Vivid Picture Book Report

Genre/organizational demands: Picture books are books that contain many illustrations, especially for children. The illustrations are as important (or, in some cases, even more important than) the words in the story. My students will need to understand that pictures usually add to the text of the story. They will also need to understand that text represents spoken words. Thus, my students need to be able to interpret pictures and be able to recognize one-to-one correspondence between a written word and a spoken word.

o Teacher reads book to the class allowing time for children to reflect on the book and link it to their personal experiences. o Discuss with children the illustrations and the significance of dot painting in Aboriginal culture. Focus of the learning experience: o Put selected sentences from the text on sentence strips and read the text to the class.

Also, we had some posters about the shapes and I used them to demonstrate to them. With showing the illustration and let them to touch the colourful shapes I engaged them and I let them to discuss between themselves. I asked them for this activity you should all work as a team and should look at the shapes carefully and according the sides you must put in one circle. For example, in circle 1 we have all shape with 4 sides that we call quadrilateral.

[This lesson plan is intended to guide students from their initial introduction to the Spanish language to a basic level of competency in terms of communication. Students would progress from remembering and reciting the alphabet to combining vocabulary words into simple sentences.]

On pages 3-4 we played and worked out the scene of the game “Inners and Edges” this helped her understand what perimeter is and where it is located on the shape. After showing her the examples given in the story I made extra patterns on the side for her to solve. Overall, throughout the process of reading the book together we occasionally stopped and played out the math related scenes to guide Itzel of understanding the riddles occurring in the novel.

What is it like? What are some examples? This will help the student to create a more personal connection with the words in the text and more than likely they will recall the vocabulary learn in future references. Another idea is by creating a word wall with all of the vocabulary learn. You will add a photograph to the word so they can visualize the word, the definition, and a translation of the word if pessary for the students who might need

Observe the students during discussion and use a class list to write down commentaries each kid makes. Take a picture of each building with the children who created it. Ask them to tell you about their makings. Review the concept word strips and use them when commenting on each child’s building. Print the pictures and create a book for the students to look at with their observations and the pictures they drew.

Creative Kids Christian Learning Center, Wesley Campus, is the agency I picked to do my presentation. Creative Kids is one of two childcare centers that sets out to serve children ages six weeks to 12 years of age. They are a Christian facility that believes that with God anything is possible. Their curriculum is based off of social and intellectual development, in which, supports the child’s physical, psychological, social, intellectual and spiritual needs. As a whole they believe that “No child should be left behind.” There is a diverse group of children enrolled at Creative Kids. The educators all support the different ethnic groups culturally, by implementing important aspects of the children’s cultures in the daily activities. I however

Drawings and models can be used to teach the children various shapes, colors and their various names.

This image shows how a little girl can build and balance different shaped objects on top of each other to build something. It is showing how the little girl is processing how to build it taller without it collapsing or falling apart. It reminds me of reading in human development where a child had to build a bridge at a certain amount of objects and it took a lot of thinking to do this task that is what this image reminds me of.

The children are easily fascinated and curious by natural objects such as flowers, animals, birds ect. (Olson & Clough, 2009, pp. 53-55). The natural objects from 1 to 14 were found from somewhere around a small town. Chicken feather is a good sample to show children the different chickens have different colours of soft feathers and chicken belongs to family of birds (Lewin, 2015). Cotton is popularly used in some schools for learning purpose and it is good to introduce to children the uses of cotton for industrial

Adventure, mystery, and monsters converge in this fast-paced series perfect for fans of Goosebumps, Cirque du Freak, the Cooper Kids, and the Hardy Boys.

Second, she opened a book and read the first two lines. To explain the meaning of what was just read she moved around the classroom and illustrated verbs trough actions. For example, to explain the word ‘perdre’ (to lose) she acted as she was looking for something around the room. Next she asked the students, again in the target language, to read aloud a couple of sentences one by one. After each student read the teacher used gestures and pictures to explain what was written in the text. In order to explain the word ‘país’ she made an example in Catalan using students personal factors: ‘Italia es un país’. While reading the book she showed images that represented what was happening in the story; each line had a different image that helped with

To show that they are ready each student will be sitting on assigned letter on the carpet with their hands folded in their lap. Teacher will sit in front of them modeling the behavior. Once each student is on the carpet sitting nicely teacher gives each child one of the laminated pictures of an item in the classroom.The teacher then reads aloud the content and language content to the students so they know what the lesson is. Then the teacher introduces the Velcro board and the names of six shapes on the top as well as the picture of the shape. Teacher calls on each child with a 3x5 card and ask them to place the picture in the correct category on the Velcro board. (for example: Kayla what do you have a picture of “table” and it where do you think the “table” goes pointing to the six different shapes on the Velcro board) Repeat until each child who had a card has gone. Teacher then tells the students that at your desk you will find Yellow “Just shape me Journals”. “Today we are going to use what we just learned to make a book of shapes, look around the room and draw the item or items that fit with the shape. Please focus on the smart board so you can see an example of what your books should look like. Include a sentence with your picture: If you look at my book I choose a table and placed it under a rectangle

The next activity in zoology is Terminology cards (Identifying parts of the animals). The materials for this activities are a set of control cards which the parts of the body of a particular animal is highlighted in red and the names of the parts are written on them. The next setof cards are picture cards same as control cards but unnamed and the name tags. There are two cards non-highlighted pictures of a particular animal. This activity also has two presentation one for non-reading child and the other one for reading child. For the non-reading child the teacher will place the non-highlighted pictures of an animal, for e.g. Elephant the control card near the child and she will discuss about elephant. Then she will give any of the highlighted picture of an elephant say for e.g. the head and she will ask , “Do you know what part is this? If the child knows he will tell, if the child doesn’t know teacher will tell the name of the part, “Head”. Like wise the child will be discuss each part of an elephant. Then the teacher will gives the picture cards to match with the control cards. For reading child she does the same way as non-reading child, she gives the name tags and have the child read and place it under the correct card. When the child finishes she gives the control cards and ask the child to checks her work. After working with this materials the child will knows the parts of the animals, his vocabulary increase, it develop awareness of similarities