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St. Matthew's Publishing | Textbooks and Children's Books Publisher

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Author: iManila Projects

MIBF 2019 Ticket

Download and print your free tickets for the Manila International Book Fair!

Please present a copy of your printed ticket at the entrance of the book fair. Black-and-white tickets will be accepted.

Drop by our booth on the second floor of the SMX Convention Center, Pasay City.

You can use any of the two designs below.

To download the ticket:

  1. Right click the image of the ticket.
  2. Choose “Save Image As”
  3. Save the file.
  4. Print the downloaded file.

Curriculum Planning

Curriculum Planning

Planning Your Curriculum

✦ Step back and get an overview of the school year’s schedule of activities.

✦ Create loose timelines and set your learning goals.

✦ Remember that your main objective, which is to foster learning, supersedes the importance of watching the clock. You must balance the two priorities of sticking to the schedule and honoring your learning goals.

Before School Starts

✦ Examine the learning competencies in your Restructured Basic Education Curriculum (RBEC).

✦ Look at the number of units in your textbooks or curriculum materials and determine how much time to allow for each unit over the course of the year.

✦ Count the number of chapters within each unit, merging those units that are identical, and determine how much time you can spend on each. Project the dates when you will probably begin a new chapter in the first unit.

✦ Determine how much time to allot for the lessons that will cover the contents.

✦ Jot down the learning activities you will plan within a sample day and within a sample week.

At the End of the First Week

✦ After the first few days of school, you may feelbetter able to estimate the length of time needed to complete the activities in your lesson plans. Assess whether you can stay on target given the time you allocated for each chapter.

✦ Factor in daily activities and special events as you prepare for each new week. Record in your plan book any upcoming school activities or other interruptions you should anticipate.

At the End of the First Unit

✦ Assess the effectiveness of your timeline again. Map out the chapters for the entire semester and the start dates in your plan book.

At the End of the First Semester

✦ Complete the process for the remainder of the year, noting down the start dates for each chapter.

 

✦ You could team up with a co-teacher to develop the schedule; you could discuss weight priorities, and check which of the competencies have not been sufficiently covered and which ones have been over studied.

For 25 years, St. Matthew’s Publishing Corporation has served more than 10,000 educational institutions nationwide as a true partner of educators and parents in nurturing young minds.

Join us as we celebrate 25 years of service at the 36th Manila International Book Fair this September 16-20, 2015 at the SMX Convention Center, Pasay City.

Find us at Booth 81-82 at the end of Aisle Q. Learn about our new books and avail of special promos!

We’ve got your ticket covered for you!

Just download your free ticket here and bring a printed copy of it when you enter.

Print in any size, black and white or colored and you’re good to go!

 

Fun Spelling Games For Kids

SPELLING GAMES FOR CHILDREN

The ability to spell well is a sign of literacy. Spelling is a skill of constructing words rather than memorizing them. A good speller predicts how a word is spelled based on knowledge of what is probable in English. Sadly, spelling is one of the most neglected subjects of study.

Spelling instruction is reinforced through activities that:

  • Apply spelling words to daily reading and writing
  • Build phonemic awareness and phonics skills
  • Emphasize basic spelling patterns and generalizations
  • Promote word analysis and build vocabularies
  • Help students correct common spelling errors
  • Develop student interest

A worthwhile spelling program includes the following characteristics:

  • About fifteen minutes of daily instruction, five days a week
  • Lists of spelling words based on spelling patterns or similar structures
  • Use of pretest-study-test format
  • A self-corrected test procedure
  • A word-study strategy that is both visual and auditory
  • Teaching words as whole units, not as parts
  • An emphasis on teaching how words are spelled rather than on teaching rules

Immediate reinforcement, specifically self-correction, is essential. In fact, self-correction is the single greatest factor in learning to spell.

Enhancing spelling instruction with games sparks students’ interest. Although games do not involve real-world reading and writing, they serve to focus the players’ attention on the structure of words. This, in turn, helps to create visual images of the words, which students will then use as they read and write. Playing games fosters a positive attitude towards spelling, which is critical to improving spelling skills.

