentences and pictures. Start with just a couple, and work your way up. You can also separate the words in a sentence and have students pay close attention to each word in order to put the words in the correct order. This is a great time to point out that sentences start with capital letters (so the word "This" must be first) and end with punctuation (so the word yellow must be last). Children will look at the first letter in each word to help them decode the word, and need to think about what makes sense. They may notice that the first word in each sentence is the same, or point out the pattern the sentences are based on. If they struggle with one of these words, you might want to point out other instances of the word - preferably in a sentence they've already read. I find that children are much more likely to engage with the text if they have the opportunity to "play" with it, so I make word and picture cards large enough for students to manipulate easily. I usually use mine in a pocket chart. Just think of the fun children can have putting the words in the wrong order to create crazy "sentences" - and the reading and thinking about the words necessary to do so! If you are working on skills like this with more than one child, challenge them to work together to make the sentences, or to scramble them up for each other. My students LOVED taking turns scrambling and decoding sentences. You can even have them dictate and illustrate additional sentences that fit the pattern, and let them scramble and decode those! As students gain skills and confidence, you can challenge them with more text at once... ... including multiple scrambled sentences. Here I've combined both of these techniques: several sentences need to be unscrambled, and then the matching picture can be found and placed with each one. Notice that these are still predictable sentences that follow a pattern, and that the pictures still correlate closely to the text. By varying the number of sentences children are working with, whether the words are in order or scrambled, and whether the pictures are with the sentence or scrambled separately, you can manage the difficulty level for different children - or the same child, on different days. This is the most challenging level I've come up with for this kind of text. I've scrambled both the pictures and the words for multiple sentences, and have provided the text in book form for students to refer to as they put everything in order. Look how much more challenging this is than the other ways of differentiating listed above! By the time students can work with the text at this level, they've most likely mastered the sight words used in the text, and will be able to identify those words in other places. (In other words, they're really reading!) When working with children like this, it's important to look at what they CAN do, and to build on the skills already in place. A child who already knows the sight words in a text probably doesn't need to match pictures to sentences, just as a child who is working to put a single sentence in order will only be frustrated if you scramble several at once. You want them to enjoy the experience of working with words, as well as to learn new things! These techniques will work with almost any emergent reader text, but if you are interested in the texts I've used in this post, they are all part of this resource, including the word and picture cards for children to manipulate: I'd love to hear how you differentiate for your emergent readers - share your tips in the comment section below!

What is better than creating an engaging lesson for your class? Creating a fliphunt! Check out the details and start the adventure!

Read the theory behind pronouns, know why pictures of pronouns can make it easier to learn them, and use a collection of pictures for free.

Verb tenses explained for primary-school parents: present, past and future simple and continuous forms, with examples of use.

In today's post, I'll explain the differences between shared reading and a readaloud!