Beads and Patterns

Elementary age children still like to use beads. I have used stringing beads with my older children as a way to teach counting to 100 as well as skip counting by 2’s, 5’s, and 10’s.

I have found that when they are learning to count to 100, it does help to separate the beads into groups of 10 to help children not loose their place. This also helps, because (invariably) they do loose their place, and it’s easier for you to figure out where they are when the beads are in sets of 10. It’s easiest if the groups are sorted by color. Have the children count as they string the beads or have them count how many are on afterward.

Sometimes it’s just fun to string on as many of a variety of beads as fit and then count up how many are on the string or the pipe cleaner. This can also be an estimation activity. Kids can guess how many beads are on their string and then count to find out.

When using beads to teach skip counting, first start with counting by 10’s. There’s only 10 numbers to 100 to memorize in this sequence so it’s easiest. First sort the beads by color into 10 groups of 10. Use little Dixie cups to hold the groups. Then have your child start stringing on the beads. Each time 10 more beads are added on, you can count by 1’s and then by 10’s to reinforce the concept. Memorizing 10, 20, 30, etc. is called rote counting. This is a first step in learning skip counting, but the beads make the idea concrete and help the child understand the meaning of counting by 10’s to 100. Once counting by 10’s is getting fairly well mastered, introduce counting by 5’s in the same way, but start by only counting up to 20 or 30 while the concept is developing.

Go slow and make sure that your child is engaged in the activity. If it’s too complicated or overwhelming for your child, you will quickly realize it when their attention wanders to other things. If this happens it’s ok to stop and just have fun and try again another time.

Younger children can also practice counting the beads that they string. One-to-one correspondence in counting develops through the preschool years. Initially, children are able to count about as many objects as they are old. Around 4-5 years old this starts expanding and children can count larger groups of objects. As this is developing you’ll notice your child skip numbers, double count objects, or easily loose their place. This is normal and resolves as children continue practicing and their brains continue developing. At some point in the late preschool or kindergarten years, kids will have an “ah-hah moment” when they realize that counting is a pattern. They realize that after 20 will come 21, 22, 23, 24, 25, 26, 27, 28, 29 and often will think that twenty-ten is next followed by twenty-eleven. You will supply the word thirty to them and then they’ll count 31, 32, 33, etc. Giving kids all sorts of opportunities to count develops and solidifies both rote counting and one-to-one correspondence counting. So when playing with beads or Fruit Loops or Cheerios always have kids count the number they have.

Tags: early elementary, fine motor skills, math, preschool

Spelling Word Practice

Word families are groups of words that share the same ending combination of letters (word chunk) and the same ending sound. Early elementary spelling lists are often organized in this way. You can find common word families and examples fairly easily online. Early spelling lists for kids will likely start with word families that can be sounded out such as -at or -an. Later, the lists will progress to more difficult word chunks such as -ight or -ink.

To practice word families with your child, first make sure she understands that there is a pattern in the spelling words. Point out that all the words have the same ending letters. Learn those letters first. I like to compare the words to brothers and sisters that all have the same “last name.” The only difference is the “first name” part and almost always this can be sounded out.

Word families rhyme so this is a natural way to practice the words. Have children write rhyming sentences or make up poetry. You can also read nursery rhymes or rhyming books that incorporate the word families you are working on. Cover up the spelling list words, have your child guess them as you read along, and then spell the words to you.

Children can draw pictures that incorporate as many of the words as they can and then label their pictures.

• a fat cat on a mat with a rat
• a man with a tan can and a pan

If drawing is not interesting to your child, simply making up and writing down sentences using the spelling list can be a good practice.

Have kids use magnets on a fridge to spell the word chunk and then practice the spelling words by adding on the letters for the initial sound. This reinforces the pattern concept of word families. You can also use letter flashcards on the table or floor if you don’t have magnets. Have your child make the card for the word chunk.