Spelling Games

  1. Keep Climbing
    Materials:
  • Keep Climbing game board
  • pencils and erasers
  • list of spelling words that progress from easy to more difficult

Preparation:

  • Make a copy of the game board for each student.

How to play:

  1. Ask for a volunteer to be the caller and give him or her the word list.
  2. The caller reads out each word and uses it in a sentence.
  3. As the caller reads the words, the players write them on the lines of their game board, starting at the bottom of the page.
  4. After the players have written each word, the caller writes the word on the chalkboard so that the players could self-check. If incorrect, the players self-correct.
  5. When the caller reads the next word, the players write it on the next line, or, if the last word had been spelled incorrectly, on the same line.
  6. Play continues in this manner until one player reaches the top.
  1. Word Detective

Materials:

  • letter cards
  • list of spelling words

Preparation:

  • Copy a set of letter cards, making multiple cards for vowels and other letters that appear more than once in a spelling word.

How to play:

  1. Use letter cards to build a spelling word, or ask a volunteer to build a word.
  2. Have the players read the word and then have them turn around.
  3. Remove a letter.
  4. Have the players turn back around. Have them identify the missing letter and tell where it belongs. A volunteer may replace the letter.
  5. You may have each player write a sentence that uses the word.
  1. Copycat Words

Materials:

  • word strips cut out into cards, each one approximately six inches long
  • pencils
  • scissors
  • list of spelling words
  • chalkboard and chalk

How to play:

  1. Write a spelling word on the chalkboard.
  2. Ask the students to copy the word onto a strip. Check their spelling.
  3. Have the students say the word and spell it. Invite volunteers to use the word in a sentence.
  4. Cover up the word on the chalkboard, and ask the students to cut apart each letter.
  5. Have them say the word again and visualize how to spell it. Then have them rebuild the word using their letters.
  6. Reveal the word on the chalkboard so that the students can check their work.
  1. Pass the Pad

Materials:

  • pad of paper and pencil
  • paper bag
  • music player
  • index cards
  • marker

Preparation:

  • Write spelling words on cards, or have the children write the words. Place the word cards in a paper bag.

How to play:

  1. Invite the students to sit in a circle. Play music while the students pass the paper and pencil around the circle.
  2. Periodically stop the music and choose a word from the bag. Read the word aloud.
  3. The player who is holding the pad when the music stops writes the word that you read.
  4. The player displays the word and confirms its spelling with the word card. If the word is spelled correctly, he or she remains in the circle. If not, the player corrects the spelling and leaves the circle. He or she reads the spelling word the next time the music stops.
  5. Continue playing until all the words have been spelled or until just one player remains in the circle.

Other Games

  • Move and Form a Word
  • Roll It, Say It, Spell It
  • Hidden Words
  • ABC Hop

Communication means interacting with others to promote understanding and achieve a result of some kind.

There are three areas that matter in communication:

  • words – what we say
  • tone – how we say it
  • body language – how we look when we are saying it

Advantages of Face-to-face Communication

  • People can “see what you mean.”
  • Eye contact helps you establish if the other person is listening and understanding.
  • Your body language can help him believe what you are saying.

Disadvantages of Face-to-face Communication

  • You can give away your true feelings.
  • You might “wear your heart on your sleeve.”
  • The other person may not understand the words you use.
  • He may not like the way you are saying the words.

Tips on Listening

  • Give your full attention.
  • Do not assume what the other person is going to say.
  • Do not waste listening time formulating what your response will be.
  • Show by eye contact and an interested expression that you are paying attention.
  • When listening on the telephone, do not allow distractions in the room to interfere with your listening abilities.
  • When on the phone, let your caller know you are listening by making verbal indications such as “M-mm, yes, okay . . . .”
  • Make notes if appropriate; when on the telephone, for example.

Types of Questions

  1. Open questions – These questions will help you the most. Who, what, when, where, and why are the opening words to questions that will give you specific information. You cannot answer Yes or No to an open question.
  2. Closed questions – These questions will give you the answer Yes or No. They begin with Can you, Will you, Did you, etc.
  3. Specific questions – These questions clarify facts. These are often used to get numbers, dates, addresses, etc. (For example: Your address is . . . ? and Is the number . . . ?)

