Sunday, February 9, 2014

Goldilocks and the Three Bears Part 8

As promised, a post about the resources I have found that could be used when reading Goldilocks and the Three Bears. It is no secret that I love SparkleBox but there are a lot of wonderful other teaching resources out there. Also, others may have a dislike for SparkleBox for reasons I only found out last week. I wont go into them here but you can find out all about the controversy online, everywhere. Some schools have actually banned access to the site and so for all those educators, here are some alternative websites and resources. - This site has a range of activities that you may find useful for your classroom or child. - I originally visited this page for the sizing activity. I used a different set of pictures because I wanted more pictures. There is also a Finish the Picture, Colour by Number and Puppets. - You can find a printable version of the story here

Colouring Pages -These pictures could also be used as sequencing cards, as they are quite detailed. You can also colour them online if preferred. - This one I particularly loved

Goldilocks & the Three Bears Part 2
Goldilocks & the Three Bears Part 3
Goldilocks & the Three Bears Part 4
Goldilocks & the Three Bears Part 5

Saturday, February 8, 2014

Goldilocks & the Three Bears Part 7

The last lesson about Goldilocks was to label The Bear house. We used the picture of the house from the SparkleBox set. I typed up the labels and the students glued them in the correct place. We discussed the parts of the house and so students who could not read the words, were able to look at the first letter and try to decode what it might be. 

Monday, February 3, 2014

Goldilocks & the Three Bears Part 6

For this session I used the pictures from kizclub, found here. These ones in particular make it obvious which is small, medium-size and big. My students had no problem putting them in the right place at all, without my help. We sorted  the first 3 objects as a group, the Bears ,porridge and chairs, after which students then cut and glued onto their paper individually. 

Goldilocks & the Three Bears Part 2
Goldilocks & the Three Bears Part 3
Goldilocks & the Three Bears Part 4
Goldilocks & the Three Bears Part 5

Tuesday, January 28, 2014

Verb Card Game

After kindy, I also teach English to children aged from 6-12 years for 50 minute lessons. Each class has a textbook that usually briefly touches on a particular aspect of grammar, which I then try to create a game to review this learning in the future.

Recently we have been learning about past tense verbs/processes, mostly actions.
I originally intended the game to be played like Go Fish, with the students asking for the matching word (written in red on the bottom of the card).

I have also used them like a memory game and flashcards e.g students call out "walked" when I hold up the card 'walk'. I sometimes give a counter to the students who can say the correct word first and it becomes a competition.

The words I used are:

Tuesday, January 21, 2014

Goldilocks and the Three Bears Part 5

Today we talked more in general about bears and the different parts of the bear. I actually found it difficult to find a label the bear template, particularly one that was aimed at younger students. I decided in the end to search for 'bear colouring pages' and typed up my own labels to glue next to the picture. I chose this one because it made clear that bears had claws and we could see the paw shape, distinguishing it from the rest of the leg. As cute as this picture is, I would opt for a less 'cartoony' bear, perhaps use a photograph of the bear. You can find the picture here.

Saturday, January 18, 2014

Goldilocks and the Three Bears Part 4

Re-telling stories and sequencing is a very difficult skill and for my students, as well as remembering the sequence of events, I am also asking them to re-tell the story in a language they are less familiar with. It does not mean that it is not worth it or above their abilities to try, however the expectations of my 4-5 year olds to be able to use long or even complete sentences is unrealistic. I am aware of which students should be able to do this and the ones that will need much more scaffolding, as in any teaching situation. 

To allow for those students who will have more difficulty, you will see in the photo below that I colour coded the cards, so that if a student could not actually tell me in English which scene/event was next, they could identify it by the colour. Once they had done that, I asked them could they use any English words to describe what is happening in the picture. Some said singular words like 'bed' and so there were more guiding questions asked about maybe who was in the bed or which bed Goldilocks was in. Other times, I then asked their peers 'Can anyone help .......? Can you use some English to tell us what is happening?'. 

