Sight word Flash Cards

Knowing  a  foreign  language  has become  crucial  to  reach  information. Learning vocabulary is the fundamental step to learn a foreign language. As technology is developing  at  a  great  speed  today,  the importance of knowing a foreign language turned out to be important in an environment where  information  is  so  crucial.  Learning vocabulary is the fundamental step to learn a foreign language. In spite of various studies in vocabulary learning, learners show very little effort to deal with their problems about newly learned words (Meara, 1982). During the  lesson,  teachers  often  tend  to  have  an attitude to make the students deal with this problem  outside  the  class  on  their  own .  However, learners  do  not  have  enough  knowledge about  the  vocabulary  learning  techniques and they have difficulty in dealing with this problem  themselves.

Flashcards For Kids

Numbers and opportunities for counting are all around us. Each and every day we are seeing numbers or using counting in order to get through our often very busy days.

Numbers can be fun to learn - especially for children since it is something new for them.

Preschool Flashcards

In this article we will take a few minutes to learn about numbers and simple, effective ways to teach them to children and preschoolers.

How to Get Children Familiar With Numbers:

Keep a collection of old newspapers, retail store flyers, grocery store flyers and old magazines around. (Keeping old magazines and newspapers can be a great resource for parents and teachers.) Start out by providing each child with an old magazine or newspaper/flyer.

Picture Flashcards

Have each child look through their magazines or newspapers and cut out (using blunt ended child safe scissors) all the numbers they can find (or anything that they think is a number).

You can then have them paste their collection of numbers onto a piece of construction paper to create their own 'Number Collage.'

This helps children to recognize and become familiar with numbers.

English Flashcards

Number Flashcards for Kids:

Want to get your children thinking and recognizing 'Numbers'? Of course you do. An effective way to get children thinking about numbers is to make 'Number Flashcards.'

You can make flashcards using juice lid containers. Draw out the numbers 1-10 or higher on a piece of paper or construction paper depending on the children's level of learning.

Make the numbers big and bold and easy to read. Under the number you could draw a 'dot' or other simple image that will fit under the number to represent the value of that particular number being discussed.

For Example: The number 4 would be above and have 'four' black dots under it, etc.

Another Variation of these Number Flashcards:

You have to think creatively when coming up with new interesting ideas for teaching kids.

Kids flash cards

Another variation of these 'Number Flashcards' would be to simply put Numbers and 'dots' on the one side of the flashcards and on the other side put the number and below it put the spelling of the number.

For example: '5' and below it you would put 'Five.'

These are just a few simple ways to get your children familiar with and learning about numbers.

Animal Flash Cards

Remember, keep it simple, have fun, and expand on what the children show an interest in. This will ensure that they are interested in what you are planning and it will also mean easy programing for you.

Toddler Flash Cards

  One  of  the  most  widely  used techniques   in   language   learning   is flashcards,  which  is  available  for  the students both in the class and outside in their extracurricular time.     Reading is  considered  to  be  a  key element  of  vocabulary  development  in school-age children.Before children are able to read on their own, children can learn from others reading to them. Learning vocabulary from  these  experiences  includes  using  context, as well as explicit explanations of words or events in the story.This may be done using illustrations in the book to guide explanation and provide a visual reference or comparisons, usually to prior knowledge and  past  experiences.  Interactions  between the  adult  and  the  child  often  include  the child's repetition of the new word back to the adult.When  a child begins to learn to read,  their  print  vocabulary  and  oral vocabulary tend to be the same, as children use  their  vocabulary  knowledge  to  match verbal forms of words with written forms. These two forms of vocabulary are usually equal  up  until  grade  3.  Because  written language is much more diverse than spoken language, print vocabulary begins to expand beyond  oral  vocabulary.By  age  10, children's  vocabulary  development  through reading moves away from learning concrete words to learning abstract words. Generally, both  conversation  and  reading  involve  at least  one  of the four  principles  of  context that  are  used  in  word  learning  and vocabulary  development:  physical  context, prior  knowledge,  social  context  and semantic support (Tabors, P. O.; Beals, D. E.; Weizman, Z. O. (2001:93-110).              Pictures support involves two memory  techniques  -  association  and visualization. Associating  an image  with a word  helps  an  user  learn  word  in  a  more effective way. Anshul Agarwal, Founder of dailyvocab.com mentioned in his interview to Career 360 - "memory aid for each word help  student  learn  words  more  faster  and effectively. In  word  learning,  the  mapping problem  refers  to  the  question  of  how infants attach the forms of language to the things  that  they  experience  in  the  world. There  are  infinite  objects,  concepts,  and actions  in  the  world  that  words  could  be mapped  onto.  Many  theories  have  been proposed to account  for the way in which the  language  learner  successfully  maps words onto the correct objects, concepts, and  actions.  While domain-specific accounts  of word  learning  argue  for  innate  constraints that  limit  infants'  hypotheses  about  word meanings, domain-general perspectives argue that word learning can be accounted for by general cognitive processes, such as learning and memory, which are not specific to  language.  Yet  other  theorists  have proposed  social pragmatic accounts,  which stress  the  role  of  caregivers  in  guiding infants   through   the   word   learning process. Furthermore, Chauhan in Cameron (2001: 231) defines teaching as:    -To learn  something  from  the  proces  of communicative  interaction  between  two  or more persons to produce an effect by their ideas.                            -Facts   from   knowledge   and imformation which is given by the learners to perform for future use.                        -

