Картинки на о для детей в начале слова: Картинки про букву О детям — учим русский алфавит

учим разгадывать шифровки из букв, картинок и цифр

Как научиться разгадывать ребусы?

Шаг за шагом мы познакомим вас с примерами занимательных головоломок разного уровня сложности. Часть заданий мы приводим с ответами и описанием решения.

Одолеете весь материал от и до – сможете решать подобные ребусы на раз-два.

Базовые правила чтения ребусов

• Ребусы читаются слева направо, в отдельных случаях – сверху вниз. Могут быть исключения, о которых составители задания могут сообщить текстом или стрелками.
• Знаки препинания и пробелы не учитываются. Это правило актуально для больших и сложных ребусов, в которых зашифровано длинное слово или целая фраза.
• Любая картинка или символ в шифровке имеют значение. Ни одна запятая или изображение не даётся в ребусе просто так. Картинка и символ могут обозначать слово целиком либо часть слова в зависимости от других условий ребуса.
• Все слова в ребусе читаются в именительном падеже, а вот с единственным и множественным числом нужно быть внимательным. Если на картинке изображена пара ног, глаз или несколько фруктов, автор ребуса наверняка хочет, чтобы вы прочитали слово во множественном числе.

• Одна из самых сложных задач в ребусе – понять, «что хотел сказать автор?». Иными словами, правильно интерпретировать картинку. На рисунке вы можете «видеть» собаку, но автор мог загадать слово «пёс» или вообще «Хатико». Мальчик со светлыми волосами может быть словом «мальчик» или словом «блондин».
• Решение у ребуса всегда одно! А если несколько, об этом вас должен предупредить автор.
• Взялись за решение большого сложного ребуса? Будьте готовы, что в нём зашифровано предложение, в котором будут не только существительные, но и другие части речи.

Расскажите ребёнку, что нужно быть внимательным, мыслить нестандартно и всегда придумывать несколько вариантов решения.

Запятые в ребусах

Среди самых простых ребусов, которые можно предложить дошкольникам или младшим школьникам – ребусы, в которых рядом с картинкой стоит одна или несколько запятых. Запятые показывают, что у слова, которое изображает картинка, нужно убрать букву. Иногда запятые рисуют перевернутыми, но это значения не имеет.

Рассмотрим суть правила на примере двух ребусов ниже. Количество запятых равно количеству букв, которые нужно убрать.

Запятые слева – убираем 3 буквы в начале слова.

2 запятые до картинки — убираем 2 буквы в начале слова, 1 запятая после картинки – убираем последнюю букву в слове.

Учимся решать ребусы с буквами

Буквы в ребусах дополняют картинки и помогают создавать более сложные головоломки. Если одна или несколько букв стоят слева или справа от картинки, значит их нужно добавить к слову в начале или в конце.

Видим на рисунке РОТ, прибавляем к началу слова букву К и получаем слово КРОТ.

Буквы в ребусах могут сочетаться с другими символами и знаками.

В этом ребусе сочетается рисунок, запятые и буквы. Читать его нужно так: от слова ЗОНТ отнимаем две буквы в конце (две запятые справа) и получаем слог ЗО.

Знак «=» между двумя буквами означает, что букву из слова на картинке нужно заменить на ту, которая стоит после «=».

В слове «ЦАПЛЯ» букву «Ц» меняем на «К».

Вместо буквы первой в равенстве может стоять цифра. Тогда необходимо посчитать, какая по счёту буква соответствует цифре, и заменить её на ту, которая стоит после «=».

Третья по счёту буква в слове УХО – О.

Если буква рядом с картинкой зачеркнута, её нужно убрать из слова.

У слова «СЛОН» забираем букву «Л» и получаем слово «СОН».

Буквенные ребусы (без картинок)

Зашифровать слово для ребуса можно без рисунков и символов, а только с помощью букв. В этом случае обращаем внимание на то, как буквы или слоги расположены относительно друг друга, и выбираем подходящий предлог.

• Если одна буква, слог или слово стоит над другим, читать их надо с предлогами «над» или «под».
• Когда одна буква расположилась за другой, выбираем между предлогами «за» или «перед».
• В одну букву может быть вписана другая или несколько. В этом случае используем предлог «в».

Слог «ГА» расположен «ПОД» слогом «РУ».

За буквой «К» стоит слог «НИ». Но в этом ребусе предлог «за» нам не подходит, значит пробуем «перед».

В большую букву «А» вписан слог «ТА».

Рисунки в ребусах

Если обыкновенная картинка в ребусе обозначает слово, то перевёрнутая требует прочитать то же слово справа налево. Может сочетаться с буквами, цифрами и различными символами.

В этом ребусе слово «ЗУБР» читаем наоборот и получаем «РБУЗ».

Стрелка рядом с рисунком указывает налево? Автор ребуса требует прочесть слово в обратном направлении.

