JäsenJuliaRhines

Kirjat
50
Kokoelmat
Avainsanoja
Fiction (9), Literature (8), Biography & Autobiography (7), Picture book (4), Nonfiction (3), You do" strategy. For example (2), then as a class we will sound out the name of the animal and then say it (2), when we come to the name of an animal I (the teacher) will say the name of that animal (2), you could use this book to do a read-aloud (2), We do (2), you could use this book to help your students learn new vocabulary words and practice writing them. You could do a cause and effect work sheet of this story (2), when it comes to literacy instruction (2), which helps the students to practice their writing skills (2), Humor (2), and then after the students will work on writing and sounding out the names of each animal in the book. I will write on the white board all the animals so they can know what names to practice sounding out and writing. (2), or you could have students practice writing idioms like Amelia Bedelia. (2), I hardly ever sleep with it and it makes me sad because I love fishy and I just wish I could still sleep with it but I need to part from it because I will end up giving it to my future child. With this (1), when I was born I got a rainbow fish stuffed animal and named it fishy. Every night I would sleep with it and make me feel more safe. Now that I am older (1), I want my students to write about a stuffed animal (1), we grow farther apart from it. For example (1), or something that they got when they were born that they still keep with them and still cherish. I want them to spend about 15 minutes writing it and then will get in a circle on the carpet and go around sharing. (1), Picture book Fiction; I chose this book because it was one of my favorite to read and listen to when I was younger. I also chose this book because I know that as kids we all cling to something special to us and as we grow older (1), Picture fiction book; I chose this book because it talks about a young girl standing up for what she believes in and is fighting to make things right. She maybe in second grade (1), or if they to scared to read aloud I can read it for them. (1), I want my students to get in groups of 3 and write a short story about what they are going to protect and fight for. I will have them work on this for about 15-20 minutes and then from each group I will have one student read (1), but she is ambitious. When it comes to literacy instruction (1), I want my students to practice their writing by coming up with ideas on the changes they want to see happen in their communities. The do not have to write sentences (1), religion (1), they can bullet point them. Once they individually came up some ideas (1), it mentions how red even though was blue (1), Fiction/Picture book fiction: I chose this book because it talked about a little girl who was curious about the world and her asking so many questions. When it comes to literacy instruction (1), everyone is treated the same. I also want them to know that they all belong where they are. (1), while writing in that color. I want them to also mention a time when they felt like they did not fit in. I want my students to know that no one should feel out of place (1), I want my students to write about their favorite color (1), and this line gave me an idea. When it comes to literacy instruction (1), did not fit in there (1), Picture book fiction; I chose this book because it introduces different colors and kids love color. At one point in the book (1), then I will put them into groups of 4 and they will work together to combine their ideas. Then as a class we will create our list of ideas for the changes made to the communities. (1), I want my students to come up with a list of questions that they would ask the man who created Crayola in an interview. (1), for this activity they must crayons. After doing this for a little bit (1), they cannot use pen or pencil (1), I want to have my students practice writing and drawing in crayons. They can use any colors they like (1), Literature; I chose this book because of the message that it gives off. The message from this book (1), Picture book Nonfiction; I chose this book because it talks about the man who created crayola crayons and I thought the students would enjoy this book. When it comes to literacy instruction (1), is that you should always stand up and fight for what is yours. When it comes to literacy instruction (1), but white people were not okay with it. I want my students to know that they need to fight and stand up for what they believe in. But it is not worth it (1), I will ask a few students to share what they wrote. (1), Fiction; I chose this book because it talks about family. In the book (1), but then at the end they worked hard together and accomplished great things. When it comes to literacy instruction (1), I want my students to pick one of these women and write a letter to them. One this is good practice with their writing skills (1), it's always good to learn how to write a letter. I will first demonstrate how to write a letter and leave it under the document camera (1), so the students can reference it for help. (1), Nonfiction; I chose this book because like the last story it is a female empowerment story. It talks about the 13 American Women who not only changed the US (1), but changed the world as well. It talks about what each women did and what they stood up for (1), fought for (1), or what they believed in. When it comes to literacy instruction (1), I want my students to get in small groups of 3 or 4 and pick one of these women and create questions to ask her (1), and then once they have done this and once all groups have finished we will do think-pair-share. First the students will think in their groups about the questions they want to make and write them down (1), then they will pair up with other students (1), and then they will share with them who their person is and what questions they come up with. (1), they went through their whole family tree and mentioned different items that represented different meanings. For literacy instruction (1), I want to have my students write about a time when they have been creative and what they did/make. I want them to talk about their inner artist