Tips on Receiving Calls

  • Cultivate a pleasant and interesting telephone voice.
  • Greet your caller with “Good morning/afternoon!,” state your name, then ask “How may I help you?”
  • Make your caller feel “wanted” by making him aware of who is speaking and by asking him his name—we all like the sound of our own names!

Tips on Taking Messages

  • It may be that the person your caller wants is not available. First ask him if you can help. If you can’t, offer to take a message.
  • When telling your caller that you will take a message, you should do just that! Say, “I will see that . . . gets the message,” or, “I will pass the message to . . . ,” not “I will get him/her to phone you back.”

The Stages of Preparing Your Letter

  1. Planning
    You need to identify your objective in sending the letter. For example, is it:
  • to give information?
  • to promote an action?
  • to clarify something?
  • to rectify a situation?
  • to promote your school?
  1. The Structure of the Letter
  • Letter length should be only one page.
  • Try to keep the length of sentences to not more than twenty words each.
  • Paragraph length should be no more than four sentences each.

Structure your letter around the following:
1. Greeting

  • “Dear Sir/Madam” is used if you do not know the name of the person to whom you are writing.
  • “Dear Dr./Mr./Mrs./Ms./Miss” is professional and less formal. Ms. is quite correct if you have no indication of marital status.
  1. Introduction
  • In the first introductory paragraph, say why you are writing and mention the date of correspondence received from them, if any (“Thank you for your letter of 10th June 2007.”).
  1. Information
  • This is the main part of the letter when you deal with the subject at hand. Decide on the most logical order of the information. Use paragraphs and, if necessary, use sub-headings for each new subject.
  1. Action
  • Your letter should say what action is required, when it needs to be acted on (give a deadline), and who should take the action
  • Actions should be achievable.
  1. Conclusion
  • This paragraph enables you to personalize your letter.

III. Writing the Letter
Writing your letter should be easy as ABC: Accurate, Brief, and Clear.
1. Accurate

  • Check that your facts are accurate.
  • Make sure names are correctly spelled.
  • Use words accurately and appropriately.
  1. Brief
  • Be brief—keep it short. Your reader’s time is as precious as yours. You don’t want to spend hours writing a letter—he/she doesn’t want to spend hours reading one.
  • Short sentences are easier to understand.
  • 4% of readers understand a 27-word sentence at the first pass.
  • 75% of readers understand a 17-word sentence at the first pass.
  • 95% of readers understand an 8-word sentence at the first pass.
  • Try to keep sentences to less than twenty words.
  • Use short words and phrases. The effect is greater.
  1. Clear
  • Your letter will be clearer if you have used a heading, paragraphed the information in a logical sequence, and used simple language—not jargon.
  1. Punctuation
  • Commas are used to separate nouns in a sentence.
  • Semicolons are not widely used in the modern letter. It is better to start a new sentence.
  • A colon is used when listing information.
  • The apostrophe indicates ownership or is used when one or more letters are omitted.
  1. Layout
  • Develop a “house style” or set of layout rules so that letters from your school will have a uniform appearance and consistent style. You may use different (but still stylistically connected) layouts for different types of letters.
  1. Checking
  • Checking letters for accuracy before presentation for signature is important for the administrator.
  • Check the layout (Does it look attractive? Is it evenly spaced?), the punctuation and spelling (Are they accurate?), and the names/titles/addresses (Are they all correct?)
  • Do not use just your computer’s spelling checker to gauge accuracy. It will not pick up on words that are correctly spelled but wrongly placed.
  • Read the letter aloud or get someone else to read it out to you while you check your own copy. It can be difficult to see errors in letters you have typed yourself.

Make sure you have the correct number of copies.

Rationale

Teachers teach best what they need to learn. The teacher’s responsibility is not just to teach, but to learn, and never cease to learn. It is vital, therefore, that teachers constantly reinvent themselves in order to maintain their effectiveness. Mathematics is often mislabeled as a difficult subject, thus, it has always been a challenge to educators to plan and implement a teaching technique that makes learning enjoyable and engaging for children.

