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Ten Creative Ways to Teach Your Child the Alphabet

1. Make an Alphabet Book

Make your own alphabet book with your kids. You can purchase a blank paper book at an educational supply store or you can make one with construction paper and a three-hole punch. Help your child make a page with each letter. You can have him write the letter or find the letter in an old magazine and cut it out. Cut out pictures from an old coloring book or magazine that has words that start with the letter on the page.

2. Play the ABC game whenever you drive somewhere

This is an easy and fun way to teach your child the alphabet. Whenever you drive anywhere play the ABC game. Have your child find the letter A on billboards, or license plates, or signs. Start with the letter A and then look for letter b, c, etc. Once you finish the alphabet you can play again.

3. Sing the Alphabet Song

Children love to sing and what better song to sing than the Alphabet Song. Start your day off with a song or two and be sure to include the ABC song.

4. Play the Alphabet Memory Game

You can purchase flashcards of the alphabet or make your own with card stock paper or construction paper. Have your child match the capital letter A to the lowercase letter a. Or you can start with letters that are all lowercase or all capital. Each time your child matches the letters have him tell you what letter it is.

5. Make Alphabet Cookies

What child doesn’t love cookies? Get alphabet cookie cutters or use frosting to write the letter on each cookie. Have your child tell you which letter he wants to eat!

6. Make an Alphabet Photo collage

Purchase disposable cameras for your child. Take a trip outside, to the park, zoo, or wherever. Spend your time looking for pictures of words that start with the letter A or B, or whichever letter you choose. When you get the photos developed let your child cut them out and glue them onto a collage. Have your child write or trace the letter for your photo collage onto construction paper and glue the photos around. Children love taking pictures and this is a lot of fun.

7. Another Alphabet Game

We have probably all played this game before. Its fun for kids and can be fun for adults too. If your child is young you can just play a simple game. Start with the letter A. “A is for apple”, “B is for banana”, “C is for cat”, and continue on with all the letters. If your child is older you can play the game with a theme. For example, play lets do the alphabet game with fruit or animals. This way they are learning to sort animals or fruits and also practicing their alphabet.

8. Play Alphabet Bingo

Make your own Bingo cards with construction paper. Write the letters of the alphabet on it. You can make this simple by making your Bingo cards more like a Tic-Tac-Toe game or you can make them like a traditional Bingo card. Call out the letters and have your child mark them or put a Bingo chip on the letter. When your child wins they can yell out Bingo! Purchase little prizes from the dollar store to make this even more fun.

9. Make an Alphabet finger painting

Use poster board or construction paper and make a finger painting with different letters. Have your child paint the capital letter and lowercase letter. Let him decorate it with whatever colors he likes.

10. Play the Alphabet Hide Away Game

Fill a bag with different objects that start with different letter sounds. For example, you could fill it with a car, a book, a pencil, etc. Show the child all the items in the bag. Then put all the items back in the bag. Have them find the items by touching them only. Say can you find something that starts with the letter B? Say what sound does the b make? Then see if they can find the book in your bag just by touching. This game is not only good for learning letters and sounds but also helps them with using their senses and tactile skills.

Culled from JustMommies.com

Top 10 Most Effective Teaching Strategies

An effective teacher or family child care provider chooses a strategy to fit a particular situation. It’s important to consider what the children already know and can do and the learning goals for the specific situation. By remaining flexible and observant, we can determine which strategy may be most effective. Often, if one strategy doesn’t work, another will.

  1. Acknowledge what children do or say. Let children know that we have noticed by giving positive attention, sometimes through comments, sometimes through just sitting nearby and observing. (“Thanks for your help, Kavi.” “You found another way to show 5.”)
  2. Encourage persistence and effort rather than just praising and evaluating what the child has done. (“You’re thinking of lots of words to describe the dog in the story. Let’s keep going!”)
  3. Give specific feedback rather than general comments. (“The beanbag didn’t get all the way to the hoop, James, so you might try throwing it harder.”)
  4. Model attitudes, ways of approaching problems, and behavior toward others, showing children rather than just telling them (“Hmm, that didn’t work and I need to think about why.” “I’m sorry, Ben, I missed part of what you said. Please tell me again.”)
  5. Demonstrate the correct way to do something. This usually involves a procedure that needs to be done in a certain way (such as using a wire whisk or writing the letter P).
  6. Create or add challenge so that a task goes a bit beyond what the children can already do. For example, you lay out a collection of chips, count them together and then  ask a small group of children to tell you how many are left after they see you removing some of the chips. The children count the remaining chips to help come up with  the answer. To add a challenge, you could hide the chips after you remove some, and the children will have to use a strategy other than counting the remaining chips to come up with the answer. To reduce challenge, you could simplify the task by guiding the children to touch each chip once as they count the remaining chips.
  7. Ask questions that provoke children’s thinking. (“If you couldn’t talk to your partner, how else could you let him know what to do?”)
  8. Give assistance (such as a cue or hint) to help children work on the edge of their current competence (“Can you think of a word that rhymes with your name, Matt? How about bat . . . Matt/bat? What else rhymes with Matt andbat?”)
  9. Provide information, directly giving children facts, verbal labels, and other information. (“This one that looks like a big mouse with a short tail is called a vole.”)
  10. Give directions for children’s action or behavior. (“Touch each block only once as you count them.” “You want to move that icon over here? Okay, click on it and hold down, then drag it to wherever you want.”)
​Source: National Association for the Education of Young Children

