Name
Cl.5 BEGINNING LITERACY
Topic
Mother tongue
Learning time
Designed time
2 hours and 55 minutes
Size of class
20
Description
Application of the Icelandic method about mother tongue literacy
Aims
Acquire new words Go deeply into a text Deep understanding of the meaning Reading and comprehension Production Summary
Outcomes
No outcomes are set
Editor
vittovolte
Edit
PHASE 1 - THE STORY
65 minutes)
  • Read Watch Listen
    5
    20
    0
    The teacher sits with the children in a circle and starts showing the story (short book) they´re going to read. She activates the pupils' attention asking them to predict what's in the book, watching only at the title/first page/cover. She accepts all the answers.
  • Read Watch Listen
    40
    20
    0
    The teacher starts reading the story animating it using voice and body language properly. Children are with the eyes closed. The teacher re read the story and the children clap their hand each time they hear a new word. The teacher underline in her text these words
  • Investigate
    10
    4
    0
    Children in groups and with the story in front of them focus on characters/time/place/beginning/ central part/end/meaning
  • Discuss
    10
    20
    0
    In circle, children discuss the main points of the story, and all the aspects they've found out in groups
Notes:
Resources linked: 0
PHASE 2 - WORKING IN STATIONS
50 minutes)
  • Practice
    8
    4
    0
    STATION - VOCABULARY Material needed: new words cards/keywords cards put in a bottle with pasta- 2 dictionaries - a grid where writing the meanings, without copying from the dictionary, but using their simple words. Children in pairs, moving the bottle, discover the words and find the meaning in the dictionary. Check for understanding among them, and write a summary of the meaning on the worksheet. At the end of the station the pair give the worksheet to the teacher (with their names on)
  • Read Watch Listen
    8
    5
    0
    STATION - READING Material needed: the story, the signs for: narrator/main characters/ each secondary character Children, after choosing their character, read the story acting
  • Produce
    8
    4
    0
    STATION - ANAGRAM Material needed: a worksheet, sponge letters/cardboard letters placed in the keyword chosen (preferably long), a pencil The teacher chooses a keyword (written with sponge letters) that is placed on the desk. Children anagram the word and write all the words they find down on the worksheet. Children find out different words as much as they can and they write them down on the worksheet. They can also play in pairs: a pair against another At the end of the station the pair give the worksheet to the teacher (with their names on)
  • Collaborate
    8
    3
    0
    STATION - REBUILD THE STORY Material needed: the story - cards with pictures of the story, cards with parts of the the story summarized Children together should rebuild the story with pictures in a chronological order and then match the sentences with the pictures
  • Investigate
    8
    4
    0
    STATION - IN OTHER WORDS... GUESS Material needed: Cards with some new key words - An empty bottle One of the children turn the bottle, when the bottle stops, the child in front of pick up a wordcard and start explaining the meaning without saying the word. The first child who guess the word, can turn the bottle
  • Practice
    10
    4
    0
    STATION - STORYTELLING Material needed: 4 ipads with app PUPPET PALS Each child creates a story with different characters, but trying to use the keywords learnt
Notes:
In each station there is: • ASSIGNMENT • NUMBER OF PARTICIPANTS • MATERIAL NEEDED • DESKS (in group) AND CHAIRS NEEDED On the wall: - SUMMARY ACTIVITY GRID - with all the names of the students and all the title of the stations Each time a child completes a station they put a symbol on the summary of activity grid
Resources linked: 0
PHASE 3 - PRODUCTION
60 minutes)
  • Produce
    50
    20
    0
    STORYBOARD Children produce a storyboard the way they prefer. They can be alone, in pairs or in 3. They can decide the type of text to produce, if they keep the story or they create another one getting inspiration from the original, and reusing the keywords/new words Possible storyboards: Pictures and captions Play Summary Narration Informative text Regulative text Comical text Detective text Newspaper piece Story telling using ICT(webtools/apps) ....
  • Discuss
    10
    20
    0
    Metacognitive revision: Children in circle are led into a session of metacognitive revisionto to reflect on the process that has conducted them to new knowledge and skills
Notes:
Resources linked: 0

Learning Experience

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