BIG BOOK

READING

Pre-reading: Teacher could attract student’s interest for subject by :

Accessing prior knowledgePredicting the storyline (book cover)eg : a) illustration

b) tittleIntroduce unfamiliar vocabulary

While-reading (Beginner) : focus on the reading techniques.

eg : I. use of pointing to aid

visual tracking (left to right, top to bottom)

II. Use of visuals to bring meaning to the text.

I. Choral repetition of sounds,words,sentences and refrains

II. Reading for understanding and comprehension questioning.

Post-reading - include variety of response tasks including :

I. DiscussionII. Comprehension activitiesIII. Writing IV. Drama projects

SEM 6\TSL 3111\Teaching with Shared Reading of a Big Book - YouTube.mp4

Reading is interpretative communication and as such needs to be done for a purpose, as

a tool within a familiar and meaning-based context (Curtain and Dahlberg,2004)

Vocabulary

Adapt the big book or create your own.One that have the content knowledge that you want to

teachEg : I. Change the vocabulary to the list of words that you

want to teach.II. Change the storyline ,to make ensure that the list of

words you are going to teach fit into the story.III. Use visuals,contextual cues,gestures and etc to explain the meaning of the words.

• SEM 6\TSL 3111\Making a Big Book in LAE3314 - YouTube.flv

• Use- WH question to gauge students understanding over the newly learned vocabulary.

• Create vocabulary cards (visual) for this story.

• Have students to add vocabulary to their dictionaries.

LISTENING & SPEAKING

• Theme should be fit easily into your activity.• Introduction : Invite students to look at the

front and back covers of the book.I. Ask them –Wh question based from the front

and back book coverII. Teacher may jot down students response on

the blackboard.

Invite students to express their personal reaction to the book.

eg : I. Did they like the story?II. What was their favourite part or illustration?III. Did the story remind them of another one?IV. Students learn how to respond appropriately

to different types of questions.

Further activity : • Role play activity • Dialogue (give situation)• Describing the pictures

(teacher make flow chart using pictures based from the story)

• Puppet• Character acting

Chart

CHART

• Combination of pictorial, graphic, numerical or vertical material which presents a clear visual summary.

•   A visual symbol summarizing or comparing or contrasting or performing other helpful services in explaining subject-matter_Edgar Dale

• The main function : to show relationships such as comparisons, relative amounts, developments, processes, classification and organization.

GRAMMAR

• Teacher use chart to teach common contraction in everyday use.

• Further activities can be developed into :

I. Writing simple sentences based on picture cues.

II. Identifying correct form of contraction in a sentence.

SOUND SYSTEM

• Teacher uses chart to teach the initia , medial or final sound .

SPEAKING

• Students draw these circles on a piece of paper and think about the things they like and do not in each circle.

• Students sit in pairs and interview each other about their life circles.

WRITING

• Instead on an interview, the students can write paragraph about their life circles.

• Teacher can change the topic and the name of each circle accordingly to the topic of the day.

eg : World of Knowledge (Getting Connected)-Different kinds of means for communication

GRAMMAR

• Make a big star shape using a mounting board (could also draw on the board) and write five sense around it.

• Tell students to brainstorm some memorable events related to the senses.

• Let them write simple sentences of each event that they have listed. (production stage)

multimedia

DEFINITION OF MULTIMEDIA

• Multimedia includes a combination of text, audio, still images, animation, video, or interactivity content forms.

• This contrasts with media that use only rudimentary computer displays such as text-only or traditional forms of printed or hand-produced material.

Word processor

• Is an electronic device or a computer application software that performs word processing:

I. the compositionII. editing III. formatting IV. printing of any sort of written material.

http://en.wikipedia.org/wiki/Word_processor

• Typical features of a word processor :

I. font applicationII. spell checking III. grammar checkingIV. a built-in thesaurusV. automatic text

correction

LANGUAGE ART

• Teacher divides students in several small groups and asks them to sit in their group.

• Let the students discuss the elements of literature in a short story that they have just learned before.

WRITING

• Provide wide range of writing-based language practice,including micro-level activities such as :

eg : Punctuating,ordering,rewording.I. Teacher gives every students a picture cues

or skeleton .II. A pair of students will work on one computer

to compose their writing task.

• Students then transfer the information into graphic organizer using word processor

• Students present their graphic organizer to the whole class.