Проект 2 класс "Learn-the-Alphabet. Arts and Crafts"
The activities in this book can easily be incorporated into almost any
existing alphabet curriculum. You don’t have to do all of the activities,
but you’ll find them enjoyable and easy enough to add to your classroom routines.
We encourage you to develop your own routine for presenting each letter
of the alphabet. Our approach works well for us—it is designed to reach
each child’s skill level, whether the children are just beginning to learn letter
names, associate sounds and letters, or are beginning to read.
Keep in mind that young children learn at different rates and in different
ways. Presenting the alphabet should always include visual, auditory, and
tactile components. For example, we show children what each letter looks
like, we sound out the letter and give examples of words that begin with that
letter, and we provide arts-and-crafts activities that reinforce the letter.
Starting the Project
Before you let the children know that they will be making alphabet
books, you may want to try out a few letters first. Just have the
children complete the activities, then display and save their work. This
way, you can assess students’ skill level and see how the process works in
your class before making a yearlong commitment. That’s how we began!
After completing the first three or four letters, we invited the children to
create a watercolor painting for a “special project.” We then assembled the
work they’ve done so far into books, put their names and paintings on the
covers, and gathered together for a special time.
We showed the group several alphabet books that we found in our school. After we discussed the
characteristics of an alphabet book, we gave the children our big surprise:
Each of them was already making his or her own alphabet book to take
home at the end of the year! The children were very excited to see their work
already in their books, and they never lost their enthusiasm throughout the
year. To celebrate this special occasion, we had alphabet cookies and juice.
Making the Books
There are many different ways of making the children’s books.
To make ours, we put together 29 9-by-12-inch pages for each child
and bound them in a spiral binder at the beginning of the year.
(We use precut railroad board in a variety of colors from JL Hammett.
It is inexpensive and holds up unbelievably well through a year of handling.)
Here’s another alternative:
1.For each child, put together 29 sheets of 9-by-12-inch construction
paper (two for the front and back covers, one for an index or table
of contents, and 26 for the letters of the alphabet).
2.Punch holes in the pages and use loose-leaf rings, ribbon, yarn,
or pipe cleaners to hold the pages together.
3.Write a child’s name on each book cover.
4.Invite each child to make a drawing or watercolor painting.
Glue the drawing or painting to the child’s book cover.
Filling the Alphabet Books
Each week, we introduce a letter of the alphabet to the children. We
give each child a cutout uppercase letter and an activity page that
the child can work on to include in his or her alphabet book:
8Children decorate the letter using arts and crafts that reinforce
the letter. For example, they make apple prints on A’s, or glue
ribbons on R’s.
8On the activity page, children trace and print the assigned letter.
They also complete an arts-and-crafts activity that helps reinforce
the letter sound. For example, gluing paper gum balls in a gumball machine for the letter G, or assembling a dinosaur for D.
To make cutout letters for children, photocopy the letter patterns at the
back of this book on card stock or tag board. Then, cut out the letter and use
it as a pattern for cutting out more letters from construction paper.
When the children finish decorating their letters, we glue the
cutout letters to 8 1/2-by-11 paper. You can
display them on the wall or bulletin board if
you wish. At the end of the week, we take
each child’s decorated letter and activity
sheet and glue them on two facing pages in
the child’s book. (Leave the first two pages
blank for the title page and table of contents.)
At the end of the year, we add the title page
at the front of the book that shows our school
name, the school year, and a list of the
letter-related activities (see page 13).
Introducing the Letters
When presenting each letter to the class, we use one child’s book to
recall our progress so far—it’s a great way to review the letters
and their associated sounds.
We have a 3-by-3-foot bulletin board, which we use to display the letter
of the week and pictures of things that begin with that letter. We cut the
upper- and lowercase letters that we display from 12-by-18-inch paper.
During group meeting, we introduce the letter of the week by removing
the upper- and lowercase letters from the board and showing them to the
children. We hold up the uppercase letter and ask, “Does anyone know
the name of this letter?” Children adore thinking of new names for the
letters—capital A becomes “big A,” “mommy A,” “daddy A,” and even
“uppercase A.”
Next, we ask if anyone knows the sound that capital A makes. We have
the children repeat the sound in a group, often injecting humor into the
repetition. Then, we ask the same questions for lowercase a (also known in
our classroom as “small a,” “tiny a,” and “baby a”). We then have children
think of words that begin with the letter A. The pictures on the
board are a great starting point.
We have included ideas for presenting each letter.
But the most important thing is to find a routine that
works for your group. Remember that young children
learn new things best when they are presented in a fun
and engaging way.
Careful listening activities, whether or not they are alphabet-related,
help promote phonemic awareness and are an important part of
mastering sound-symbol correspondence.
8Always be as encouraging as possible when teaching letter sounds to
children. It is important to be aware, and try to convey to the
children, that the rules sometimes don’t work. This is especially
important with letters like C, K, S, and all of the vowel sounds.
Telling a child that he or she is wrong—kitten does not start with a
C—after you’ve presented the sound is confusing. We always say
something like, “That’s great listening. Kitten does begin with the
sound we’re learning about, even though it starts with a different
letter.”
8Make it personal and fun. Include the children at all levels and
they will have a good foundation for learning.
8Our most important advice for teaching young children is to be sure to
combine ritual with plenty of room for spontaneity. Learning should
be lots of fun! The emphasis should be on having each child learn
new things. Avoid having rigid goals for what they need to learn.
To get the book please CLICK HERE
Some More Thoughts
8Never miss an opportunity to explore sound with the children.Careful listening activities, whether or not they are alphabet-related,
help promote phonemic awareness and are an important part of
mastering sound-symbol correspondence.
8Always be as encouraging as possible when teaching letter sounds to
children. It is important to be aware, and try to convey to the
children, that the rules sometimes don’t work. This is especially
important with letters like C, K, S, and all of the vowel sounds.
Telling a child that he or she is wrong—kitten does not start with a
C—after you’ve presented the sound is confusing. We always say
something like, “That’s great listening. Kitten does begin with the
sound we’re learning about, even though it starts with a different
letter.”
8Make it personal and fun. Include the children at all levels and
they will have a good foundation for learning.
8Our most important advice for teaching young children is to be sure to
combine ritual with plenty of room for spontaneity. Learning should
be lots of fun! The emphasis should be on having each child learn
new things. Avoid having rigid goals for what they need to learn.
To get the book please CLICK HERE
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