1. The learning task helps children learn the correct sounds of letters by matching pictures to letters.
2. Children take pictures or objects and place them with the matching letter sound.
3. This activity helps children build knowledge of letter sounds through engaging with materials in a constructive way.
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c.
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c ...
Math Lesson PlanGrade Level KSubjectMathPrepared ByAct.docxandreecapon
Math Lesson Plan
Grade Level:
KSubject:MathPrepared By:
Activity Name:
Brown Bear Character PictographLearning Domain
Students will be organizing animals on a pictograph, counting, and interpreting data.Overview & Purpose
Students will learn the names of animals, colors, and how to create a pictograph by organizing the animals to determine analysis.
Education Standards Addressed
Collect and organize data by counting and using tally marks and other symbols. (DOK 1) describing data by using mathematical language such as more than, less than, etc. (DOK 1)
Objectives:
(Specify skills/information that will be learned.)
Students will learn through listening, engaging in discussion, and observing pictures. They will learn the names of animals, colors, create a pictograph, and count to determine more or less.Materials Needed:
· Brown Bear, Brown Bear, Book
· Squares made from construction paper
· Animal stamps
· Markers
· pictograph
Content:
(Specific skill/ concept being taught in lesson)
Listening, engaging, observing, and gathering information to create a pictograph to determine analysis
Vocabulary:
Discuss and define the words more, less, total, data, and pictographOther Resources:
Counting books, animal manipulatives, number flashcards, and counting videos.
Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc.
The teacher reads Brown Bear, Brown Bear What Do You See? Show pictures. Engage in class discussion. Instruct students to use the animal stamps to make cards of their favorite animal in the story. Teacher will display a large pictograph in front of room and let students come up to put them in the correct row. Class will count to obtain the data analysis to determine the class favorite animal character in the story.Evaluation/Summary:
Use a worksheet that students will have to count the number of items in a group and write the correct number under the group. Then let them circle the number that is the largest of the groups
Remediation:
Remedial Activities
Adaptations or Individualization
Review in a one-on-one setting using manipulative animals to group and count.
Extension:
Enrichment Activities
Ask students to choose two animals from the story. Draw small pictures of the one that is their favorite and draw two less of the one that is their least favorite. Write the number under the pictures to represent how many.Additional Notes:
This book may also be used to teach color.
Science Lesson Plan
Grade Level:
K
Subject:
Science
Prepared By:
Activity Name: Sounds Good
Learning Domain
Exploring animal sounds by using the sense of hearing, and improving comprehension skills.
Overview & ...
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Susan Darling
Grade Level:
First Grade
Date:
Nov 20, 2019
Unit/Subject:
Reading/writing
Instructional Plan Title:
Fact or opinion
Lesson Summary and Focus:
Facts and opinions will be the subject of the day. Students will talk about the two words just as utilizing key vocabularies to decide whether it is an opinion or fact. This exercise will allow students to become good writers and readers. This unit acts as an introductory lesson for students to start writing an opinion paper.
Classroom and Student Factors/Grouping:
During the group activity, students will work with pre-determined partners. The reason being some behavioral students perform better with their peers. Student’s comprehension is enhanced when the teacher makes sure all students are involved and focused. The instructor will move around the classroom to manage the classroom while students are working in a group of two.
National/State Learning Standards:
1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-LITERACY.W.1.1,
CCSS.ELA-LITERACY.W.1.2
Specific Learning Target(s)/Objectives:
Through context clues, students will be able to differentiate fact and opinion by describing why a story is a fact or an opinion.
Agenda:
· Teacher will open with the anticipatory set.
· The educator will start the lesson.
· Student’s participation will be highly focused.
· Lesson closure will end the class to measure mastery.
Academic Language
Key vocabulary:
Informative
Fact
Falsehood
Opinion
Function:
I will help my students understand and explain the meaning of each vocabulary so that every learner comprehends the types of passages. For instance, students should decide if the passage is an opinion piece or is an informative one.
Form:
Pupils must understand that everything they hear or say is not a fact. They should as well as listen to their ideas and determine whether it is a fact or an opinion.
Resources, Materials, Equipment, and Technology:
Sticky notes, pencil, projector, paper, website for fact and opinion game, crayons, fact or opinion worksheet, whiteboard, computer tablet, markers, and coloring sheet.
Section 2: Instructional Planning
Prior knowledge connection: The educator will open the class discussion about facts or opinions by asking students whether they have ever heard about the two words. Students will be given enough time to read and answer.
