//westwhittier.whittiercity.net/apps/video/list.jsp?categoryREC_ID=-1&userREC_ID=-1 West Whittier Elementary School - Videos en-us Edlio CMS //westwhittier.whittiercity.net/apps/video/watch.jsp?v=206030 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=206030 Wed, 17 Apr 2019 03:01:23 PDT Cindy Cordoza Cindy Cordoza 00:16 today's class today's class //westwhittier.whittiercity.net/apps/video/watch.jsp?v=206029 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=206029 Wed, 17 Apr 2019 03:01:23 PDT Cindy Cordoza Cindy Cordoza 00:39 Class yay Class yay //westwhittier.whittiercity.net/apps/video/watch.jsp?v=200403 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=200403 Fri, 08 Feb 2019 02:11:16 PST Cindy Cordoza Cindy Cordoza 00:31 Last Day Happy Dance Last Day Happy Dance //westwhittier.whittiercity.net/apps/video/watch.jsp?v=200402 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=200402 Fri, 08 Feb 2019 02:11:16 PST Cindy Cordoza Cindy Cordoza 00:55 November 16 November 16 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=194488 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=194488 Mon, 24 Dec 2018 02:10:01 PST Cindy Cordoza Cindy Cordoza 1:00 Rhyming Words Rhyming Words //westwhittier.whittiercity.net/apps/video/watch.jsp?v=194174 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=194174 Fri, 21 Dec 2018 02:09:28 PST Cindy Cordoza Cindy Cordoza 2:27 Hello Families... Happy Friday!!! Just a reminder...Spelling Homework begins next week. Again, many students may not quite be ready for this. If they can just write the beginning sound that is a start. Please work where they are. Please read comments below: Here is Room 19 working on CVC (consonant, vowel, consonant) words. This is how you teach them to do their spelling. Copying spelling words from the paper does not help them with phonics development. I will send home a copy of the Elkonin boxes for you to use. Please have a dry erase marker at home for them to use. Thank you for your continued support. Hello Families... Happy Friday!!! Just a reminder...Spelling Homework begins next week. Again, many students may not quite be ready for this. If they can just write the beginning sound that is a start. Please work where they are. Please read comments below: Here is Room 19 working on CVC (consonant, vowel, consonant) words. This is how you teach them to do their spelling. Copying spelling words from the paper does not help them with phonics development. I will send home a copy of the Elkonin boxes for you to use. Please have a dry erase marker at home for them to use. Thank you for your continued support. //westwhittier.whittiercity.net/apps/video/watch.jsp?v=202638 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=202638 Tue, 05 Mar 2019 02:12:11 PST Cindy Cordoza Cindy Cordoza 00:24 Enriching Math Skills with ST Math Enriching Math Skills with ST Math //westwhittier.whittiercity.net/apps/video/watch.jsp?v=194193 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=194193 Fri, 21 Dec 2018 02:09:28 PST Cindy Cordoza Cindy Cordoza 2:31 What is it about nursery rhymes and children’s stories that are so helpful in developing skills needed for later learning to read? Nursery rhymes are often short and have a great deal of repetition. Repetition offers your growing child the opportunity to tune into words a second and third time and helps him remember what he has just heard. A rhyme’s repetition can also help your child become aware of the individual units of sound, known as phonemes, which make up words. Nursery rhymes are organied so that similar sounds jump out at you, which doesn’t happen in every day speech. By introducing your child to patterns of sounds, your little one’s brain receives the input it will need to categorise words by their internal structure. This is the precursor to the awareness that letters can represent the sounds of words. So, nursery rhymes help your child’s brain segment words into syllables, hear similarities between words that rhyme or start with the same sounds, and enjoy sound play. Having developed sensitivity to language, children are ready, at age five or six, to think about the sequence of sounds in a whole word, a skill that is crucial for learning to read and spell. Nursery rhymes can also pave the way for a love of books. They introduce the idea of listening from beginning to end as the narrative develops, however they are short, so your youngster doesn’t have to sit still very long. As she gets older, you can introduce longer stories and those with a real plot. There are social benefits to nursery rhymes as well. Nursery rhymes are often sung as a group activity, so your baby or child begins to feel part of a social circle that enjoys singing or reciting together. This will help your child connect to other children. Nursery rhymes link us to the past. Many adults, once they have children, will often be surprised at how many nursery rhymes they remember from their own childhood. There may even be some strong emotional feelings attached to these memories. What is it about nursery rhymes and children’s stories that are so helpful in developing skills needed for later learning to read? Nursery rhymes are often short and have a great deal of repetition. Repetition offers your growing child the opportunity to tune into words a second and third time and helps him remember what he has just heard. A rhyme’s repetition can also help your child become aware of the individual units of sound, known as phonemes, which make up words. Nursery rhymes are organied so that similar sounds jump out at you, which doesn’t happen in every day speech. By introducing your child to patterns of sounds, your little one’s brain receives the input it will need to categorise words by their internal structure. This is the precursor to the awareness that letters can represent the sounds of words. So, nursery rhymes help your child’s brain segment words into syllables, hear similarities between words that rhyme or start with the same sounds, and enjoy sound play. Having developed sensitivity to language, children are ready, at age five or six, to think about the sequence of sounds in a whole word, a skill that is crucial for learning to read and spell. Nursery rhymes can also pave the way for a love of books. They introduce