Showing respect
-
Take care of classroom equipment.
-
Show
curiosity about the immediate environment
-
Appreciate
plants and animals
-
Have
an appreciation of people who help us in our daily lives.
lunes, 12 de enero de 2015
Social skills
Sharing
and participating
·
Realise
that the classroom equipment belong to everyone.
·
Share
classroom equipment, and take turns to use things.
·
Enjoy
tidying up, and know where to put things.
·
Help
in class and at home, set the table at home, have class monitors.
·
Be
interested in contributing towards a frieze, decorating the class for
Festivals, collecting items for a display, bringing things from home.
·
Take
pleasure in giving presents and giving thanks.
·
Take
turns and follow the rules in a game.
·
Enjoy
celebrations and parties.
Social skills
Behaviour
patterns
By the end of Infants the children should be aware of,
or be able to understand and respect dining room rules or take pleasure in
listening.
At Primary School children have to learn to accept the
concept of losing and winning when playing a game because if they learn it at
these stages it will be very useful in the future and they can create a great environment
at school with their partners. Also they should have to develop a helpful and
co-operative attitude during playing time. Social Skills
Personal
hygiene and health
It
is very important for children to learn the follow behaviours about their
personal hygiene and health:
- Understand and respect dining room rules like: “Wash your hands before you eat”, “brush your teeth after eating”.
- Understand that sweets cause tooth decay.
- Have an awareness of the importance of a balance diet.
- Enjoy eating fruit
- Realise the importance of protection from the sun in summer and the cold in winter.
- Understand daily routines related to hygiene and dress.
- Be able to dress and undress them selves.
We can find different resources online as support:
The poop song to go to the toilet:
Social Skills
Feelings
Teachers have to develop expressing feelings of
children, these type of social skills are very important because children have
to know how to involve their selves in different situations and to know how to
control their selves. Also they have to learn the relationship’s values, the
help of others and what the feelings meaning in different situations and how to
interact with other people when they looks, for example: happy, angry or sad.
Children can
improve this social skills playing different roles and express emotions using
dramatisation (puppets or soft toys). These type os social skills are also
useful to know hoe to express love for family and affection.
We can find
different resources online as support:
Socilal Skills
Greetings
and Goodbyes
It is important to know the different ordinary expressions
in a foreign language and became familiar with them. Because of that is
essential deal with songs at the begging of the morning as well as when we are
going to finish the class.
We can find many resources online for greetings and
goodbyes songs. For example:
Social skills
DEVELOPING SOCIAL SKILLS
The development of social skills is an essential part
of the daily routine in Infants. These are already taught as an integral part
of the Spanish curriculum and should be included in classroom planning for the
English part of the curriculum. Particular aspects are concentrated on through
different topic areas. The objectives here are expressed as desirable outcomes
and should form part f the teacher’s ongoing assessment of each child.
Class
routines
Children have to use class routines to organised their
time when they are learning. To make different stages in class promote in
students a good predisposition to learn and for understanding.
Teachers have to organise the classroom through
starting the lesson, the middle and the end of the lesson to create a good work
structure for children. It makes children get used to different behaviours
patterns to be a respectful and a good citizen.
We
have to have in our classes a big wall which contains the rules of the class.
We also have to create a corner which contains respectful
rules about the environment rather the school’s environment or outdoors.
domingo, 11 de enero de 2015
The Very Hungry Caterpillar
Developing literacy
Fiction Year 2, context:
The books which we can choose in this stage of Primary are very enjoyable and offer a wide range of stories which are set in the context of imagined worlds and other cultures.
The very Hungry Caterpillar is one of these
books, which are very close of children’s real life providing a constructive
learning and developing phonemic aware
ness making use of a little fantasy. We can see how many children have had cocoons in their childhood and confirm how excellent is children involve in their own learning.
ness making use of a little fantasy. We can see how many children have had cocoons in their childhood and confirm how excellent is children involve in their own learning.
Some of the different techniques using to teach through these books are:
- Reflect the demands of children’s phonological knowledge and sight
vocabulary.
- Provide models of good literacy language, rhythm and sequence.
- Engage the interest of young readers using accessible and familiar
themes.
- Includes word, ideas and pictures which help children to begin to
understand character and events, and how authors describe them.
The Very Hungry Caterpillar is a book which
offers to children to learn mainly: the days of the week, different food and
the numbers through the wonderful story about the butterfly cycle. Because
of that, we can use the book in different subjects like, for example in science
or mathematics.
Targets are relevant in terms of:
- Children’s interaction; forcing students to understand the
lecture by previous knowledge questions and a share and guided lecture.
- Teaching sequence; the leader of reading is the teacher,
students are dependents to the teacher and we have to try to create and follow
a sequence of reading, be able to sequence the main parts of the story.
