The Beanie Babies Program is a reading program designed for Cycle 1 elementary classrooms, to work in tandem with classroom reading practice routines, such as a silent reading or team reading routine. It utilizes stuffed animals in order to teach a wide variety of decoding and comprehension strategies to help young students learn to read. The program is comprised of a series of Beanie Babies, each assigned a particular reading strategy. For example, the Stretchy Snake beanie baby is assigned the stretching strategy in which the reader stretches out each syllable of a word, sounding it out, in order to help read the word as a whole; The Questioning Owl would encourage students to ask questions about what their reading in order to further comprehension, and so forth. Various posters can be placed around the classroom explaining the strategies connect with each animal. The students are then assigned an animal to help remind them of the connected strategy as they practice their reading.
This program works off of assuming that the students have knowledge of the graphemic structure of the English language, as well as the phonemes associated with each grapheme. With this prior knowledge in mind, the program teaches students strategies to use these graphemes and corresponding phonemes to decode and comprehend language. These
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The play like element to this program is sure to get young students excited about reading and engaging both their tactile senses with the physical object, and aural senses with the alliterations found in most beanie baby names is sure to help activate their memories in a fun way that will have students learning without even realizing it! When used in combination with the classroom reading routine, this program is sure to help many students nail down those reading strategies and become strong
In Dr. Louise Spear- Swerlings’ article, she stated that in Kindergarten through third grade, student should be taught five key elements for effective reading abilities, which are phonemic awareness, phonics knowledge, fluency, vocabulary and comprehension. Dr. Spear- Swerling, continued by saying phonic awareness is well develop in normally achieving reader by the end of first grade and by the end of third grade they should have acquired basic phonics knowledge. In addition to children excelling to become good readers, the instructions should be explicit and systematic, following a logical sequence of instruction. For instance, reading a decodable text that’s consisting of words with one syllable before advancing to an authentic text.
(Diane M Barone/Marla H. Mallette, 2013). I want you as parents to be a full partner in your child’s education. One of the activities you will be doing with you is a shared book reading. The book I am sending home for you to read together is Pete the Cat and it will be in both English and Spanish which is some of your native language.
I will use T-I-P-S I will be T- tuned in to the children. I- introduce the book, P- promote language and S- summarize the book. I will do this type of activity 5 to 8 times a
“The kidsREAD classes are kept to small groups of less than 30 children, with volunteers managing and facilitating the session” (Law, Chia, 2015). The classes are held on the weekends once a week. The leaders will read a few stories to the whole group, then it breaks apart into smaller groups to do literacy activities. This program would be need based and students who really needed the instruction would get it. This program provides a way to get students to read outside of school and makes it more enjoyable.
Parents were taught to use different interaction methods when reading
This is a book for young people written by Jordi Sierra i Fabra. When I was young, I read it and I really love it. It has got a significant number of word games which, probably, would be adapted to be understood by young target readers.
It encourages cooperation and team-work. It allows children whom are more reclusive to move forward through sound participation. CS II c: Wordless books- This activity helps infants/ preschoolers to start from the beginning, understanding basic story structure. In addition, this task would require them to use more of their creativity and imagination.
In this video, Dr. Bear showcases an exciting and interactive read activity with 4th graders, where they are engaged with concepts, vocabulary words, using pictures for comprehension, asking for predictions. While this video shows a tutor
Children’s literature is an important way to develop reading ability. I’m Australian Too is a realistic fiction, picture book written by the award-winning children’s author Mem Fox. Illustrated by Ronojoy Ghosh, this book was first published in 2017 by Scholastic Australia. This book has been chosen for its ability to be used across grades K-3 and for its five main features. These features include the theme of the book, which is the celebrating Australia’s multicultural heritage.
Incorporating small reading allows all students participate and interact in reading out loud. The challenge of having different book assigned can have many benefits for students development, because they are able to move within reading levels as they advance their
It is not only helping children develop pre-literacy skills, problem solving skills and concentration, but also generating social learning experiences, and helping children to express
First, it delivers cognitive development with new complex vocabulary and expressive words like, “orangutan”, “saw”, “rhinoceros”, “ridiculous”, and “delighted”. In addition, it also exposes the child to mature language by introducing them to complete sentence structure and proper grammar. The second benefit that a student is presented with by reading Oliver Jeffers book is social development by highlighting certain situations like the purpose of firefighters it allows the child to pay more attention to certain community lifestyles and by supporting a child to form a connection while reading or listening to the book it allows the child to exercise empathy with the main character of the
In this lesson Ms. Cheong is working on comprehension skills. Students listened to information about mealworms and they needed to demonstrate comprehension of the information. The teacher used different strategies to help her ELL students comprehend the topic and taught them different ways to understand what is seen, heard and read. Ms. Cheong used different strategies to help her students understand what they heard, to clarify their knowledge and put what they learn in their own words. She used student’s pairs as a strategy to allow them to support each other and practice their speaking skills.
Content • How appropriate is the content of the book for its intended age level? The book is very appropriate for Pre-K-1children. The author evades stereotypes and classifications and uses a variety of colorful dots to tell the story of two children and their families. The uniqueness of this book comes from the author’s ability to use line, shape, and space to give the children opportunities to create their own images of what these characters may look like.
Remembering to this day the first extensive book I tried to read was, The Rainbow Fish. Climbing up in my father’s lap to read this story to him, I struggled with the words he began to help me sound them out each time. Consequently, as an elementary student, I excelled in reading. My 1st grade year I was reading at the level of a 3rd grader, with the help of my family. They always encouraged myself to continue in reading more books, I especially loved reading Disney