Inclusive Literacy Lessons for Early Childhood

PRICE: Rp 404,600.- or SGD 57.80

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Inclusive Literacy Lessons for Early Childhood is a collection of 100 lessons designed to introduce, develop, and help children practice literacy skills and concepts. The lessons also include adaptations for children with special needs and for second language learners.

Inclusive Literacy Lessons for Early Childhood is divided into six chapters, each focusing on a different literacy element: listening, oral language, phonological awareness, letter knowledge, print awareness, and comprehension. These categories provide a full scope of literacy skills.

In the past decade, accountability expectations for preschool teachers have become an issue of great concern and debate. The emergence of neurological research several decades ago changed educational expectations drastically and with it the expectations for learning in the preschool classroom. Now, both preschool children and their teachers face greater expectations from families, public school administrators, and the federal government.

This means that preschool teachers must now be clear about the framework of their curriculum and the value of their classroom activities. Best practice in early childhood classrooms has always provided learning experiences for young children. It is now important to organize those experiences and activities and be intentional in the delivery.

 

The six basic literacy-building skills and concepts in this book are widely accepted among early educators and supported by reading readiness research as the foundation for ensuring that all children will be successful when formal reading instruction begins.

The purpose of Inclusive Literacy Lessons for Early Childhood is to provide a guide for content and presentation of literacy lessons for a variety of learners.

Use the lessons for a while and you will soon be creating lessons of your own. Intention and purpose are the order of the day. It's not difficult—it's just a matter of practice.

How Literacy Develops

Children develop literacy skills in much the same way they develop speaking skills. Babies arrive without the ability to communicate anything other than their own discomfort through crying. After a few short weeks of listening intently, babies begin to babble and coo. This is the beginning of word formation. They will continue to play with the sounds of language as the babble and coo in a pattern—you talk, they listen, they babble and coo and then stop and wait for you to talk again. Already they begin to understand that communication is a two-part process. Around six months, babies begin to put the babble sounds together to form syllables, ma-ma-ma-ma and da-da-da-da. By the end of the first year, those syllables become babies' first words, which are often mama, dada, and bye-bye. At this point, babies begin to use language in a meaningful way. They say, "Mama" with hands stretched out to their mothers. They say, "Dada" when their daddies walk into the room.

During the second year, oral language really grows. By the time a baby reaches 18 months of age he or she has a vocabulary of over 200 words, if the baby has been exposed to someone who talks with him or her freely. If the baby is not exposed to someone who talks to him or her, the baby will have 181 fewer words than his peer who did have the exposure.

available at:

EDU HOUSE

jalan Kejawan Putih Mutiara,

Pakuwon Town Square (Patos) AA1-23,

Pakuwon City, Surabaya 60112

031-40281797, 3300 3130 / 08123032885

atau via email ke: eduhouse2011@gmail.com

Inclusive Lesson Plans throughout The year

Good teachers plan. Just as architects use blueprints, doctors and dentists use x-rays, and pilots use flight plans, effective teachers organize for instruction. They think about what they want to teach, how they want to teach it, and when they will teach it. Implementing effective instruction requires forethought, time, and knowledge of children.

PRICE: Rp 349,200.- or SGD 70.6

Inclusive Lesson Plans Throughout the Year is designed for both veteran and novice teachers who have a classroom with a child (or children) with special needs, or who have a classroom of typically developing children. This resource provides appropriate lesson plans that are useful to both novice and veteran teachers. This book will help new teachers develop plans, and provide veteran teachers with new ideas and approaches to add spark their classroom teaching.

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Generally, early childhood teachers develop lesson plans using topics that relate to the month or season of the year. These topics focus on things that children encounter in their daily lives and that they find interesting. For example, studying the changes in trees and leaves in fall develops the children's curiosity about their environment. Making Valentine's cards in February relates to typical activities on Valentine's Day, thus enhancing children's social knowledge. Learning about snow is best achieved when the first snowfall occurs. Having a lesson plan ready facilitates teachers' abilities to teach children about seasonal and everyday phenomena.

What Is Lesson Planning?

What does lesson planning mean? Basically, six components are essential for each lesson plan.