Вместо «КИТ» читаем «ТИК».

Решаем ребусы с цифрами

Самый простой вариант использования цифр в ребусах — для замены части слова.

Если цифра рядом с рисунком зачеркнута, нужно убрать её из слова.

Слово «ТОРТ» читаем наоборот и отнимаем у получившегося слова «ТРОТ» первую букву «Т».

В ребусе над рисунком может располагаться ряд чисел. Если чисел ровно столько, сколько и букв в слове, просто меняем буквы местами, как указывает числовой ряд.

В слове «КАБАН» 5 букв и столько же букв изображено над рисунком. Просто выстраиваем буквы в порядке, указанном в числовом ряду, и получаем новое слово.

Если цифр над или под рисунком меньше, чем букв в слове, значит для разгадки используем только те, что соответствуют цифрам в числовом ряду.

Легко заметить, что цифр в загадке меньше, чем букв в слове «КРОКОДИЛ» или «АЛЛИГАТОР». Осталось выбрать верное слово и буквы из него.

Задания на логику – отличный вариант совместных занятий с детьми. Ищите ключи к тайным шифрам в картинках, устраивайте соревнования на скорость между командами друзей. Разгадывайте интеллектуальные загадки и развивайте логику и мышление вместе с ЛогикЛайк.

90000 Learning English through picture books | LearnEnglish Kids 90001 90002 90003 By Opal Dunn, author and educational consultant 90004 90005 90006 Picture books 90007 90002 Every year thousands of children’s picture books are published in the UK. Children’s corners in bookshops offer a bewildering choice of new and old favourites, illustrated by some of the best artists working in Britain today. Native-speaker children have many opportunities to enjoy these picture books; there is no reason why young children learning English as an additional language should not enjoy them, too.90005 90006 The advantages of beginning early 90007 90002 From the very first introduction to listening to English, children can enjoy carefully selected picture books. Young learners soon pick up the short text of a picture book, if initially it is shared with an adult who brings the pages alive. 90005 90002 Children are already familiar with stories. From a very young age they talk in narrative style. It is through their stories of everyday experiences that they define themselves: expressing their ideas, hopes and emotions in language as well as in drawing and imaginative play.90005 90002 Many children are already used to decoding stories and information from television or film in their home language, while others may have already enjoyed the interaction of sharing a picture book. Most children, if guided by a parent, soon work out how to transfer their individual decoding skills to get meaning from picture books in English. 90005 90002 Sharing picture books is not only about picking up another language, it is also about giving children a wider window on the world, guided by their parents.The one-to-one interaction of sharing picture books gives children added opportunities to develop holistically at their own speed and level, knowing that their parents are encouraging them. As children share more and more books their self-confidence develops. This can often be seen in the way they approach unfamiliar English and new experiences. 90005 90002 Picture books provide parents and children with an obvious reason for switching from their home language to speaking English. Parents who lack confidence in English find that the fixed text of a picture book is a useful prop.Apart from providing text to read and share, a picture book can be the basis for interaction, which parents can adjust to their child’s developing needs, interests and attainments. 90005 90002 Some parents may be concerned that introducing picture books will not fit in with their child’s school syllabus or text book. Sharing a picture book is an additional English learning experience that bonds families and helps children realise that speaking English at home is fun. Many families enjoy slipping English phrases picked up from picture books into everyday home language conversations.’Not now, Bernard’ is quite a favourite! 90005 90006 Learning from picture books 90007 90002 It takes time to build up a child’s readiness to talk about picture books in English. Children’s silence, however, does not mean that they are not listening and learning. Children usually understand more than they can say in words and, if the book experience is focused and fun, they usually want to pick up the new English at their own speed. Children are busy exploring their world and most are keen to find out something new, particularly if it is presented in an encouraging and attractive way.90005 90002 Parents can underestimate their children’s ability to pick up more text each time a picture book is shared. Many are surprised to see how keen their children are to join in ‘reading’ if they are encouraged to finish off a sentence or say a stressed word like ‘No’ each time it occurs. Once children work out how to join in, they gradually extend their skills to pick up whole short sentences until, eventually, they can recite most of a text as they turn the pages to match it to the illustrations.Many a busy parent purposely skipping a little text has had their ‘mistake’ pointed out by their child! 90005 90002 Young children’s boredom threshold differs from adults ‘. Many may ask for the same book to be read and re-read. Parents need to respond positively to these requests as re-readings provide the natural repetition children may need for making meaning or picking up new language as well as confirming and refining language they have already acquired. 90005 90002 Picture books, sometimes referred to as ‘real books’, to distinguish them from graded text books, expose children to a range of language structures and vocabulary familiar to native-speaker children.90005 90002 Illustrations in real picture books are not merely supporting understanding of language, as might be the case in many text books. The different styles of artwork naturally broaden children’s visual experiences. One of the delights of sharing picture books with children is that, on first viewing, children tend to look at an illustration as a whole but with repeated reading of the book, details and subtleties usually emerge. 