Walking Through the Jungle
Why is appropriate for EC learners?
This story was written at appropriate level for KG students. The words are easy to understand. Also, it does contain a big picture of the animal so the children can easily match the picture with name of the animal. Therefor, the clear pictures of the animal describe the characters in this story so that help children to understand the text. There are interesting illustrations and word patterns in this story such as rhymes and that help children at that age to understand the patterns of language.
Outcome:
£ Literacy
KLLK1- Use one's name to learn about words and make connections to words. We see that with different names of animals. For example we have lion, tiger, elephant and crocodile. The student learns the first sound of the word, for example: elephant \e\, and see if some students have \e\ in the binging their name.
£ Math
K2SGP1: describe and show movement of people or objects to a new location. The teacher will show them the movement and student will move and act her.
£ Science
KES3: Identify features of the natural environment. From this story children will know and discuss about the animal that they saw in the story.
£ Physical
Moving and acting like the boy in the story helps to develop the student’s gross motor skills.
I choose day 3 to exapnin how i will teach the studnets the concept of print, phonologicla awareness and letter knowledge
Concept of print
The teacher first read normally.
Then show them that we read from left to right.
Then show them to read form top to bottom.
Read again and ask the student to direct her where she should start and end and show her how to read from top to bottom.
Next sentence; ask one students to show her where she should start and end.
Ask other student to show her how to read from top to bottom.
Phonological Awareness
Play the song of sound.
T: today will learn the letter ar
T:List’s sing the song of ar
T&S: Go far in your car ar ar ar
T: What’s sound the letter ar make?
S: /ar/
T: I will show you card has the letter ar.
T: I say you say
T: show them card has word arm, jar and star.
S: say after the teacher
T: put the letter ay in the board.
T: add c beside the letter ar.
T: ask them “ what word is that”
S: bland the letter ar with c to say car
T: add m behind the letter ar
T: ask them “ what word is that”
S: bland the letter ar with m to say arm.
Letter knowledge
T: will start to teach them the letter ar form.
T: write the letter ar in the using the letter pome.
T: Start in the middle, Make a circle nice and round. Go back up a little, make a straight line down.
T: Start in the middle with a short line. Curve at the top, that’s all.
T: are you ready for air writing?
T: prepare your finger pencil
T: the teacher will write the letter in opposite order.
T: Start in the middle, Make a circle nice and round. Go back up a little, make a straight line down.
T: Start in the middle with a short line. Curve at the top, that’s all.
S: use their finger pencil to write the letter ar like the teacher.
T: put the letter ar in the board and ask them “ what other word can we think of that have sound ar in it.
T: ask the students to turn and talk to find other word have sound ar.
T: let the students to give her the word and write some on the board.
T: points on the word star and say it.
T: ask the student “ what is the first sound we hear?”
S: it’s has /s/ sound.
T: what letter makes that sound?
S: letter s
T: Do we hear another sound and say the word “star”
S: we hear /t/ sound.
T: what letter makes that sound?
S: Letter t
T: know we have the word Star.