grade 1 english curriculum presentation

7/25/2019 Grade 1 English Curriculum Presentation

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I Love the Sunby Teacher Hazelle Preclaro

I love the sun (5x)

Because it lets me have fun (5x)

If its a sunny day, I can go out and play.I want to [pick an action word: clap, jump, swim ]

clap, clap, clap, clap, clap

and have some fun with you.Lets have some fun (5x)

Thanks to the sun!Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga


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The English Curriculum

Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga


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The Philippine Language Context

Cross-Linguistic Transfer of Literacy Ability

Readers use knowledge of their native

language as they read in a second language

(Durgunoglu & Oney, 2000)

Possibly, transferability is bi-directional(Fitzgerald, 1999)


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Cross-Linguistic Transfer of Literacy Ability

Monolingual beginning reading instruction in

Filipino had positive effects on childrens

English literacy skillsspecifically in terms of

the alphabet and phonological awareness(Aquino, 2005)


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Cross-Linguistic Transfer of Literacy AbilityFilipino and English bilingual-biliterates show

cross-language interactions of various reading

and language based skills (Ocampo, 2005)


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Transition from MT to English

Experience

Oral

Symbols

in Filipino

Printed

Symbols

in Filipino

Oral

Symbols

In English

Printed

Symbols

In English

Oral

Symbols

in L1

Printed

Symbols

in L1


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Transition from MT to English

FirstQuarter

SecondQuarter

ThirdQuarter

FourthQuarter

Mother

Tongue*All domains

Mother

Tongue*All domains

Mother Tongue*All domains

Mother Tongue*All domains

Filipino*Exposure to

the Language

Filipino*Exposure to

the Language

Filipino*All domains

Filipino*All domains

English*Exposure to theLanguage

(Oral language,

Phonological Awareness,

Vocabulary, Listening

Comps, Grammar)

English*Exposure to theLanguage

(Oral language,

Phonological Awareness,

Vocabulary, Listening

Comps, Grammar)


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Integration of Language, Literature

and Literacy Skills(Stewig & Simpson, 1995)

Reading Listening

Speaking Writing

Literature


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The English Curriculum


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At the end of third grade the

students should be able to

demonstrate eagerness to explore

and experience oral and written

texts and to communicatemeanings and feelings effectively.


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Literacy Domains:

Book and printorientation

Alphabet knowledge

Phonics and Word

RecognitionFluency

Reading Comprehension

Handwriting/Writing and

Composition

Oral LanguageVocabulary

Phonological

Awareness

ListeningComprehension

Grammar

Study Skills

Attitude


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Domains notincluded in the First Grade

English Curriculum:

Book and print orientation

Alphabet knowledge

Phonics and Word Recognition

Fluency

Writing and Composition/Handwriting

SpellingReading Comprehension

Study Skills


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Book and Print Orientation

Alphabet Knowledge

Handwriting

These three domains are among

the areas that should have already

been covered using the MotherTongue.


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Definitions of the Content Standards for the Integrated Language

Arts Curriculum for the K-12 Basic Education Program of the

Department of Education

Proposed Standards

At the end of Grade 3,

students should:

Book and Print

Knowledge

use narrative andexpository texts for

independent study and

reading for pleasure.

Grade 1 English


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Alphabet Knowledge

recognize, name and

sound out all the upper

and lower case letters of

the alphabet.

Grade 1 English

Proposed Standards


students should:





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Handwritingwrite legibly in cursive

writing.

Grade 1 English




Proposed Standards


students should:


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These are the domains or areas that will not be

explicitly taught at the first grade level.

However, know that these domains will be

modeled and may be learned incidentally.

Phonics and Word RecognitionFluency

Writing and Composition

Reading ComprehensionStudy Skills


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Phonics and Word

Recognition

use sight word recognitionor phonic analysis to read

and understand words in

English that contain

complex letter

combinations, affixes and

contractions.

Grade 1 English




Proposed StandardsAt the end of Grade 3,students should:


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Word Recognition

Skills that may emerge:

Identify signs, symbols, labels, and captions inthe environment

Recognize some common words on sight

(e.g. A, the, and, said etc.)


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Fluency

read aloud grade level

texts effortlessly, without

hesitation and with

proper expression.