the idea of listening from beginning to end as the narrative develops, however they are short, so your youngster doesn’t have to sit still very long. As she gets older, you can introduce longer stories and those with a real plot. There are social benefits to nursery rhymes as well. Nursery rhymes are often sung as a group activity, so your baby or child begins to feel part of a social circle that enjoys singing or reciting together. This will help your child connect to other children. Nursery rhymes link us to the past. Many adults, once they have children, will often be surprised at how many nursery rhymes they remember from their own childhood. There may even be some strong emotional feelings attached to these memories. //westwhittier.whittiercity.net/apps/video/watch.jsp?v=206033 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=206033 Wed, 17 Apr 2019 03:01:23 PDT Cindy Cordoza Cindy Cordoza Music Music //westwhittier.whittiercity.net/apps/video/watch.jsp?v=206034 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=206034 Wed, 17 Apr 2019 03:01:23 PDT Cindy Cordoza Cindy Cordoza class today class today //westwhittier.whittiercity.net/apps/video/watch.jsp?v=194194 //westwhittier.whittiercity.net/apps/video/watch.jsp?v=194194 Fri, 21 Dec 2018 02:09:28 PST Cindy Cordoza Cindy Cordoza 00:36 Compound Word Blending K-3 Phonological Awareness, Activity Guide 2 Level: Word Syllable Phoneme Objective: Help students blend two separate words to make a compound word. Steps 1. Teacher explains that a compound word is made by putting two different words together, for example, basketball is really two words together: basket ● ball. 2. Students listen carefully to the words in each pair. 3. Students extend one hand as they say the first word and the other hand as they say the second word. 4. Students clap as they say the two words together as a compound word. Suggested Practice Words I Do 1. Fire ● fly We Do 2. Rail ● road 3. Key ● board You Do 4. Sun ● flower 5. Skate ● board 6. Earth ● quake 7. Air ● port 8. Foot ● prints 9. Grand ● mother 10. Sub ● way 11. Under ● ground 12. Dish ● washer 13. Week ● end 14. After ● noon 15. Tooth ● paste (Clap as you say firefly.) What next? After they have mastered blending parts of compound words, students are ready to learn to identify the number of syllables in a word. Next time, you can try PA Activity Guide Rollinsinfo@AtlantaSpeechSchool.org. Phonological Awareness: Blending Written by Jaimi Bird, M.A., CCC-SLP Enrichment Therapy & Learning Center | Coralville | Des Moines | Reading Tutoring As shared in my previous two post, phonological awareness is a term that refers to a group of pre-reading skills that are important for literacy and language development. Phonological awareness is the ability to hear sounds that make up words in spoken language. This includes recognizing words that rhyme, deciding whether words begin or end with the same sounds, understanding that syllables and sounds can be manipulated to create new words, and separating words into syllables and into their individual sounds. Now let’s focus on another stepping stone in phonological awareness: BLENDING! Recognizing that sentences can be broken down into words and that words can be broken down into syllables and phonemes (sounds) is segmenting. Start blending words at the syllable level. Start with compound words, such as “rainbow” or “pancake”. Have the written words along with two pictures that will make up the new compound word. Have your child slide the two pictures together while saying the words to make the word. “Rain” + “bow” = Rainbow. Once your child understands the concept of blending with compound words, move to syllable blending. You can use the same strategy as you did before. Write words on paper and cut them apart into syllables. Compound Word Blending K-3 Phonological Awareness, Activity Guide 2 Level: Word Syllable Phoneme Objective: Help students blend two separate words to make a compound word. Steps 1. Teacher explains that a compound word is made by putting two different words together, for example, basketball is really two words together: basket ● ball. 2. Students listen carefully to the words in each pair. 3. Students extend one hand as they say the first word and the other hand as they say the second word. 4. Students clap as they say the two words together as a compound word. Suggested Practice Words I Do 1. Fire ● fly We Do 2. Rail ● road 3. Key ● board You Do 4. Sun ● flower 5. Skate ● board 6. Earth ● quake 7. Air ● port 8. Foot ● prints 9. Grand ● mother 10. Sub ● way 11. Under ● ground 12. Dish ● washer 13. Week ● end 14. After ● noon 15. Tooth ● paste (Clap as you say firefly.) What next? After they have mastered blending parts of compound words, students are ready to learn to identify the number of syllables in a word. Next time, you can try PA Activity Guide Rollinsinfo@AtlantaSpeechSchool.org. Phonological Awareness: Blending Written by Jaimi Bird, M.A., CCC-SLP Enrichment Therapy & Learning Center | Coralville | Des Moines | Reading Tutoring As shared in my previous two post, phonological awareness is a term that refers to a group of pre-reading skills that are important for literacy and language development. Phonological awareness is the ability to hear sounds that make up words in spoken language. This includes recognizing words that rhyme, deciding whether words begin or end with the same sounds, understanding that syllables and sounds can be manipulated to create new words, and separating words into syllables and into their individual sounds. Now let’s focus on another stepping stone in phonological awareness: BLENDING! Recognizing that sentences can be broken down into words and that words can be broken down into syllables and phonemes (sounds) is segmenting. Start blending words at the syllable level. Start with compound words, such as “rainbow” or “pancake”. Have the written words along with two pictures that will make up the new compound word. Have your child slide the two pictures together while saying the words to make the word. “Rain” + “bow” = Rainbow. Once your child understands the concept of blending with compound words, move to syllable blending. You can use the same strategy as you did before. Write words on paper and cut them apart into syllables.