Of course, all the other suggestions for studying spelling words still apply. Make sure to study every day for a short time and to incorporate as many senses as you can to increase memory and improve the effectiveness of study time.  And you’ll probably find that your child will need to take at least one practice test during the week with you.  This allows you talk about and practice test-taking strategies like listening carefully, writing slowly and neatly and checking your work.

How does your family study for spelling tests? Share what works for you and leave a comment.

Tags: drill, early elementary, spelling

Writing Books with Kids

Writing books can be as simple or as complicated as you want to make it. I think that simpler tends to work better most of the time. The core benefit of writing books with children is developing and practicing literacy skills and imagination. This should happen as often as possible. At my house, simple is most likely to happen often and complicated is most likely to happen on a day that mom is feeling really good about things. This is why my focus here is on writing books instead of making books.

However, sometimes it is important to make a book particularly special for a child. Be sure to always give plenty of encouragement, praise and reinforcement as children engage in the process of creating a book. Don’t focus on the end product as much as you focus on their efforts and growth. Also, look for ways to reduce frustration over the process.

How to encourage writing books:

• Have some pre-made blank books available to your children as part of their art supplies
• Write letters to family members about exciting things that happen in your day or week
• Prompt children to make up a silly or different ending for favorite book or movie
• Prompt children to follow the story patterns of favorite books or movies
• Use story paper
• Be willing to write the words for the books younger children illustrate
• Accept and encourage invented spelling with beginning writers

Here’s a .pdf of a book my son created one morning while I was sleeping in. He was 6 years old when he worked on this and it was one of the first times he did a book alone.

How do you get your kids involved in writing and storytelling?

Tags: art, early elementary, fine motor skills, preschool, writing

Building Tents Inside

Remember, even though this is a messy activity, it’s worth it! Even if it’s only worth it for your sanity. But in reality, your children will probably play with the tent for a substantially longer period of time than it takes you to clean it up with their help. So do a little cost-benefit analysis and you’ll probably find this is an excellent indoor activity when you can’t send your kids out to play.

Add structure to a tent by using furniture to hold it up. You can slide furniture against the wall and tuck blankets between the wall and the furniture. Use things like tables or bunk beds for instant support. Kitchen chairs and couch cushions often are quite useful for structure. You can also use lighter weight blankets or sheets so things stay up a little easier. These kids put together a good how-to guide on tent building. Another site provides a good review of some commercial fort building materials available for children.

Keep the kids busy playing inside the tent once it’s built by:

• Letting them take snacks in
• Sending in other toys like Legos or stuffed animals
• Giving them a flashlight and a sleeping bag
• Having them color in coloring books or make pictures
• Building a reading nest with books
• Having a pretend sleepover with their dolls or stuffed animals
• Setting up a portable DVD player with a favorite movie so the child can watch it inside the tent

What’s your favorite blanket fort memory either as a child or with your child? Share with us in a comment.

Tags: creativity, early elementary, preschool

Pretend Animal Races

First, figure out where you will do this. Down a hallway or through a living room is generally what I do. But this can easily be done outdoors on a “I’m bored” summer afternoon.

When you run the race have one child count for the other (or you can count). This gives practice in rote counting and eliminates the need for a stop watch or timer. If you are up for the additional complication of a timer then use it. But you don’t have to.

If competition breeds contention at your house, have the children just try to beat their own best times. Or eliminate the racing component all together. The activity can still work with your kids just taking turns. I know, since most often that is how I have to do it.

Ideas for Animal Races

• Hop like a turtle or kangaroo
• Slither like a snake
• Walk like a crab
• Gallop like a horse
• Fly like a bird
• Stomp like a dinosaur
• Waddle like a duck
• Prowl like a cat
• Run like a cheetah

Other Ideas

• Dance like a ballerina
• Float like a cloud
• Crawl like a baby
• Skip
• Hop on one foot
• Run
• Roll like a barrel
• Do somersaults

Do you have another idea for a great race? Leave me a comment and let me know.

Tags: creativity, early elementary, gross motor skills, preschool