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:

 ·         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 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

 

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.