Mouse To School

Plan the activities, commencing with a starter for the whole class to familiarise with the topic and finding what they already know about it. Then following with an introduction of the subject and and activity for the whole class, then asking questions and develop the topic, maybe in small groups, for a longer period of

Then have the class read it together. o Ask the class for their understanding of punctuation symbols (capital letter, comma, full stop) and point to the sentence strips to show examples. o Explain how a sentence can contain one or more ‘happenings’ o Focus on the sentence on the sentence strips and ask the children how many happenings occur in the sentence. o Underline the clauses in the section not including conjunctions. o For each of the clauses, identify - what’s happening, who or what is involved, when, where, why, how?

Although it would be interesting to see the teachers experience for books, I agree that it would be more effective to let students pick a book for the class to read for a variety of reasons. For example, when I was in 7th grade, most of the student didn’t like the books we read. If students pick the books, they’re most likely to like the book and be more focused and excited to read the book. This helps with their vocabulary and makes them get better at reading. If students aren’t even paying attention to the book, how will they know what’s going on and improve their reading skills? Overall, this is only one reason that students should pick the book.

In addition the act of showing students the particular information has the effect of allowing them to create their own understanding of the text. It allows students to examine the process of discerning important information from that which is immaterial. "Since understandings cannot be transmitted, merely telling children the relationships in some topic seems unlikely to provide much of a press for understanding. Nevertheless explaining can work when…a conceptual model such as an analogy or an example can highlight what is important and make connections easier to notice" (Newton 2001).

An activity that I would have the students do is the sorting of the vocabulary words with similar meanings. I would demonstrate this activity by using the word 'road'. I would have my students pick out the vocabulary word from the story that had a similar meaning as the word 'road', which would be 'lane'. Once they were able to identify the vocabulary word from the story, I would ask them if they could tell me another word that may have a similar meaning from our lists of words. For example, the students would find the word 'street'. Once I had gone over

Start with the word _________________ and call on students to share what they thought was this word meant and how they figured it out using the context clues. Mention the importance of the words around the unknown word; stressing a don’t-give-up attitude.

Two examples of reading response activities that I would incorporate with this story are making connections and predicting. Students can make connections about losing an object and learn to make connections with self, another book or the characters in the book. Students can also learn to predict. Each time that an animal comes into the story I would ask students to write or draw which animal they think will come next in the story. With this story students can also participate in two writing activities. In the story students can practice predicting through writing as well. For this writing activity I would pause the story on the page where the bear sneezes and all the animals fall out of the glove. After reading this page I would have students journal and predict what they think happened to the glove when the bear sneezed. Students can write and then share with classmates when they are done. Once sharing is down students will read on and find out what actually happen. Another writing activity the students can participate in is on an assigned prompt. The prompt would read my mitten is so big it could fit a blank. Students would have to respond and draw a

Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.

The story of Jumping Mouse may seem simple at first. But it is far more than just a story about a small rodent. There are so many underlying themes that reflect society, faith, generosity, personal growth, and many other aspects of a person's daily life.

The David Pelzter book I choose was “A Child Called It,” I’d never read it before so I was excited to get into it. A quick Google search found me the PDF of the book and I began reading it immediately. The first thing I noticed was the cover, I knew the book was familiar and instantly remembered seeing it all through my primary and secondary educational settings. I use to read books for fun before I started college, but since starting I had absolutely no real free time, so this assignment was a breathe of fresh air.

The teacher will create a cause and effect chart on the post-it easel. On the post-it, there will be two sections cause and effect. On the cause side, there will be events listed from the story and on the effect side as a class, we will explain the outcome

It could be read on 9/11 or anytime a discussion about the even is relevant. Students could brainstorm a list of emotions that Philippe was feeling while on the tight rope. Philippe was also arrested for doing this. Ask students if the feel that it was right or wrong that he got arrested and why. After reading the book you can set up a tight rope walking activity outside for students to practice. They would get to experience how it feels to walk on a tight rope and how hard it can be. You can integrate geography into the lesson and make a scale model of how tall and far apart the towers are to create emphasis. Also you can give relative distances so they can try and relate how tall the towers were off the ground and how far Philippe walked. Research about the twin towers can be done. How long it took to build, how much did it cost, and why they were built. What does it look like where the twin towers are now. Students could write about how they would react if they saw someone walking on a tight rope between two

Johnson might be saying about love is not perfect, but it comes off as a different relationship. Love may mean the relationship between parent and child or boyfriend and girlfriend. The family may mean a group consisting of parents and children living together in a household. But the family doesn’t have to be blood, you could feel a connection with someone as if they're family. Coco, Bobby’s neighbor might not be his family, but she helps take care of his child “Feather”. According to the text, it says, “Coco says, “Running late? You need I should keep the little mouse pie?” I mean I wouldn’t ask if the morning wasn’t already shot, and my mom hadn’t left about five this morning with every camera, she had in the world to get some sunrise shots

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

3. Read a section of text or show another picture and then have students predict what is going to happen next.