- Teks
- Sejarah
When you read books to individual c
When you read books to individual children or small groups, you have opportunities to recognize the ideas of each child, talk about the illustrations, ask and answer question, go back and read a favorite page one more time, or even skip less interesting parts and go on. Children can chime in, singing the repetitive phrases, reciting the last line, or telling their version of the ending. You can use stories to stimulate children’s interest in a topic, for information, or for summing up a topic or a unit. Stories can be read before nap; after lunch, during activity time, or during a regularly scheduled story time that is planned each day and occurs without fail. During this time, children, stretched out on the floor or clustered around the teacher , enjoy the group experience of listening to a story. One teacher calls this time “belly and book time because his group of 4 –year-olds usually stretch out on their stomachs.
Reading and writing
Just a social studies provides ample opportunities for promoting children’s listening and speaking skills, it also provides a medium for children’s reading and writing. One first-grade class, troubled by a few children who bullied and teased the others, used a language-experience approach to help solve the problem (Froschl & Sprung, 1999). The teacher began by giving children time and space to talk about teasing and bullying. She used books such as Taro Yashima’s (1995) Crow Boy as a discussion point. Afterward, the children wrote experience charts: “I feel welcome when . . .” and “I feel unwelcome when . . .” Together teacher and students developed classroom rules. As the children discussed the merits of various rules, the teacher listed those that the group had decided to keep.
Children can use writing and reading in connection with social studies in hundreds of ways. Children who are just learning to read and write can express their ideas through invented spelling and drawings:
• Drawings are a precursor to children’s narrative composition. Children who have not fully mastered the linguistic code can express their ideas through artwork coupled with discussion and short, teacher-written messages (dictation) to augment their drawings (Coufal & Coufal, 2002).
• Practice writing as part of dramatic play. Provide crayons, receipt books, calendars, note pads, and envelopes for children’s play. Watch children’s play interests. If they are interested in travel play, add tickets and luggage tags. If they play store, add grocery lists, play money, and checkbooks with markers.
• Encourage children to talk about their work, and watch as their words are recorded.
• Include many opportunities to draw. Drawing is probably the single most important activity that assists both writing and reading development as well as understanding of others (Schiller, 1995; Seefeldt, 2000).
Children who are 4 and 5 years old can do the following.
• Dictate and illustrate booklets and stories about their experiences. Children might make booklets about the things they saw on a field trip to a popular clothing store, what they
Reading and writing
Just a social studies provides ample opportunities for promoting children’s listening and speaking skills, it also provides a medium for children’s reading and writing. One first-grade class, troubled by a few children who bullied and teased the others, used a language-experience approach to help solve the problem (Froschl & Sprung, 1999). The teacher began by giving children time and space to talk about teasing and bullying. She used books such as Taro Yashima’s (1995) Crow Boy as a discussion point. Afterward, the children wrote experience charts: “I feel welcome when . . .” and “I feel unwelcome when . . .” Together teacher and students developed classroom rules. As the children discussed the merits of various rules, the teacher listed those that the group had decided to keep.
Children can use writing and reading in connection with social studies in hundreds of ways. Children who are just learning to read and write can express their ideas through invented spelling and drawings:
• Drawings are a precursor to children’s narrative composition. Children who have not fully mastered the linguistic code can express their ideas through artwork coupled with discussion and short, teacher-written messages (dictation) to augment their drawings (Coufal & Coufal, 2002).
• Practice writing as part of dramatic play. Provide crayons, receipt books, calendars, note pads, and envelopes for children’s play. Watch children’s play interests. If they are interested in travel play, add tickets and luggage tags. If they play store, add grocery lists, play money, and checkbooks with markers.
• Encourage children to talk about their work, and watch as their words are recorded.
• Include many opportunities to draw. Drawing is probably the single most important activity that assists both writing and reading development as well as understanding of others (Schiller, 1995; Seefeldt, 2000).
Children who are 4 and 5 years old can do the following.
• Dictate and illustrate booklets and stories about their experiences. Children might make booklets about the things they saw on a field trip to a popular clothing store, what they
0/5000
When you read books to individual children or small groups, you have opportunities to recognize the ideas of each child, talk about the illustrations, ask and answer question, go back and read a favorite page one more time, or even skip less interesting parts and go on. Children can chime in, singing the repetitive phrases, reciting the last line, or telling their version of the ending. You can use stories to stimulate children’s interest in a topic, for information, or for summing up a topic or a unit. Stories can be read before nap; after lunch, during activity time, or during a regularly scheduled story time that is planned each day and occurs without fail. During this time, children, stretched out on the floor or clustered around the teacher , enjoy the group experience of listening to a story. One teacher calls this time “belly and book time because his group of 4 –year-olds usually stretch out on their stomachs.