Grade 1 English




Proposed Standards


students should:


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Fluency


Participate in shared reading

of repetitive texts


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Writing/Composition

express their ideas

effectively in formal and

informal compositions to

fulfill their own purposesfor writing.

Grade 1 English




Proposed Standards


students should:


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Make appreciable marks on a page

Understand that drawings convey meaningWrite with a purpose in mind

Dictate ideas that

Share preferences

Narrate a story/experience

Describe (e.g. person, animal, object, place)


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Draw ideas that

Share preferencesNarrate a story/experience

Describe (e.g. person, animal, object, place)

Engage in free writing


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Reading

Comprehension

understand a range ofreading/viewing texts

from different contexts for

a variety of purposes.

Grade 1 English






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Study Skillsuse strategies for

purposeful literacy

learning.

Grade 1 English






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Study Skills


Follow directions

Interpreting pictographs

Interpreting simple maps of familiar places


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Domains included:

Oral Language

Phonological Awareness

VocabularyListening Comprehension

Grammar

Attitude


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Oral Language in

English

have sufficient facility inEnglish to understand

spoken discourse and to

talk and interact withothers about personal

experiences and text

listened to or read.Grade 1 English


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Oral Language Activity


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Oral Language Skills

Standard for Grade 1: Use speaking skills and

strategies appropriately to communicate withdifferent audiences for a variety of purposes


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Listen and speak with a purpose in mind

Listen and respond to others

Give directionsGive information shared by others

Express their feelings about others ideas

Ask simple questions

Seek help

Interact with others

Initiate a conversation

Engage in a dialogue

Share information and stories with others


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Identify/Share relevant information

Describe/talk about ones experiences

Talk about the experiences of others

Describe a sequence of events

Describe ones environment

e.g. persons, animals, places , things , events etc.)Identify similarities/differences


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Make interpretations

Listen and respond to texts

Clarify meanings heard while drawing on personalexperiences

Identify, describe and use some commonly used

verbal and non-verbal features in a range of texts

Restate and retell informationEngage in a variety of ways to share info (e.g. role

playing, morning message, show and tell)

Retell a story


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Express oneself

Speak clearly and audibly

Speak in full sentences

Express thoughts and feelings

Share own ideas

Share preferences


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Phonological Skills

be able to demonstratephonological awareness

at the levels of the

syllable and thephoneme.

Grade 1 English


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Touch your head if the end part of the word I

say has a similar ending sound as head.

Touch your feet if the end part of the word I

say has a similar ending sound asfeet.

Ex. Goal: Identifying which word rhymes

bed red meet

feet said street

fed sweet bread

PA Activity: Head and Feet


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Can you turn a hen intoa pig?


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Turning a hen into a pig

Hen = change h and replace with pPen = change e and replace with i

Pin = change n and replace with g

What do we have??? A pig!


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Phonological Awareness Skills

Standard for Grade 1:

Display sensitivity to sounds

in spoken language


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Phonological Awareness Skills

Display sensitivity to sounds in spoken language

Recognize rhyming words

Distinguish rhyming words from non-rhyming wordsSupply rhyming words in response to spoken words

Identify/count individual words in phrases and sentences

Identify/count syllables in words

Identify/count sounds in a wordIdentify the beginning sound of a word

Identify onsets and rimes

Identify the final sound of a word

D fi iti f th C t t St d d f th I t t d L


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Vocabulary

acquire, study, and useEnglish vocabulary words

appropriately in relevant

contexts.

Grade 1 English






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Which word will you replace to fix these silly

statements?

Provide a word that you know to fix each statement.

On my plate I have a moon.

I can use my mouth to walk.

On my bed, I like to weep.To check the time, I look at my sock.

Vocabulary Activity


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Vocabulary

Standard for Grade 1: Use a variety of words

to communicate ideas orally for a variety of

purposes and to understand oral and written

text


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Vocabulary

Differentiate English words from words in other

languages spoken at home and in school

Ask about unfamiliar words to gain meaningSort and classify familiar words into basic categories

(e.g., colors, shapes, foods).

