All About the Weather PreK-K

PRICE: SGD $51.85 or Rp362,950

PAGES: 208

Section One
Different Types of  Weather"
Wondering About the Weather (pages 13-22)
Use this colorful book to introduce children to different types of weather.
Pause on each page and discuss the illustrations.
Encourage children to share their stories about the types of weather shown on each page.
Use the first page of the story as a refrain recited by the students after each of the other pages.

Ask question such as: 
- Why does Grandpa sip lemonade in the shade of the tree?
- In what kind of weather would you see something flutter?
- What might happen when there are dark clouds in the sky?
- Tell about a time when you were surprised by the weather.
- What kind of weather do you like best?
  Tell why.

Section Two
Weather Changes Day to Day"
A Wonderful Week of Weather" (pages 51-60)
This book introduces children to the concept of daily weather changes throughout a week and how those changes affect our activities.
Encourage children to talk about family plans that were changed or modified because of weather changes.

Ask question such as:
 - Name the days of the week. What weather did we have yesterday? Today?
- What kinds of weather make you feel happy? Sad? Surprised?
- Have you ever been outside in the rain/snow? How did you feek?
- Which activity mentioned in the story do you like to do best?

Section Three
Weather Changes Season to Season"
Changing Seasons" (pages 89-98)
This story teaches children about seasonal changes.
Chidren learn that when they observe a favorite spot in nature, transformations occur throughout the year.
In this delightful story, a child and his father revisit an old oak tree and observe the changes that take place.

Ask question such as:
 - What did the child and father see or hear when they visited the oak tree during each of seaosons mentioned? (spring, summer. fall, winter)
- How did the oak tree change each time the child and father visited it?
- How did the child and father dress each time they walked to the oak tree?
- Where did all the squirrels and robins go?

Section Four
Weather Helps Us
Section Five
We Dress for the Weather
 

available at:
EDU HOUSE
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Pakuwon Town Square (Patos) AA1-23,
Pakuwon City, Surabaya 60112

feel free to contact us:
031-40281797, 3300 3130 / 08123032885
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All About the Rainforest PreK-K

PRICE: SGD 51.85 or Rp362,950

PAGES 208

Section One

Walk in the Rainforest      

"Walk in the Rainforest" (pages 13-22)

This book uses rhythm and rhyme to introduce children to the rainforest unit of study. Before reading, ask the children if they know what a rainforest is. What do they think they would find there? Pause on each page and discuss the illustrations and rhyming words. Explain to the children that during the rainforest unit they will be learning more about the rainforest and the plants, animals, and people who live there.

Ask questions such as:

•           What are the trees like in the rainfores

•           Does it rain all the time?

•           What grows in the rainforest?

•           Who lives in the rainforest?

•           What might you hear on a walk throng] the rainforest?

•           Can you make some animal sounds?

Section Two

Up into the Rainforest

"Up into the Rainforest" (pages 51-60)

This book uses humor to introduce the concept that the rainforest has layers (forest floor, understory, canopy, and emergent). It also describes an animal that lives in each layer, from the tiny ant to the powerful harpy eagle. On a second reading, have the children join in the refrain, "I am king of the rainforest."

Ask questions such as:

•           In which part of the rainforest does the ant live?

•           In which part of the rainforest does the bat live?

•           In which part of the rainforest does the spider monkey live?

•           Who is king of the rainforest?

•           In which part of the rainforest does the harpy eagle live?

Section Three

Plants, Plants, Plants

"Plants, Plants, Plants" (pages 91-100)

This story uses repetitive language to introduce children to some of the characteristics of rainforest plants. Discuss trees over 100 feet tall, large buttress roots above ground, flowers that bloom at night, flowers pollinated by specialized bees that only visit one type of flower, plants that grow on trees and without roots, and plants that trap insects. The rainforests are ancient forests.

Ask questions such as:

•           Which are the tallest plants in the rainforest?

