Little sentence for kindergarten

Use little in a sentence

little

The word usage examples above have been gathered from various sources to reflect current and historical usage. They do not represent the opinions of YourDictionary.com.

Royal Little
In the process of seeking to become the nation's most important textile tycoon, Royal Little (1896-1989) created Textron, the nation's first modern conglomerate corporation, and set the pattern which scores of others followed.
How Did Little Turtle Die?
Little Turtle, a well known Indian leader, died on July 14, 1812 in Fort Wayne, Indiana. He is believed to have died from gout and rheumatism.

Also Mentioned In

frig·id
good-for-noth·ing
maidkin
stream·line
La Niña
ecoartist
hire·ling
round·let
toothlet
in·dus·tri·al
run short
er·rand

Words near little in the Dictionary

litter-lout
litter-tray
litterless
littermate
litters
littery
little
little america
little bear
little bighorn river
little-auk
little-bighorn

The Best Simple Sentences for Kindergarten

There are so many fulfilling perks to teaching kindergarten, but near the top of the list is teaching students how to read. I think one of the best parts of literacy instruction is seeing the excitement in my students’ eyes when they start reading sentences! Once students are ready to take that step, it’s just a matter of keeping up that momentum and excitement with additional practice. In this post, I’m sharing some of my favorite ways to use simple sentences for kindergarten reading instruction.

Are My Students Ready for Reading Sentences?

Before we can expect young learners to read even simple sentences, it’s important to make sure they have the right foundation. The road to reading sentences includes important milestones such as:

Identifying letters by name

Identifying the sounds that letters make

Blending sounds together to read words

Reading words fluently in isolation, including sight words

Plus, between each milestone is a variety of phonemic and phonological awareness skills that need to be mastered in order to build a solid foundation for reading.

Once this foundation is in place, students are ready to begin reading words within sentences. Keep reading if you’d like to sneak a peek at the simple sentences that I use with kindergarten students when they’re ready to take this exciting step!

Simple Sentences for Kindergarten

There are many ways to practice reading sentences in kindergarten. Below are some of my favorite ways to incorporate simple sentences into literacy instruction. I love that these activities are perfect for literacy centers, morning work, small group intervention, or even homework! These activities also grow with students, so that they can read more challenging sentences as they learn more phonics patterns and master additional high frequency words.

Sight Word Fluency Sentences

When students first start reading words within sentences, it’s helpful to start with predictable text. I find that sight word fluency sentences are perfect for this!

These simple sentences often arrange the sight words in a predictable pattern, such as “I see a cat. ” and “I see a pig.” This means that students can practice decoding words within sentences while building their sight word fluency. It’s a win-win!

Read and Reveal Sentences

Hands-on activities will help students stay engaged in reading practice. Read and reveal cards are always a hit with students! This activity has students read simple sentences on a card, then unclip the flap to reveal a picture that corresponds to the sentence. Students will use their comprehension skills to decide if the sentence they read makes sense with the picture they just uncovered.

Since this adds an element of self-correction to the activity, read and reveal cards are perfect for literacy centers, morning work, or even a fast finisher activity. The fine motor practice from using clips for this activity is an added bonus!

Sentence Scramble Activities

As students grow more comfortable with reading sentences, they will start to get a feel for the natural rhythm of language and word order. This, in turn, will help improve reading fluency. One of my favorite ways to help students understand and practice word order is with sentence scramble activities. After putting a sentence in the correct order, they can practice reading it fluently.

You can add some cutting practice by having the students cut out the scrambled words themselves. Plus, having the word strips available to move around helps students in the task of unscrambling each sentence.

Sentence Dictation

Writing activities are another way that I incorporate simple sentences into literacy instruction. When students write sentences, they are able to practice their phonics skills in a different, yet still very important, way. Sentence dictation is a great activity that incorporates many kindergarten skills!