Describe familiar objects and events in both general

and specific language.Show curiosity about and play with words and

language


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Vocabulary

Use new words learned thru stories in own speech

Know and use words that are important to school

work, such as the names for colors, shapes, andnumbers

Know and use words that are important to daily life like

names of persons, animals, things, places and events

Determine what words mean using context clues


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Vocabulary

Ask, talk about and determine the meaning

of new words

Use new words when speakingRecognize that some words have the same meaning

Recognize that some words have opposite meanings

Recognize that words play different roles in sentences

(for example, some wordsnounsname things andsome wordspronounsreplace naming words)



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Comprehensionunderstand a range oftexts from different

contexts for a variety of

purposes.

Grade 1 English






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Pitter-patter! Splish-splash!One day, Jana was walking outside.

She was on her way home.

Pitter-patter! Splish-splash!

Suddenly, it started to rain.


Oh no! I forgot my umbrella.


What was Jana doing? What does Jana need?

Comprehension Activity



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Grade 1 English




Proposed Standards forReading

Comprehension

At the end of Grade 3,students should:

Use of Context and Prior

Knowledge

activate prior knowledge

conceptually related to

text and establish a

purpose for listening/

reading.



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Grade 1 English





Comprehension


Comprehension

strategies

be self-aware as they

discuss and analyze text

to create new meanings

and modify old

knowledge.



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Grade 1 English





Comprehension


Comprehending

Literary Text

respond to literary text

through the appreciation

of literary devices and an

understanding of story

grammar



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Grade 1 English





Comprehension


Comprehending

Informational Text

locate information from

expository texts and use

this information for

discussion or written

production



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ListeningComprehension

Understand a range oftexts listened to for a

variety of purposes

Grade 1 English






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Listening Comprehension

Standard for Grade 1: Understand a range of

texts listened to for a variety of purposes


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Expect oral/written text to make sense

Identify a purpose for listening

Listen to, understand and follow simple instructions

Appreciate a variety of texts

Listen carefully to texts read aloud

Derive meaning from repetitive language structure

Participate / Engage in a read-along of texts (e.g.poetry, repetitive text)

Activate and use prior knowledge to understand the

text


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Select most likely conclusions about the text using

their prior knowledge

Identify connections between the story listened toand personal experience

Make predictions about stories based on the cover or

title, pictures, details in the text

Use/ Modify prior knowledge based on newknowledge from text

Validate ideas made after listening to a story


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Recall information, main ideas, and details after

listening to a text

Identify story elements (title, characters, setting)Identify and discuss key themes

Discuss reasons for events in stories

Make simple inferences about the thoughts,

feelings, dialogue and actions of charactersEstablish and analyze relationships between

characters and events in the text


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Sequence a series of events in a literary selection

Identify cause and effect of specific events in a literary

selectionCompare events and characters in literary selections

from a variety of cultures

Appreciate the effects of different words and phrases,

e.g. to create humor, images and atmosphereAppreciate words that the author uses in a literary

selection to create a graphic visual experience


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Appreciate figurative language

Take part in creative responses to stories, (e.g. oral

retelling, dramatization, etc.)Determine whether a story is real or make-believe

Appreciate that texts vary with regards to content

and purpose


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Locate specific information by using

organizational features in expository text

Restate facts, identify main idea and appreciateinformation from listening to informational text

Appreciate the usefulness of the information in a

particular text


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Ask and answer questions before, during and

after listening to a text

(i.e. literal, inferential, evaluative, integrative,creative)

Use details and pictures found in the

informational text to create meaning



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Grammar Awareness

and Structure

demonstrate grammatical

awareness by being able

to read, speak and write

correctly.

communicate effectively,in oral and written forms,

using the correct

grammatical structures of

English. Grade 1 English

g g g





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I want a hotdog.

What kind of word is hotdog?

Activity for Grammar


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I want a hot dog.

What kind of word is hot?

Activity for Grammar


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Grammar

Standard for Grade 1:Apply grammar to

communicate effectively


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Grammar

Sentence

Recognize sentences and non-sentences

Use simple sentences

Use different kinds of sentences

(e.g. declarative, interrogative)

Recognize punctuation marks

(e.g. period, question mark)


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Grammar

Noun

Use nouns in sentences (people, animals,

places, things, events)Recognize the use of a/an

Use plural form of regular nouns by adding

/s/ or /es/


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Grammar

Pronoun

Use personal pronouns (e.g. I, you, he, she, it)

Use commonly used possessive pronouns

Use demonstrative pronouns (this/that, these/those)

Use interrogative pronouns (e.g. who, what, where,

when, why)


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Grammar

Adjective

Use common positive forms of adjectives

Verb

Use the simple forms of verbs


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Grammar

Preposition

Recognize directional prepositions

(eg. in, on, under etc.)