Anticipatory Set: There will be two sentences written on the board. The teacher will explain the sentence that is a fact and one that is an opinion. Fact: I went to my friend’s place twice this week. Opinion: the best dish in the world is spaghetti. Every pupil will be given two sticky notes and opinions on each of them. Pupils are allowed to select the written sentence and determine which one is a fact and opinion. To help students understand why they labeled each sentence and its meaning, the teacher will initiate a discussion to transpire that. Subsequently, st.
Ms4 level f ile 6 fact and fiction with atf and aef competenciesMr Bounab Samir
MS4 file 6 " fact and Fiction" this file can be used to teach the following learning objectives :
1- Tell story
2- Express cause and effect in story telling (simple past & past continuous + time conjunctions "when - while - as)
1. Learning task adapted
:from
Child Care Center, Sultan
Qaboos University
:Age group
5to 6
:Subject area
Language
ECED 4080 Creating
:Subject Strand
Materials for Use by
Reading
Young Children
:Subject Topic
Oral communication
:Learning Task
((letters phonic
Short phonics if the
:Background Information
letters
Children need to know
:Description
the correct sound of the
After children learned
letter in order to help
the letter formation;
them to pronounce the
they start to read the
words correctly. This
letters. This activity
learning task helps them
helps child to know the
in this stage by repeating
correct pronounce of the
.the phonic several times
words. With this activity
Student Learning
there are objects that
:Outcomes
have different
:Language
pronounced for the
Read the Arabic phonic
same letter. Therefore;
.letters
child will take the object
Prerequisite Concepts,
or picture and will put it
:Skills, & Values
in the correct place and
Follows class routines .1
will pronounce the
for selecting, using and
.phonic of the letter
2. returning individual students enjoy
.learning tasks organizing and matching
Small muscle control .2 the pictures with the
to hold the objects or .phonic of the letters
.pictures The activity provides .2
Learning Theory & the opportunity for the
:Instruction Strategies child to move the
The activity follows .1 pictures and put them in
the constructivist theory .the correct place
of learning that the child Child engages in this .3
learns about letters activity when they are
phonic by actually able to construct a
building the letters mental image of the
.themselves .letter phonic
The teacher .2 Introduction of the
demonstrates the :Learning Task
learning task for the Show the child how to .1
child initially, and then .remove the activity
the child works on his Take the learning task .2
.own to an open space at a
Child will work with .2 .table
materials that appeal to Demonstrate how to .3
the sense and that can take the small parts out
be touched, moved from the small box, and
.about and rearranged arrange them
Students Characteristics :Preparation
:Accommodated Cut out the pictures .1
Accommodating .1 and glue them in heavy
linguistic and spatial .cards
intelligences was Cut out the letters and .2
considered in the design .glue them in heavy card
of this activity as
3. Match between the .3 Laminated sheet of .3
letter phonic and the the pictures of the
.picture .letters
:Instruction :Extension Activities
Show the child how to .1 Students could write .1
remove the activity the letters after hearing
board from the shelf it from the teacher
noting the placement of without seeing the
.each item pictures of the letters
Take the learning task .2 :Enrichment Activities
to an open space at a Ask the child to .1
.table describe the different
Demonstrate how to .3 between the phonic for
take the small cards of .the same letter
the pictures or letters Student could use the .2
out from the small box, play dough to form the
and match them with .letter
the phonic of the letters :Assessment Techniques
Tools and Equipment Children use self .1
:Needed correct method as the
.Heavy color papers .1 .part edges stay together
.Pictures of letters .2 Instructor observes .2
.Glue .3 the children while
:Checklist of Tray Items working and provides
,Tray .1 .feedback
Plastic zip- lock bag .2 Instructor examines .3
containing the pictures .the finished product
or use box to keep the :Feedback Suggestions
objects instead of How can you decided .1
.pictures where should this
?picture should go
4. Now try to pronounce .2 :Key Words
the phonic without ,Reading
.looking at the picture Letters phonic
:Evaluation Rubric .matching
Does not match .1
between the pictures
and the picture of the
.letter
Begin to pronounce .2
the correct phonic for
.the letter
begin to match the .3
letters with pictures and
dose not say the correct
.phonic
Match all the letters .4
with pictures and says
.the correct sentences
:Vocabulary
.Letter, phonic
:References
References for the
:Rubric
Sue Hathway, Science
Rubric, Child Care
Center, Sulatn Qaboos
.University
Comments, Hints, &
:Suggestions
Store the pictures in .1
the plastic bag to save
.them from dust