and then after everyone is finished (1), with the help of this book I want my students to create their own family tree and then write a couple of sentences about anything that was passed down from generation to generation (1), and any items that represented different meanings. This is a personal activity and I want them to be as personal and vulnerable as possible. (1), Children's Literature; I chose this book because the student I am tutoring besides rocks (1), also loves to learn and talk about outer space. With this book (1), we will point out the rhyming words in the story. When it comes to literacy instruction (1), Literature; I chose this book because of the message that it gives off. The message is that you should always stand up for what you believe in no matter what others think. If you want to fight for freedom (1), do not let anyone stand in your way. This story took place during the time African Americans were trying to gain freedom (1), Fiction/Picture book fiction: I chose this book because it goes through the little girls family tree and I know how much kids love to talk about their families. When it comes to literacy instruction (1), if it is putting your life at risk. When it comes to literacy instruction (1), I want to teach my students how to write about what they believe in and what they want to fight for someday. I want them to make a list of everything that have (1), and then we will come together as class and talk about it. I was also thinking we could create a class Venn diagram (1), on one side would be some of things students want to believe in and on the other side would be what we should all have and in the middle will be the similarities between these two topics. (1), Picture book fiction; I chose this book because it is very easy to read and it has lots of colors. I also chose this book because the little girl showed her creativity throughout this book and kept on going with what she wanted to do. When it comes to lit (1), I want my students to write about what they were curious about at the age of 3. I want them to write out questions that they would have asked themselves about the world when they were younger. (1), and that is normal (1), I want my students to create their own version of a family name tree. This is a family tree of how one got their name (1), Picture book fiction; I chose this book because it reminded me of when my mom and I would be alone on Saturdays and have a girl days. This book was also quick and easy. When it comes to literacy instruction (1), Picture book fiction: I chose this book because it sends a powerful message and because this book contains a lot of figurative language. The message portrayed in this book is the idea that we matter (1), everyone matters. Whether a different skin tone (1), etc. we all belong on this earth and god created us to be here. He put us on this earth because he believes we matter. The figurative language I noticed in this book was the use of similes. A simile uses like or as in the sentence. When it comes to litera (1), I would teach my students about similes . I would make an anchor chart and use sentences from the story to give an example. I would then have my students practice writing sentences with similes. (1), Literature; I chose this book because it tells the story of a little girl who believes in making wishes. I also thought it might be a quick and easy read. When it comes to literacy instruction (1), I want my students to write about all the wishes they want to make. Their sentences do not have to be detailed (1), but they can if they want too. I really just want them to list out their wishes that they would make on their birthday or just in general. (1), Picture book fiction; I chose this book because it teaches about kindness and the different types/ways one can be kind. For example (1), kindness is helping put the dirty dishes in the sink. Being kind is easy and should be said through "Thank you" or "Bless You". There are so many different ways one can be kind or show kindness. When it comes to literacy instruction (1), I want to start by creating a list with my class on the different ways we can be kind or show kindness. After we created this list (1), I want my students to write their own experiences where they were being kind and helping or a time where someone showed them kindness (1), or both. (1), I want my students to write about a time where they had a day alone with their parents. The can write about either about mom or dad. (1), what is in there store (1), Picture book fiction; I chose this book because it is a very easy read and there is some figurative language that is used within this book. The figurative language used in this book is onomatopoeia which is the formation of a word a sound associated with (1), "Sizzle (1), sizzle" when the mom is making eggs. When it comes to literacy instruction (1), I will create an anchor chart over onomatopoeias. On this chart will be the sound and a picture to match that sound (1), "Buzzzz" would be the sound and next to it would be a bee (1), because bee's make a buzzing sound. After we do this (1), I want my students to create their own charts and then pick one or two sounds from their chart and create a sentence using the sound. (1), Picture book fiction; I chose this book because it tells a story about a girl who has never made a mistake (1), but ends up making anyone anyway and laughs it off (1), and continues to make more. I also chose this book because I thought it could be very relatable. When it comes to literacy instruction (1), I want to use this book to do the think-pair-share strategy. I want my students to think about and write down the different types of mistakes that people can make. I then want them to pair up in groups of 4 and use what they thought of separately and comb (1), and then pick one person to share their list with and compare answers. (1), a way to strategy to help identify rhyming words would be by creating a word family chart. Word family charts contain words from one story or a brain-stormed list from the children. Creating this word family chart will definitely help students to identify (1), where would it be located and any other details they think are important. I also