90005 90002 The illustrations may be by well-known artists, pictures may be photographs or the books may contain 3D novelty paper sculptures.How exciting it is for children to hold art in their hands. There is no doubt that exposure to picture books increases visual decoding skills and over time influences creativity and the ability to appreciate design and illustration. 90005 90002 Picture books also help children find meaning within their own life. Children can pore over emotional situations contained within picture books that may help to relieve personal frustrations, or they can encounter exciting and imaginative experiences way beyond their own environment or even their dreams.Imagine the power a child feels as he or she firmly shuts a book and says, ‘GOODBYE Giant!’ 90005 90006 Selecting picture books 90007 90002 Picture books may be: 90005 90044 90045 story books — short simple story text including conversation and rhyme 90046 90045 information books, with short explanatory text 90046 90045 rhyme books, which might introduce one story rhyme or an anthology of poems 90046 90045 novelty books, with short text and 3D paper sculpture 90046 90045 character series books, with an accompanying character doll or puppet.90046 90055 90002 Parents need to select books that they enjoy and feel they can read confidently — enthusiasm is infectious! Before they introduce a book, they need to plan how they are going to read the text and, each time they re-read, follow the same plan. Children find it more difficult to pick up language if the reading differs each time. 90005 90002 In the early stages it is vital to select books with short texts, if children are to pick up language successfully and in a way that self-motivates.Children can measure their own success and this, together with merited adult praise, contributes to a positive feeling about sharing English picture books. 90005 90002 Where a simple text is slightly longer, it is generally advisable to limit the first reading to the essential story language. Once this is understood, the descriptions can be gradually added using parentese language. 90005 90002 Most books should be selected to include some language a little beyond a child’s level in English, so the child can start from familiar language and move on to some new language.90005 90002 Once children have shared several books successfully, the habit of ‘reading’ together regularly in the family in English is likely to be established. 90005 90002 Ideally a book should include some words or phrases that can be transferred to children’s everyday English, so giving them opportunities to use their innate skills to transfer language to different situations. 90005 90002 In selecting books parents need to think about gender and include some books that appeal to both boys and girls, so children have some common story experiences to exchange.Some boys find it easier to relate to information books rather than story books. 90005 90006 CD-ROMs and DVDs 90007 90002 Some story books are sold with an attached CD-ROM or DVD. These offer children a different, less intimate and more passive experience than sharing picture books. For profound learning, it is best to share the book until children know most of the text by heart before exposing them to either the CD-ROM or DVD. 90005 90002 Apart from the wealth of all-round experiences that come from sharing, children may not be ready, before they are familiar with the text, to cope with a voice and even accent that is different from their parents ‘.90005 90002 By this time children are likely to have found out how to enjoy the picture book, and may even want to read by themselves. 90005 90006 Book time 90007 90002 For successful sharing it is important to set the scene for regular book times. Children need to know that this is when they can snuggle up to parents and feel confident that their parents will focus only on them and sharing the book. 90005 90002 Book time may be a single session or part of a larger English session which includes other activities in English.Ideally there needs to be an ‘English book time’ every day or at least every weekday at about the same time, as frequent short exposure is more effective than fewer, longer sessions. Length can vary from ten minutes to longer periods to match children’s readiness to learn and mood on the actual day. Regularity gives a feeling of security and something to which children can look forward. 90005 90002 It is a good idea to share the choice of books to be read, as children’s requests may hide emotional or language needs.A new book is best introduced once children are beginning to ‘read’ the other books successfully. Presentation of a new book should be saved for a day when both parents and children ‘feel good’. 90005 90006 Parents ‘role in introducing new books 90007 90002 In the initial stages children are dependent on the parent’s reading and interaction for input and picking up language. The role gradually changes as children begin to share a little of the reading. As children’s reading ability increases, the role of the parent gradually diminishes.90005 90002 By the time children know the text by heart and are capable of ‘reading’ the book aloud to themselves or to others, the parent’s role is reduced to re-phrasing mistakes and praising successes. 90005 90002 Throughout this time the parent is managing the experiences and tuning into their child to find out what stage they have reached and where they need added support. This cycle repeats each time a new book is introduced, but as children learn more English the cycle takes less time.90005 90006 Book browsing 90007 90002 Book browsing is a form of play where children enjoy books by themselves, in their own time, turning the pages when they want. Like all self-initiated play, it is an important part of learning, as it gives children time to revisit what they want and consolidate their learning at their own level and speed and not that of the parent. 