Ready to Print: Ramadhan 1435 Calendars

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Regular Size Calendars

The Ramadhan calender for 1435 (2014) is ready for printing!

This year’s calendar is a blend of Hijri and Gregorian dates. It shows Ramadhan’s start and estimated end dates. Each day is labeled with the numbered day and night, the odd nights, and a reminder of when to start looking for the new moon of Shawwal. And the approximate time for ‘Eid is written in big red text.

Click on the image to the left to see a close-up view of this calendar.

Download it here: Ramadhan 2014 Calendar

Mini-Calendars

Our mini-cals are fun little calendars that fit into small spaces. They are also a blend of Hijri and Gregorian dates. The Ramadhan dates are the focus so whole month fits on one page while the Gregorian dates are in small print.

MiniCals in Black & White Text

Islamic Mini Blk/Wht Text {HERE} | Festive Mini Blk/Wht Text {HERE}

TableTop Islamic Mini Blk/Wht Text {HERE} | TableTop Festive Mini Blk/Wht Text {HERE}

: Islamic Mini Black/White Text

: Festive Mini Black/White Text

: TableTop Islamic Mini Black/White Text

: TableTop Festive Mini Black/White Text

(click on any image to see it close up)

MiniCals with Color Text

Islamic Mini Color Text {HERE} | Festive Mini Color Text {HERE}

TableTop Islamic Mini Color Text {HERE} | TableTop Festive Mini Color Text {HERE}

: Islamic Mini Color Text

: Festive Mini Color Text

: TableTop Islamic Mini Color Text

: TableTop Festive Mini Color Text

(click on any image to see it close up)

Posted by حديقة أزهار in Pick of the Week
Tagged: printable ramadan calendars, ramadan 2014

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Keep all tasks and assignments appropriate to a child's age.

“A normal attention span is 3 to 5 minutes per year of a child’s age.

Therefore, a 2-year-old should be able to concentrate on a particular task for at least 6 minutes, and a child entering kindergarten should be able to concentrate for at least 15 minutes.

(Note: A child’s attention span while watching TV is not an accurate measure of his or her attention span.)” --- Children’s Physician Network

Have children do things such as take a short break, stretch, or move or walk around, etc. It resets the focus. Then they are more likely and able to get back to work especially for projects that require long amounts of time to complete (ProTeacher.com).

I have found digital kitchen timers from dollar tree very helpful stretch break reminders.

See more tips for young children below.

Reading aloud to your child can help them in many ways. There is no right or wrong way to read aloud, but here are a few tips to encourage early literacy.

The most important thing to remember is to have fun!

Dialogic Reading
This means have a conversation with your child while you read.
* Ask a question.
* Wait for and listen to the answer.
* Affirm the answer, repeat it, expand on it.

Interactive Reading
This is where you get your child actively involved in the story/text.
* Make sound effects for things that make noise in the story/text.
* Get up and act like things in the story.
* Have your child "read" to you.

Re-Reading
Always say yes when your child asks you to read the same story over and over again. Repetition strengthens connections in the brain your child needs for brain development and learning. Make rereading fun through dialogic and interactive reading.

Source: Cedarmill.org/library

When sharing stories with children, it is best to ask questions. Here are a few examples.

Babies
* Point out specific things in pictures and name them.
* Ask "Where is the _________?"
* Point and answer "There is the ________!"

Toddlers
* "What is this?"
* "What is she/he doing?"
* "What does that do?"

Preschoolers
* "What do you think this book/story/poem is about?"
* Point to a picture and ask "What is happening here?"
"Why do you think she/he did that?"

Make It Personal
* Ask two or three questions per story. Ask more questions when they are engaged in the story and resume reading when they start to get restless.
* Point to and talk about pictures of things.
* Ask your child to tell you about when he/she did something that happened in the story.
* "What would you do if you were in the story?"

Source: Cedarmill.org/library

Narrative Skills: Includes the ability to describe things and events and to tell stories; to predict, sequence, and summarize while developing sentence building skills.

These skills help children understand what they are reading when they start to read.

Babies
Talking to baby is the best way to development language. Leave time for your baby to "answer." As you go through your day, look at your baby and tell her what you are doing.
Read favorite books again and again.

Toddlers
Toddlers often ask questions like "What's that?" over and over again. Add information to what they ask. If they point to a cow, tell them, "That is a cow." Say "cow," and let them try to say the word. Give them lots of time to answer. As your toddler asks you simple questions, make sure to add information to what he says.

2- and 3- Year Olds
When you read a book with your child, ask him, "What is happening here?" or "What do you see on this page?" Ask questions that canot be answered with a yes or no or by just pointing to the picture. Let him use the words he knows. Give him extra time to think and to answer. Talking back and forth uses three different parts of the brain, so it might take your child some time to form his responses. Be patient.

4- and 5- Year Olds
Help your child relate what is happening in a story/text to her own experience. Have your child draw a picture. Then let him tell you what is happening in the picture. Write down his words on his picture. Act out stories or parts of them; having young children use their whole bodies helps them internalize and understand what is happening in the story.

Source: Cedarmill.org/library