After listening to a simple sentence, students will use their phonics skills to write each word in the sentence. Then they will use their fine motor skills to form the letters and words in the sentence. Finally, students will practice reading what they wrote as they decide if their written sentence matches what the teacher said. Sentence dictation doesn’t have to take a lot of time! If you have whiteboards and markers out for a different activity, do a quick sentence dictation before having the students put things away.

Sight Word Sentence Strips

This is another activity that incorporates writing as students practice reading sentences. Students can use these sight word sentence strips to practice decoding sentences fluently as they practice writing them as well.

Once these strips are laminated for durability, students can use dry erase marker to practice letter formation as they copy each sentence. This is another activity that students can work on independently during literacy centers or morning work time.

Since these sight word sentences are prepped and on binder rings, you can also take them on the go for even more practice! Use them as “password” flashcards: Have each student read a sentence from the bundle before entering the cafeteria, going outside for recess, or leaving for the day.

Kindergarten Reading Fluency Passages

Young learners get so excited when they can start reading passages with multiple sentences! This is why I love to use kindergarten reading fluency passages. Students are able to review phonics patterns and high frequency words as they improve their reading fluency and comprehension skills.

After students have had time to practice each passage in the classroom, I encourage them to take it home and read it to friends and family. They are always so excited to show off their reading skills!

Keep scrolling for information about a free reading fluency download that you can use in your classroom.

Free Reading Practice for Kindergarten

Would you like to try these reading fluency passages with simple sentences? You can grab this free collection of nine passages to share with your students. This free download focuses on short vowels, long vowels, blends, and digraphs. Each passage also includes common sight words to help build reading fluency. Just fill out the form below and it will be delivered straight to your inbox!

Free Reading Fluency

Help your students make the leap from sounding out words to reading with fluency! These fluency passages are designed to give kids successful reading practice to help students become strong readers!

First Name Your email address

Save These Kindergarten Sentences

Be sure to save this pin to your favorite phonics board on Pinterest! You’ll be able to come back to these simple sentences for kindergarten when your little readers are eager to give them a try.

"Non-kindergarten child" - a sentence to absence or a chance to acquire?

The child listened to all this and was glad that he would go to kindergarten ... but as soon as he went to kindergarten, he stopped listening and was glad that he was going to kindergarten. Why?

What does “Good in Kindergarten” mean for a child?

When he feels safe, surrounded by attention and care. There are at least 20 children in the kindergarten group and one teacher for this entire “company”. In my opinion, the child, when he first got into kindergarten, is experiencing stress. For the first time, he alone is faced with so many children and is left without the supervision of "his" adults (mother, father, grandmother, aunt, habitual nanny, etc.). Of course, parents and educators help to cope with this condition.

To make the child feel safe and as comfortable as possible, parents teach their child to take care of themselves (dress, undress, go to the toilet, wash hands, eat, etc.), and easily find contact with their peers. For this, the child is taken to all sorts of playgrounds, children's events. But there are no more than 10-12 people on the playgrounds of children at the same time, and the child himself on the playground (or some kind of children's events) is under the supervision of one of "their" adults.

Children expect attention and care from a caregiver. In such large groups, it is extremely difficult for one teacher to perform such a task. Children react differently and show their abilities in such stressful situations. Usually, if one peanut has cried, at least two or three more will certainly support him. The teacher cannot ignore those who shed tears - this is fraught with flooding in the group. Leaving everyone else unattended is also fraught. Curious people, exploring new spaces and toys, are not always able and willing to share their “booty”. Therefore, conflicts are possible and, as a result, new tears.

And what about the requirements and rules for children that exist in groups and that each toddler must comply with? It is good if the child understands immediately what they want from him. And if not? Often in children's groups there are children who do not speak, do not communicate in the language of the group (for example, Russian-speaking children in Lithuanian kindergartens). It happens nowadays that parents are forced to accept such options for kindergartens for their children for a number of different reasons (there are no places in other kindergartens or at the place of residence, the child belongs to the kindergarten of this option; the desire of parents for the child to learn another language in such an environment) .

