Calligraphy Club: Shel Silverstein Handrwriting Printable Poetry Journal Pages

My love for the poetry of Shel Silverstein cannot be denied by any means. His writing is funny, witty, unconventional and speaks straight through to a child's heart. 

This is another Calligraphy club printable, this time including a few poetry journal pages.  Just print, ink up your pens and write away! 

The voice by Shel Silverstein

Calligraphy Club: Handwriting Worksheet - Christina Rossetti Printable

 Another Calligraphy Club Printable, this time featuring a children's poem by Christina Rossetti. 

Christina Rossetti by her brother.
Photo via Wikipedia

The Rainbow 

by Christina Rossetti

Grammar Comic Strip

Technology today offers us teachers a large variety of mediums through which to present grammar structures. Last week I discovered a great comic strip maker called toonlet and tried my hand at making a few strips. I can't wait to show my 5th grade.  

These strips feature my favourite grammar robot Serious Grammaticus, who has started to become popular among my students. Maybe I should start writing his adventures down!

Dolch Words Printable Memory Game Group 1b

This is the second group of the first 100 dolch words. Just print two sets of each page and colour them in with your child. Practice reading the words with them.

Play memory.

Play Bang!

Ask them to line them up in alphabetical order.

Give them a newspaper or book and ask them to find the dolch words in the text.

Make a word wall.

Ask them to use them in a sentence. (more advanced)

Dolch Words, Printable Memory Game Group 1a

Sight words, Fry words, high frequency words, dolch words. Call them what you might, sight words are very important for young learners when learning to read. According to linguists they enhance reading skills and fluency and give learners the confidence they need in the target language. The fact that they constitute up to 75% of any written text for children is indicative of their importance. For instance you will be surprised to hear that the ten most frequent words in English are the following:

1. the 

2. be 

3. to

4. of

5. and

6. a

7. in

8. that

9. have

10. I 

Calligraphy Club: Printable Handwriting Practice Sheets with a Poetic Twist!

I' ve been using fountain pens since primary school and I have come to realise that those writing instruments have shaped the way I write. 

To begin with, as one of my students once told me, fountain pens are like toothbrushes, they are very personal. They adjust the ink flow to the writer's writing angle and pace, and they don't require any pressure, which means that one is able to write in a fluent motion. This means that the fatigue caused by writing for a long time is minimised. Moreover, fountain pens cater for both left-handed and right-handed students, not only because of the adjustable ink flow. Many brands have issued fountain pens for children that offer both left-handed and right-handed grips. 

One of the most difficult things to teach a child learning to write is how to hold their pen properly. Fountain pens adress that issue, too. If you don't hold the pen correctly, the ink flow is obstructed and the pen won't write. In other words the writer is "taught" by the pen how to hold it correctly in order for him or her to be able to write. 

Using fountain pens increases motivation to write. Many of my students actually HATE writing. A large number of them believe that their handwriting is horrible and that there is no way to fix that. Using fountain pens reshapes this belief, since it helps them transform the appearence of their writing within a couple of weeks. It gives students the satisfaction that they have accomplished something they thought was beyond their reach. 

You don't have to spend a fortune in order to buy your child a fountain pen. As a matter of act I advise you not to. There are plenty of quality fountain pens in the market that range from 1,50 to 10 euro and are especially made for children. I also advise that you buy cheap bottled ink to refill the pen. It is cheaper and eco friendly. You might also want to invest in a fountain pen correction pen that will last the whole school year.

So you made your trip to the fountain pen store and got your child a pen... Now what? There are many websites that offer handwriting practice sheets that you can use. I for once prefer to make my own, not only because I can choose the font but I can also play around with the content. In order to help my students get familiarised with poetry and songs that I love, I use poems and songs for my handouts. I have also bought a cheap calligraphy notebook that I give to the students that finish early. 

Here is the first calligraphy handout I made for my calligraphy club, featuring a poem by one of my favourite poets: Shel Silverstein. Print and enjoy. There will be more soon. 

Printable Weekly Timetables

Being organised is a challenge both for children and adults. Here is something that might help! 

Η δραστηριότητα της Κυριακής!

How to teach reading in a second language.

Parents often ask me what they can do to help their child become more proficient in the second language. My answer has always been the same; Read to your child, buy books with your child, encourage your child to read alone. Read, read, read and then read some more.  Reading has always been the most neglected skill in the ELT classroom, probably because of its complexity to teach. We tend to underestimate the power of free, voluntary reading, because its benefits are not instantly evident in our conscious learning classroom environments.

At this point we must make a distinction between acquisition and learning. Acquisition refers to the subconscious comprehension of a linguistic system, which is profound and leads to fluency and accuracy in grammatical forms. Conscious learning refers to the explicitly taught rules of a language. In his Comprehension Hypothesis Krashen maintains that L2 (Second Language) acquisition takes place in only one way: when we decipher the message, when we understand what is said or read. In other words we don’t acquire language when we produce it, but when we understand it (1).