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Strategies for effective listening skills
Strategies for effective listening skills
Strategies for effective listening skills
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Recommended: Strategies for effective listening skills
Lesson focus: Reading Class level: Primary 1
Learning Outcomes: By the end of the lesson, pupils will be able to:
1. Use visual cues to infer and predict episodes in a children’s narrative
2. Use knowledge of the episodic sequence in the book to infer and predict repeated action in a children’s narrative
3. Recall the sequence of episodes in a children’s narrative
Beginning stage of lesson
Description of lesson
Teacher and pupils discuss the picture and title
Teacher creates interest in the book by relating to pupils’ past experiences
Teacher asks pupils to predict the content of the narrative Rationale/Teacher Language
Let’s look at the picture, tell me what you can see.
What is the girl doing?
What are some silly things that you have done?
What silly things do you think Sally will do?
Where do you think she is going?
During stage of lesson
Description of lesson
“Silly Sally went to town, walking backwards, upside down”
“On the way she met a pig, a silly pig, they danced a jig.”
“Silly Sally went to town, dancing backwards, upside down.”
“On the way she met a dog, a silly dog, they played leapfrog.”
“Silly Sally went to town, leaping backwards, upside down.”
“On the way she met a loon, a silly loon, they sang a tune.”
“Silly Sally went to town, singing backwards, upside down.”
“On the way, she met a sheep, a silly sheep, they fell asleep.”
“Now how did Sally get to town, sleeping backwards, upside down?”
“Along came Neddy Buttercup, walking forwards, right side up.”
“He tickled the pig who danced a jig. He tickled the dog who played leapfrog.”
“He tickled the loon who sang a tune. He tickled the sheep who fell asleep.”
“He tickled Sally, who woke right up. She tickled Neddy Buttercup.”
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... middle of paper ...
...at actions did these friends do with Sally?
We will now act out the story based on the sequence that we have read in the book.
Resources and materials
List the materials (clean and piloted copies) and refer to the appendix where they may be found.
Appendix A – Friends and action extracts (to be used for labelling the chart later on)
Appendix B – Clean copy of the chart for the post reading activity
Appendix C – Piloted copy of the chart (filled-up with the proper sequence of friends and actions)
Shared Book Approach Day Two
Learning Outcomes: By the end of the lesson, pupils will be able to:
1. Recognise and demonstrate understanding of rhymes in words
2. Recognise and demonstrate understanding of the regular past tense verb
3. Recognise the demonstrate understanding of the function of punctuation (comma, full stop, question mark) in a children’s narrative