2nd Annual Inter-house Sports Final Result Sheet

2nd Annual inter-house sports competition result sheet.

Inter-house sports Winner

Green house     103 Points

1st Runner up

Yellow House     101 points

2nd Runner up

Red House          92 points

4th Position

Blue House         91 points


Winner               - Gabriella Uchegbulem (Yellow house)

1st Runnner up  - Jasmin Ayonmagbem (Red house)

2nd Runner up    - Chiamaka Atalor (Green house)

4th Position          - Zamata Bele (Blue house)


Winner                 - Onyedikachi Arinze (Yellow house)

1st Runner up     - Ubaniegure Eguru (Blue house)

2nd Runner up    - Yanazama (Green house)

4th Position          - Robots Sumkene (Red house)


Winner                 - Joseph Oputa (Blue house)

1st Runner up     - Dennis Michael (Red house)

2nd Runner up    - David Apughe (Green house)

4th Position          - Odukwe Nonso (Yellow house)


Winner                 - Okwuwa Gloria (Red house)

1st Runner up     - Babajide Blessing (Blue house)

2nd Runner up    - Analogbei Brenda (Yellow house)

4th Position          - Okeke Chidera (Green house)


Winner                 - Aterahemba Fan (Yellow house)

1st Runner up     - Tenesam (Red house)

2nd Runner up    - Oliye (Blue House)

4th Position          - Ukewe Orunse (Green house)


Winner                 - Yanazama (Green house)

1st Runner up     - Okoko Brian (Blue house)

2nd Runner up    - Samson Odewunmi (Red house)

4th Position          - Jeremiah Olose (Yellow house)


Winner                 - Bitrus Okai (Yellow house)

1st Runner up     - Sharon Okafor (Blue house)

2nd Runner up    - Chiamanda Utomi (Green house)

4th Position          - Aisha Mustapha (Red house)


Winner                 - Divine Nnaji (Blue house)

1st Runner up     - Daniel Chukwu (Green house)

2nd Runner up    - Isaac Emeniyi (Red house)

4th Position          - Fagbemi (Yellow house)


Winner                 - Uchegbulem Gaabriella (Yellow house)

1st Runner up     - Zama Tabele (Blue house)

2nd Runner up    - Jasmin Ayonmagbemi (Red house)

4th Position          - Deborah Ewoh (Green house)


Winner                 - Onyedikachi Arinze (Yellow house)

1st Runner up     - Yamazama (Green house)

2nd Runner up    - Ubani Egure (Blue house)

4th Position          - Showmi Kehinde (Red house)


Winner                 - Chiamanda Utomi (Green house)

1st Runner up     -Bitrus Okai (Yellow house)

2nd Runner up    - Amarachi Okazeme (Red house)

4th Position          - Sharon Okafor (Blue house)


Winner                 - Isaac Emeyi (Red house)

1st Runner up     - Emmanuel Fagbemi (Yellow house)

2nd Runner up    - Nnadi Divine (Blue house)

4th Position          - Daniel Omachukwu (Green house)


Winner                 - Sudais Aliyu (Red house)

1st Runner up     - Vine Enno (Blue house)

2nd Runner up    - Sifune Obona (Green house)

4th Position          - Daniel Ayu (Yellow house)


Winner                 -  Bitrus Okai (Yellow house)

1st Runner up     - Aisha Mustapha (Red house)

2nd Runner up    - Ajifa Alhassan (Green house)

4th Position          -Dorica Shekari                  (Blue house)


Gold      –                             Adedoku David/Akpughe David

Silver     –                             Odukwe Nonso/ Ijikah Vincent

Bronze -                               Oputa Joseph/Edidiong Udongo              


Gold      -                              Ipigami Lona/Agana Kesieme

Silver     -                              Nabena Bernice/Uwoghizem Shalom

Bronze  -                              Odigbo Omaka/Okeke Jadu


Gold      -              Dennis Mike

Silver     -              Odukwe Nonso

Bronze  -              Adedokun David


Gold      -              Oputa Joseph

Silver     -              Dennis Michael

Bronze  -              Mgbolu Austin


Gold      -              Okwuwa Gloria

Silver     -              Analogbei Brenda

Bronze  -              Ojikah Obianuju

CHESS (Male)