Incorporating fun and integrating mathematics in other subject areas would provide teachers a refreshing way of teaching the basic mathematical concepts.

Weaving a Web of Learning

Integrating Mathematics with other subject areas is one way of assuring that children will enjoy learning, and that learning takes place at its optimum level. Mathematics can be taught across different subject areas such as Science, Music and Creative Dramatics, Arts and Crafts, Speaking, Reading, Writing, P.E. and Health, Values, and even Cooking!

Lesson Plan Web

Specifically for this module, a web plan is made for specific themes such as Colors, Shapes, and Numbers. The children will discover the joy of learning new concepts through thematic teaching, which is the natural way to integrate curriculum content areas.

[This article will first discuss Colors as its theme]

COLORS

  1.   This is a no-lose variation of this classic game with your children. Select a piece of white paper and draw a red circle on one side and a green one on the other. Show the paper and see if they have any ideas about what the circles might mean. Help them conclude that the red circle means “stop” and the green one means “go”. Then invite the children to pretend that they are cars: when you hold up the green light, they drive around; when you hold up the red light, they stop. (P.E./Social Studies) 
  2.   Collect a few red (or any color) items and place them in a pillowcase. Seat the children in a group and begin to tell a story. Choose a child to come and select one item from the pillowcase. Incorporate the item into the story. Choose another child and continue until all the items have been selected. (Language)
  3.  Sing to the tune of “Three Blind Mice”:

 

I Like Red 

I like red, I like red

Do you like it too? Do you like it too?

Red is the color of strawberries

As well as apples and some cherries

Did you ever see such a color, my friend

As red, red, red?

I like blue, I like blue

Do you like it too? Do you like it too?

Blue is the color of oceans and skies

Brand-new jeans and some birds I spy

Did you ever see such a color so true

As blue, blue, blue?

I like yellow, I like yellow

Do you like it too? Do you like it too?

Yellow is sunny that’s oh so bright

Yellow’s the color of the moon at night

Yellow shines and yellow glows

That is yellow.

I like green, I like green

Do you like it too? Do you like it too?

Green is the grass and the leaf of a tree

Lilies and frogs that croak at me

Green is the color of vines with beans

It’s green, green, green.

I like orange, I like orange

Do you like it too? Do you like it too?

A carrot is orange and pumpkins, too

The sun in my paper that I drew

A fruit tree with an orange or two.

That is orange.

I like brown, I like brown

Do you like it too? Do you like it too?

Brown is the color of chocolates

Coffee cups and morning toasts

And what do you think of our skin?

It’s brown, brown, brown.

I like pink, I like pink

Do you like it too? Do you like it too?

Baby cheeks and tongues are pink

Flowers and cotton candies

And what do you think of powdered cheeks?

Pink, pink, pink.

I like violet, I like violet

Do you like it too? Do you like it too?

Yams and eggplants are violet

Orchids and grapes as well

The color I see when I bruise my thumb

It’s violet, violet.

  1.   Make a simple color graph on a large sheet of paper, enough to fit in a bulletin board or for everyone to see. Cut out small squares from construction paper that matches the colors named on the chart. Have each child paste a square of his or her favorite color on the chart. (Math)

When the chart is complete, discuss the results:

  • Which color is the most popular?
  • Which color is the least popular?
  • Which color(s) is/are not liked by anyone?
  • How many people like each of the colors?
  • How many people like ____ than ____?
  1.   Prepare three large transparent jars, water, red, blue, & yellow coloring, and large spoons or sticks for stirring. Fill the jars with water. Put a few drops of yellow food coloring in the first jar. Take time in doing this as children will enjoy the swirl design the food coloring makes as it mixes with the water. Add red food coloring to the yellow water a few drops at a time until the water is colored orange. Repeat the steps above, mixing red and blue food coloring to make purple, and yellow and blue coloring to make green. (Science)
  2.   Prepare a neighborhood (community) map. Outline streets, buildings, trees, parks, and so on with black marker or crayon. In one corner of the map, create a color key. Let children decide on appropriate colors for landmarks. (Social Studies)

Example:

Streets – gray

Houses – purple

Buildings – yellow

Parks – green

Bodies of water – blue

 