want my students to draw a picture of what their store might look like. (1), it can be a paragraph or two max. I want them to talk about what kind of store it is (1), they can create it like a normal family tree or they can be creative and figure out something else. I want them to understand the importance of family trees and how important family is. (1), Picture Book Fiction: I chose this book because of how colorful it is and the message of accepting the gifts we receive and loving them (1), Fiction/Picture book fiction: I chose this book because this was one of my favorite books to read and listen to when I was younger. When it comes to literacy instruction (1), I want my students to write about if the bad case of stripes were real (1), what colors (1), and patterns would they turn into. I will give them about a half an hour to work on this and then we will get into small groups and each person will share what they wrote. (1), Fiction/Picture book fiction; I chose this book because it was an easy read and because of the message that comes from the book. Everyone worries about something (1), the first is compile a list of questions that they would like to ask Ruth Bader Ginsburg and do an "interview" with her or they can practice their writing skills and do a timed writing about what they want to fight for/what they believe is right for this (1), but the best way to get rid of those worries is by talking to someone about them. It is never good to keep things bottled up (1), you should always talk to someone about what is going on. When it comes to literacy instruction (1), I want my students to write about some of the worries that they have and how they resolve those worries. After everyone is done (1), I want my students to pair up with someone and read what they have written and talk about what they worry about. Then together as a class we will talk about the different types of worries. (1), I want my students to first write about what things they have in their rooms and then I want them to create their own short story of saying goodnight to those things. They can include pictures or they can just write about it. (1), Picture Book fiction: I chose this book because it was one of my favorite books that my mom and dad read to me when I was little. This book brings me back to my childhood. When it comes to literacy instruction (1), even if nots what we wanted. When it comes to literacy instruction (1), I want my students to write about a store they would want to own. It does not have to be long (1), I want my students to think about a gift that they have received for Christmas or their birthday (1), and it was not what they wanted but they enjoyed it and were thankful for it. Then after thinking about it (1), I want them to write about it in just 4 to 5 sentences and draw a picture of what the gift was. (1), Picture Book Fiction; I chose this book because I think kids will really enjoy this book and because it has animals and color. When it comes to literacy instruction (1), I want my students to bring in a picture of their pets and to write about the pet. If a student does not have a pet (1), then they can bring in a picture of their favorite animal or a pet they would like to have and write about it. In my classroom (1), I would make a "My Pet Wall" and once the students are done (1), they can glue their picture and writing to a piece of construction paper and tape it underneath the "My Pet Wall" sign. To know whose is who (1), they will write their names in the top left hand corner in sharpie or a black marker. (1), Picture Book fiction: I chose this book because it was one of my favorite books that my mom and dad read to me when I was little. This book brings me back to my childhood and how much I loved hearing this story. When it comes to literacy instruction (1), I want my students to write about a time where they have experience snow and what it was like. if they haven't (1), I want them to think about what it would be like to experience it and what they would do in the snow. (1), Picture book fiction; I chose this book because it is a very easy read and because kids loves dogs. When it comes to literacy instruction (1), Nonfiction; I chose this book because it is female empowerment story and because it recognizes the four African American women who worked hard for the Space station. It talks about each job the women had and how at first they were segregated from the whit (1), I want my students to write a brief story on how they came to America and if they were immigrants/migrants. If they did were born here in the states (1), my students have two options (1), or you could do an activity where you are going to interview Dr. Seuss so as a class you have to research information about him and compile a list of questions that you will be asking him. (1), just myself in a sentence (1), and using I in a sentence. Then once they have had practice (1), the students will create their own sentences using these three pronouns. (1), Fiction; I chose this because like the other books on this list (1), you could use this book to help students write about the foods they like and the foods they do not like. From this (1), they could create their own story similar to the book. I think this would be a fun way for students to practice their writing and expressing their creativity through it. (1), Children's literature; Besides being a classic book (1), I chose to this book because kids love Dr. Seuss. They enjoy listening to the story and always wonder what crazy stuff the Cat in the Hat is up too. When it comes to literacy instruction (1), this book was also one of my favorites to read. I also selected it because I think that students would enjoy how colorful the book is. When it comes to literacy instruction (1), you could use this book to work on rhyming words (1), discover any patterns that you can find within the book (1), you could use this book to do Reader's Theater and create a script and perform it (1), Children's literature; I chose this book because not only is it a classic Dr. Seuss book (1), you could use this book to help your students work on using Me (1), but because it focuses on the rhyming words. When it comes to literacy instruction (1), using