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Grade 1 English




Comprehension


Attitude

demonstrate a love for

reading stories and

confidence in performing

literacy-related

activities/tasks.


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Attitude

Standard for Grade 1:Display a positive regard towards literacy

learning.


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Attitude

Revisit favorite books, songs and rhymes

Attempt to read or re-tell texts listened to


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The Learning PackageThe Matrix

The Lesson PlansThe Appendix



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The Matrix

The Teaching Guide is organized in the form of

a matrix. An overarching social studies based

theme is used the take-off point for designing

the lessons. The matrix has the following parts:


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The Matrix

1. Objectives

2. Pre-Assessment3. Activating Prior Knowledge

4. Presentation

5. Modeling

6. Guided Practice7. Independent Practice

8. Post-Assessment


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English Curriculum Teaching Guide


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The MatrixThe Objectives

This portion of the matrix focuses on setting

the targets for the daily and weekly lessons.

The objectives portion identifies what the

students should be able to understand

(insight/value or concept) exhibit (skills)

and appreciate at the end of each lesson.These objectives are based on the standards

and competencies to be met by first graders.


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The MatrixSample Objectives

Theme: Me and My Family

At the end of the lesson the students should be able to:

Expressive Objectives:

Realize that we have body parts that can do many thingsAppreciate that singing songs and reciting rhymes can be fun

Instructional Objectives:

Oral language: Listen and share about him/herself

Phonological Awareness: Recognize words that rhymeListening Comprehension: Listen and share about him/herself;

Follow directions

Vocabulary and Grammar: Recognize, identify, and give

examples of naming words (body parts)


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The MatrixPre-Assessment

This portion of the matrix focuses on

activities designed to determine whatthe students know and need to

learn. This will be the basis for

redesigning or adjusting the contentsof the lesson.


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The MatrixSample Pre-Assessment

TOUCH YOUR BODY PART

Have the class point to a body part

1. Teacher will ask the students to touch a body

part. Ex. Can you touch your nose?

2. The students will attempt to touch the body

part that the teacher says.3. Teacher will assess the knowledge of the

students as the activity goes along.


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The MatrixActivating Prior Knowledge

This portion of the matrix focuses on activities

designed to determine what the students

knowabout the content to be covered in thelesson. The goal is to create an intersection

between the background knowledge of the

students and the content of the lesson. By

tapping what the students know, we areawakening their interest, building motivation

and preparing them for the learning

experience.

Th M t i S l A ti ti P i


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The MatrixSample Activating Prior

Knowledge

BODY PART PUZZLE

1. Divide the class into groups.

2. Distribute the body parts cut-outs to each group.3. Ask the children to form the puzzle of a boy and

a girl using the different body parts (paper

cut-outs)4. Ask the children to share the names of body

parts they already know.


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The MatrixPresentation

This portion of the matrix focuses onunpacking the contents of the lesson.

This may focus on interacting with the text

or the explicit instruction of content.


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The MatrixSample Presentation

Sing a SONG about the parts of a body:

Clap your Hands

Clap your hands

Touch your toes

Turn around

Put your finger on your nose

Flap your armsJump up high

Wiggle your fingers

And reach for the sky.


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The MatrixModeling

This portion of the matrix focuses onshowing the students how to go through

a particular thought process or how to

perform a particular skill.


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The MatrixSample Modeling

Teacher will model identifying the names of particular

body parts.

1. Teacher says These are my fingers while showing

his/her fingers to the class.

2. Teacher asks Can you show me your fingers?

Teacher asks the students to show their fingers to

the class.3. Teacher asks What do we call these?

4. Students will say the name of the body part that

teacher is showing.


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The MatrixGuided Practice

This portion of the lesson focuses on

providing an opportunity to practice aparticular skill in a whole class setting.

This serves as an opportunity to provide

feedback and to clarify conceptslearned/applied.


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The MatrixSample Guided Practice

CLASS ACTIVITY

1. Teacher asks volunteers to show and name the body

parts they have.

2. Teacher guides and assists the students as they

attempt to talk about their body parts.

