Using Spider Puppet And Beanie Babies

As far as selecting picture books for use in a classroom collection, Tuesday by David Wiesner would be an excellent addition. The book itself is a wordless book, with limited text and depends on sequenced illustrations to present the story and carry the narrative. Despite the lack of text, colorful illustrations throughout create interest in the story and make the reading experience an enjoyable one. Looking at evaluation criteria for selecting picture books in a classroom, Tuesday adheres to many of the standards. Tuesday is about a topic that children would find interesting; it avoids all forms of stereotyping in both text and illustration. The figures of frogs flying about on lilypads, is well done, but not so complex that it is not appropriate

For Preschoolers 3-5 years of age, I would use pictures from the book to help children see and associate the actual name with the feeling. I would help them understand the explicit theme of this

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

When we ask the children to share their ideas orally using solid objects (teddies or animals), the teacher will be able to define their ideas and strategies. In addition, the children will have the opportunity to be involved in their learning process as part of their sense of agency.

To play, fill a box with some favourite and unfamiliar objects. Talk to the children about what they like/dislike about each one and why they might be feeling like that. You could also share stories with children on emotions and get some feedback from the

Put all the blocks on the table or ground. Invite the students over. I will tell them that they will be building a house for a Dog today. Ask them what they think they will be using to build the house. Tell them that they will be using play dough and blocks. Clarify that pretend is not real. We can pretend to cook at the play kitchen or pretend to be a dog. Explain that mice cannot really build a house with blocks and clay. This is just pretending and the Dog they are using in their activity is pretend only. Ask the children what they like to pretend to be or do when they grow up.

There a few examples to help better the parents and child’s understanding for this book and it is great for book projects, it will also boost students reading ability. Also there should be counseling available to students who do become offended and that would be a way to talk about how they feel. Students who are given small assignments in class can help them understand the material better. Also involving parents to join in on readings or to have them do an assignment with the child at home could be another example. There should be group presentations or having a guest speaker come to the schools to discuss the novel with students.

This activity was different, challenging and enjoyable for the students and teacher. I could see that the students enjoyed reading “I Need My Monster” (A.Noll) and so did I. The story was comical, intense, and exciting. The more they read the more exciting it became. They want to know what was going to happen before we could turn the page. The activity helped the students to understand and expand their vocabulary. The book brought out the best in them. Using new reading strategies. Vocabulary words in a sentence to get the full meaning. Learning about using the tool of predicting. What would happen, how, when in differnet stages of the book. Using the title, table of contents, and pictures to bring it all to life. It provided

I will plan activities to encourage curiosity, exploration and problem solving such as sensory bin, and treasure hunt. Other activities I would use to stimulate language and communication will be playing sounds, rhythms with a theater and puppets. Hand-on activities such as crafts, artwork, and tasting food would also be good stimulating ideas.

Since I was unable to help the children with their understanding of the new concept, I spent extra time going over it with them again. The students began to connect previous knowledge to the new concept using descriptive words, sensory words and emotions. As they worked in groups, they were able to think up different points of view for different characters. They played with creativity while giving human characteristic to objects. Students showed a good understanding of the material. One group in my first class gave me a great idea. As they stood up to share the point of view of a specific object, they did not tell us what object they had until the end of their writing. This made the class guess what the object was. I noticed all the students attention became more focused on what they were saying as their brains were churning. Since this was such a fun experience, I decided to continue it with my next couple classes. I was pleased with the outcome of the second lesson and how much the class not only learned from this lesson, but also how much fun they had doing

In July, on two consecutive days, I attended two group sessions for two and three year-old children that took place at the libraries in various parts of San Antonio. The library setting of these groups additionally emphasized the importance of early literacy through a series of interactive and entertaining activities. The goal of these sessions was to offer a great variety of educational and entertaining activities to encourage development through play and learning through sensory stimulation, storytelling, and movement.

This activity was easy for me because the children love to play in the block area. The only problem was that the children were not familiar with the new blocks, so I asked Shelly about the name of the blocks and she said, “those block are slot blocks” I explained on the circle time how to use them and I encourage to build a house or barn for their farm animas. I put some picture of cows, chickens, pigs, and horse on the block area wall. I bought plastic farm animals and green, blue felt fabric, so the children use it as a green grass and blue water for the farm animals. The children were engaged with this activity. Geo, Robbie, Tommy were playing together with the block and Chloe built a little building for the animals by herself and she

I chose to use the article “From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play” by Susan L. Massey for my study group. As a primary school teacher, I try to implement storybooks into every literacy lesson possible. “Quality children’s literature provides exposure to abstract language and abstract concepts not commonly experienced in typical adult-child conversation” (Massey, 2013, p. 125). I chose this article because the variety of strategies and scaffolding techniques introduced. Not only has this article provided me with numerous ways of enhancing student involvement through conversation but, also by expanding student vocabulary and comprehension

When a teacher fully understand the development stages and know what stage their children are in they will be in a better position to assist in their students' development. One important skill a teacher a can assist early childhood children develop, especially children in the early part of the stage, is there listening skills. It is important that teachers know that taking advantage of the world of sounds is a wonderful way to help young children develop their listening skills. (Miller, 2001) Students can read stories, play music, or just simply talk to the students in order for the children to pay attention. If it is something of interest, they will often listen to what is going on. However, having children pay attention to the sounds is not enough; therefore teachers mush request the students to repeat what is going on. This year I have decided to incorporate the Arthur® cartoon series into my classroom. This series teaches educational lessons through a story plot. I have the kids to pay attention to what is being said and ask them what is going on. I noticed that kids that watch the cartoons will remember

Another favorite activity is picking a story that the whole class enjoyed very much during shared reading and performing a small part out of that story using very simple props that are easily available in the classroom. We will do this activity every three weeks or so.