BIG BOOK

READING
Pre-reading: Teacher could attract students interest for subject by : Accessing prior knowledge Predicting the storyline (book cover) eg : a) illustration b) tittle Introduce 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,sentenc es and refrains II. Reading for understanding and comprehension questioning.

Post-reading - include variety of response tasks including : I. Discussion II. Comprehension activities III. 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 teach Eg : 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 cover II. 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 textonly or traditional forms of printed or handproduced material.

Word processor
Is an electronic device or a computer application software that performs word processing: I. the composition II. 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 application II. spell checking III. grammar checking IV. a built-in thesaurus V. 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.