It was definitely a collaborative activity and if the wrong card was chosen we discussed why it may be wrong by comparing it to the other pictures. One example of this, a student chose the picture of the The Bears finding Goldilocks in the bed, instead of the picture of Goldilocks sleeping in the bed. We then as a group looked at the leftover pictures and talked about when in the story, the The Bears came home. At the end of the lesson, I re-told the story again using the cards. 

Again, as my students take home a Memory Book at the end of the year, I decided that they would cut, sequence and glue the events onto one of the pages. Depending on the aim of the lesson, there doesn't need to be an end product. For my students, I am hoping that when they look at this again, they may be able to remember the story and try re-telling to their family when they show their books at the end of the year. It may also inspire them to find the story online or in the library at a later time. I should mention too, that the numbers were written after they had glued them to their page, again to help them re-tell it after time has passed.

You can find the cards I used on SparkleBox here. I realised that my resources so far have come from SparkleBox, but there are many more. Keep an eye out for a future post where I will share some of the other great resources out there. If you also have one to share for Goldilocks, I'd love to hear about it. 

Thursday, January 16, 2014

Books for the Classroom

I have been busy making books for the classroom that reflect the learning that has been going on in our classroom. As my students are from a non-English speaking background, many books are difficult for them to read independently and so these allow for the opportunity for all of them to be successful. I made them super fast and so that I did not have to worry about binding them together. I simply made them using one piece of cardboard approximately A3 size and laminating them. The pictures are cut out of magazines.

Wednesday, January 15, 2014

Goldilocks & the Three Bears Part 3

In this session using Goldilocks, we talked about some of the vocab in the book. The words I chose came from SparkleBox and are found in all retellings of Goldilocks. They can be found here

I changed the word cottage to house as this is what students would be hearing when I read our chosen version of the story. We did have a quick discussion about the word cottage, however it was very brief. 

At the end of the year, my students take home what is called a Memory Book and so we then coloured and glued these words onto a sheet of cardboard, however you may choose to make them into a book, or flashcards, or memory game etc. 

I also made a copy of A4 sized cards to hang on the wall. 

Thursday, January 9, 2014

Goldilocks & the Three Bears Part 2

As part of the unit on Goldilocks, we are practicing our retelling skills. I found the characters on SparkleBox, printed and laminated them to use in oral story telling. You can find them here. I also then later found them on Kizclub, in colour and black and white, here

Both are useful, however I preferred the SparkleBox version simply because there are more cut outs available. If you would like students to colour them in, then you may prefer the Kizclub version. 

Monday, January 6, 2014

Goldilocks and the Three Bears

I am about to start a unit on Goldilocks with my 4-5 year olds and am using the version by Sarah Delmege (ISBN 978-1-4454-7794-7). A search online for this book, made for a wonderful discovery that it is online for you to read here.

All of my students are ESL students and therefore it is really important that I read the text before showing my class and make a list of words I may need to explain and words that may be new to them. Even for students whom English is their first language, we can not assume that they will understand all vocabulary words in a text. This is still only a guide, and you may have a different list for your class. I start by making a list of general vocab words and characters within the text. 

  • Three Bears - Baby Bear, Mummy Bear, Daddy Bear
  • Goldilocks
  • woods
  • home/house (and sometimes cottage in different versions)
  • bowl & spoon
  • porridge
  • kitchen table
  • living room
  • little, medium-sized, big + biggest and smallest
  • chair & cushions
  • hard & soft
  • hot & cold

Having spent quite a bit of my time training in Functional Grammar, I also make a list of processes we will see in a book, to use in future lesson plans. 

Processes (or verbs)

was playing                 bouncing                           cooled down                   watched
followed                    stopped                    sniffed                       screamed
squeaked                    woke up                    grumbled                       found herself
 been eating                   lives                    skipped                                  said
went                            been sitting                              saw                              growled
knocked                         swung open                    ran off                                   heard
been sleeping                         taste                    told                   ate
cried                                     roared                    gasped                                  climbed
clambered                              beamed                    broke                                     lie down
jumped                sighed (happily)                    crawled                     stepped

Additional words that may need to be explained (Also seen in bold above)

  • pebbly path
  • near
  • middle
  • rumble
  • delicious
  • fell asleep
  • perfect
  • beamed
  • footprints
  • squishy
  • straigtening
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