this book would be a great way to help students figure out which words rhyme. I would read the book aloud and have my students put a thumbs up when they hear words that rhyme (1), or I would play a video of the book and have students write down the rhyming words that they have (1), and then we would review each pair of rhyming words. Either activity/strategy will help the students to learn some rhyming words. (1), deleting (1), or substituting sounds into words. Some examples of doing this are: "Tell me all the words you know that rhyme with the word "hat"" or "Listen to these words- mop (1), tag---which word does not rhyme?". Some examples of identifying and practicing rhyme activities would be by using letters tile (1), using bean bags (1), or by using building blocks. To use the building blocks (1), write beginning letters and sounds on the building blocks or legos and ending sounds on longer blocks (1), Children's literature; I chose this book because it is another good book to help students focus on rhyming words. I also chose this book because of all the colors and pictures in this book. Children love books with a lot of colors and they love pictures t (1), using this book would also be a great way to help students learn about rhyming words. An example of a strategy used to help would be identifying and practicing rhymes. You can begin teaching rhyming by asking your children to identify and practice rhymes (1), Myself and I in sentences. Have them practice sentences using just me in a sentence (1), and I/the use of pronouns. When it comes to literacy instruction (1), Biography & Autobiography; I chose this book because it seemed really interesting to me (1), you could use this book to demonstrate the "I do (1), ethnicity (1), shapes (1), objects (1), adding (1), Picture book fiction (1), for example (1), Myself (1), flop (1), plop (1), and two (1), you matter (1), Fiction; I chose this book because I know that little kids love animals and colors and this book combines those two things together. I also chose this book because it introduces the topic of patterns. When it comes to literacy instruction (1), Fantasy Fiction; I chose this book because it is a great way for students to learn the letters of the alphabet. When it comes to literacy instruction (1), Fiction; I chose this book because it was my favorite book that I read when I was younger. I also chose this book because it focuses on the structure of using Me (1), you could use this book to help students write the different letters of the alphabet. In this book it focuses on the uppercase letters (1), so just have the students practice writing the letters in uppercase. You could also use an alphabet tracing sheet as another strategy for your students to use when they learn how to practice writing all the letters of the alphabet in uppercase. You could (1), your students can spinner and which ever letter gets chosen they have to practice writing that letter (1), using that letter in a sentence (1), or coming up with a word that begins with that letter. (1), fiction; I chose this book because when I was little I loved reading Amelia Bedelia because she was so funny. I also choose this book because these stories have straightforward vocabulary and are easy to read. When it comes to literacy instruction (1), Fiction; I chose this book because when I was little I loved reading Amelia Bedelia because she was so funny. I also choose this book because these stories have straightforward vocabulary and are easy to read. When it comes to literacy instruction (1), Fiction: I chose this book because I know that little kids love animals and colors and this book combines those two things together. I also chose this book because it introduces the topic of patterns. When it comes to literacy instruction (1), you could also use this book to demonstrate the "I do (1), Fiction; I chose this book because this book because when I was little I loved to read this book. I also chose this book because kids love animals and colors and this book definitely combines those two things. When it comes to literacy instruction (1), you could use this book to have students create their own stories about going to camp. Creating their own stories will allow the students to practice their writing skills. Before having them actually write out their stories (1), you could give them some lined paper for them to practice writing out the different letters (1), upper case and lower case. Doing this will help the students to work on their words and help the students to work on writing sentences. (1), and then from here let the kiddos build the blocks. (1), and because this story can help introduce what biographies and autobiographies are. When it comes to literacy instruction (1), especially for Women. When it comes to literacy instruction (1), have the students write down all the rhyming words they hear (1), on page 8 when it talks about being brave it says (1), "Do not let what scares you keep you from continuing on your path". This line really stood out to me because even though the path you are on may seem a little scary at first (1), you should not let that fear or that scared feeling stop you from going down the path you know you are meant to go down. I want to make this known to my students (1), I am going to do this through the use of literacy instruction. Like before (1), I want my students to do a free (1), untimed writing about the path they want to be on and what they can do to not let their fears or the idea of being scared get in the way of that. (1), Nonfiction; I chose this because I believe that one is never too young to learn about the leaders of our country. I believe that children should learn about the people who are trying to make the world a better place. I do not want them to learn about poli (1), I just want them to learn about who is helping our country and what they are doing to make it better. When it comes to literacy instruction (1), I want to use this book and with my students we are going to come up with a list of questions that we are going to ask Kamala in a "interview" that we are going to have with here. The students can use the internet and this book (1), to help do some research on her and then