Student 1: These are my ears.

Can you show me your ears?

Student 2: This is my nose.

Can you show me your nose?


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The MatrixIndependent Practice

This portion of the matrix focuses onproviding the students an opportunity to

perform a particular skill and gain

mastery.


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The MatrixSample Independent Practice

TWISTER GAME

1. Divide the class into 2 groups. (or more depending on size of

class)

2. Lay a Twister mat on the floor.

*Twister mat is divided into squares. Each square has a

different color. There should be at least 2 squares with the

same color.

3. Give directions that will use names of body parts and colors.ex. Put your right hand on the color yellow.

Put your left knee on the color blue.

4. Each player should be able to follow accordingly.


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The MatrixPost-Assessment

This portion of the matrix focuses on

activities designed to determine whatthe students know and need to

learn. This will be the basis for

redesigning or adjusting the contentsof the lesson.


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The MatrixSample Post-Assessment

Play the Body Parts Game and check if the students

will be able to touch the correct body part you refer

to.

a. Student says: Touch your part of the body.

Ex. Touch your feet. (Classmates should be able to

touch their feet.)b. Teacher checks if the students are able to touch the

correct part of the body mentioned.

Lesson Plans


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Lesson Plans

Grade 1 English

I. Theme

II. ObjectivesIII. Subject Matter and Materials

IV. Pre-Assessment

V. ProcedureA. Activating Prior Knowledge

B. Presentation

C. Modeling

D. Guided Practice

E. Independent Practice

VI. Post-Assessment

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson

Sample Lesson


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Sample Lesson


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English Curriculum Appendix

The appendix is organized

Weekly and divided into

three parts:a. Poems/Songs/Stories

(Literature)

b. Art Activities

c. Games and Other Activities


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Sample Song

The Food Song (Tune: Skip to my Lou)

I like fruits. Yes I do!



My tummy loves them too.


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Sample Poem

I am Special

I am special. I am me.

I have two hands, two eyes to see.A nose to smell. My ears hear well.

A mouth to talk, and two legs to walk.

But thats not all, because you see.

I am special. I am me.

l


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Sample Story

Leonel by Nati A. Santos and Dinna Santos-

Polo

Leonel loves to make a wish.I wish I were a king, he said.

So he sat on a throne.

But poor Leonel fell down.

I wish I were a bird, he said.So he tried to fly.


I i h I k h id


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I wish I were a monkey, he said.

So he tried to climb a tree.


I wish I were a dancer, he said.

So he tried to dance.


I wish I were a biker, he said.

So he tried to bike.But poor Leonel fell down.


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I wish I were a skater, he said.So he tried to skate.


I wish I were a baby, he said.But you are a baby, said his mom.

My baby, she hugged Leonel.

And Leonel wished no more.

O h Ti l


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Other Titles

Are you my Mother? by Rodolfo Desuadiso

New Shoes, Red Shoes? by Susan Rollings

My Five Senses by Margaret MillerThe Very Hungry Caterpillar by Eric Carle

From Head to Toe by Eric Carle

What Will Fat Cat Sit On? by Jan Thomas

Whose Mouse Are You? By Robert Kraus & Jose Aruego

No David! By David Shannon


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The Integration of

Science


Th I i f S i


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The Integration of Science

A childs scientific thinking is strengthened

when Science is integrated to literature.

Integrating Science to literacy is oneexample of helping apply scientific

concepts/information within a particular

context so that it is presented in anunderstandable and interesting language.

(Zeece, 1998)

Th I i f S i


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The integration of Science motivates

children to be more curious in solving

problems. This integration also helpspresent models of scientific methods of

observation, hypothesis formulation,

collecting data, experimentation and

evaluation. Lastly, it helps children to

appreciate, value, understand and respect

their world.

Th I t ti f S i


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Science process skills include:1. Observing qualities2. Measuring quantities3. Sorting/classifying4. Inferring

5. Predicting6. Experimenting7. Communicating

Th Fi Q S i T i


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The First Quarter Science Topics

Sense Organs:

eyes, ears, nose, tongue, skin

Observing and Describing things using thesense organs

Care of the Sense Organs

Food:

Different Kinds of Food

Living and Non-Living Things

Th S d Q S i T i


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The Second Quarter Science Topics

A. Plants

1. Parts of a plant (leaves, stem, roots,

flower, and fruit)

2. Common Characteristics of Plants

3. Uses of Plants

4. Needs of Plants5. Care for Plants

Th S d Q t


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The Second Quarter

B. Animals

1. How Animals Move

2. Where Animals Live

3. How Animals Eat

4. Comparing Animals

5. What Animals Need6. Caring for Animals


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Reminders When

Teaching English

Concept, Language and Literacy are Intertwined


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p , g g y

The more children experience the world,the more they will have to talk about.