  1.   Prepare plain white paper towels (or white table napkins), bowls, food coloring – 3-4 colors. Put water in each bowl and add enough food coloring to produce an intense color. Fold the paper towel into eighths or sixteenths. Dip each corner of the folded towel into different colors of food coloring. Unfold the paper towel to reveal a beautiful tie-dyed design. When these lovely designs are dry, hang them in the window or on a clothesline strung across the classroom. (Art)
  2.   Using different colors of construction paper, cut out large simple shapes that match the following characters: brown bear, goldfish, red rooster, blue bird, yellow duck, green frog, purple cat, white dog, and black sheep. Include, too, the shapes of little children and a teacher. You may add outlines and a few details on the shapes so the children can recognize them more easily. Each character must be glued on a small white paper sheet or cardboard. Each paper has these familiar words: (Reading and Language)

Brown bear, brown bear, what do you see?

I see an orange fish looking at me.

Orange fish, orange fish, what do you see?

I see a red rooster looking at me.

[Red rooster…]

[Blue bird…]

[Yellow duck…]

[Green frog…]

[Purple cat…]

[White dog…]

Black sheep, black sheep, what do you see?

I see a teacher looking at me.

Teacher, teacher, what do you see?

I see boys and girls looking at me!

 

  1.   Give each child a piece of white paper and several blue (or any other color) circle stickers. Let the children attach these stickers to their papers at random. Then let them use blue (that same color) crayons or markers to connect the dots any way they wish. When the children have finished, talk about the various blue (that color) designs they created. (Writing)
  2.   Make a matching game for the children to play. Gather several shades of blue (or any other color) paper. Cut each shade into two, then mix up all the pieces. Let the children take turns sorting the pieces by color into matching games. As a variation, let the children take turns arranging them in order from the lightest to the darkest or vice-versa. (P.E./Math)
  3.   Prepare a white paper cup for each child by drawing a large smiling face on the side of each cup. Fill the cups to the top with potting soil. Then give them to the children along with some mongo or grass seeds. Have each child plant and water the seeds and set their cups in a sunny spot. After their seeds begin to grow, it will look like green hair on top of the smiling cup. (Science)

 

REFERENCES:

Puzzles and Games for Reading and Math, Susan Amerikaner & Kaye Furlong, McGraw-Hill Children’s Publishing, 1992

Best of Totline (Teacher Resource), Vol. 4, Compiled by Gayle Bittinger, Totline Publications, 2004

Integrated Activities for Whole Language and Thematic Teaching (Colors), Creative Teaching Press, Inc., 1991

The Wonders of Arts and Crafts

The Psychology of Arts and Crafts for Children

Arts and crafts activities for children are important elements of preschool education.  It’s vital to remember that preschool isn’t just fun and socialization, or just a way of passing the time but a crucial part of a child’s educational development.  There are so many positive benefits for children if they are encouraged to enjoy the wide range of arts and crafts activities available.

A Creative Problem

Creativity is a challenging process that takes the child on a journey through a whole spectrum of skills.  Arts and crafts activities are a series of problem-solving activities.  Kids are presented with a goal, perhaps a painting or a model.  Using a method and a set of skills, they either recreate this item or design an entirely new piece of artwork.  There is no ‘right’ answer with arts and crafts. Children must find ways to interpret and identify the best way forward from a whole set of ideas.  As they proceed, they are constantly discovering the laws of cause and effect.  The young artist will often have to think laterally and may have their perseverance tested.  In other words, every art and craft project is one big problem to be solved so that it results in a real sense of achievement.

 Quiet Time

Arts and crafts activities may be particularly valuable for more children.  The activities demand patience, and results are only achieved with effort and time.  It means that arts and crafts activities provide a valuable opportunity for concentration and quiet time.

Play as Therapy

Sigmund Freud, a famous psychotherapist, once claimed that play was a direct pathway into a child’s unconscious mind.  Even if you don’t subscribe to this view, it’s easy to spot how it can relate directly to hidden feelings and emotions.  It’s an effective insight into a child’s personality and thought patterns.  The power of arts and crafts activities are demonstrated superbly when it’s used to assist traumatized children as they attempt to come to terms with negative experiences.  There is a whole profession built on the principles of play therapy.  Safe and unrestricted play is used to explore issues that may trouble children and could otherwise be difficult to uncover.