Educational Flash Cards

  

  

Baby Flash Cards

  For many years the alphabet has been taught using traditional methods which have worked very successfully and are responsible for the majority of us being literate. However, is it time to move on and take advantage of modern technology and the wide range of websites for kids which teach the alphabet, letter sounds and reading and spelling?

Games for kids have always been a great way of teaching the alphabet and they learn easily and without pressure or even knowledge of their increased awareness and many parents implement this in the home with the use of flash cards, books and kids games which stimulate the child's interest. These are known to be a success and are also popular with the children. But what about the computer? As adults the majority of us have a computer at home which will be used for a variety of purposes and it is easy to see the appeal that it has for the children. The highly visual attraction is hard to resist and they often become keen to investigate. However, not many parents are keen to have their children spend hours playing computer games which give little or no educational instruction and often over stimulate their brains to no advantage. But how about using the computer to actually educate the children and teach them their alphabet and get them reading easily and without pressure?

Where to buy Flash Cards

Activities for kids cannot be replaced by a computer. Fact. Children need to be given activities away from the computer and this is also true when teaching the alphabet and learning to read. To leave the job entirely to a computer package would be to take away some of the practical elements of learning. Puzzles for kids are an important part of their lives and can never be replaced by a keyboard and screen. The tangible experience of doing a puzzle is irreplaceable. They stimulate minds at the same time as increasing dexterity - something which goes beyond using a keyboard and mouse. But I do believe that a combination of manual, traditional methods and computer software packages is a great system.

Sight word Flash Cards

Children are attracted to computers on account of the colourful moving graphics. This is fun and fun is what appeals to kids. Many children would choose the computer over flashcards and books on account of this and this is the ammunition that software producers are using to gain popularity. Many of the programmes, however have drawbacks and are not using well grounded teaching techniques to educate the children. As children are such sponges when it comes to taking in information, it is easy to give them the wrong signals and information and this will become implanted into their minds and difficult to remove.

Some computer programmes for example have poor sound reproduction which can confuse the children. Letter sounds can be misleading and this can be a stumbling point right at the onset of learning the alphabet. Confusion is disastrous for a child's mind and it is easy to cause confusion but very difficult to clear up. The brain of a child is very accepting. They believe many things without question and if the phonetic alphabet is being badly pronounced and reproduced with poor sound quality this will become easily imprinted into their minds and accepted. It will then become difficult to change - you cannot just hit a delete button in their memories.

Speech and Language

Yes, computers are a superb way to teach the alphabet, but make sure that the package that you choose is a good quality one. Check the pronunciation of the words and the sound quality. Make sure that the package is working at a gentle pace and covers all the aspects necessary for them and does not give half the information before moving on to the next step. Websites for kids will never be able to fully replace what they need in the way of stimulation and education. Children need to progress with tangible products such as books and flash cards to encourage dexterity and practical learning. A computer should not be seen as an alternative but as an aid. Neither should it be seen as a solitary tool for teaching. Sit with your child and make a time to spend together and encourage them to think as well as just look at the pretty graphics!

  

  

  

