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A step-by-step guide on how to find picture books by author or illustrator in the Northampton Community College libraries' collections.
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Sheep in a Jeep The Concept is a pattern book that teaches about animals and the progression of the story. This lesson is for emergent readers. Pre-Reading: I will do a picture walk with the students on the first couple of pages of the book. I will not show anything that will give the book away. I will then ask students questions what they think will happen in the story. This book will be used to expand a lesson on farm animals including sheep. Reading: We will read the book a few times so the students can recognize the pattern. This book focuses on the -eep word family group. Most every sentence rhymes, so it should be quite easy for them to follow along after the first couple of readings. Post-Reading: We will practice our rhyming skills for the post reading activity. The students will identify all the rhyming words for sheep. I will have each student try to contribute at least one word. We will make a chart and the students will be creating a rhyming book out of this list. They will write a sentence that has structure and that rhymes. Then, they will illustrate their sentence. After all the students are done, we will compile them all into a big classroom book.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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Sheep in a Jeep The Concept is a pattern book that teaches about animals and the progression of the story. This lesson is for emergent readers. Pre-Reading: I will do a picture walk with the students on the first couple of pages of the book. I will not show anything that will give the book away. I will then ask students questions what they think will happen in the story. This book will be used to expand a lesson on farm animals including sheep. Reading: We will read the book a few times so the students can recognize the pattern. This book focuses on the -eep word family group. Most every sentence rhymes, so it should be quite easy for them to follow along after the first couple of readings. Post-Reading: We will practice our rhyming skills for the post reading activity. The students will identify all the rhyming words for sheep. I will have each student try to contribute at least one word. We will make a chart and the students will be creating a rhyming book out of this list. They will write a sentence that has structure and that rhymes. Then, they will illustrate their sentence. After all the students are done, we will compile them all into a big classroom book.
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