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Parent communication techniques
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Ugly Duckling Standards: SL.K.2 Confirm understanding of a text read aloud of information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Taken from the IN Kindergarten Curriculum Framework found at: http://www.doe.in.gov/standards Identify Key Objectives: • The student will recall information from the story by answering questions regarding the story. Identify Materials Needed: • Ugly Duckling Story Cards Vocabulary: • Duckling • Several Identify Instructional Procedures: • Initiation 1. Call students to sit on their sit spots. 2. Hold the 1st card up, ask the students, “What animal is this?” 3. Ask the …show more content…
b) A duck barking OR a duck quacking? 5. Read 3rd card. 6. Tell the students the gray duckling is sad because he is lonely. 7. Ask the students, “What does the gray duckling want after he sees the swan?” 8. Ask the students, “How do you think he will solve his problem?” 9. Read 4th card. 10. Ask the students, “How do you think the duckling feels at the end of the story?” • Closure 1. Hold the 1st card up, ask the students, “How is the gray duckling different from the other ducklings?” 2. Hold the 2nd card up, ask the students, “Mother duck tells the gray duckling that he is beautiful. Why is it hard for the gray duckling to believe her?” 3. Hold the 3rd card up, ask the students, “Why does the gray duckling leave the duck family?” 4. Ask the students, “Where did the gray duckling go?” 5. Hold the 4th card up, ask the students, “What does the gray duckling become at the end of the story?” 6. Ask the students, “Is he happy?” 7. Ask the students, “How do you know?” Modifications: Students with Attention Deficit Hyperactive Disorder (ADHD) Some of the main characteristics include, but are not limited to: • Hyperactivity-impulsivity • Inattention (easily distracted) • Inability to sit …show more content…
I will redirect them so that they are looking at me and the story cards. If this does not work, I will ask them if they would like to go back and sit at their seats or stay at their sit spot. Related Center-Based Activities: Home- School Connection: Create a “Classroom Book Bag” using a “paper made book” of the Ugly Duckling. I will provide parent instructions letting them know that we worked on this story during class. I will instruct parents to ask their child what the story was about to see if their child can recall what had happened in the story. If they cannot tell their parents what had happened, have the parents read the story to their child and ask their child to retell the story. Community-School Connections: After this lesson, I will take the students down to the pond so that we can look at the different animals that might be down there. Usually there are geese in this pond and if there are any when we are down there, I can have the students compare them to each other. Assessment of
The children share how they also had a special toy they did not want no one to take it from them, after discussion the children had an opportunity to work on a sequence book in which they will create the story as they remember what happen. Materials were provided. A book with blank pages, crayons, markers, and characters cut out were given to each child. The children work on their book and discuss what their favorite oar tot the story was. One child mention that his favorite part was when Corduroy fell off an the security came to get him. One of the girls mentioned that she would have taken him home too, she loves teddy bears. The finished product were amazing because neither look the same, one child color the overall red and the other boy tells him his overall are green not red, the child just respond I like
Tommy is bored by his small town with its “ordinary lesson, complete with vocabulary and drills,” at school (p. 46, l. 137), and his mom not listening about his day, “Did you hear me?...You have chores to do.” (p. 58, l. 477-479) Everyone knows everyone else in Five Oaks. In comes Mrs. Ferenczi talking about things he and his classmates had never heard of before. Things like a half bird-half lion called a Sryphon, Saturn and its mysterious clouds, and sick dogs not drinking from rivers but waiting for rain all in one lesson (p. 55-56, l. 393-403). Ideas never stop coming and they branch out from each other before they are properly explained. Most of the kids feel she lies, but Tommy joins her in …. (Write here about how Tommy begins to make up stories like Mrs. F.) Think of the progression: looks-up “Gryphon” in the dictionary….makes-up “Humpster “ story….”sees” unusual trees on the bus ride home….yells at & fights
How does this relate to how you see yourself as a teacher? I appreciated how the teacher was spontaneous in reading to the children. For example, in the story Otis makes a noise putt puff putted chuff and she asked the students to mimic the noise that Otis made. I think that by being spontaneous and being sensitive to the environment and atmosphere learning will be fun and more memorable for the children.
showed how the children were naive in the chapter “Louie, His Cousin & His Other Cousin”
The students will be able to listen and comprehend the story “In Like a Lion Out Like a Lamb” by Marion Dane Bauer.
I knew right away that I wanted to center my project on the story called Borreguita and the Coyote by Verna Aardma and illustrated by Petra Mathers. My inspiration for wanting to do this project reminds me of myself growing up always coming up being a trickster and clever little girl and will be suitable for my targeted audience of second graders. Young students will find this book easy to connect with because we all try getting out of a sticky situation once in a while and know they will enjoy this tale of a clever little lamb that outsmarts a hungry coyote.
Once upon a time in a farm there was a very large pond, where all the animals lived very peaceful with one another. One day a new animal came around and everyone was excited to meet her, she was a duck. In all honest opinion of the land she was not a pretty duck, she was fairly ugly and so it was very hard for her to make new friends. As time passed the duck became became very lonely. One day as she walked around
Days passed and very little students had volunteered. “Only two student? “ said Principal Green. Ms. Pillsbury answered “Yes only two, the kids are scared. You know what they do to our people.” “ Yes but this is the chance of a lifetime they just need a push, please call these kids to my office,” said the principle as he scribbled the names of 8 kids on the
Tell the children to do not remove the animal cards from the bags until they are advised
The 1942 Randolph Caldecott Award belongs to Make Way for Ducklings by Robert McCloskey. In Make Way for Ducklings, two ducks travel through Boston, Massachusetts in search of a safe home to raise their family. Through the use of McCloskey’s color pencil drawings, readers go on this journey with the duck family, while learning about the city of Boston.
What kid hasn’t heard of Dr. Seuss? From “One fish, two fish, red fish, blue fish” to “A person’s a person, no matter how small” to “From there to here, from here to there, funny things are everywhere”, Dr. Seuss has filled the lives of children with whimsical stories and ideas. (8) Using casual dialect and everyday objects, he was able to spark the imagination of others. All the while, he instilled lessons into his writings. It is not a surprise that Dr. Seuss received an award for a “Lifetime of Contribution to Children’s Literature”. His work will be read and enjoyed for decades to come. All in all, no matter which Dr. Seuss story that the reader might select, his or her imagination will be sparked, and the reader will surely be entertained.
Listen to the description on the cards. Read over the cards. Should be able to discern if the student understood the subject by their descriptive and thought out
The final straw was when Janice walked into the school and found her son sitting in the school reception area with his older sister, while the rest of the students enjoyed a nice Christmas party. Janice said her son was clearly not wanted at that school, so she took the kids’ stuff and enrolled them into a public school where Alex was would be much more comfortable. The teachers were more comfortable dealing with children with complex needs.
In this lesson, the students will discover some of the themes of Dr. Seuss 's major books. By working as, a group and deciphering the theme or themes of a particular Dr. Seuss book chosen for them. The students will figure out how, despite being written for young children, Dr. Seuss ' books contain powerful messages about important themes in American history and society. The students will conclude by creating posters to showcase one of these themes.
"Make the duck kinda cocky. And since he's a duck and likes water, how about giving him a little middy blouse and a sailor hat?"