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.”
...
... 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
The two stories “War” and “About Effie” from Timothy Findley’s Dinner Along the Amazon are both told by the same child narrator, Neil. In each of the stories Neil attempts to make sense of a mystery of the adult world. In “War” Neil tries to understand the adult world of war, and explain why it seems that his father has betrayed him, and in “About Effie” Neil tries to understand the mystery of Effie’s strange need to wait for a man in a thunderstorm. Neil reaches an understanding of each of these mysteries in a similar way: through observation of non-verbal clues from adults. However, Neil’s own attempts to communicate non-verbally through his behaviour are unsuccessful. Taken as a whole, these two stories show how very important non-verbal communication is in child-adult relationships.
For new readers who starts to read the book they witness the boys into a sort
Differentiated instruction caters to differences among students, how students learn, different learning styles, and the interest of each learner. Running records support differentiating lessons for each learner during guided reading. Running records are diagnostic tools designed to identify a student’s reading deficiencies and monitor progress. The implementation of running records allows the teacher to differentiate each child’s reading lesson and hone in on the child’s needs and abilities. It is the educator’s responsibility to fine-tune instructional needs so that classroom, small group, and one-to-one teaching occur when and for whom they are needed in a timely way and with the high quality every child deserves (Fountas & Pinnell, 2009). Each child enters a classroom with varying needs; differentiating guided reading lessons based on the results of running records will help meet the individual needs of each child. Kelly M. Anderson (2007) states, teachers who differentiate believe each child is unique, with differing learning styles and preferences. Teachers can differentiate based on students’ readiness by varying the level of difficulty of the material covered in class. Guided reading offers the opportunity to vary the children’s reading based on their reading level. Differentiating instruction is not lowering expectations for some students. Differentiating instruction is establishing high expectations for all students while varying the process to which each child learns the same concept. Differentiating involves addressing the individual needs of diverse learners. Watts-Taffe, et al. (2012) notes although differentiating instruction is not new; it has become increasingly i...
1. How does the opening scene contrast with what happens at the end of the story?
Gilovich, T., Keltner, D., Chen, S., Nisbett, R. E. (2013). Social psychology. New York, NY:
I never realized when I played Peek-A-Boo with different infants in my family, that I was teaching them one of the most valuable lessons in their life. I just thought it was a game that infants liked to play and it made them laugh. I didn’t know that this was so funny to them because they were fascinated with the fact that for one moment I wasn’t there and a moment later I popped back up. Little did I know I was teaching them one of their most important accomplishments.
Tallichet, S, and C. Hensley. (2008). The Social and Emotional Conte. International Journal of Offen, 53 (5), pp. 596-606.
3) Gleitman, H., Fridlun, A., and Reisberg, D. Psychology. Fifth Edition. New York. W.W. Norton & Company. 1999
... off; who can make me laugh, and I choke it back in my throat; who
The exposition starts with a character named, Charlie Joe Jackson. He is in middle school and he hates reading. This all started when Charlie had to read a book for his language arts teacher; the book was called Billy’s Bargain. Billy’s Bargain was about the pitcher who throws a no hitter and made a bargain with the devil. Charlie does what he always does, and that was read the back of the book, the first chapter, the last chapter, and the inside flaps. Charlie always took shortcuts when it came to reading. In the rising action, Charlie has a friend named Timmy, and Timmy and Charlie have known each other for about two years. They have always made this deal if Charlie bought Timmy an ice cream sandwich, Timmy would tell Charlie what Billy’s Bargain was about. But one day Charlie see’s the look in Timmy’s eye’s, which was the look of blackmail. As he walked up he asked Timmy how was your day. He said, “Okay.” then he said, “ I’m really hungry today… I could eat one, or two, or three ice cream sandwiches.” Guess what Charlie had to do. He bought TImmy three ice cream sandwiches just so Timmy could tell Charlie about the book. This was the climax. The next day he went to the library and looked up the word blackmail. Under the word blackmail, Timmy’s picture was there. This was the falling action. He saw the librarian and she was an old friend of Charlie’s. In the first grade she tried over and over again to make him read but he didn’t. To Charlie she was evil because she was still librarian. The resolution is that, Charlie Joe has had a lot of devised ways to get out of reading. He has also made up a lot of tips, that can get you out of reading in a different way....
I want to share the experience that I got from reading to the little kids in Washington school. This had been my first time doing community service so I was a little nervous, I didn't think that the kids where going to like me. But when I go to the school and saw the lovable little kids I felt much better. When we got into little groups and started reading they started hugging me and reading along. They made me feel good and I was ready to come back next Thursday. This was the greatest experience that I had ever had, I felt like a teacher and it fells great to have those little kids liking you.
Ellis, B.J., Bates, J.E., Dodge, K.A., Fergusson, D.M, Horwood, L.J., Pettit, G.S., & Woodard, L.
that the novel is a log of events and a tale of what might be in the
Another example of childlike thinking can be found in the description of a tuba. In the parade there is a man walking with a tuba. Wole makes the association of the bell of the tuba and the bell part of a gramophone. Young Wole says, "Tinu and I had long rejected the story that the music which came from the gramophone was made by a special singing dog locked in the machine. We never saw it fed, so it would have long starved to death. I had not yet found the means of opening up the machine, so the mystery remained" (41). Here we find child-like reasoning at its finest.