Spring Season

Spring break is supposed to be a great time from the second it begins, until the second it ends. Now there is always that boring time it takes to get to wherever you may be going no matter how far that may be it is always the least fun of the entire vacation. My last spring break’s car ride happened to be the least fun by far of any trip I have taken up to this point in my life.

vocabulary and a better meaning of the words. By reading the book it not only helps them with

• Students will learn and understand vocabulary terms throughout the entirety of this novel. • Students will understand the lessons and world views presented through this novel. • Students will understand the importance of relationships. • Students will identify literary terms and understand the importance of them within this novel. MN ELA Standards ELA-Literacy.

Students will be read parts of the first few pages, teacher will then pause at words and say just the beginning sound and have students guess what the words mean. (Ex: Over in the Ju____.) Students will then be expected to guess words that may fit the book and begin with the letter Ju (Jungle). This practice will

1. This document teaches students how to read the word by introducing lots of vocabulary and

Another example I would use, would be a picture of 'Peter Rabbit' running, which could be an illustration of the vocabulary words 'wandered' or 'scampered'. During the reading of the story 'Peter Rabbit', I will point to the vocabulary word in the pocket chart and ask my students, 'what is this word'? and we will say it together; example: 'Trembling'. I would then ask the students a comprehension question like; 'What was Peter Rabbit doing'? A students response could be; 'Peter Rabbit was trembling with fright'.

Show the list of words to the student and have the student attempt to read the words.

Book-sharing experiences expose children to new concepts and vocabulary that they may not encounter in informal conversations. Children may use this new knowledge in their creative writing, “trying out” the words they have heard used in the books. When storybooks containing figurative language are shared and discusses, children are able to develop an understanding of the similes and metaphors.

Students need to read and discuss the list of newly created words provided by the teacher (selfie, app, couch potato, etc.) deciding what makes these new words so appealing to become new words. The students in Joseph’s group may then choose to use an online source such as fakewordgenerator or their own creativity to develop 3 new words and items for their group.

Encourage students to think back to this lesson when they are reading text. “If you come across one of these words or a new word that you do not know, use the sentence or sentences around the word to figure out the meaning.”

This type of intervention will be used because having students simply look up definitions in a dictionary for unknown words doesn’t typically result in a transfer of word knowledge to reading comprehension tasks. First, the clinician will select a list of words from a curricular topic and other words that are new but don’t fit with the topic, and present the words to Chloe in oral and written form. Chloe will be encouraged to engage in “exclusive brainstorming” in which she discusses the words and decides which words go with their topic for the day and which don’t. A chart can be used for Chloe to mark, “can define,” “have seen/heard,” or “beats me!” about each individual word. The clinician will then provide a description, explanation, or example of the new terms to relate the word to curricular topics. Chloe will then be asked to restate the description, explanation, or example of each term in her own words, by connecting it to her experiences or knowledge. Chloe will be instructed to create a picture, pictograph, or symbolic representation of the term as well as, including the word, definition, and picture. She will keep each term in a vocabulary notebook for future reference and be encouraged to use the new words in verbal story-telling and writing (Blachowicz, 1986) (Marzano,

Opportunities for sharing books and rhymes – Looking at books with adults seems to promote children’s languages. All settings should have a place where the children can look at books independently or share the book with an adult. The area needs to be warm, cosy and comfortable. The books need to be attractive and displayed so that the children can access them easily. As well as sharing books, language rich environments also provide opportunities for children to learn a use new rhymes and songs. Rhymes and songs are known to encourage children to vocalise.

Including new vocabulary terms in the context of the lesson’s text give students an opportunity to figure out the meaning of words using context clues. Fisher and Frey recommend context clues to

The importance of spring break is for students have a break of school,and when they enter school they could begin with their finals. In my spring break i liked bounding with my family and, visit the place we traveled.

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By