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Theories of language acquisition and their influence in early childhood
Theories of language acquisition and their influence in early childhood
Language development in children over the years
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Listening and Reading Primary One 1. Predict events using pictures in a children’s narrative. 2. Recognise and read the sound ‘og’ in a children’s narrative. 3. Listen for a sustained period to a children’s narrative. The teacher gathers the students to come to the front of the classroom and introduces the book. The teacher and students will first discuss the cover of the book. The teacher then reveals and read the title, followed by the author and illustrator. Good morning class, today we will be exploring a new story! Are you ready? Cover Looking at the cover, what can you see? Where have you seen this animal? What is the animal doing? What do you think this story is about? The title is Frog on a log. Why do you think they named the story that? First Reading: For each page of the book, the teacher and students will discuss pictures from the book and then the teacher will read the text. The teacher encourages students to make predictions based on the pictures from the book. The teacher would stop at the points of the story where predictions were made and using text of the story, the teacher will ask students if the predictions they made were correct. The teacher may want to take note of some words (bog, log, jog, fog, trot, grinning, foolish, agog) found in the book which might be unfamiliar to some students. The teacher may choose to pause at these words and check students’ understanding of word. The teacher then guides students to discover the meaning of the word through pictorial cues or clues from text. Second Reading: After the first reading, the teacher does a second reading where he/she invites the students to read the story. Page 2 What can you tell me about this picture? Where do you think Frog is? What ... ... middle of paper ... ...class activity will be carried out; the teacher divides students into groups of five. Each group is given a set of pictures (Appendix B) from the story and a story map (Appendix A). Within their groups, students retell the story using picture cards in the right sequence and use it to fill up their story map. Students can fill up their story maps using simple drawings or words. Each group then share and present their story maps to the class. Alright class, I want you to get into groups of five. Each group will be given a set of picture cards and a story map. Each member of the group is to take turns using the cards to retell the story to the rest of the members of the group. Together as a group, I would like you to fill up the story map given. I will be walking around, so do ask me if you have any questions. Story Map (Appendix A) Picture Cards (Appendix B)
Stories are the way humans share, create, and explore their many experiences and identities with each other. When a story is told, the original content lingers depending upon how the storyteller recalls the content. Once the story is retold, it often takes on different details and meanings, because each storyteller adds their own perspective, experience, and meaning. The story then begins to have its own life. Each storyteller has a connection to the beginning and the end of the story.
...will enjoy this book and use it to introduce areas such as history, poetry, geography, cooking, counting for the younger audience and language. Language and math components of the story can be used for reinforcement at www.winslowpress.com.
...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 students and I began lesson 1,“Analyzing the Development of Central Ideas”. I essentially chose this lesson since analyzing central idea within a text might be a big part of the state test. The group and I read the introduction, most students participated in reading. I explained to the group what a central idea and supporting details were. I used an example of books and how each story had a central idea and details that back up its claim. Afterwards, we examined the cartoon, and determined the central idea. I explained to them the chart of determining central idea and details that support the claim. I had students in their own words tell me what a central idea was.
Share with students that while we are reading this book will be having literacy circles, which are groups of people reading the same book and meeting together to discuss what they have read. As a part of these literacy circles you will each have a job to share with your group. Each day this week, I will be showing how one of the jobs work. Today, while we read we will focus on the Vocabulary Vulture.
Give a brief summary of what your story might be like. These should be meaningful and relevant to the author’s purpose.
The book is Chicka Chicka Boom Boom by Bill Martin Jr and John Archambault. As a group discuss the different pages and cover the vocabulary that may seem difficult. By going over the difficult vocabulary, it will allow students to remember it, the difficult vocabulary would in enough, coconut. When reading the book make sure students are pointing to the words they are reading. They need to point to each word if they are not pointing to the word remind them. After reading, the book the students will retell what happened in the book. Note how many facts, and words the students remembered. Push students to use vocabulary from the book to retail the story. After reading, the students will do a word find with the book, the students will look for different words in the book. Six minutes: Have students look for words that start for Bb, Mm, Rr, and Ss. Students will do a word hunt for words that start will with Bb, Mm, Rr, and Ss. As students find words, have them write them down on their word journal. A word journal is a book that students have been creating, this journal has a collection of different vocabulary the students have seen throughout the school year. As students find new words talk about them and discuss the
The teacher will begin reading the book, but also participate in guided reading, in where she/he will pause every so often to recollect ideas from the students.
Before reading the story, the students are to sit in a circle as I explain the instructions to them. One student is going to play the hungry thing and the rest of the students are going to play the townspeople. The hungry thing is going to wear an envelope around his neck that says feed me in the front and thank you in the back and the rest of the students are going to receive food picture cards. In the story, the hungry thing can only say words that rhymes with the name of the food and the townspeople have to figure out what food names rhyme with what the hungry thing wants. For example, the hungry thing might say pilk and the townspeople have to respond with milk.
Tell students that you will be reading them the story of Little Red Riding Hood by Anne Faundez. Tell the children that the story is about a little girl who runs into the Big Bad Wolf on her way to her grandmother’s house. Tell the children that the wolf was very hungry and wanted to eat Little Red Riding Hood and her grandmother and that you’ll read the story to see if he does actually eat Little Red Riding Hood and her
BookRags.com | Study Guides, Lesson Plans, Book Summaries and More. Web. 12 May 2011. .
At the beginning of each unit a vocabulary list is given out, and as the vocabulary is gone over within the lessons emphasis will be placed as to where the students may find the terms on the vocabulary list.
Vocabulary is an important building tool of a child’s reading skills. Students have to understand what the words mean in order to comprehend the story as it is presented to them in the classroom.
After the teacher is sure the students understand that books have themes that are far beyond the eye can see. The teacher will have the students split into groups of three. The teacher will hand out to the students a sheet with these words and phrases listed: corruption, power, human rights, racism, tolerance, environmental stewardship, greed, pollution, war, anti-Semitism, Hitler, Holocaust, Cold War. The teacher will ask the students if they are familiar with all of these terms, and if not, the teacher will define any of the words they don 't know. Each group will have to decipher the theme of one of the given Dr. Seuss books. The books are Horton Hears a Who, Yertle the Turtle, The Sneetches, The Lorax, and The Butter Battle Book. Utilizing words or phrases from the sheet, the groups will identify depending on the book they get from the teacher with words relate to the theme of the Dr. Seuss
picture of this story, or any story for that matter. The imagination is one of the most powerful tools you