This document provides guidance for using puppets in primary classrooms. It discusses why puppets are effective teaching tools, including that they introduce another fluent English speaker and help create a genuine information gap. It also describes inexpensive puppets students can make themselves from materials like plastic plates or cardboard tubes. Further, it outlines a process for gradually introducing students to using puppets, from private work to public performances. Finally, it provides examples of classroom activities using puppets, such as having students bring puppet props for a hungry puppet or acting out a story using tube puppets.
Teacher Resource Guidebook - Using Role Play, Dialogue, Drama in the Classroom ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
Teacher Resource Guidebook - Using Role Play, Dialogue, Drama in the Classroom ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
The English course for your kindergarten.
The playful way for your children/pupils to discover the English language.
Complete set with all important teaching materials:
* 100 clearly structured lessons in a detailed Lesson Plan
* 3 sing & dance DVDs each presenting 6 songs in a variety of video versions
* 406 lareg flashcards illustrating key words and concepts
* 18 full-color storybooks to read out loud
* 1 exercise package to accompany the lessons
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
The English course for your kindergarten.
The playful way for your children/pupils to discover the English language.
Complete set with all important teaching materials:
* 100 clearly structured lessons in a detailed Lesson Plan
* 3 sing & dance DVDs each presenting 6 songs in a variety of video versions
* 406 lareg flashcards illustrating key words and concepts
* 18 full-color storybooks to read out loud
* 1 exercise package to accompany the lessons
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
In this talk we looked at how the language classroom is often subverted by the young learner and how teachers can appropriate this chance happening and build it into the lesson to make learning more significant and meaningful.
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 ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. In my experience, young children are very keen to do this. They rarely experience
performance anxiety and any embarrassment they do have is greatly reduced by the
fact that they view the puppet as a being half way between the teacher and
themselves.
• Puppets help create a genuine information gap
A key tennet of the communicative approach to language teaching is that genuine
communication involves a purpose such as giving someone information or getting
them to do something. Real communication centres on an information gap for
when we genuinely communicate we usually do not know everything that the
speaker is going to say. We may be able to predict a percentage of what they will
say, but there will always be attitudinal information that is new to us. This “genuine
information gap” is difficult to create in a classroom of elementary learners who
have worked together for a period of time because
a) the students have discovered a lot about each other through observation and
through conversations in their mother tongue
b) the students have a limited number of patterns and lexical sets at their disposal
restricitng topic variety.
Therefore, an alternative to asking for and giving persoanl information about
classroom members is to get the students to exchange information about their
puppets as the puppets can come from anywhere in the world, have any name their
creator wishes and have a whole gambit of likes, dislikes and hobbies.
• Hands on is minds on
Children learn experiencially through getting visually, aurally and kinaesthetically
involved in a subject. Puppets are bright and colourful, tactile and moving. They
engage the child as a whole person bringing in several of Gardener’s multiple
intelligences( Modern English Teacher Vol 10/1 January 2001: The Theory of
Multiple Intelligences, Mustafa Zülküf Atlan )especially emotioanl,
spatial,interpersonal and intrapersonal. This increases the childrens’ interest in the
lesson and leads to deeper learning.
• Children can feel more confident when talking through the puppet.
Some children feel hesitant to speak in English because they are unsure of the
pronunciation of certain words or of exactly how to express themselves. In such
cases puppets can act as a psychological support for a child. When a child speaks
through the puppet , it is not the child who is perceived as making errors but the
puppet and children find this liberating. Hence, puppets can encourage your
students to experiment more with the language and “have a go” when they may
have otherwise remained silent.