90005 90002 Young children also need opportunities to ‘read’ to the extended family, as it is natural for them to want to demonstrate their achievements; it is also a form of play.Successes motivate and help to confirm in children’s minds that reading a book in English is what the family expects and finds fun. Young children want to please their parents and also share fun times with them. 90005 90006 Building up a home library 90007 90002 Books that children already know well need to be stored in an available place so that, when they feel like it, they can take a book and ‘read’ it aloud to themselves. At this stage most children are not capable of silent reading. 90005 90002 Ideally books should be stored with the front cover facing outwards — looking at a book’s spine is less likely to motivate browsing at this age.90005 90002 Books should not be added to the home library before children know quite a lot of the text language. If children find they can not read a text of a book in the home library, they are most likely to be demotivated. Keeping the feeling ‘I can’ is important in the initial stages. Any ‘I can not’ feelings take time and encouragement to change. 90005 90006 Sharing reading 90007 90002 The amount of parentese language parents need to use depends on children’s language level in both their home language and English.90005 90002 In the first few sharings of a new book, parents need to remember the following: 90005 90044 90045 Make sure that children are close enough to see how the parent’s lips move to make sounds and how the eyes and face, as well as body language, convey the excitement and emotions which facilitate understanding. 90046 90045 Read at the children’s pace, letting them look at the picture for as long as they need. Young children are used to getting visual information to facilitate understanding.They often indicate that they have finished looking by turning their faces to look at the parent. 90046 90045 Dramatise the story reading and if possible include some physical gesture, as physical involvement helps in memorising language. 90046 90045 Use different fun voices for animal noises and characters like ‘a cross Grandma’, as you read the story. Children love to imitate characterisation and transfer it to their own ‘reading’ aloud. 90046 90045 Point to each word as you read so that children develop better left-to-right eye movement, and become conscious of the shape of words.90046 90045 Encourage joining in by letting children finish off sentences or make the noises of animals or transport. 90046 90045 Once the reading is finished, close the book and stay silent for a few seconds. Children may be in their own imaginative world and need time before they are ready to leave it. 90046 90045 Asking too many questions about the book can spoil the magic. Families who enjoy books together often find that children, when they are ready, talk to them about the shared English books in their home language.90046 90045 If children use a home language word or phrase while talking English, it is generally because they have not yet acquired the word in English or have forgotten it. Make no mention about the mixture of language and repeat back to them the whole phrase in English. They will notice and generally pick up the English, ready to use it at some later stage. 90046 90055 90006 How does the child understand? 90007 90002 Young children are busy decoding their own surroundings and making sense of their home language, which often includes a lot of new language, if they are not talking about daily routines.Children are very good at understanding the gist of what is said to them and responding to it. Unlike many adults learning another language, children do not wait to understand every word. They pick out words they understand and fill in the rest of the meaning from context clues and the speaker’s body language, eyes or facial expressions. In sharing picture books, the child can get additional clues from the picture. 90005 90002 Initially, in order to facilitate quicker understanding, parents may feel happier translating a word or phrase.However, it is better to translate once only, using a whisper that indicates it is a translation and not part of the text. Children easily understand from a quick translation. If they know that parents are going to continue giving translations each book time, they do not make the effort to acquire the English. 90005 90006 Cultural content 90007 90002 Picture books illustrated by British-trained artists tend to reflect environments and cultural habits typical of British society. Where these are very different from the child’s world, parents need to be prepared to give added explanation in the home language.90005 90006 Learning to read 90007 90002 Parents may be concerned when children who can already read in their home language want to decode words in picture books. Parents think any reading might interfere with the school’s structured programme of learning to read in English. Formal teaching of reading should not be confused with the experience of reading picture books for pleasure. If children show interest in teaching themselves to read, parents should encourage their enthusiasm and help them informally.90005 90002 They can begin by introducing the small letters of the alphabet using their sounds, not their letter names. The consonant letters (for example b, d, m, t) are the simplest. Once children know some of the letter sounds, point out these letters at the beginning of words, stressing the initial letter sounds (dog). 90005 90002 As children become more familiar with the small letter sounds (consonants and simple vowels), introduce the capital letters by the side of the small letters, repeating their sounds.90005 90002 Children soon begin to recognise the shape of simple words as they already know the text by heart, and therefore know where to look for them. Ask them to look for the same word in other parts of the text and expand this game. 90005 90002 Many children who are already reading in their home language soon understand how simple decoding works and continue by themselves to recognise other short words in the text. To help their decoding, however, parents need to tell them how to read short, but difficult words to decode, like ‘the’.90005 90002 If parents sing an alphabet song, explain that letters have a name that is different from the sound it makes and in most alphabet songs we sing the names of the letters. 