1. Objective(s) (what you want to teach)

2. Materials needed for the lesson

3. The lesson activity (or activities)

4. Review of the content (sometimes referred to as closure)

5. Assessment strategy (to determine what children learned from the lesson)

6. Curriculum extensions (multiple extensions of a lesson that connect the concept to other curricular areas)

Planning ensures that each component is included in the lesson. Writing objectives for every lesson shows teachers' understanding that good planning yields results. When a lesson is well planned with a specific objective (or objectives) in mind, then teachers are better able to demonstrate observable outcomes. In addition, if lessons aren't going well, teachers can notice the problems and adjust accordingly. They might modify the activity, spontaneously choose another activity, or they might abandon the lesson, choosing to teach it at a later date. Planning follow-up activities in various centers is also easier if the learning objective(s) is clear.

available at:

EDU HOUSE
jalan Kejawan Putih Mutiara,
Pakuwon Town Square (Patos) AA1-23,
Pakuwon City, Surabaya 60112, Indonesia

feel free contact us:
031-40281797, 3300 3130 / 08123032885
or email to: eduhouse2011@gmail.com
 

The Phonics Handbook

A Handbook for teaching Reading, Writing, and Spelling

The aim of this book is to teach children to read and write through a synthetic phonics programme. This means that the children are taught the main 42 sounds of English, not just the alphabet sounds. With this knowledge they are taken through stages of blending sounds to form words and then to reading.

At the same time they are taught to write by identifying the sounds in words and relating the letters to those sounds.

The Phonics Handbook provides a programme for the first year of learning to read and write, the first 8-9 weeks of which will be spent learning the letter sounds. That is one letter sound a day. It is multi-sensory, active and particularly suitable for young children.

Step-by-step guidance is given for the teacher, with photocopi­able worksheets for the children. The structured approach is suited to a whole school, whole class approach, but it also works well with individual children. Teachers following this method of teaching can be assured that their children will read and write independently much more quickly. A timetable of the initial 9-10 week programme is on the facing page.

The teaching has been divided into the following five basic skills, each of which has its own chapter in this book:

1.   Learning the letter sounds

2.   Learning letter formation

3.   Blending – for reading

4.   Identifying the sounds in words – for writing

5.   Tricky words – irregular words

Although the teaching has been separated into these five basic skills, it is important to realise that they are all taught at the same time.

Learning to read and write fluently are vital skills for children. All parents know this and want their children to master these skills. The majority are keen to help, but are not sure how to go about it. It is a good idea to invite the new parents to a meeting, where it is explained how reading and writing is taught in the school.

The background to The Phonics Handbook is the method of teaching that has been developed and tested over a period of time at Woods Loke Primary School in Lowestoft, Suffolk in England.
Before 1975, reading was taught at the school using essentially a visual, whole word approach. Most children read well. However, there was always a group of children who had problems remembering words and who could not cope with reading or writing satisfactorily. These children did not pick up letter sounds or relate them to words. It was therefore decided to teach the letter sounds first, to see if early letter knowledge would help them. This proved to be much more successful for the children as a whole, and the group who had problems became much smaller.
This reflects the findings of several research studies that knowing the letters is the best predictor of success in learning to read.
Later, in 1977, the school introduced some structured blending, in addition to the letter sound work. Also, as part of an external research experiment, the pre-reading requisite was that the children should be taught to listen carefully to the sounds in words, to identify them, and relate them to the letters (phono¬logical awareness). This teaching made it much easier for the children to learn to read and write. They became fluent readers much earlier than before, and best of all, the group of children with reading problems was almost non-existent. Since then, it has been rare to have a child in the school scoring below 90 on the Youngs Reading Test, and the average has been between 110 and 116. (Youngs Reading Test is designed so that a score of 100 is the average. It is also designed so that half of all children will fall in the range 90-110). The children learn to read much faster when they know the letter sounds and can work out words for themselves. Independent writing starts much earlier and accurate spelling develops more quickly.
This also reflects the findings of research studies that both blending skills and phonological awareness are strong predictors of reading success.
The key advantages of this system are that it teaches children a) all the main letter sounds early on and b) to relate the sounds to the symbols and so understand the alphabetic code used for reading and writing.


As a result, the children's achievements are very much greater, not only in reading but also in their writing. Because the children have a way of writing each letter sound, they are able to write whatever they want, early on, in a way that is readable.
The system allows whole class teaching with children from a young age, even preschool, and allows parents to be involved. Moreover the higher achievement is reflected across the class, with fewer children needing remedial help.
These benefits have shown up in research studies where the achievements of children with Jolly Phonics have been very much greater.