from that research we are going to create the questions. (1), Picture book fiction; I chose this book because it touches on the topic of diversity. I also chose this book because it has a pattern to it and has rhyming words. When it comes to literacy instruction (1), you could do a read-aloud and when the pattern of "All are welcome here" have the students join in with you. As for the rhyming words (1), you could also have them hold up their thumbs when they hear words that rhyme. (1), so I thought this book would really captivate him. When it comes to literacy instruction (1), Nonfiction; I chose this book because like the Kamala Harris story (1), I believe that one is never too young to learn about the leaders of our country. I believe that children should learn about the people who fought for the right for freedom for Americans and those who are trying to make the world a better place. I want my (1), I want to use this book to come up with a list of questions that they would want to ask MLK if he were still alive. They can come up with some basic questions (1), but I also want them to come up with questions that would make MLK think. (1), Nonfiction; I chose this book because it was a quick and easy read. I also picked it because of how colorful the story was (1), and kids love colorful stuff. When it comes to literacy instruction (1), religions (1), then they can just talk about where they were born and if they had an family or ancestors who traveled to the United States. (1), Nonfiction; I chose this book because of diversity. I want my students to know that we welcome those of different skin colors (1), etc. We do not hate or talk about those who are different. We appreciate all! When it comes to literacy instruction (1), we are going to bring diversity into our writing. My students will write about what it is like to be of different skin color or religion. I want them to write a short personal story about themselves and who they believe they are and what differences they (1), Picture book Nonfiction; I chose this book because it talks about a women who fought for the rights of which she believed in. Like Kamala (1), she fought for certain rights and wanted to help make the world a better place (1), a great way to help students remember all the material that was covered in this book would be to have them find examples and bring them into class to share with their table mates and then the whole class. (1), Picture book Nonfiction; I chose this because the student that I am tutoring loves talking about rocks (1), teaching students the difference between autobiographies and biographies will help them (1), you can use this book to help students to do a free write about finding joy in unexpected places that they have been. They can write about places they would have never expected to go (1), as they continue to read more books throughout their education. A good way to help your students distinguish the difference between an autobiography and a biography would first to go over a powerpoint about the details/characteristics of a biography and a (1), find an excerpt of both and then put one at time under the document cam and read it and go over them. To help determine the characteristics of each one you a key to help distinguish them. By doing these things (1), students should have a better understanding of what an autobiography is and what a biography is. (1), Picture book fiction; I chose this book because it seemed very upbeat and very easy to read. The message that I get from this book (1), is that if someone puts you down because of what you love to do (1), do not let that stop you. So even though the boy's brother made fun of his drawing (1), his sister convinced him to keep drawing. If someone is putting you down (1), there will always be someone to lift you up (1), When it comes to literacy instruction (1), I will use this book to help students write out a time or experience that they had when someone made fun of them (1), but then had someone to lift them up and make them feel better. This activity will help with students practicing their writing skills. (1), Picture book fiction; I chose this book because it is very easy to read and it has lots of colors. When it comes to literacy instruction (1), somewhere that they ended up unexpectedly and found joy out of it (1), Poetry; I chose this book because some of the things that were mentioned can be applied to real life. For example (1), or they can interpret it as they want too. (1), Fiction; I chose this book because it will leave an impression and it will make one reflect on the topic that is discussed within this book. When it comes to literacy instruction (1), using this book can help students to do a timed writing over the reasons they feel different. They can interpret it as they want too (1), the timed writing is all about them and how they feel different others. In this writing (1), I want them to include a couple of reasons why being different is okay and a couple of ways to make students who feel like outsiders (1), to not feel that way anymore. (1), Nonfiction; I chose this book because just like the book above it will leave a lasting impression. The message I got from this book was that you are never too old to give up on your dreams. In the book (1), Mary always had a dream of wanting to learn how to read and at the age of 114 (1), she conquered that dream and was awarded a certificate for officially learning how to read. When it comes to literacy instruction (1), using this book (1), I want my students to do a timed writing over a dream that they want to pursue. I had a dream of becoming an elementary teacher (1), and I am currently pursuing that dream by attending the top teacher school in Texas. This timed writing will be about 20 minutes and the students can interpret the prompt anyway that they like (1), as long as they talk about a dream or dreams that they hope to pursue in the future. (1), we will create one big one together. (1)
Katso kaikki avainsanat 
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Avainsanapilvi, Tekijäpilvi, Avainsanapeili
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Liittynyt
Jan 28, 2021

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