Gold      -              Dennis Michael

Silver     -              Dararufon Ekpo

Bronze  -              oputa Joseph


Gold      -              Nabena                Bernice

Silver     -              Okeke Chidera

Bronze  -              Elesho Bewaji


Gold      -              Odukwe Nonso

Silver     -              Adedokun David

Bronze  -              Okeke Dozie


Gold      -              Ipigansi Lona

Silver     -              Odigbo Omaka

Bronze  -              Elesho Bewaji


Gold      -              Ipigansi Lona/Akpughe David

Silver     -              Ojikah Obianuju/Edidiong

Bronze  -              Odukwe Nonso/Elesho Bewaji


Gold      -              Oputa Joseph, Okeke Dozie, Edidong Udongo, Alfred Tamuno

Silver     -              Dennis Michael, Oginni Tomiwa, Odigbo Henry, Ukpaka

Bronze  -              Akpughe David, Austin Mgbolu, Adedokun David, Odigbo Harry


Gold      -              Analogbei Brenda, Gabriella

Silver     -              Ojikah Obianuju, Babajide Blessing, Tabele Tama, Uwaghie Shalom

Bronze  -              Okeke Chidera, Atalor Chiamaka, Jaiye Toluwani, Ipigansi Lona


Gold      -              Yana Bala, Nwachukwu Mike, Myles, Ewoh Joel

Silver     -              Onyedikachi, John Paul, Jeremiah, Tejiri

Bronze  -              Akpughe,Onyekachi, Ubani Egwuze, Obona Prudent


Gold      -              Deborah Ewoh, Bolu Odewunmi,Atalor Chiamaka, Cherie

Silver     -              Tenesan, Franscisca, Finita, Jasmine

Bronze  -              Gabriella, Modupe, Joan, Brenda

Felicitation to the immediate past Parents’ Teachers’Association’chairperson

            It is it with utmost gladness of heart that we felicitate with the immediate past chairperson of the Lordswill Academy PTA, Mrs Mohammed Atinuke who resigned her position as chairperson of the association as a result of her transfer out of Abuja on national service.

            The Lordswill family recognizes and celebrates her immense contributions towards sustaining a cordial relationship between members of the PTA and the Academy, as well as guaranteeing a continuous move towards achieving desirable educational pursuit in line with the school’s burning passion in delivering a broad quality education and extra-curricular activities to meet the dynamic global challenges of the 21st century.

            As we announce the exit, and celebrate the enormous contributions of this veteran as chairperson of this association, we take hold of this opportunity to congratulate and encourage the former PTA vice chairman, Mr Edward Okeke who succeeds Mrs Mohammed to work towards replicating her results and even setting new records in the course of his leadership, assuring him of our unreserved support.

Once again, we celebrate your unbiased contributions and leadership style and pray God to bless you richly.

            We will miss you and our excellent scholars.

5 Most Effective Steps to Teaching Your Child to Read

The information in this article shared below is general information that is valuable for training kids of all ages; it doesn’t matter if your child is ready to read or not. Don’t try to employ all of these strategies at once, nor should you expect your kid to be able to do everything the first time you try.  It is a gradual-process exercise and this information is simply for you to apply at any stage you believe that your child is ready.  

Please also beware that although the suggestions in this article are called “steps”, they don’t necessarily need to be applied in sequential order, nor are they ordered based on level of importance.  This article is simply a guide to help you see how each of the components of reading fit together!

1.  Read to your child

The process of teaching your child to read is a process that should begin at infancy. (However, this does not necessarily mean you should subscribe to those programs that claim to teach your baby how to read using flashcards!) What I am advising here is for you to begin reading with your newborn within days of birth! Not only is this a special way of bonding, it helps instill a love for books at such very early stage. That a child naturally enjoys reading at very early stage is one of the predictors of reading success in school-age children. If a child does not enjoy reading it will definitely hamper his/her ability to read sometime down the road when it becomes mandatory.

How much you read to your child is variable and should be based on your family preference. But try and target reading minimum 2-3 different books per day, even while your child is still very young. As the baby gets a little older and can withstand longer reading time, make it a family goal to read together aloud for at least 20-minutes each day. And make it fun!

Below, I have listed a few suggestions for the kinds of books to read to your kid. But this is not a hard and fast rule. The books should be based on what your child responds to and enjoys most.

-  Birth-1 Year: Lullabies, Board Books (with real pictures), Cloth Books (with various textures), Song Books.