- Topics connected with the story; topics connected with The
Very Hungry Caterpillar: myself, animals, spring, we go shopping for food.
Reading and writing targets to read a book for
children are very important for teachers to clarify the targets and can prepare
a good understanding of the lecture which permits children achieve the pointed
goals.
Fat Cat on a Mat
Developing literacy:
Fiction year 1, context:
Whilst year 1 children may not be able to read these texts
independently, they will be able to take part in shared reading and understand
what is being read. After a text has been introduced many children may attempt
subsequently to read it independently.
Fat Cat on a Mat has some of the statements suggested in the criteria for choice texts,
some of them:
- Makes demands on young readers’ developing phonological knowledge,
sight vocabulary and decoding skills.
- Presents features of language and techniques that are used for effect,
like repetition and rhyme.
- Includes word, ideas and pictures which help children to begin to
understand character and events, and how authors describe them.
- Engages de readers’ interest and relates to imagined and familiar
experiences.
Reading and writing targets to read a book for children are very
important for teachers to clarify the targets and can prepare a good
understanding of the lecture which permits children achieve the pointed goals.
Targets are relevant in terms of:
·
Teaching sequence; the leader of reading is the teacher, students are dependents to the
teacher and we have to try to create and follow a sequence of reading, be able
to sequence the main parts of the story.
·
Topics connected with the story; topics connected
with Fat Cat on a Mat:
- Myself: emotions and how these can be expressed
- Our homes and families: safety in the home
- People who help us: the people in their environment who play an
important role helping us and others
- Seasons
- Animals
- Traditional stories and fairytales
The drop goes plop
Developing literacy:
Non-Fiction Year 2, context:
Pupils recognise a wider range of familiar words in simple texts. They use phonetic, graphic,
syntactic and contextual cues to attack unfamiliar words and to establish meaning when reading aloud.
They express opinions related to major events and ideas in stories, poems and
non- fiction texts.
The Drop Goes Plop is the first English Primary book which helps teachers to teach the
water cycle in a different and educational way which could be improve
comprehension and oral communication skills at the same time.
We should use this book to promote working the story as a script to
perform reader’s theatre. In this sense, is necessary take in to account the
importance of children will have the opportunity to take part in their own
learning unconsciously.
Besides, children will have the chance to develop their awareness skills
like built their educational knowledge follow the different stages of the story
with the teacher’s guided. In this story, the process of learning will take
place with a mama and baby seagull follow a single "drop that goes
plop" on an adventure through the water cycle.
Reading and writing targets to read a book for
children are very important for teachers to clarify the targets and can prepare
a good understanding of the lecture which permits children achieve the pointed
goals.
I spy an alphabet in art
Developing literacy:
Non-Fiction year 1, context:
Some
types and features of texts chosen for use in Year 1, are in others: alphabet books;
simple pictures dictionaries.
All
books selected to Year 1, should provide: accurate information; well written;
consistent use of non-fiction book organizational features; and use a range of
features to present an explain information.
I
spy: an Alphabet in Art has some of the statements suggested in the criteria
for choice texts, some of them:
-
Makes demands on young readers’ developing phonological knowledge, sight
vocabulary and decoding skills. - Presents features of language and techniques that are used for effect, like humour, repetition and rhyme.
- Includes word, ideas and pictures which help children to begin to understand character and events, and how authors describe them.
- Engages de readers’ interest and relates to imagined and familiar experiences.
- Use large, clear type.
To
work with I spy: an Alphabet in Art is quite interesting for teachers to
develop phonemic awareness in class. This
book is an excellent introduction to art, types of art and painters. Inside there are 26
paintings: large, clear and colorful which most of them have familiar objects
which provide motivation, imagination and creativity for children. Of course, in each picture there are something related
with the letter of the alphabet. In addition, this book provides discussion
between children in class or at home about the meaning of the pictures and the
words found.
I
spy: an Alphabet in Art is an amazing combination of art lesson and reinforcing
alphabet identification. However, it is
an interdisciplinary book which helps children to find the pleasure of art.
Christmas activity
Wishing tree
For christmas we can prepared many activities for children.
We have prepared this one: "The Wishing tree".
First of all we are going to collect all the materials which we have to use.
--
Jolly Phonics Level 7: qu, ou, oi, ue, er, ar.
Sounds from level 7 of Jolly Phonics:
Some activities for level 7, Jolly Phonics
Some activities for level 7, Jolly Phonics
Jolly Phonics Level 6: y, x, ch, sh, th.
Sounds from level 6 of Jolly Phonics:
Some activities for level 6, Jolly Phonics
Some activities for level 6, Jolly Phonics
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