  A  process  organized to  achieve  some  pre-deteremined  goal  in systematic  way  such  as  learners,  teachers, curricullum,  and  other  variables.  They  are arranged a system that work well.                             -Something  that  procedus  an  effect  to motivate in learning.In teaching English to children,  particularly  for  vocabulary  is different  from  adults.  The  teachers  need effective  and  interesting  way  in  order  to bring their children into expected classroom behavior such as paying more  attention to the lesson, involving the lesson and learning by doing the programmed activities.        According  to  Cameron  (2001:  45), ―One  of  the  most  effective  methods  of helping  children  learn  new  vocabulary wordsis to teach unfamiliar words used in a text  prior  to  the  reading  experience  and using  the  visual  materials.‖  Adults  (either alone  or  with  the  children  should  preview reading materials to determine which words  are unfamiliar. Then these words should be defined and discussed. It is important for the adult  not  only  tell  the  children  what  the wordmeans, but also to discuss its meaning. This  allows  the  children  to  develop  an understanding of the word‘s connotations as well  as  its  denotation.  Also,  discussion provides the adult with feedback about how well the children understand the word. After pre-teaching vocabulary words, the children should  read  the  text  and  also  see  some pictures  of  thing.McCarten,  J  (2007:  63) argue‖ for the first five years or so of their lives, children are involved in the process of acquiring  a  meaning  or  oral  vocabulary, words that they understand when they hear them and that they can use in their speech. During this period, children have essentially no  literate  vocabularies.  Most  children acquire  reading  and  writing  skills  upon entering school.‖ From these arguments, the students need to acquire a basic knowledge of how printed letters relate to the sounds of spoken words and how printed words relate to spoken words. Being able to translate or transcode print into speech allows children to use what they know about meaning/oral vocabulary for their literate vocabulary.     So  for  very  young  children,  their meaning vocabularies are much larger than their  literate  vocabularies.  Furthermore, classroom   teachers   have   taught   us something  about  how  to  best  use  specific instructional  strategies.  Let's  begin  with  a strategy for teaching vocabulary referred to as the six-step process(Marzano, 2004: 29). It   involves   the   following   steps:      a)Provide a description, explanation, or example of the new term.             b)Ask  students  to  restate  the description, explanation, or example in their own words.    c)Ask  students  to  construct  a  picture, pictograph, or symbolic representation of the term.  d)Engage  students  periodically  in activities  that  help  them  add  to  their knowledge of  the terms in their vocabulary notebooks.                        e)Periodically ask students to discuss the terms with one another.             f)Involve  students  periodically  in games  that  enable  them  to  play  with terms.Teachers use the first three steps when introducing a term to students.

Flashcards For Kids

 For example, assume  a  teacher  is  introducing  the  term mutualism.  Instead  of  offering  a  textbook definition, the teacher describes the term or tells an anecdote that illustrates its meaning (Step 1). The teacher might explain that the crocodile  and  a  bird  called  the  Egyptian plover have a relationship that exemplifies mutualism.  The  crocodile  opens  its  mouth and invites the plover to stand inside. The plover  picks  things  out  of  the  crocodile's teeth. Both parties benefit: The plover gets fed;  the  croc  gets  its  teeth  cleaned.  While explaining  this  relationship,  the  teacher might  show  students  images  found  on  the Internet. In Steps 2 and 3, students try their hand  at  explaining  the  meaning  of mutualism. They devise an explanation or an example from their own lives (Step 2). Next, they  draw  an  image  depicting  what  they think mutualismmeans (Step 3). A few days later, the teacher reviews the new term using Steps 4, 5, and 6, which needn't be executed in  sequence.  The  teacher  might  have students   compare   the   meaning   of mutualismwith  another  previously  studied term,  such  as  symbiosis(Step  4).  Students might pair up and compare their entries on the term in their vocabulary notebooks (Step 5), or the teacher might craft a  game that students  play  using  these  terms  (Step 6).Furthermore, vocabulary development is about  learning  words,  but  it  is  about muchmore   than   that.   Vocabulary development  is  also  about  learning  more about  those  words,  and  about  learning formulaic phrases or chunks, finding words  inside them, and learning even more about those words (Cameron, 2001: 73). Even the idea  of  what  counts  as  a ̳words‘  starts  to become  confused  when  linguists  try  to produce  watertight  definitions  (Bae,  2001: 12).  However,  the  teacher  can  start  from words  in  the  recognition  that  infants, children  and  adults  talk  about ̳word‘  and think in terms of a word as a discrete unit. Children  will  ask  what  a  particular  word means, or how to say a word in the foreign language, and, in learning to read, the word is  a  key  unit  in  building  up  skills  and knowledge.  According  to  Ciotkowski,  L (2005:  34),  for  childrenlearning  the vocabulary of a foreign language, this partial knowledge issue is compounded that some of foreign language words will map on to word meanings that are already fully formed in  the  first  language.  Many  of  thewords, however, may link to the first and foreign language   words   may   not   map straightforwardly one on to another, but may have different underlying meaning because of cultural or other differences. In order to teach children successfully, it is essentialto understand  the  basic  features  of  young learners.  In   notes that when learning a language, children have at  least  sixteenth  apparent  characters  as illustrated below:         -They learn in a variety of ways     – by watching, listening, imitating, or doing things.                      -They cannot understand grammatical rules or  explanations  about  the  language  they      are studying.             -They can quickly learn any word: a notion, event,  or  an  action  they  see,  feel,  watch,      taste or smell.            -They try to make sense of situations by making use of non -verbal clues.

English Flashcards

Educational Flash Cards