B. Inexpensive puppets your students can create for themselves
a. Plastic plate puppets and cardboard triangle puppets
Children draw or stick a face on the top half of the plate or triangle and clothes on the
bottom half. Make a stick from a rolled up newspaper or a strip of cardboard folded in
half lengthways to provide extra support. Attach the stick to the back of the plate or
3. triangle.
b. Tube puppets
Cut a two centimetre slit in either side of a toilet roll tube and from a separate piece of
card cut a circle at least 7 cms in diameter. Children draw the puppet’s face on the flat
circle and its body on the toilet roll tube. Finally, children slot the face onto the body
using the two slits cut previously.
c. Card strip hanging puppets
Photocopy a character from a book, cut a character from a colouring in book or draw a
character. Stick the paper on card for support if the paper is thin. Cut a strip of card
approximately 20 cms in length and 2 cms in width. Stick the bottom of the card strip
onto the back of the puppet, at the top. Children hold the top of the card strip so that the
puppets hang down in the same fashion as string puppets do.
C. How to introduce your students to using puppets
Children need to be gradually prepared to use puppets in class in much the same way as
they need to be warmed up for writing or roleplay. I have learned through experience that
it is not enough to simply give each child a puppet and say “ have a conversation.” Here is
a gradual process through which the child- puppet relationship can be established and
strengthened over several weeks.
3 steps in introducing children to puppets
Step1. work in the private sphere
Step2. work in the public sphere using fixed roles
Step3. work in the public sphere using original roles
Step 1: work in the private sphere
1a. Aim: to encourage the child to view the puppet as a special friend who he can talk
to in English
We all know that a teacher should never ask students to do what she will not do herself.
Therefore, have your own puppet as a special friend. Introduce yourself to the puppet
in front of the class. For example, I would say “ Hello, my name’s Denise. I am a
teacher. I have two children called Melisa and Tamara. I live in Istanbul and I love
gardening. Next, have the children introduce themselves to their puppets from the
privacy of their own seats. No one will be listening to them as everyone is talking to
their own puppets at the same time. It should be regarded as a fluency activity, with no
need for teacher correction. With real beginner students this stage can even be carried
3
4. out in L1.
1b. Aim: to help the child give the puppet a unique identity.
Have your puppet tell you about himself in front of the class. My puppet usually says
“Hello, my name is Lucy. I come from Brasil. I am seven years old. I have a brother
called Carlos and a puppy called spot. I love going to the beach.” As with step 1a,
allow all of the puppets to speak to their own puppeteer simultaneously.
Step 2. work in the public sphere using fixed roles
Aim: to instill confidence in the children when using puppets in front of a group
Choose a well known action song such as”10 green bottles hanging on the wall” or
“head shoulders knees and toes”. Have the children make their puppets dance and do
the actions as the class sing.For example, when singing “ ten green bottles hanging on a
wall” I have ten children stand up and hold their puppets up high. As we sing the line
“and if one green bottle should accidently fall” the child I point to lets his puppet fall
down.
Step3.Working in the public sphere using original roles.
Aim: to use puppets for communicative language work.
Tell the children that they are taking their puppets to an international holiday camp At
the camp they will meet puppets from all over the world. Brainstorm the language of
giving and asking for personal information e.g. “what’s your name?”, “where are you
from?”, “how old are you?” etc. Give the class planning time so that each child can
recall or invent the necessary personal information about his puppet. Finally, the
children walk around the classroom introducing their puppets to other puppets and
collecting as much personal information about them as possible. If your children need
more practise producing the language patterns they need to carry out this fluency based
mingle activity, extend the planning stage by getting the children to copy down the
personal information questions you brainstormed earlier. The children then answer the
questions using the “I” form , as if they were their puppet.
D. Classroom procedure for two activities using puppets
In this section, I would like to present 2 activities using puppets which you may like to
try out in class.
Activity One. I’m Hungry (Adapted from Pebbles By .Penny Hancock & Gail Ellis
Longman)
Materials required. A card strip hanging puppet as the main character
A strip of card approximately 20 cm long and 2 cms wide per
child
A square of paper per child
Coloured pencils per child
Language aim: To practise “have got” + food vocabulary
Teacher holds the puppet up and mimes that it is very hungry.
Teacher elicits that the puppet is hungry and asks what it likes to eat.
5. Children offer suggestions e.g hamburgers, apples, pizza
Teacher asks children to draw a picture of something the puppet can eat on the square
of paper. Literate children can also lable their picture.