This book is available at:
EDU HOUSE
jalan Kejawan Putih Mutiara,
Pakuwon Town Square (Patos) AA1-23,
Pakuwon City, Surabaya 60112, Indonesia

For more information, feel free contact us at:
031-40281797, 3300 3130 / 08123032885
atau via email ke: eduhouse2011@gmail.com

AUTISM SPECTRUM

How to support and teach children on the AUTISM SPECTRUM

Autism is a difference in thinking style. Children who have an autistic thinking style see the world in a different way from the majority of other children. This means that their behaviour sometimes seems odd and difficult to understand. It also means that they will learn about the world in a different way.
Children with this thinking style can be found throughout the educational system and in every type of school. Most schools will have at least one child on the autism spectrum, and large schools may have several children at any one time.
Children who have learning needs on the autism spectrum require an appropriate education that will help them understand and function effectively in the world in which we all live, that will encourage their need to engage and communicate with others, and that respects the culture in which they live. They may receive this education in mainstream or independent schools, in schools for gifted children or in the many other types of special school that exist.
Teachers, parents and all who work with children on the autism spectrum need strategies that will help them deliver this education and support their development. This book has been written to provide those working with these children with a range of strategies and activities to help them in their endeavour. All the strategies suggested have come out of real-life classroom practice with children on the autism spectrum.
Who will benefit from this book?
This book is primarily for class teachers, SENCos and teaching assistants who work with children in the primary age range who are on the autistic spectrum. It may also be of interest to headteachers, therapists, psychologists, parents, and anyone else who is involved in the education of children with autism, Asperger syndrome or another autism spectrum condition.
 

THE COMPREHENSIVE CURRICULUM

Innovation: Infant & Toddler Development

Focusing on the development of the children from birth to age 3, this is an in-depth guide to the underlying ages and stages, theories, and best practices of the early-childhood field, so program directors can create rich opportunities for infants and toddlers to learn and teacher to teach. 384 pages.

NUS Science SummerCamp2011

NUS Science SummerCamp2011
(Jointly Organised by NUS (Faculty of Science), NUS Extension and APCME)

Have you ever …

· tried to explore the truth behind the Nanotechnology Buzz?

· analysed a DNA evidence at the Crime Scene?

· witnessed advanced membrane and ultraviolet technologies used in recycling the water?

About the Program

Our 1 week camp aims to achieve this by having a stimulating lineup of seminars and laboratory work and laboratory work will be conducted by NUS Faculty academic professors and experiential learning in a supportive and intellectually stimulating environment.

Seminars are based on modules that are currently taught in the Faculty of Science such as Nano-Science and Forensic Science, and conducted by Faculty academic professors.

Fun and exciting activities have been arranged for the participants at the Singapore Science Centre where they will learn about the basics of DNA fingerprinting through a forensic investigation, and how to analyze DNA evidence found at a crime scene. Students are also introduced to paternity testing through a simulation of DNA fingerprinting analysis. What’s more? Participants can also understand how visually and intellectually impactful scientific phenomena happen through a workshop done at the NUS Science Demonstration Laboratory.

Program Date : 13-17 Jun 2011

What You Will Learn

· Explore the boundaries of science in a safe and supportive learning environment.

· Discovering your interest and potential in the field of science and technology.

The 1-week camp includes

· Seminars and laboratory sessions conducted by NUS Faculty of Science.

· Workshop in Singapore Science Centre – a place where many grow to appreciate science in a leisurely, entertaining manner through participatory learning.

· Field trips and City tour of Singapore

Location

Lessons will be conducted at NUS Main Campus

Camp Fees SGD 1,360 per student.

The cost of the NUS Computing Camp fees per student is inclusive of seminars, activities, field trips, accommodation, meals and airport transfers. It does NOT cover airfare, travel insurance and personal expenses. The cost is also inclusive of the prevailing Goods and Service Tax (GST).

What did the students say about NUS Science Summer Camp 2010?