The more language models children

interact with, the more opportunitiesthey will have to develop language skills.

The better their language activity and the

more experiences children have, the

more prior knowledge they will be able

to bring to text when they read.

It all begins with a sense of wonder


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g

Develop varied interests and skills.

Explore everything and anything.

Talk about everything and anything weveexplored.

Allow them to explore the language.

Encourage their attempts to expressthemselves. Provide options for them to

respond and share.

Always


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y

Start from meaningful words and good qualityliterature (e.g. songs, rhymes, stories etc.)

Develop oral language ability in the languagein which literacy will be developed (in thiscase, English)

Use the different senses to developknowledge of words and concepts/ideas

Make learning fun and relevant!


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Strategies for

Teaching the EnglishLanguage Domains


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Oral Language,

Vocabulary andGrammar

Four Most Effective Strategies in


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Language Teaching (Facella et. Al 2005)

(a)the use of gestures and visual cues

(e.g. Total Physical Responselearning

action words by watching and imitatingwhat the teacher says and does)

Song: Our Body Parts(T h f T i kl T i kl Li l S )


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(To the tune of Twinkle, Twinkle Little Star)

We use our legs when we walk.

We use our mouths when we talk.

We use our hands when we write.We use our teeth when we bite.

With each part, we can do a lot.

Lets be proud of what weve got.

Steps to using Total Physical Response


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1) Teaching/Learning2) Practice or rehearsal

3) Testing or evaluation

Sample Application of TPR(for the line We use our legs when we walk)


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1) While saying each line of the song, demonstrate the

action and point to the body part that is moving.

2) Demonstrate a think-aloud by pointing to the body

part that is moving and saying, These are my/This is

my ______.

3) Allow the children to label the body part (once they

are ready)This is my _______.

4) Ask the students to point/talk about their bodyparts.

5) Repeat the process, demonstrating less for the

succeeding days

(for the line We use our legs when we walk)

Pass It On


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Choose a set of five or six students and

have them form a circle. A leader must pass

around an action clockwise (counter clockwise)

by demonstrating what it can do. The action

will be repeated by each seatmate until it

reaches the end of the circle. Once it reaches

the end, ask the question, What body part can

(action word)? Answer by saying the phrase,

My _________


Language Teaching (F ll t Al 2005)


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(b) the repetition of opportunities

for practicing skills (i.e. building

memory and concept mastery);

Nose, Nose, Nose, Nose, Mouth


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1. This game may be a whole class activity.

Demonstrate how the game is to be played bypointing to your nose (4x) while naming it.

2. On the fifth try, name one of your other body

parts and point to another (e.g. Say eyes butpoint to your ears)

3. The students should point to the correct body

part and say This is my ________.4. The students can take turns being the leader.


Language Teaching (Facella et Al 2005)


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(c) the use of objects, props, hands-onmaterials and realia to clarify meaning

(e.g. using a puzzle; pictures;

themselves)

Unlocking of Difficulties


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New

Words

Manner of Unlocking

eyes Last night,I saw the eyes of the cat. Looking atme. This is what I saw. (show picture)

Where are my eyes?

nose I put the calachuchi flowerunder my nose.(demo) Where is my nose?

The calachuchi flower smells good.

toes I can reach my toes.(demonstration) Where are my toes?

Body Part Memory Game


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1. Have two sets of pictures of the body parts

included in the lesson.

2. Post them on the board (face down).3. Flip open only two of the pictures. The

object is to find a perfect match.

4. Once a pair is found, ask the student togive the name of the body part.


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Sing a Song


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1. Sing a song to the child.2. Unlock important words in the song

3. Sing the song again!

4. Teach the melody and the words

5. Draw the song, Dance the song, Recite thesong!

Song Remake!