90005 90002 Some children teach themselves to read a text they already know orally, especially if it is rhyme. They use a number of strategies to decode the text and a little guessing to fill in until they know the text by heart. Many children have been using these strategies from an early age to ‘read’ logos of well-known products.Praise their efforts to read the text, but realise that this is restricted reading based on a text they know orally. 90005 90002 However, being able to read a text motivates and is an important step on the journey to becoming a fluent reader. Any reading done in an enjoyable, non-pressured way at this young age, when lifelong attitudes are being formed, is likely to contribute to a later love of language and books. 90005 90006 Further reading: 90007 90002 If you are interested in using picture books with your children we suggest the following web sites: 90005 90044 90045 The official website for Emily Gravett, children’s author and illustrator.90046 90055 90002 www.emilygravett.com 90005 90044 90045 Ladybird and Puffin, the Penguin Books ranges for children. Discover some best sellers for children. 90046 90055 90002 www.ladybird.co.uk 90005 90002 www.puffin.co.uk 90005.90000 How Picture Books Play a Role in a Child’s Development: The Childrens Book Review 90001 90002 By Lori Calabrese, The Children’s Book Review 90003 Published: November 6 2010 90004 90002 90006 We all want what’s best for our kids and like the Army commercial, we want them to be all they can be. But parents can often succumb to the pressures of society and other parents to compete. That’s why some parents buy everything imaginable to get their baby to read, they enroll their children in the most expensive preschools, and even skip picture books and encourage their children to move on to more text-heavy chapter books as a means to advance their skills for rigorous standardized testing.90004 90002 It’s not a new issue, but it was recently brought back to the forefront by the NY Times Article, «Picture Books No Longer a Staple for Children.» The article sadly reports that «The picture book, a mainstay of children’s literature with its lavish illustrations, cheerful colors and large print wrapped in a glossy jacket, has been fading.» Although the article reports that staples from Maurice Sendak and Dr. Seuss still sell, publishers have scaled back the number of titles. Citing the economic downturn as a major factor, the article points out that many in the industry see an additional reason-parents.90004 90002 But while these parents are pushing their kids to be on top of the game, they do not realize that the intensive coaching can be counterproductive and they’re missing out on an important genre, critical in the role of a child’s development-picture books. 90004 90012 So why are picture books important? 90013 90002 90015 10. 90016 Chapter books are not necessarily more complex than picture books and in fact, their vocabulary and sentence structure can be considered simplistic when compared with older level picture books.Many picture books are written at a higher reading level, use amazingly complex vocabularies and offer interesting plots. 90004 90002 90015 9. 90016 The illustrations of a picture book help children understand what they are reading and allow young readers to analyze the story. When children are having difficulty, the illustrations can help them figure out the meaning of what they are reading. The illustrations are also a powerful way to help English learners comprehend the story. 90004 90002 90015 8.90016 Children love art. Why do you think they spend so much time coloring, drawing and doing crafts? Whatever the reason children are drawn towards a book, it’s a means to get them to read. 90004 90002 90015 7. 90016 Language: Picture books allow children to practice the sounds of language and as parents it’s our responsibility to introduce new and interesting words at every opportunity. The rhythm and rhyme in many picture books make for great read-alouds and children learn words more easily when they hear them spoken often.90004 90002 90015 6. 90016 Repetition: The repetition in many picture books allows a child to participate in the story. Young readers get excited when they can anticipate a forthcoming line and children learn skills like phonemic awareness, phonics, comprehension and fluency. 90004 90002 90015 5. 90016 Picture books are multi-sensory, which aids a child’s growing mind and stimulates their imagination. Not only do the children hear the story, they see the illustrations, and smell and touch the pages.90004 90002 90015 4. 90016 Picture books can be a useful tool for teaching the concept of cause and effect. Before reading a picture book to your children, tell them to listen for key words such as because, so, if, then, as a result of, etc. These types of words can usually be found in a story that has a cause and effect relationship. Learn more in this article at the Writing for Children Center: http://writingforchildrencenter.com 90004 90002 90015 3. 90016 Picture books help develop story sense.Children learn the beginning, middle and end of a story and can often relate to the age-appropriate issues and conflicts presented in a picture book. 90004 90002 90015 2. 90016 Picture books allow an entirely different, more interactive communication between parent and child. Picture books allow parents to spend time talking with their children about the story, pictures and words. This interaction builds reading comprehension. Picture books allow you to talk about what you see on each page, so be sure to talk about what happened in the story, ask about the characters, how they are feeling, and events that took place.90004 90002 90015 1. 90016 Picture books are fun and the key is to always make the reading experience fun and a time to look forward to. Reading should never be perceived as a chore. If you make reading a chore early on in a child’s development, they might grow to resent reading. Children who do not naturally progress from picture books to chapter books may translate reading into working — more specifically, working that is not much fun. 90004 90002 It’s unfortunate that parents are pushing their kids past picture books, just as some turn up their noses at graphic novels and magazines.It’s important to encourage your kids to get their hands on everything they can, including picture books, comics, and even kid-friendly websites. It does not matter what they read as long as they read and children who learn to love books will be children who grow up to be good readers. 