Children attach the strip of card to the top of their picture in order to make a card strip
hanging puppet/prop.
Teacher calls children out to the front saying “ Ali, what have you got for (puppet’s
name) to eat?
Child hangs his food puppet in front of the teacher’s puppet and replies “ I’ve got
a ..........”
Teacher repeats the process with the other children.
Alternative suggestions:
The above technique can be used in exactly the same way for the following scenarios
and language items
The birthday party: language aim: “Here’s a + toy lexis.”
It is a puppet’s birthday. The children make gift props which they give to
the puppet saying for example “Here’s a car”.
I’m bored: language item “You can play with + toy lexis”
The puppet is bored. The children make a toy prop which they give to the
puppet saying for example, “You can play with my doll”
Where’s my teddy bear: Language aim: “Is it + prepositions of place. The
puppet is in a lounge . He can not find his favourite teddy bear. Children make
props of places the teddy bear might be e.g under the table, behind a cushion.
Children approach the puppet asking “Is it in the cupboard?.” The answer is
always no as the teddy bear is stuck on the back of the puppet. Eventually. the
puppet turns around with his back to the children .On seeing the teddy bear
children shout out “It’s behind you”
Activity Two: Little House using tube puppets.
(See section B b above on how to make tube puppets.)
Materials required:
An open topped cardboard box, decorated to look like a house.
Tube puppets for the following characters: Mr Mouse, Mr Frog, Mrs Fox, Mr Rabbit
and Mr Bear.
(The little house is in the middle of the stage)
Mr Mouse (Looking at the house) What a lovely little house!. Little house, little house,
who lives in little house? ( Mr Mouse jumps into the house)
Mr Frog: (Looking at the house) What a lovely little house!. Little house, Little House,
who lives in Little House?
Mr Mouse: I’m Mr Mouse. I Live in Little House. Who are You?
Mr Frog: I’m Mr Frog.
Mr Mouse: Come in. ( Mr Frog jumps into the house)
Mrs Fox: (Looking at the house) What a lovely little house!. Little House, Little House,
5
6. who lives in Little House?
Mr Mouse: I’m Mr Mouse
Mr Frog: I’m Mr Frog.
Mr Mouse & Mr Frog: We live in Little House. Who are You?
Mrs Fox: I’m Mrs Fox.
Mr Mouse & Mr Frog: Come in. ( Mrs Fox jumps into the house)
Mr Rabbit : (Looking at the house) What a lovely little house!. Little House, Little
House, who lives in Little House?
Mr Mouse: I’m Mr Mouse
Mr Frog: I’m Mr Frog.
Mrs Fox: I’m Mrs Fox
Mr Mouse , Mr Frog & Mrs Fox: We live in Little House. Who are You?
Mr Rabbit: I’m Mr Rabbit.
Mr Mouse, Mr Frog & Mrs Fox: Come in.
Mr Squash You All Flat Bear: (Stomps up to the house) Who lives here?
Mr Mouse: I’m Mr Mouse
Mr Frog: I’m Mr Frog.
Mrs Fox: I’m Mrs Fox
Mr Rabbit: I’m Mr Rabbit.
Mr Mouse, Mr Frog, Mrs Fox, Mr Rabbit: We live in Little House. Who are you?
Mr Squash You All Flat Bear: I’m Mr Squash You All Flat Bear.
Other animals: Oh no. Run away! ( Animals jump out of the house. The bear turns the
box over and and stomps on top of it as if trying to break it up. After bear leaves all the
other animals return to the house.)
Mr Mouse, Mr Frog, Mrs Fox, Mr Rabbit: Poor little house. We can rebuild Little
House. (Re-right the box and put the animals back into it.)
Mr Mouse: I’m Mr Mouse
Mr Frog: I’m Mr Frog.
Mrs Fox: I’m Mrs Fox
Mr Rabbit: I’m Mr Rabbit.
Mr Mouse, Mr Frog, Mrs Fox, Mr Rabbit: We live in Little House.
The End.