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1. Sing a song to the child.2. Unlock important words in the song

3. Sing the song again!

4. Teach the melody and the words

5. Draw the song, Dance the song, Recite thesong!

6. Change some words to create a new song

7. Sing the new song

Funny Bones


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1. Have the students choose a partner.

2. A chosen leader gives directions and

asks the students to match a particularbody part (e.g. hands) with that of

his/her partner (e.g. hands)

3. The students can take turns being leader.

Finish My Song


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Sing the target song together. Sing a few linesand leave a line unfinished. Ask a student to

finish the song by providing the missing word.

Clap your hands. Touch your _________.Turn around. Put a finger on your ________.

Flap your arms. Jump up high.

Wiggle your ___________

and reach for the _____.


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Phonological

Awareness

Silly Mistakes


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Say a common song/rhyme and replace

some of the words. Have the students

identify what makes each sentence silly.

Jack and Jill went up the stairs.To fetch a pail of milk.

Jack fell down and broke his foot,

and Jill camejumping after.

Youre It!


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Eyes, ears, mouth, pencil

Pencil - Youre it!

Head, foot, sun, nose

Sun - Youre it!

Fingers, chair, toes, arms

Chair - Youre it!

Door, cheeks, legs, neckDoor - Youre it!

Word Walk


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1. Introduce the concept of counting words in

a sentence by taking a walk as you say thewords out loud.

SENTENCE: I am Teacher Hazelle.

STEP 1 2 3 4

2. Have students practice by giving themsentences to walk to.

3. The students can also make their ownsentences.

Rhyme Remake


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Say this rhyme and add the name of a

boy and girl. Find two other names

that rhyme with theirs.

Horsey, HorseyRun around with Betty.

Kitty, Kitty

Leap up and down withMarlon.

Horsey, HorseyRun around with Letty.

Kitty, Kitty

Leap up and down withJon.

Rhyme Dominoes


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Mr./Miss Beginning&Mr./Miss End


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Pass two balls/objects around the room whilesinging a song (e.g. Happy birthday to you). Oneball must be labeled beginningand the other,end. At the end of the song, give a word:

c a tAsk Mr./Miss Beginningto give the beginningsound of the given word and ask Mr./Miss Endtogive the last sound in the word.


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Listening

Comprehension

Activities to Develop Listening Comprehension

P id i f th t d t t th i k d t lk


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Provide exper iences for the students to think and talk

about:

Take a Nature walk so they can label their world

Demonstrate a Procedu re/Process

Provide thought-prov oking pictures, wo rdless picture

books

Present dif ferent kinds of l i terature (e.g. songs,poems , sto r ies etc)

Engage the students in con versat ions about these

experiences.Model a Think-Aloud

Prov ide them quest ions/prompts to guide them when

shar ing w ith each other

Provide sentence stems to get them star ted

Sample questions to ask

before a text is presented


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before a text is presented

1. Tap Prior Knowledge2. Do a picture walk through (if available)

a. Have the student name/label the pictures

b. The students can narrate what is

happening using the pictures3. Have students predict what might happen.

4. Ask questions to prepare them for the text.

Based on the pictures on the poster/in our

boo k what do you th ink w i ll the song/story be

about?

Ask different kinds of questions usingThe Dimensions of Comprehension


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(Based on the Gray, Gates and Smith and Barrett models)

LEVEL I Literal Comprehension

(Finding details in the story)

LEVEL II Interpretation

(Making interpretations and connections)

LEVEL III Evaluation

(Critical Comprehension)

LEVEL IV Integration

(Application to Self)

LEVEL V Creative Comprehension(Creating my own lines/story)


as the text is being presented


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g p

1. Who is this song/story about?2. What is happening?

3. What do you think will happen next?

4. What does the character feel?5. Why do you think does the character

feel that way?

6. Will he/she continue to feel that way?


after the text has been presented


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1. Did you like the song/poem/story?2. What is your favorite part of the

song/poem/story?

3. Can you retell the story?4. Which character do you like best?

5. Why do you like him/her?

6. What do you feel after having listened to the

poem/song/story?

TELL THE STORY IN THESE PICTURES FROM THE STORY I DONT WANT TO

EAT PUBLISHED BY ADARNA HOUSE


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May you have manyfun-filled learning

experiences!

grade 1 english curriculum presentation

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