Not all educators are physically able, and by and large are not obliged, to translate to such children into a language they understand what they obviously did not understand. But do not forget the age peculiarity of children 3 years old (plus or minus half a year), when a metamorphosis that is not very pleasant for others occurs with the baby. The child turns into a negativist-capricious, crybaby, stubborn. This, of course, is an age-related phenomenon that passes, but it requires certain efforts from adults to maintain inner peace so that the atmosphere surrounding the child does not turn into a battlefield. Indeed, for a child, the calmness and adequacy of the adults around him is a “sign” of safety.

I am writing all this and I can't imagine how it is possible for one educator to cope with all this! After all, the teacher is also a person and he also has a nervous system, about which, by the way, there is even an anecdote: “My friend worked as a teacher in a kindergarten. Somehow, after a hard day's work, he gets on the bus, takes out a travel card and loudly, as strictly as he shouts to the whole passenger compartment: "SO! Everyone looked at me !!!".»

What is kindergarten for a child?

I would like to clarify the question, “why is a kindergarten for a child, and not for his parents?”. For the child to learn social skills. I learned to communicate with my peers. Comprehensively, following his age capabilities, he developed as an independent, confident and adequate person.

I propose to consider how the child's personality develops socially in the kindergarten group. The first thing that happens in a social group (a kindergarten is a small cell of society, therefore a children's group is a social group) with a person: adaptation occurs, i.e. the child joins the group and loses his individuality. If the child does not cope with this first phase, he may experience self-doubt, timidity, lack of initiative. The adaptation phase is followed by individualization. The child is trying to find a way to stand out from the group. If it does not overcome, negativism, aggressiveness, and suspicion may develop. Having overcome the first two phases, the child seamlessly integrates into the group, i.e. strive to be useful in the group, contributes to the group.

Three difficult tasks that every toddler faces in kindergarten. There are children who, unable to cope with these tasks, still remain in kindergarten due to a number of many circumstances. It is possible that at the deepest level of his development, the child will fix self-doubt, timidity, lack of initiative, negativism, aggression.

It is easy to imagine how this will affect the development of personality in the future. Of course, people live with this, but does it carry a positive charge and benefit? In my opinion, no. Therefore, I advocate that the task of us adults is to give the child a sense of confidence, trust, security, the feeling that he is desired in this world. The question is, can the teacher of such a large group of children who have stepped over the threshold of a kindergarten for the first time, left alone without “their adults”, create such an atmosphere in the group that the children feel welcome, confident, protected? I dare say it's unlikely. And the expectations of many parents of a miracle from kindergartens, in which there is one teacher for a group of 20 or more children, are just like “soap bubbles”.

You know, it's like Exupery about the Little Prince and the King, when the King explained to the Little Prince that he only gave reasonable orders. “If I order my general to turn into a sea gull,” he used to say, “and if the general does not comply with the order, it will not be his fault, but mine.”

Kindergarten-age children learn by imitating their environment. There is even an anecdote on this topic: “Announcement in kindergarten:“ Dear parents, please do not believe everything that your child tells about kindergarten! In turn, we promise you not to believe everything that he tells about you ". Jokes are jokes, and the atmosphere in which a child lives in kindergarten certainly has an impact on the psyche, nervous system, mood, and behavior of the child.

Creative development in the kindergarten - a necessity or an excess?

We talked about the social development of the child's personality, but what about all-round development? A very important lesson is given to children in kindergarten groups, they learn to learn, learn to keep their attention on certain tasks and their implementation. The learning process itself is a complex process, not only for a child, but sometimes for an adult. Try to sit still, and even calmly, and at the same time listen, look. My son once admitted before going to bed: “I don’t like sleeping, it’s so hard for me to keep myself calm and even with my eyes closed.” Of course, pedagogical developmental training programs take into account the age-related characteristics of children, but does the educator manage to take this into account qualitatively?

