How To Teach Kids

Here is a good selection of kids’ books that can be used to teach the color green:

• And to Name But Just a Few: Red, Yellow, Green, and Blue by Laurie Rosenwald
• Big Green Pocketbook by Candice F. Ransom
• Blue Hat, Green Hat by Sandra Boynton
• Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr.
• Colors: Green by Esther Sarfatti
• Eco Babies Wear Green by Michelle Sinclair Colman
• Green by Sarah L. Shuette
• Green Eggs and Ham by Dr. Seuss
• Green Puppy Goes to the Dentist (Blue’s Clues) by J.C. Schwanda
• Green Says Go by Ed Emberley
• Green Wilma by Ted Arnold
  
• I’m Sorry! (Blue’s Clues – Green Puppy) by Justin Chanda
• Nature’s Green Umbrella by Gail Gibbons
  
• Purple, Green and Yellow by Robert Munsch
• Red,Stop! Green,Go! by P. D. Eastman
• The Very Hungry Caterpillar by Eric Carle
  
• Where is the Green Sheep? by Mem Fox and Judy Horacek

Share with a friend!

Here is another example of a simple book I made with a four year old tutoring student, a big fan of Spider-Man, who knew all his alphabet sounds.  We were working on learning to spell the word “man,” so this book reinforced what we were working on and motivated him to want to read. He really enjoyed this activity.

Share with a friend!

These six levels start with the simplest and progress to the most complex level of higher level thinking.  As teachers, we need to make sure we cover all six areas.

1.  KNOWLEDGE

• Recalling of information such as places, dates, and events (who, what, when, where, how)
• Knowledge of subject matter, main ideas, basic concepts and principles
• Memorizing

2.  COMPREHENSION

• Understanding meaning
• Applying knowledge in a different context
• Simple comparing and contrasting
• Making inferences
• Predicting outcomes
• Describing in one’s own words
• Making interpretations
• Making summarizations

3.  APPLICATION

• Problem solving
• Applying what has been learned through exhibits, demonstrations, graphs, charts, etc.
• Using information, concepts, and methods in different situations
• Using facts to answer questions such as “How is ___ related to ___?”

4.  ANALYSIS

• Dividing a whole into its component parts
• Outlining and diagramming
• Identifying literary elements and breaking the story down into different parts
• Distinguishing between inferences and actual facts
• Analyzing components of an event in history
• Identifying motives and hidden meanings
• Separating the components of the scientific process
• Seeing patterns
• Teacher asks questions such as “What is the order of steps in ___?”  or “What are the functions of ___?”  or “How does ___ compare/contrast with —?”

5.  SYNTHESIS

• Using already existing concepts to create new concepts or ideas
• Creating and designing something new and original.  This could be a short story, poem, music, plan for an experiment, new way of classifying ideas, etc.
• Combining information from several sources
• Finding solutions
• Teacher asks questions such as “How would you create a new ___?”  or “What ideas can you add?”

6.  EVALUATION

• Comparing ideas
• Developing opinions and judgments
• Judging the value of something for a given purpose, based on definite criteria
• Resolving differences of opinion
• Making value decisions about issues
• Teacher asks questions such as “Do you agree?”  or “What do you think is most important?”

Share with a friend!