To view my review, please visit:
http://search.barnesandnoble.com/Henrys-Freedom-Box/Levine/e/9780439777339/?itm=1&tabname=custreview#TABS
Monday, December 1, 2008
Wednesday, November 12, 2008
Thursday, November 6, 2008
Sunday, October 26, 2008
Craft Lesson 3
Topic: What Starts with the letter "B" using the book, Buzz by Janet Wong
Discussion: (Mid-Kindergarten, Large Group)
Children really appreciate and remember a lesson better when they get involved. Therefore, it is particularly important to include a child, individually or in groups, as if they were to "teach" themselves. I know this sounds a little bizarre, but when the child becomes part of the lesson, not only is the learning experience more personal, but it is also more special and interesting to the child, (giving the child a better chance of opening a window of opportunity for learning).
How To Teach It:
Materials: Tape Recorder/Tape, Chalk/Chalkboard/ Flashcards (of other objects that start with 'b')
1. Read the book. While reading the book, point out the word "buzz."
2. Talk about the letter 'b' and have the children sound it out. Then, ask the children to think of other words that start with that same sound. Write them down on the chalkboard. Then, take out the flashcards and begin to explain how the letter 'b' sounds, show them the pictures (so as to get them started), and ask them to name the pictures. Add these to your list on the chalkboard. Then, ask them to notice how they all begin with the same letter and sound. Ask them to sound them out with you.
3. Write down the name of each object, as you go through the cards again, and use another color of chalk to write and underline the 'b' (so they can get a visual).
4. Divide the class in two groups (one for the teacher aide and one for you). Have each child name an object from one of the flashcards, as you tape record them. Then, instantly play it back so as to reinforce what they just said. (Remember- do that for each child!)
Discussion: (Mid-Kindergarten, Large Group)
Children really appreciate and remember a lesson better when they get involved. Therefore, it is particularly important to include a child, individually or in groups, as if they were to "teach" themselves. I know this sounds a little bizarre, but when the child becomes part of the lesson, not only is the learning experience more personal, but it is also more special and interesting to the child, (giving the child a better chance of opening a window of opportunity for learning).
How To Teach It:
Materials: Tape Recorder/Tape, Chalk/Chalkboard/ Flashcards (of other objects that start with 'b')
1. Read the book. While reading the book, point out the word "buzz."
2. Talk about the letter 'b' and have the children sound it out. Then, ask the children to think of other words that start with that same sound. Write them down on the chalkboard. Then, take out the flashcards and begin to explain how the letter 'b' sounds, show them the pictures (so as to get them started), and ask them to name the pictures. Add these to your list on the chalkboard. Then, ask them to notice how they all begin with the same letter and sound. Ask them to sound them out with you.
3. Write down the name of each object, as you go through the cards again, and use another color of chalk to write and underline the 'b' (so they can get a visual).
4. Divide the class in two groups (one for the teacher aide and one for you). Have each child name an object from one of the flashcards, as you tape record them. Then, instantly play it back so as to reinforce what they just said. (Remember- do that for each child!)
Read Aloud 2
Buzz by Janet Wong
This book allows the reader to zoom in on the buzzing sounds a child hears in the morning, from the buzzing of a bee, to the buzzing of the alarm clock, the buzzing of Daddy's silver razor and Mommy's blender and the child's stunt-flying airplane. This book is perfect for teaching many creative lessons from onomatopoeia to the sounds of the letter "B." By introducing this book, many children will identify with the busy morning routine in their own homes. They will be able to understand that every home has a routine, even if it is different from house to house. Even more will be inspired to sit in still silence, listening intently, so they can answer the question, "How many buzzes do you hear?" This book also has great illustrations truly exemplifying the word buzz and making it come to life.
This book allows the reader to zoom in on the buzzing sounds a child hears in the morning, from the buzzing of a bee, to the buzzing of the alarm clock, the buzzing of Daddy's silver razor and Mommy's blender and the child's stunt-flying airplane. This book is perfect for teaching many creative lessons from onomatopoeia to the sounds of the letter "B." By introducing this book, many children will identify with the busy morning routine in their own homes. They will be able to understand that every home has a routine, even if it is different from house to house. Even more will be inspired to sit in still silence, listening intently, so they can answer the question, "How many buzzes do you hear?" This book also has great illustrations truly exemplifying the word buzz and making it come to life.
Craft Lesson 2
Topic: Mammal/ Or Not? using the book, What Do You Do With a Tail Like This? by Steve Jenkins & Robin Page
Discussion: (Mid-Kindergarten, Large Group)
Making predictions and using higher-level thinking skills is not only a fun way for children to brainstorm and learn, but it is also a way in which children are actively involved in a lesson. Children also need to know their basics about mammals or non-mammals, therefore, this book would be ideal for a lesson conducted to teach this to children.
How To Teach It:
Materials: picures from the book, other pictures of animals, and a chalkboard
1. Talk about what mammals are (this should be an extension of your lesson). Then, on the chalkboard, make two different columns: one for animals that are mammals and one for animals that are not mammals. Write down their predictions.
2. Read the book, (What Do You Do With a Tail Like This?) to the children. Discuss which animal is a mammal and which one is not.
3. Take out the flashcards and have the children tell you which one is a mammal. As they do this you post the flashcards dividing them into the two columns. Ask the children why they are dividing them the way in which they are as they do it.
4. Have the children list and write down the mammals in their home and/or neighborhood. Then, have them write down a few sentences with each animal they name as to why they think they are mammals. Have the children reveal their pictures and ideas.
Discussion: (Mid-Kindergarten, Large Group)
Making predictions and using higher-level thinking skills is not only a fun way for children to brainstorm and learn, but it is also a way in which children are actively involved in a lesson. Children also need to know their basics about mammals or non-mammals, therefore, this book would be ideal for a lesson conducted to teach this to children.
How To Teach It:
Materials: picures from the book, other pictures of animals, and a chalkboard
1. Talk about what mammals are (this should be an extension of your lesson). Then, on the chalkboard, make two different columns: one for animals that are mammals and one for animals that are not mammals. Write down their predictions.
2. Read the book, (What Do You Do With a Tail Like This?) to the children. Discuss which animal is a mammal and which one is not.
3. Take out the flashcards and have the children tell you which one is a mammal. As they do this you post the flashcards dividing them into the two columns. Ask the children why they are dividing them the way in which they are as they do it.
4. Have the children list and write down the mammals in their home and/or neighborhood. Then, have them write down a few sentences with each animal they name as to why they think they are mammals. Have the children reveal their pictures and ideas.
Monday, October 20, 2008
Subscribe to:
Posts (Atom)
