Goal Children will be able to retell a story in sequential order using various materials. Respond to questions and prompts and characters, settings, and events during a read-aloud. Objective Standards Included 1.3 PK.A 1.3 PK.C With prompting and support, retell a familiar story in a sequence with picture support. With prompting and support, answer questions to identify characters, settings, and major events in a story. Materials Retelling a Story chart: “Stone Soup” by Marcia Brown Stone Soup finger-puppet cutouts Stone Soup story board pictures Tape Chart Paper Marker Whiteboard Safety Scissors Crayons Recycled gloves (with finger sections) Glue Introduction Good morning Sugar Bears, today we will be reading …show more content…
You all can repeat the nursery rhyme aloud after me. Then we will sing the rhyme aloud again and listen for words that rhyme, or sound the same at the end.After that, we will have discussions and I would ask questions like: “Did you hear any words that rhyme?” Can you name some words that rhyme with "Horn" or "Sheep"?" Lesson Development Hold up the three Rhyming Picture Cards and ask students to identify what the pictures show (a horn, a sheep, and a cow). Tape each Rhyming Guide Picture Card to the outside of a different tissue box and place the boxes in a row on a rug so the children can see them. Hand each child a sheet of Rhyming Picture Cards and let the children know that the pictures show items whose names rhyme with cow, sheep, or horn. Cut the picture cards Have each child put each picture card in the box that is labeled with a Rhyming Picture Card. Encourage them to say them to say the name of the picture that is on the box aloud, as well as the name of the picture on their picture cards, in order to hear the rhyming sound. Differentiation Inclusion: If anyone in the class is visually impaired, give them a verbal description of the rhyming pictures. Assessment (Practice/ Checking for Understanding) Observe whether children can match the picture cards with the correct rhyming
“Old Macdonald: A Hand-Puppet Board Book” by Jill Ackerman and illustrate by Michelle Berg. It is a great innovative and interactive hand-puppet board book for babies and toddlers; the book follows the song "Old MacDonald Had A Farm" in rhyming, repetitive text and Interactive puppets with High color contrast. The book is permanently attaches to a "glove". Within the palm of the glove is a small six pages board book, the book includes pictures of the animals and the sounds they make. Each finger in the glove has a sweet little animal who lives on Old MacDonald’s farm: a duck, a cat, a dog, a pig, and a cow.
Making a Hebrew dictionary from the Hebrew words used in The Bronze Bow would be an activity that children could work on as they read the story. This would help with comprehension as they researched the words and noted them for future reference. For younger children, the dictionary could be illustrated with their own
L.T. #3 Identifies 3 characters and determining the plot and setting of the story. Finally, L.T. #4 allows the students to explore the belief of the main message or theme of the story using their descriptions and illustrations to support their answers. My goal is to assess the students understanding of the questions that will be asked and the content area.
Then we began our activity! First, I just gathered white t-shirts that would belong to each child in my class. I then got some fabric paint, some sponge letters and the fun began. I had each child dip the sponge letters into the fabric paint as they printed each letter of their last name onto the the white t-shirt.
*Have the children sit in a circle & place A4 sized photos of different breeds of puppies. Ask the children to point out the differences between each puppy, for example eye colour, fur colour, size, short or long fur etc. Ask questions of regardless of each difference would they love the puppy any less, would they be less interesting if the puppy was white or brown, just to generate a discussion. This can then lead into talking about our peers that have different coloured eyes, hair, skin & explain we are all the same but we just have differences or perhaps different beliefs etc *
His initial response to the Trinity Soup Kitchen was startling. Neil was aware of his prejudicial view of these people, but he knew that his view was borne of ignorance. The diners were of all ages. There was a separate room for mothers and children. There were toys and games for the young to play, and if they left with one, nothing was said.
It encourages cooperation and team-work. It allows children whom are more reclusive to move forward through sound participation. CS II c: Wordless books- This activity helps infants/ preschoolers to start from the beginning, understanding basic story structure. In addition, this task would require them to use more of their creativity and imagination.
One book in particular that Dr. Seuss wrote, HOP ON POP, Although its not his most popular book it definitely has many funny short rhyme on every page that kids love and can grow up on. All of Dr. Seuss’ books can start to teach a child to understand a rhyme and to make reading fun and colorful for them. For example, on page 24 the poem is, “RED NED TED and ED in BED” which is cute short and can make a kid laugh, he follows this rhyme with a bright and colorful picture that shows
In order for the students to demonstrate their accuracy and fluency I would have them read a fluency passage that is at their grade level. The passage would also have a section for their accuracy of how many words they can read in a
There are four different materials used to make pizza stones: clay, ceramic, steel or cast iron. We aren’t going to get into a debate about which material is better for making pizza, they all work just fine so it really just boils down to personal choice. The most common type of materials is clay or ceramic. There are not very many steel or cast iron stones on the market.
Doctor Seuss was a well-known children’s book author who mainly focused on poem-like stories with lengthy rhyme schemes and complex meaning. These stories created worlds of imagination for the young minds of children to delve into. However, one specific book he wrote, “Hop On Pop” carries a special meaning to children across the globe.. “Hop On Pop” by Dr. Seuss is a short story with a structure much like that of a poem, with a strong rhyme scheme and short, comprehensible language leaving much to the mind to illustrate. Dr. Seuss uses a very creative rhyme scheme in his books because it is different in every book and on every page.
She has to add “an apple-onion stuffing” (13) just to make it interesting. The metaphor of this poem creates a vivid image of the brother's and sister's personalities, and how the character is able to deal with them. The author creates a cannibalistic environment with her cooking terms, but is able to make it light hearted through the overall
Knowing that words that two and three letter blends are not only difficult for ESL students to read but their understanding is not usually clear. After discussing the two words in great length and giving many examples students demonstrated their understanding by using the word in a sentence and illustrating the sentence. Of course, the vocabulary word was written according to the color code. On Friday students partnered up with the help of the teacher and challenged one another to a speed reading game. One student reads the words or a small Rhyme Family booklet and the other times how quickly they can complete the
The teacher maintains guidelines and regulations by teaching her classroom the CHAMP song. The CHAMP song helps remind the children to lower their voice and raise their hands and to remember that they are students trying to learn. Mrs.Lyson makes to sure to give the children plenty of educational opportunities by letting them answer questions and give their opinions on the subject at hand. She also lets parents send her emails to give her emails explaining what they think the children is need more help on. Before recess even starts the are seated outside and told to be careful when playing outside to stay away from puddles to not be swinging the branches and to stay within view of the playground.
Each lesson was different and had different instructions, but the material was the same. On the first day that I observed the students had to complete a short worksheet. Half of the piece of paper was a short story called, “Sam the Snowmen”, and the other half was questions the child had to complete about the story. The teacher made them read the story three times, and to keep track of that number, the students filled in a star after each time they read it.