“At the outset we would like to thank National University of Singapore for giving us such a wonderful opportunity to be a part of the summer camp. It was a privilege to stay in the University in the midst of learning atmosphere. We gained immense knowledge in this trip which we would never forget. “

- Vishal Agarwal and Sriram.G - Ebenezer International School, Bangalore, INDIA

“My experience at the National University of Singapore has been extremely productive and enriching. The lifestyle of a university student, the scientific advancements the world has achieved, prospects of science for the future was extremely enthralling. I had come to this camp as for my love of science, to get an international exposure as to how universities are like and with the intention of pursuing further studies at this highly revered institute. All my aims of this trip were filled beyond my expectations. The hands-on experience of lab work, interaction with the faculty and as the Physics lecturer said, “Doing Science for the fun of it" was enticing. I would look forward to any other camp held by this University for science.”

- Hari Om Agarwal - Jamnabai Narsee School, Mumbai, INDIA

“The NUS Science Summer Camp 2010 was very exciting and filled with informative Lecture Series, amazing DNA Lab session, interesting Nanotechnology workshop, captivating experiments at Science Demo Lab, a unique lab experiment on synthesis of water soluble Gold Nano-particles. We felt like super-scientists!!! We visited Little India, Orchard Street, China town, and Esplanade where we got a chance to get a breathtaking view of the Singapore skyline. We met the dolphins at the Dolphin Lagoon and then said hello to sharks, sea rays and star fishes at Underwater World at Sentosa. At the end of camp, we received a certificate of completion which was very valuable for each and every student who attended the camp. Overall, NUS Science Summer Camp 2010 was an experience of a lifetime!!!”

- Sonal Jain, Amity International - Noida, INDIA

“NUS Science camp has given me a wonderful opportunity to broaden my horizons. On
the academic front, I was highly benefited due to the fact that I was exposed to a lot of equipment that I had only read previously in books. This gave me the much-needed practical experience which is a pre-requisite for any student of science. I also learnt how things can change when external factors are varied. For example, I never knew before that nano gold was actually red in colour! Apart from all this, I also learnt the concept of camaraderie and being there for one another at all times. I was also taught responsibility during this trip. Lastly, I was a witness to the diverse cultures of Singapore. On the whole, this camp was a balanced one, having the right amount of work and play; thus creating a wholesome experience for me.”

- Akhila Jayaram - Sri Kumaran Public School Bangalore, INDIA

“The NUS Science Camp 2010 was an enriching experience. Not knowing what to initially expect, we were introduced to a new dimension of learning, with the various lab activities encompassing all branches of science, from nanotechnology to solubility of materials and we benefitted from demonstrations bringing what we read about every day in our textbooks to life. These were well backed by the lectures in each of the three vast categories of science and the exciting trip to the Singapore Science Centre where various activities had been organised, including an enthralling lab in DNA testing as well as a hands-on view of 3-D animation. Apart from this, the visits to the Raffles Museum of Biodiversity Research, CRISP and NEWater plant were all very informative and enjoyable as well. This trip not only gave us a new perspective on science but also a memorable experience of Singapore, with the opportunity to try and test the local cuisine as well as glimpses of the beautiful island with a guided tour around the city and to the renowned Sentosa Island. As put by Mr. Sow Chorng Haur, an Assistant Professor of the Physics department, there was only one objective in mind on this camp – “Doing Science for the fun”, which I’m glad to say we all achieved. “

- Hitesh Gulati - The International School Bangalore (TISB), INDIA

For Registration, email to eduhouse2011@gmail.com

Or call +62811309507.

NUS Representative in Indonesia

Edu House

Jalan Kejawan Putih Mutiara

Pakuwon Town Square AA1-23

Pakuwon City, Surabaya 60112

Indonesia

Tel: 031 - 4028 1797 / 3355 7717

THE FITZROY LITERACY PROGRAM

FITZROY READERS GENTLY GRADED READING PROGRAM

These materials have been developed over the last 30 years.

The 70 story booklets are carefully crated so as to use only the words that children are ready to read for themselves.

This is why we call them READERS.

Each reader introduces a new sound such as oy,  and some new special words such as said or  through.

The Fitzroy materials also include an answer book for each Word Skills workbook,  audio CDs  for all stories and  interactive computer software for the first 40 stories, FITZROY SOUNDS, an audio guide for beginners, and our BIG BOOKS (1-10 and 11-20) for group instruction and ALPHABETICS GAME, TEACHER'S GUIDE and  ALPHABET BOOK.