Vivid Picture Book Report

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.

[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.]

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.

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.

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.

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

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.

Age 14 by Geert Spillebeen is a book that takes place in Waterford, Ireland. This book takes place during the expansion of Great Britain and Germany. Halfway through the book the start of World War I takes place. World War I started when Franz Ferdinand of Austria and his wife were shot by a Bosnian nationalist. This caused Germany to invade Belgium and that is when the war started. The two sides of the war were Great Britian, France and the Russian Empire against Germany and Austria-Hungary. The war lasted for four years before anybody gave in.

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.

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.

This was such a fun assignment! The hardest was definitely narrowing down the favorite illustrators to just two. The majority of my picture book collection is in my classroom but since I’m away from my classroom for the summer months, I went and pulled out my big tub of picture books that I keep under my bed and tried to begin making my selection. A lot of the books in this collection are ones that my children used to love to have read aloud to them when they were little and it brought back a lot of fun memories.

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

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