Third Meeting:
-Taught Meital the Goldilocks' song by first singing it "A cappella" style.
Worksheet 5:
-I gave Meital the song and asked her to fill-in the words in the CLOZE.
-The second and third time I had her view the video and listen and watch the body language used by Goldilocks and the bears.
-Thirdly we practiced singing together and had Meital sing the words she had filled-in the CLOZE. Meital also sang the melody at the beginning.
-Finally, we put all of the lessons together and created the Photostory project which illustrates all of the cumulative activities.
-NEXT- Go to this link to view and enjoy listening to the SONG/VIDEO I began to teach Meital:
http://www.britishcouncil.org/kids-songs-goldilocks.htm
-FINALLY-Here is our Goldilocks Photostory project:
http://highlearn.macam.ac.il/bareket/webbrowse/PlayMedia.asp?media=http://highlearn.macam.ac.il/users/www/65037/photostory1_1.wmv
Sunday, May 17, 2009
SECOND MEETING
Second Meeting:
Worksheet 3:
-We reviewed the basic words in the story.
Goldilocks, Father bear, Mother bear, baby bear, bowl, chair, and bed.
-Then I added 3 new words which belonged to the concept of size:
Big/Small/ and /Tiny
-I then did a listening and asked Meital to circle the correct answer according to the size. (ex. The big chair)
Worksheet 4:
-Assessed Meital's knowledge of the words previously taught by doing another listening task and instructing her to circle the correct answer.
Worksheet 3:
-We reviewed the basic words in the story.
Goldilocks, Father bear, Mother bear, baby bear, bowl, chair, and bed.
-Then I added 3 new words which belonged to the concept of size:
Big/Small/ and /Tiny
-I then did a listening and asked Meital to circle the correct answer according to the size. (ex. The big chair)
Worksheet 4:
-Assessed Meital's knowledge of the words previously taught by doing another listening task and instructing her to circle the correct answer.
GOLDILOCKS PROJECT
Background:
Meital is my neighbor and I have been teaching her to read for one month now. She has a wide lexical gap and is a weak reader because she changed schools last year and feels lost in English. She had lost confidence in her abilities in English class and felt very critical of herself. We have begun to strengthen her reading and I thought that learning words through a story and then tying it to music would motivate her to learn and help her self-esteem. Also, I was surprised to discover that Meital possesses a beautiful voice and is musically talented. In the end, after we sang, she requested that I teach her more stories and songs. I think I may have found the key to getting her to read and listen—through her love of music!
First Meeting:
I introduced Meital to the basic words in the story and to the context:
Worksheet 1:
-Introduced her to the words with pictures and emphasized the sound (s) of the initial consonant in each word (such as /b/, /h/, /g/, and the digraph sound /ch/)
-Then I pronounced each word and had the pupil repeat after me
-Finally, I had the pupil write the words in the correct spelling
Worksheet 2:
-We spoke about the story which Meital is familiar with in Hebrew.
-I taught her the names of the rooms in the Bear's house. I pointed out to her that 3 of the 4 rooms actually have the word ROOM and told her in Hebrew. )חדר(
-I told her to number only those rooms where Goldilocks visited and in the order of the story.
Meital is my neighbor and I have been teaching her to read for one month now. She has a wide lexical gap and is a weak reader because she changed schools last year and feels lost in English. She had lost confidence in her abilities in English class and felt very critical of herself. We have begun to strengthen her reading and I thought that learning words through a story and then tying it to music would motivate her to learn and help her self-esteem. Also, I was surprised to discover that Meital possesses a beautiful voice and is musically talented. In the end, after we sang, she requested that I teach her more stories and songs. I think I may have found the key to getting her to read and listen—through her love of music!
First Meeting:
I introduced Meital to the basic words in the story and to the context:
Worksheet 1:
-Introduced her to the words with pictures and emphasized the sound (s) of the initial consonant in each word (such as /b/, /h/, /g/, and the digraph sound /ch/)
-Then I pronounced each word and had the pupil repeat after me
-Finally, I had the pupil write the words in the correct spelling
Worksheet 2:
-We spoke about the story which Meital is familiar with in Hebrew.
-I taught her the names of the rooms in the Bear's house. I pointed out to her that 3 of the 4 rooms actually have the word ROOM and told her in Hebrew. )חדר(
-I told her to number only those rooms where Goldilocks visited and in the order of the story.
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