90004 90012 Need help finding good picture books? 90013 90002 Check out the picture book reviews and book lists featured here on 90059 The Children’s Book Review 90060 90004 90002 Teachers Pick the Top 25 Picture Books at Scholastic 90004 90002 90015 About the author: 90016 Lori Calabrese is an award-winning children’s author.Her first picture book, 90015 90059 The Bug That Plagued the Entire Third Grade 90060 90016, was awarded DFP’s Best Children’s Book Award. She writes for various children’s magazines, is the National Children’s Books Examiner at Examiner.com and enjoys sharing her passion for children’s books at festivals, schools and events. Visit her website to learn more, www.loricalabrese.com. 90004 90002 90015 For more information 90016, follow The Bug That Plagued the Entire Third Grade Virtual Book Tour 90003 November 2 — November 30 90003 Lori Calabrese official website 90004 90002 November 2 90003 Mayra’s Secret Bookcase 90004 90002 November 3 90003 Ingrid’s Notes 90004 90002 November 4 90003 Penny Lockwood Ehrenkranz’s One Writer’s Journey 90004 90002 November 5 90003 Book Dads 90004 90002 November 8 90003 Brimful Curiosities 90004 90002 November 9 90003 Mrs.Hill’s Book Blog 90004 90002 November 10 90003 Miss O’s Library Land 90004 90002 November 11 90003 Tara Lazar’s Writing for Children (While Raising Them) / PiBoIdM 90004 90002 November 12 90003 N.A. Sharpe’s Realms of Thought 90004 90002 November 15 90003 Beverly S. McClure’s The Story of a Writer 90004 90002 November 16 90003 Elysabeth’s Stories 90004 90002 November 17 90003 Raising Itty Bitty Bookworms 90004 90002 November 18 90003 There’s a Book 90004 90002 November 19 90003 The Iron Bodkin 90004 90002 November 30 90003 Into the Wardrobe 90004 90002 Image courtesy of 90015 KTVee.90016 90004 90002 This article, 90059 How Picture Books Play a Role in a Child’s Development 90060, was written by author Lori Calabrese. For similar articles, follow along with our content tagged with Literacy Resources and Picture Books. 90004 90002 Please show us some love … 90004 90002 90134 How You Support 90135 The Children’s Book Review 90136 90137 90003 We may receive a small commission from purchases made via the links on this page.If you discover a book or product of interest on this page and use the links provided to make a purchase, you will help support our mission to ‘Grow Readers.’ Your support means we can keep delivering quality content that’s available to all. Thank you! 90004 .90000 How to start teaching kids English at home | LearnEnglish Kids 90001 90002 90003 By Jo Blackmore, LearnEnglish Kids team 90004 90005 90006 How do I start teaching my kids English at home? 90007 90002 Many parents would like to teach their children English at home, but do not know how to start. It does not matter if your own English is not perfect. The most important thing is that you are enthusiastic and that you give your children lots of encouragement and praise. Your child will pick up on your enthusiasm for the language.Do not worry if your child does not start speaking English immediately. They will need a certain amount of time to absorb the language. Be patient, and they will begin to speak English in their own time. 90005 90006 Establishing a routine 90007 90002 Establish a routine for your English time at home. It is better to have short, frequent sessions than long, infrequent ones. Fifteen minutes is enough for very young children. You can gradually make sessions longer as your child gets older and their concentration span increases.Keep the activities short and varied in order to hold your child’s attention. 90005 90002 Try to do certain activities at the same time every day. Children feel more comfortable and confident when they know what to expect. For example, you could play an English game every day after school, or read an English story with your children before bedtime. If you have space at home, you can create an English corner where you keep anything connected to English, for example books, games, DVDs or things that your children have made.Repetition is essential — children often need to hear words and phrases many times before they feel ready to produce them themselves. 90005 90006 Playing games 90007 90002 Children learn naturally when they are having fun. Flashcards are a great way to teach and revise vocabulary and there are many different games which you can play with flashcards, such as Memory, Kim’s game, Snap or Happy Families. 90005 90002 You can find free downloadable flashcards on a wide range of topics on our website.90005 90002 There are many other types of games you can play with your children to help them practise English. 90005 90024 90025 Action games — for example Simon says, Charades, What’s the time Mr Wolf? 90026 90025 Board games — Snakes and ladders, other traditional games 90026 90025 Word games — e.g. I spy, Hangman 90026 90025 Online games — you could finish your English time with an online game from LearnEnglish Kids. 90026 90033 90006 Using everyday situations 90007 90002 The advantage of teaching English at home is that you can use everyday situations and real objects from around the house to practise the language naturally and in context.For example: 90005 90024 90025 Talk about clothes when your child is getting dressed, or when you are sorting laundry ( ‘Let’s put on your blue socks’, ‘It’s Dad’s T-shirt’, etc.). 90026 90025 Practise vocabulary for toys and furniture when you are helping your child to tidy their bedroom ( ‘Let’s put your teddy bear on the bed!’, ‘Where is the blue car?’). 90026 90025 Teach food vocabulary when you are cooking or going shopping. When you go to the supermarket, give your child a list of things to find (use pictures or words depending on their age).Revise the vocabulary when you put the shopping away at home. 90026 90033 90006 Using stories 90007 90002 Younger children love books with bright colours and attractive illustrations. Look at the pictures together and say the words as you point to the pictures. Later you can ask your child to point to different things, e.g. ‘Where’s the cat?’ After a while encourage them to say the words by asking ‘What’s that?’ Listening to stories will get your child used to the sounds and rhythms of English.90005 90002 The animated stories on LearnEnglish Kids are an excellent way for children to develop listening and reading skills. Older children can complete the accompanying downloadable activities to check understanding. 90005 90006 Using songs 90007 90002 Songs are a really effective way to learn new words and improve pronunciation. Songs with actions are particularly good for very young children as they are able to join in even if they are not yet able to sing the song. The actions often demonstrate the meaning of the words in the song.90005 90002 There are many fun, animated songs on LearnEnglish Kids which you can listen to with your children. 90005 90006 Teaching grammar 90007 90002 With younger children, there is no need to explicitly teach grammar rules, but instead get them used to hearing and using different grammatical structures in context, for example ‘have got’ when you are talking about someone’s appearance, or ‘must / mustn’ t ‘when talking about their school rules. Hearing the grammar being used in context from an early age will help your child to use it naturally and correctly when they are older.90005 90002 For older children, you can use the grammar practice section on LearnEnglish Kids. Videos, quizzes and games help kids to learn in a fun, relaxed way. 90005 90002 It can be very useful for older children to teach their siblings or other family members. Explaining how to use grammar to someone else helps you to master it yourself. 90005 90006 Which words and phrases should I teach first? 90007 90002 Consider your child’s interests and personality when deciding which topics to teach, and let your child help you to choose.You may like to start with some of these topics: 90005 90024 90025 numbers (1-10, 10-20; 20-100) 90026 90025 colours 90026 90025 adjectives (e.g. big, small, tall, happy, sad, tired) 90026 90025 the body 90026 90025 toys 90026 90025 clothes 90026 90025 animals (e.g. pets, farm animals, wild animals) 90026 90025 food 90026 90033 90002 You can find lots of fun activities on a huge range of topics on LearnEnglish Kids. 90005 90002 It is also important for your child to get used to ‘English time’ language, so use the same phrases with your child each time, e.g. ‘It’s English time! Let’s sit down. Which song shall we start with today? ‘Children will soon pick up phrases such as please; thank you; Can I have … ?; Where is … ?; Point to …; What colour is it ?; It’s …; I like …; I do not like … 90005 90002 Whatever your approach, the most important thing is to relax, have fun and make learning English an enjoyable experience for both you and your child. 90005.90000 How young children learn English as another language | LearnEnglish Kids 90001 90002 90003 By Opal Dunn, educational consultant and author 90004 90005 90006 Introduction 90007 90002 Young children are natural language acquirers; they are self-motivated to pick up language without conscious learning, unlike adolescents and adults. They have the ability to imitate pronunciation and work out the rules for themselves. Any idea that learning to talk in English is difficult does not occur to them unless it’s suggested by adults, who themselves probably learned English academically at a later age through grammar-based text books.90005 90002 Read the notes below about young children learning English as another language. You can also download these notes as a booklet. Right-click on the link below to download the booklet to your computer. You may print this booklet. 90005 90006 The advantages of beginning early 90007 90014 90015 Young children are still using their individual, innate language-learning strategies to acquire their home language and soon find they can also use these strategies to pick up English. 90016 90015 Young children have time to learn through play-like activities.They pick up language by taking part in an activity shared with an adult. They firstly make sense of the activity and then get meaning from the adult’s shared language. 90016 90015 Young children have more time to fit English into the daily programme. School programmes tend to be informal and children’s minds are not yet cluttered with facts to be stored and tested. They may have little or no homework and are less stressed by having to achieve set standards. 90016 90015 Children who have the opportunity to pick up a second language while they are still young appear to use the same innate language-learning strategies throughout life when learning other languages.Picking up third, fourth, or even more languages ​​is easier than picking up a second. 90016 90015 Young children who acquire language rather than consciously learn it, as older children and adults have to, are more likely to have better pronunciation and feel for the language and culture. When monolingual children reach puberty and become more self-conscious, their ability to pick up language diminishes and they feel they have to consciously study English through grammar-based programmes. The age at which this change occurs depends greatly on the individual child’s developmental levels as well as the expectations of their society.90016 90025 90006 Stages in picking up English 90007 90002 Spoken language comes naturally before reading and writing. 90005 90002 90031 Silent period 90032 90033 When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak. When young children learn English, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any English words.90005 90002 During this time parents should not force children to take part in spoken dialogue by making them repeat words. Spoken dialogues should be one-sided, the adult’s talk providing useful opportunities for the child to pick up language. Where the adult uses parentese (an adjusted form of speech) to facilitate learning, the child may use many of the same strategies they used in learning their home language. 