Once a mother of an adult son told me that her son did not know a single verse or a single song until the age of 6, but at the same time regularly attended kindergarten. The teacher of that boy explained that according to modern teaching methods, if the child does not want to teach, they do not teach him. So she didn't bother. When the son was transferred to another group, the new teacher confirmed that such a technique exists, but the main thing in it is to interest the child in this task of the teacher. So the expression “how much depends on the educator, teacher” pops up in the memory.

I just know that the work of adults is learning a profession and earning one's daily bread with it. But the work of children is a “game”. At this kindergarten age, children perceive all the knowledge about the world, about people, about relationships, etc. through the game. A game for a child is like a “motor” for moving forward. But, you see, you can play with a child in different ways. You can play in such a way that you will get tired of the game yourself and drive the child crazy with your closeness and insincerity. It can be so “dry” - just according to the rules. But apart from patience, obedience, such a game will develop little in a child.

"Purely intellectual teaching kills fantasy and prepares people who in the future will be alone, incapable of genuine contact." (Bernard Lievehud, professor at the University of Rotterdam, physician, psychotherapist). You can play, including and letting your imagination run wild.

Children's imagination is the basis on which creativity will develop in the future social and professional life. Who in kindergarten, preschool age did not fantasize and did not dream, in the future, immediacy and versatility in relations with people, the world are unlikely to come. Art teaching, imaginative play, and adult storytelling encourage the mobility of children's mental abilities and are the basis for originality and spontaneity. Is it possible to expect from educators who have 20 or more children in a group such art teaching and stories that stimulate children to fantasize, dream, unobtrusively learn about where and with whom they live, on what planet they live? I think that every parent will find the answer to this question.

I only know that a child's inclination for creativity can be preserved and developed. To do this, you can not suppress his intuition. In all creative activities, I encounter the desire of children to share their thoughts, ideas, and what kind of lights burn in their eyes when they meet a like-minded person in me. It is necessary to create conditions that strengthen the child's self-confidence. In the process of any training (traditional or in a game format), it is necessary to rely on positive emotions. The next thing that is necessary to preserve the inclination to creativity is to stimulate the child's desire for an independent choice of goals, objectives and means of solution. And no less important is to stimulate the child to fantasize. I suddenly imagined for a moment a teacher who, in modern teaching methods, took into account the main thing for herself - not to strain. I think that in her creative, playful activity with children, whose minds are naturally inquisitive and open, the best option is to tell the children “there will be no lesson.”

So what is the "Non-kindergarten child" - a sentence or a chance?

Finishing this article, I came to the conclusion: “a non-kindergarten child” is definitely not a sentence for the lack of games, communication, and all-round development. In many cases, the absence of a kindergarten in a child’s life possibly protects him from the formation of a “narrow” worldview, self-doubt, lack of initiative, etc. All this until it changes in our system - the ability to educate, educate, develop children not in crowds, but in groups of 10-12 a person, so that the individual contact of the educator with each child is maintained and that the educator does not lose his right to be a Teacher with a capital letter for them with all sincere and good motives, knowledge.

What are the chances for children not attending kindergartens? A chance to find for yourself small play-developing groups of peers (up to 10-12 people), including comprehensive development, in accordance with age capabilities. These groups are not required to visit every day and all day. This format of visiting reduces the children's stressful perception of a "separation" from their familiar environment, from "their" adults. Such a set of groups allows the teacher to establish individual contact with each child. This, in turn, contributes to the effective development of the child as a social, creative personality.

Another chance that children who do not attend kindergartens have today is an opportunity to learn the Lithuanian language more effectively. This applies to children from Polish and Russian families, in which the child does not use or hear Lithuanian speech at all, or hears and uses it little. Such groups produce a set of children speaking different languages (Russians, Lithuanians, Poles), so that children at the level of communication with their peers, at the level of systematic learning, learn to understand another speech. In such groups, children from the educator will hear in their native language what they do not understand in another (for example, in Lithuanian).

