I chose the Gingerbread Phonics lesson to integrate with art. Gingerbread Phonics begins with the teacher introducing the text, The Gingerbread Man, and reading the story aloud to the class. The teacher should encourage students to read along as well, which may be easy for many students who are familiar with the story. On the second day of the phonics lesson, the teacher should have the sentences from the text displayed on a board somewhere students can easily view. The teacher should point to each word as he or she reads it, and encourage students to read the words with him or her.
On the third day of instruction, the teacher could then individually ask students what their favorite part of the story was. The teacher would sound out words slowly, and emphasize beginning and ending sounds of words. The teacher would record each students’ favorite sentence on a piece of poster board. On the fourth day of the phonics lesson, students will be asked to create illustrations on their poster board purely based on the sentences they chose as their favorite parts of the story. This allows for students to think critically about new vocabulary, as well as demonstrate their knowledge of the words. This art assignment would also give the students the chance to look at the sentences
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The students are given picture cards and told to match the words that have the same end rhyme. This is a great way for a teacher to monitor the students’ thinking. The group setting is a safe way for students to explore what they have learned. After the teacher feels the students have mastered the material, students will be grouped and assigned a sentence to memorize in the poem Hey Diddle Diddle. The students will create a play that goes along with the story. Students will dress up as the rhyming words in the story. Memorizing the lines in the play would be a way for students to practice fluency, as well as become phonemically
Along with many other children's poets, Dr. Seuss uses rhyme in his stories. Rhyming is a good way to engage children and keep their attention as well as help them learn new vocabulary. Seuss' work, One Fish, Two Fish, Red Fish Blue Fish is riddled with rhyming words such as star and car, blue and new, sad and glad, the list goes on. Not only do children find the rhymes to be fun, they present a great opportunity for children to learn to read. Teachers recommend Dr. Seuss for first time
After introducing the vocabulary, the teacher will give each student a popsicle stick puppet to use as the teacher reads out loud (ie, as the teacher reads a line, the teacher will show a picture of the object and ask the student to hold up the matching picture).
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
...ing at the book together as a class, the teacher could have students come up with their own words to the illustrations. This will teach children how to look at the illustrations and develop word associations. This book also teaches about friendship. Another good idea is have students create their own story through illustrations about friendship. This book is ideal for non-readers who are just beginning to show interest in reading books. They can read this story on their own without help from an adult. It could also be used for older readers who are working on building their skills in written expression. With this picture book, teachers can introduce the concept of helping students deal with disappointments in order to gain solving problem strategies for dealing with sadness, loss, and disappointment. This shows them that things usually turn out all right in the end.
The activities in the lesson plan has an auditory part. This part is when the educator reads the story “The Knight...
Students will pull out their sight words. The word will also be written on the board. The educator will ask the students to identify each letter in their sight words. The educator will explain to the students that letters form words and words form sentences. Tell the students what a space is and the definition of sentence. The educator will put different words together to form a sentences (i.e. The cat is fun.).
Practitioners should plan activities that follow children’s interests, make up stories about their favourite cartoon or film character. Get down to the child’s level and ask them what they have drawn and praise the child. The practitioner should use different body language, tone of voice, characterisation when telling a story to the children. Practitioners should be singing rhymes along with the children in order to help them learn new words and also increase their confidence and communication skills. It is important to support children in their phonological awareness to help them understand that words can be broken down into different
I will explain that, together, we will read some statements about reading. The students should then think about how each statement makes them feel. They should then circle the picture of Garfield that is closest to their own feelings. The teacher will emphasize that the students should respond accordingly, to how they feel, not as Garfield should respond. The teacher will read each item aloud slowly and distinctly, th...
I was placed in the Title 1 Reading classroom while spending time at Maplehurst Elementary. The environment of the classroom was fun and colorful. She had a large table that would seat 8 students at a time and a large carpet behind her desk for when we did floor work. Everyday when the students arrived to class we had a routine of starting the class off with letter sounds, trick words, and digraphs. It’s good for the students struggling in these specific areas for them to keep practicing and also good reception for some students.
All- During group time the children learned new words. They learned the words, said, we, can and the. Ms. Rochelle used the words in sentences and then the children tried using the words in a sentence. The children were able to come up with: I can tie my shoe, he said, the window and we play in
One game, called Phonics Fish, uses the child’s game Go Fish strategies to collect specific word families or sound patterns. Students are practicing the sounds on the cards and others are hearing the sounds to find the proper card.
During my observation in Mrs. Herd’s class I taught a phonemic lesson to the students. The phonemic lesson I chose for Mrs. Herd’s class was rhyming. During this lesson I taught the students how to identify rhyming words and how to rhyme with the ending sound /at/. The students will benefit from this lesson by gaining the ability to recognize and generate rhyming words. The strategy I used for this lesson is called “The Hungry Thing”. In this strategy the teacher reads a book to the students called The Hungry Thing by Jan Slepian and Ann Seidler.
El Deafo opened my eyes to a new medium of storytelling. One of the strengths of this novel is its versatility within the classroom. While it may be difficult to use as a read-aloud due the details in the images, it could be used in small groups or with the whole class. I think I would use it as a whole class book because each student could look at the images and text as closely as they like. Additionally, discussion about the book would be most beneficial if the whole class was able to contribute.
Finally, the last group of students would be engaged in practicing phonics, which is a way of teaching reading and spelling that stresses symbol-sound relationships. You could see students play phonics games on PBSKids.org, or work on a particular phonics, rhyme and other literacy skill on the website called ReadWriteThink.org. and/or Lexia. Computer-assisted instruction would be an engaging activity, which would benefit and develop students’ reading skills.
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.