Academic goal:
- to recognize letters based on their sounds(phonological awareness development)
- to order the positions of the letters to create a word- to develop reading skills
- to develop writing skills
- to have fun!
Materials and resources:
- PowerPoint
- ABC
- Picture of Winter
- Digital Board
- Notebook
- Pencil/crayons
- motivation to work together and help others!
Steps:
1) Introduce the picture
The teacher talks to the students about the picture.
Q: What can you see?
Q: Is it hot or cold?
Q: Which season is it: spring, summer, fall or winter?
Why?
Then, they draw and color a picture of winter.
2) ABC.
We say the ABC letter by letter in order with the help of all the students in the classroom.
3) Matching sounds with letters.
Now we focus on the word "invierno". We pronounce invierno for them.
Q: What's the first letter?
We start with the first letter: I
We check sounds and letters.
Q: Is this letter I?
Previously they drew 8 squares -as the ones (blue) you can see in the digital board-. One square for each letter of the word we are studying.
When we get a letter is time for them to write. It's important they follow the order of the sounds and writing.
Q: Where can I put the following letter?
We check if they understand the order of pronunciation and writing.
Q: What's the right order/position for this word?
The highest students, who can already read, help others to understand the letter-order-sequence to read and write.
We interact with them, like a game.
Q: What's the following letter?
(At this time I don't say the sound because one student already did it)
In case of confusion like the sound V and B, they have to use their memory.
They DO know that is V and not B.
We are forming a word TOGETHER!
It's a GREAT team!
It's important to read the sounds we are writing to help them understand we are creating the word.
First, the ones already written, and second the ones missing.
In this case we need an I, again we play with the possible mistake of using I or Y. They know well!
Sometimes they say other sounds/letters and we can play with them by trying to pronounce the word with their sounds.
Student: now we need a V.
Teacher: again V?
Do you say *"InviVerno"?
S: No!
Teacher: So, what's the next letter?
Student: Y!
Teacher: *"InviYerno"?
Student: Yes!
Teacher: We say "InvI-E-rno", so what's the next letter?
We must challenge them and help them too when they need it, they ARE learning (so are we, as teachers).
We can not forget that mistakes and errors are important elements in the learning process.
Student: E
Teacher: Well done! "InviErno"!
Working in whole groups help students who can not know something.
With the students' help learning is funnier and easier for them since they might not feel the pressure of being evaluated directly by the teacher.
We invite students to do what we, as teachers, are doing.
As you can see, our students are already trained to help others: positive classroom management, peer-peer relationship included.
First, it's recommended to offer them a model of how to do the activity. Then, they can practice with our guidance and help. This is what happening now during this scene.
The process of reading and writing is slow, so they must feel comfortable and sure of what they are doing.
Their self-image improves, therefore they feel motivated to keep on working by their own.
Thanks to all my Dual-Language Prek Students for their GREAT JOB everyday!
Mr Usero
Roosevelt ES
Houston ISD
2017-2018
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