•           What holds up the tall trees?

•           When do some flowers bloom?

•           Where do some plants grow?

Section Four

"Rainforest Animals" (pages 127-136) This story uses descriptive language to familiarize children with some of the animals of the rainforest. During repeated readings, invite the children to use movements that imitate the behavior of each animal.

Ask questions such as:

•           Which word describes a hummingbird?

•           Which word describes the teeth of the piranha?

•           Which word describes the tree frog's feet?

•           Which word describes the capybara? The butterfly? The toucan? The anaconda? The jaguar?

•           What does the toucan like to eat?

•           What do you think the jaguar is watching?

Section Five

Rainforest Family   

"Rainforest Family" (pages 163-172) Through repetitive language, this story introduces children to a family native to the rainforest. Explain to the children that some families in the rainforest have modern conveniences such as motorboats, Jet Skis®, radios, and TVs. However, many families garden, hunt, and make tools. Tell the children to listen for things that the rainforest provides as you read the story aloud.

Ask questions such as:

•           What are some of the things that keep people busy in the rainforest?

•           What kind of pet do the children in the story have? Would you like to have a pet monkey?

•           What is their home made of? What is your home made of?

Take-Home Books

Use these simple directions to make reproducible take-home books for each of the five sections of The Rainforest.

1. Reproduce the book pages for each child.

2. Cut the pages along the cut lines.

3. Place the pages in order, or this may be done as a sequencing activity with children. Guide children in assembling the book page by page.

4. Staple the book together.

After making each take-home book, review the story as children turn the pages of their own books. Send the storybook home along with the Parent Letter on page 5.

available at:

EDU HOUSE

jalan Kejawan Putih Mutiara,

Pakuwon Town Square (Patos) AA1-23,

Pakuwon City, Surabaya 60112

feel free to contact us:

031-40281797, 3300 3130 / 08123032885

or email to: eduhouse2011@gmail.com

Fabulous Food

Fabulous Food draws on typical early childhood themes: Growing Things, Nutrition, Farms, and Health and Safety. Read the lyrics to the songs and decide which songs fit best in your curriculum.

Every song is accompanied by a list of facts titled "Did You Know?" which offers background information about the song, interesting facts about the topic or lyrics, historical information, or some form of trivia you can use as a springboard to discussion.

This will save you hours of research and add significantly to the value of the song.

PAGES 128, PRICE: Rp 329,000.- or SGD 47.

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

feel free to contact us:
031-40281797, 3300 3130 / 08123032885 / 0817 0329 6689 /
0888 316 5665
or email to: eduhouse2011@gmail.com

SCHOOL DAYS

PRICE: Rp 298,900 or SGD 42.70

Music in the Early Years

Music is a universal language, and singing is a hallmark of the early

childhood classroom. Children love to sing! Teachers love to sing! Age makes no difference. Culture makes no difference.

Singing songs enriches thematic content, supports literacy concepts, and optimizes memory and learning. When you extend classroom activities, including modifications for special needs and English language learner populations, it is a perfect package.

School Days is one of eight thematic book/CD sets that offer all of these resources in one package.

PAGES 128,

Thematic Content

School Days draws on several typical early childhood themes: Colors, Days of the Week, Numbers, Musical Instruments, Nursery Rhymes, Alphabet, and Safety. Read the lyrics and decide which songs best fit in your curriculum.

Each song is accompanied by a list of facts titled "Did You Know?" These facts provide background information about the song, interesting facts about the topic or lyrics, historical information, or some form of trivia you might use as a springboard to discussion. This will save you hours of research and add significantly to the value of the song.

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

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

Inclusive Literacy Lessons for Early Childhood

PRICE: Rp 404,600.- or SGD 57.80

PAGES 304

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.

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Pakuwon Town Square (Patos) AA1-23,

Pakuwon City, Surabaya 60112

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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.

PAGES 349

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