‘Big School is different’ (Part 2): More ideas for the first 5 weeks of school

Due to the amazing response to my previous blog post on getting started, I have created what follows as Part two of this Topic. In this post I consider Handwriting, the Alphabet Song and Transition Routines. I hope you find this post as useful as the previous one. I also suggest you re-visit the blogContinue reading “‘Big School is different’ (Part 2): More ideas for the first 5 weeks of school”

‘Big school is different’: Getting started – the first five weeks of school.

Establishing the routines in that first five weeks of school is critical and settling into school may be a different challenge in 2021 as some of the usual opportunities to orientate children to spaces and expectations were not possible. What follows are just a few things that you may like to consider if you areContinue reading “‘Big school is different’: Getting started – the first five weeks of school.”

Language use and scaffolding writing

What follows is an excerpt from an article I wrote quite some time ago. It was published in an English journal that no longer operates, so I have taken the liberty to share this excerpt via this blog. Mackenzie, N.M (2009).Becoming a writer: Language use and ‘scaffolding’ writing in the first six months of formalContinue reading “Language use and scaffolding writing”

Parents are good at intentional teaching

This short post builds on the previous one focused on Intentional Teaching. When parents teach children to do something – they expect that the child will quickly start to build increasing control of the new process. Think about the parent teaching a child to do up their buttons. They do not start the teaching processContinue reading “Parents are good at intentional teaching”

Intentional teaching: what is it?

Hi everyone, I trust you are all keeping well and avoiding first-hand experience with COVID 19. This post has been bubbling around in my head for a while. It has come about because of teachers asking me for a definition or explanation of ‘Intentional Teaching’. I hope this very short post helps remove some ofContinue reading “Intentional teaching: what is it?”

Helping your child with reading: 3. Children reading BY themselves

This is the third of three short posts for parents who have children who are learning to read. The first post focused on reading TO your child/ren, the second on reading WITH your child/ren and this third one offers some support for helping your child to read for themselves. What is reading?     . .Continue reading “Helping your child with reading: 3. Children reading BY themselves”

Helping your child with reading: 2. Reading WITH your child

“Reading should not be presented to children as a chore or duty. It should be offered to them as a precious gift.” Kate Di Camillo This is the second of three short posts designed for parents of children who are learning how to read. The first of the series focused on reading TO your child/ren.Continue reading “Helping your child with reading: 2. Reading WITH your child”

Helping your child with reading: 1 Reading Aloud

The following is the first in a series of 3 posts designed for parents who have children who are still learning how to read. The first thing to remember is that the main aim is for children to want to read – stress and anxiety or too much pressure can lead to children who knowContinue reading “Helping your child with reading: 1 Reading Aloud”

Draw, Talk, Write (and Share)

This post connects to two earlier posts on this Blog. If you find the topic of interest, I suggest you also read ‘Understanding and Supporting Young Writers‘ and ‘Creating or locating ‘hooks’ for teaching writing in the early years”. Writing is an effortful activity. To write something that it is easy to read and understand isContinue reading “Draw, Talk, Write (and Share)”

Creating or locating ‘hooks’ for teaching writing in the early years

Last week I had the privilege of working with NSW DoE Instructional Leaders at the EAfS Conference in Sydney. This posting builds on one of those sessions. Those of you who were in the session where I demonstrated how you cannot hang a coat on a wall unless there is a hook on the wall,Continue reading “Creating or locating ‘hooks’ for teaching writing in the early years”