Time Together

Arts and crafts activities often use substances and materials that are harmful to children.  This means it’s usually a shared experience between the teacher and the child.  This shared activity can be a really positive experience. It encourages social skills, speech, language development, and listening skills.  It may be the first time a child starts to develop his ability to work in a team.  It’s also a good chance to learn to negotiate or compromise.  Close co-operation and adult attention makes the child feel valued and boosts his self-esteem and confidence.  Even if the teacher is not present throughout the entire creative process, there will always be a finished product to be admired.

The preschool child learns and absorbs information at an astonishing pace.  You can channel this activity by coming up with fun projects and craft ideas together.  Initially, a teacher’s role is purely supervisory, but arts and crafts for the growing children allow them to learn and explore techniques and ideas more independently.

Download our sample activities here: The Wonders of Arts & Crafts

 

*This article was prepared especially for Saint Matthew’s Publishing Corporation.

Understanding Budgeting & Handling Finances

Written by: Hazel Domingo Babiano

All organizations, both public and private, need to operate successfully financially in order to do all the things they want to. Even non-profit making organizations such as charities, local authorities, etc., need to achieve a surplus or profit in order to survive. In the case of schools, mishandling the school budget and finances may cause severe losses which, eventually, may lead to the cessation of school operations. Understanding basic budgeting is therefore important to keep the school going and growing.

The Importance of Financial Controls

It is not enough for an organization to break even. Profits are important because no matter how good an organization is at budgeting and achieving budgets, it is almost impossible for them to guarantee that they will exactly cover their expenditure. If an organization was only aiming to break even and consistently made a loss (i.e. expenditures are higher than income), then eventually it will have to close down

For an organization that wants to expand, to do new things, employ more staff, give pay rises, and buy new machinery and equipment, it needs to have funds to do that. The best way for a school to get these funds is to provide for themselves out of their profit or surplus. Also, if an organization has shareholders, these shareholders will expect to be paid dividends. Dividends cannot be paid unless the school is making a profit.

Most organizations have to pay corporation tax to the government which helps to pay for Education, Health, Defense and so on.

Important Terms to Remembers

  1. Profit and Loss Accounts

Profit and loss account deals with measuring the viability of a business. In oher words, it is doing well enough to stay in a business or in a case of the public sector, to justify its existence.

  1. Cash Flow

Even though an organization may be in profit on paper, it is essential that it has enough money in the bank to pay its bills. For example, it may be owned a substantial sum by its customers, but if they haven’t paid and the money isn’t in the bank, the organization may not be able to pay its salaries, bills, and its suppliers.

Because organizations spread the capital costs of fixed assets such as equipment over their expected “life” (so that one year’s profit is not adversely impacted versus another relative to the use of the asset), this is another reason why cash flow and profit are not the same.

When looking at the profit and loss account, we also need to take into account the cash position of the organization. In other words, if the profit is good, but the money isn’t in the bank, the organization knows that it needs to take action.

III. The Balance Sheet

The Balance Sheet is basically a record of the assets that an organization owns and the wealth of the business. It is also records of the source of funding that the organization has, for example, the amount of the money contributed by shareholders (known as Capital), retained profit or reserves (the money that the organization has kept to one side and not paid to shareholders) and any long-term loans that it has.

  1. Budgets

A budget enables an organization to measure its performance against the financial plan that it has for its future. Normally, the yearly budget will be linked to the longer-term financial plan which will be tied into the aims of the organization.

A budget means that the organization can decide in advance what it wants to spend its money on and how much money it needs to make in order to buy new equipment, etc. and to make a profit.

During the year, the organization will have to report how well it is achieving against its budget. Many organizations will forecast in advance how well they thing they are likely to do compared to what the budget says they must do. This process becomes more important as the organization comes to the end of its financial year when the budget may no longer be an up-to-date guide to predicting financial results.

 

*This article was prepared especially for Saint Matthew’s Publishing Corporation

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