In this type of groups, as well as in kindergartens, the daily routine is also provided. Following it, the child himself becomes calm, as the knowledge is acquired of what, when, in what order it will be required of him. Time is allotted for lessons (in a traditional format or in a game format, depending on the age of the children) and for educational games, games of free expression, walks on the street, joint gatherings with some goodies at a common table. That is, everything that a child must acquire in kindergarten - he can acquire in game-developing groups.

What about parents who work but whose children do not attend kindergartens? It is unlikely that parents take their child with them to work, but hire a nanny for him. In the future, probably, you will have to think about some kind of tutoring. I think that if the nanny brings the child in time and picks him up from this type of group, the child will only benefit, and the work of the parents will remain with them.

In Tyumen, the educator through whose fault a four-year-old boy died is appealing the court's verdict - | 72.ru

Doctors tried to save the child, but he died from complications

Photo: Ntv.ru

In Tyumen, a teacher who was found guilty of the death of a child because of a balloon is challenging the verdict. The court decided that the boy had swallowed an object in the garden when the teacher was responsible for his life and health. Namely, that during the walk, the woman "did not ensure the control of the boy's compliance with the requirements of personal hygiene, according to which it is forbidden to pick up dirty objects in his mouth." Although Tyumenka was found guilty of causing death by negligence, she was released from punishment due to the expiration of the statute of limitations in a criminal case.

The teacher did not agree with the verdict and filed an appeal.

- I disagree with the court's verdict due to the discrepancy between the court's conclusions set out in the verdict and the actual circumstances of the criminal case, - said the convict. — Even the exact time when the child fell unconscious has not been established. The experts did not have this information, but they came to the conclusion that by the time the doctors arrived, no measures taken by the doctors would have helped the boy.

The woman wrote that during the proceedings she was deprived of the right to present evidence, refusing to satisfy a number of requests. Consideration of these petitions, according to the convict, could affect the verdict. The defense side asked for repeated medical and psychological-medical-pedagogical examinations. They wanted to establish whether the first ambulance team (general profile) was supposed to intubate the boy's trachea, whether the dispatcher acted correctly, who sent a specialized team 10 minutes after the arrival of the regular one. The defense also offered to conduct an investigative experiment in order to establish the time between the fall of the child and the transfer of the child to the first-aid post, but they were also refused. The victim hopes that this will be taken into account in the regional court.

When considering the criminal case, the court did not take into account many arguments of the defense. For example, the regional department found no violations in the provision of medical care to a child. During the examination, they found only a tactical defect of the employees of the brigade that arrived first on the call. They used an Ambu bag when they were trying to pump out the boy, and they needed to intubate the trachea. But, according to the conclusion of experts, this supposedly did not affect the onset of death, since by the time the doctors arrived, the child had already been unconscious for a long time and was not breathing. The court pointed out that some of the arguments of the defense are not consistent with the evidence available in the case.

The parents of the deceased boy believe that the teacher's guilt has been proven.

“There are no new arguments in the appeal that have not been examined by the court of first instance,” said lawyer Lyubov Safargaliyeva, representing the interests of the father of the deceased boy. - The father of the deceased child intends to take part in the consideration of the complaint. He agrees with the decision of the court of first instance. We believe that the guilt of the educator was confirmed as a result of the consideration of the criminal case.

A four-year-old boy died in October 2018. In early September, the child became ill during a walk in kindergarten: he lost consciousness and stopped breathing. When the boy was resuscitated, it turned out that a piece of the balloon blocked his oxygen supply. The child was unconscious for a long time, the doctors managed to start his heart, but the boy fell into a coma. He died in the hospital after almost a month and a half.

May 26, 2021, 11:04 am
Kindergarten teacher, where a little Tyumen resident died because of a balloon, could not appeal the verdict
March 02, 2021, 15:23
In Tyumen, a kindergarten teacher was found guilty of the death of a child because of a balloon
October 17, 2018, 12:50
Coma

Anna Yarovaya

journalist 72.