90005 90002 90031 Beginning to talk 90032 90033 After some time, depending on the frequency of English sessions, each child (girls often more quickly than boys) begins to say single words ( ‘cat’, ‘house’) or ready-made short phrases ( ‘What’s that?’, ‘It’s my book’, ‘I can not’, ‘That’s a car’, ‘Time to go home’) in dialogues or as unexpected statements.The child has memorised them, imitating the pronunciation exactly without realising that some may consist of more than one word. This stage continues for some time as they child picks up more language using it as a short cut to dialogue before they are ready to create their own phrases. 90005 90002 90031 Building up English language 90032 90033 Gradually children build up phrases consisting of a single memorised word to which they add words from their vocabulary ( ‘a dog’, ‘a brown dog’, ‘a brown and black dog’) or a single memorised language to which they add their own input ( ‘That’s my chair’, ‘Time to play’).Depending on the frequency of exposure to English and the quality of experience, children gradually begin to create whole sentences. 90005 90006 Understanding 90007 90002 Understanding is always greater than speaking and young children’s ability to comprehend should not be underestimated, as they are used to understanding their home language from a variety of context clues. Though they may not understand everything they hear in their home language, children grasp the gist — that is they understand a few important words and decipher the rest using different clues to interpret the meaning.With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in English. 90005 90006 Frustration 90007 90002 After the initial novelty of English sessions, some young children become frustrated by their inability to express their thoughts in English. Others want to speak quickly in English as they can in their home language. Frustration can often be overcome by providing children with ‘performance’ pieces like ‘I can count to 12 in English’ or very simple rhymes, which consist of ready-made phrases.90005 90006 Mistakes 90007 90002 Children should not be told they have made a mistake because any correction immediately demotivates. Mistakes may be part of the process of working out grammar rules of English or they may be a fault in pronunciation. ‘I goed’ soon becomes ‘went’ if the child hears the adult repeat back ‘yes, you went’; or if the adult hears ‘zee bus’ and repeats ‘the bus’. As in learning their home language, if children have an opportunity to hear the adult repeat the same piece of language correctly, they will self-correct in their own time.90005 90006 Gender differences 90007 90002 Boys ‘brains develop differently from girls’ and this affects how boys pick up language and use it. Sometimes mixed classes make little provision for boys, who may be overshadowed by girls ‘natural ability to use language. If young boys are to reach their potential, they need some different language experiences with girls and their achievements should not be compared with those of girls. 90005 90006 Language-learning environments 90007 90002 Young children find it more difficult to pick up English if they are not provided with the right type of experiences, accompanied by adult support using ‘parentese’ techniques.90005 90014 90015 Young children need to feel secure and know that there is some obvious reason for using English. 90016 90015 Activities need to be linked to some interesting everyday activities about which they already know, eg sharing an English picture book, saying a rhyme in English, having an ‘English’ snack. 90016 90015 Activities are accompanied by adult language giving a running commentary about what is going on and dialogues using adjusted parentese language. 90016 90015 English sessions are fun and interesting, concentrating on concepts children have already understood in their home language.In this way children are not learning two things, a new concept as well as new language, but merely learning the English to talk about something they already know. 90016 90015 Activities are backed up by specific objects, where possible, as this helps understanding and increases general interest. 90016 90025 90006 Reading 90007 90002 Children who can already read in their home language generally want to find out how to read in English. They already know how to decode words in their home language to get meaning from text and, if not helped to decode in English, may transfer their home language-decoding techniques and end up reading English with the home language accent.90005 90002 Before they can decode English, young children need to know the 26 alphabet letter names and sounds. As English has 26 letters but on average 44 sounds (in standard English), introducing the remaining sounds is better left until children have more experience in using language and reading, 90005 90002 Beginning reading in English goes easily if young children already know the language they are trying to read. Many children work out by themselves how to read in English if they have shared picture books with adults or learned rhymes, as they are likely to have memorised the language.Reading what they know by heart is an important step in learning to read as it gives children opportunities to work out how to decode simple words by themselves. Once children have built up a bank of words they can read, they feel confident and are then ready for a more structured approach. 90005 90006 Parental support 90007 90002 Children need to feel that they are making progress. They need continual encouragement as well as praise for good performance, as any success motivates. Parents are in an ideal position to motivate and so help their children learn, even if they have only basic English themselves and are learning alongside their young children.90005 90002 By sharing, parents can not only bring their child’s language and activities into family life, but can also influence their young children’s attitudes to language learning and other cultures. It is now generally accepted that most lifelong attitudes are formed by the age of eight or nine. 90005 90006 Further reading: 90007 90002 If you are interested in finding out more about how children learn languages ​​we suggest the following websites: 90005 .