-  1 Year-3 Years: Rhyming Books, Song Books, Short-Story Board Books

-  3 Years-5 Years: Alphabet Books, Song Books, Picture Books, Rhyming Books

2.  Ask questions

Question asking during “reading-time” with your child is a very great way of encouraging him/her to interact with the book. It also helps to a large extent in developing his/her ability to comprehend what is being read. This is because the main objective of reading to your child is to understand and enjoy; not to just “sound out” words. This is why some children of school-age, even though they can read fluently don’t understand what they are reading and at the end of the day, don’t do well in school. So while you put in all the effort to train your child to read, beware that, if a child can’t comprehend what he is reading, there really is no point to reading at all!

While your child is still a baby, endeavor to ask him interactive questions such as, “Do you see the cat?” while pointing at the picture of the cat. This will go a long way in helping to develop his vocabulary. It will also help enhance interactivity with the book that he/she is reading. As she gets older, ask her to point to things in the book by herself. When she does that, make the noises of the animals she sees. This will help to cement the experience in her brain for longer time.

As soon as your child is about 2 or 3-years of age, start asking questions before, during, and after reading the book. Show your child the back cover of the book and ask him/her to predict what he/she thinks the book is going to be about. This helps sharpen imagination. Next, teach inference - While reading, ask him what he thinks is will happen or why he thinks a character decided to make a particular choice. If a character is depicting a strong emotion like happiness or excitement, make out that emotion and inquire from your child if he/she has ever felt that way. It helps in building connection with the book at an emotional level. At the end of the book, ask if his prediction(s) came true. Afterwards, ask him/her to summarize the book. This you do by telling him to tell you what he/she remembered happening in the book.

Modifying each of these techniques during read-alouds to meet the developmental stage of your child is a great way to promote and increase reading comprehension!

3.  Be a good (reading) example

Even if your child is captivated and excited about books from an early age, her fascination will gradually dwindle if she does not see reading modeled in her home. However, you don’t necessarily need to be an avid reader; you only need to make a conscious effort to let your children see you reading for at least a few minutes each day! Read a magazine, a cookbook, a novel, your Bible… whatever you choose is up to you! But demonstrate to your child that reading is something that even adults do for fun. If you have a son, try and share this article with your husband. Sons when they see their fathers read, they are more encouraged to do so, especially if their father is like a role model to them. Don’t ever forget, children learn most by example! So, grab a book and take a load off…for your child’s sake, of course!

4.  Identify letters in natural settings.
When your child is born, you could paint and hang large wooden letters spelling his/her name above the crib as a decoration in the room.  You can never imagine what learning incentive this would be on your child as he/she grows up and begins to identify things. Before long he will start asking what the letters in his name are.  That’s honestly the fastest and pressure-free way your child could learn to spell his name. In technical terms, this is called “environmental print” and includes all of the print we are surrounded by–fast food signs, labels, traffic signs, clothing, magazines, etc.

Often times, we want to practically coerce our children to learn letter names (alphabets) by a certain age.  Some folks buy flashcards or DVDs which claim to have the best way to teach our children their letters. We pressure our 2-year old over and over for minutes on end. And sometimes become even frustrated.  Don’t buy into this…give your kid a chance to be a kid and only take advantage of the “teachable moments” as they come along!  Children’s’ minds are like sponges. They are without doubt capable of cramming the alphabet from drilling. This may be effective in the short-term but is incapable of producing the effective long term results that you and your family desire. The best way is for you to give your child a chance to be curious about the print he sees around him. Naturally he will start asking questions.  That’s your chance to jump in with a practical application that actually has real meaning and significance to your child.

Don’t misunderstand the advice offered above and think that learning the alphabet the traditional way is not important.  It is certainly important…but the method in which we teach them is even more important!  Always remember that your most crucial goal is to foster a lifelong learner who enjoys reading, not a child who has simply memorized without any significance.

5.  Incorporate multiple domains of development
Children and even adults learn best when multiple senses are involved in the learning process (i.e. multiple domains of development).  That’s why practical learning produces longer retention and impression on the child’s mind thus more meaningful application.  Therefore, it is vital for you to be attentive to when your child begin showing interest in letters. At this stage, you must in addition to utilizing natural settings for identifying those letters, begin implementing activities that incorporate as many senses as possible.  You must be aware that for a child, learning the sound of letters is even more important than learning letter names.

There are several ways to integrate multiple domains of development (i.e., involving several senses during the learning process) in regards to letter recognition and early-reading skills. Crafting alphabets (like the picture shown below) allow your child to learn the shape of a letter along with an association of the sound it makes. Also it is important for him/her to do the crafting of the letters; this involves the cutting, gluing, and creating. This incorporates the fine motor skills! Also, playing games that involve gross motor skills (like tossing stuffs on the appropriate letter) are also wonderful ways to include movement.  Of course, every child loves songs and rhymes!  Take an inventory of your child’s strengths and areas of interest and target activities to fit them!