Reading and writing
Just a social studies provides ample opportunities for promoting children’s listening and speaking skills, it also provides a medium for children’s reading and writing. One first-grade class, troubled by a few children who bullied and teased the others, used a language-experience approach to help solve the problem (Froschl & Sprung, 1999). The teacher began by giving children time and space to talk about teasing and bullying. She used books such as Taro Yashima’s (1995) Crow Boy as a discussion point. Afterward, the children wrote experience charts: “I feel welcome when . . .” and “I feel unwelcome when . . .” Together teacher and students developed classroom rules. As the children discussed the merits of various rules, the teacher listed those that the group had decided to keep.
Children can use writing and reading in connection with social studies in hundreds of ways. Children who are just learning to read and write can express their ideas through invented spelling and drawings:
• Drawings are a precursor to children’s narrative composition. Children who have not fully mastered the linguistic code can express their ideas through artwork coupled with discussion and short, teacher-written messages (dictation) to augment their drawings (Coufal & Coufal, 2002).
• Practice writing as part of dramatic play. Provide crayons, receipt books, calendars, note pads, and envelopes for children’s play. Watch children’s play interests. If they are interested in travel play, add tickets and luggage tags. If they play store, add grocery lists, play money, and checkbooks with markers.
• Encourage children to talk about their work, and watch as their words are recorded.
• Include many opportunities to draw. Drawing is probably the single most important activity that assists both writing and reading development as well as understanding of others (Schiller, 1995; Seefeldt, 2000).
Children who are 4 and 5 years old can do the following.
• Dictate and illustrate booklets and stories about their experiences. Children might make booklets about the things they saw on a field trip to a popular clothing store, what they
Reading and writing
Just a social studies provides ample opportunities for promoting children’s listening and speaking skills, it also provides a medium for children’s reading and writing. One first-grade class, troubled by a few children who bullied and teased the others, used a language-experience approach to help solve the problem (Froschl & Sprung, 1999). The teacher began by giving children time and space to talk about teasing and bullying. She used books such as Taro Yashima’s (1995) Crow Boy as a discussion point. Afterward, the children wrote experience charts: “I feel welcome when . . .” and “I feel unwelcome when . . .” Together teacher and students developed classroom rules. As the children discussed the merits of various rules, the teacher listed those that the group had decided to keep.
Children can use writing and reading in connection with social studies in hundreds of ways. Children who are just learning to read and write can express their ideas through invented spelling and drawings:
• Drawings are a precursor to children’s narrative composition. Children who have not fully mastered the linguistic code can express their ideas through artwork coupled with discussion and short, teacher-written messages (dictation) to augment their drawings (Coufal & Coufal, 2002).
• Practice writing as part of dramatic play. Provide crayons, receipt books, calendars, note pads, and envelopes for children’s play. Watch children’s play interests. If they are interested in travel play, add tickets and luggage tags. If they play store, add grocery lists, play money, and checkbooks with markers.
• Encourage children to talk about their work, and watch as their words are recorded.
• Include many opportunities to draw. Drawing is probably the single most important activity that assists both writing and reading development as well as understanding of others (Schiller, 1995; Seefeldt, 2000).
Children who are 4 and 5 years old can do the following.
• Dictate and illustrate booklets and stories about their experiences. Children might make booklets about the things they saw on a field trip to a popular clothing store, what they
Sedang diterjemahkan, harap tunggu..
Ketika Anda membaca buku-buku untuk anak-anak individu atau kelompok-kelompok kecil, Anda memiliki kesempatan untuk mengenali ide-ide dari setiap anak, berbicara tentang ilustrasi, bertanya dan menjawab pertanyaan, kembali dan membaca halaman favorit sekali lagi, atau bahkan melewatkan bagian yang kurang menarik dan pergi. Anak-anak dapat berpadu, menyanyikan frase berulang-ulang, membaca baris terakhir, atau mengatakan versi mereka akhirnya. Anda dapat menggunakan cerita untuk merangsang minat anak-anak dalam topik, untuk informasi, atau untuk menyimpulkan topik atau unit. Cerita bisa dibaca sebelum tidur siang; setelah makan siang, selama waktu kegiatan, atau selama waktu cerita yang dijadwalkan secara rutin yang direncanakan setiap hari dan terjadi tanpa gagal. Selama ini, anak-anak, berbaring di lantai atau berkerumun di sekitar guru, menikmati pengalaman kelompok mendengarkan cerita. Seorang guru menyebut saat ini "perut dan waktu buku karena kelompoknya dari 4 ruang individu-olds biasanya berbaring di perut mereka.
Membaca dan menulis
Hanya IPS memberikan kesempatan yang cukup untuk mempromosikan mendengarkan anak-anak dan keterampilan berbicara, juga menyediakan media untuk membaca dan menulis anak-anak. Satu kelas kelas pertama, terganggu oleh beberapa anak-anak yang ditindas dan menggoda orang lain, menggunakan bahasa-pengalaman pendekatan untuk membantu memecahkan masalah (Froschl & bermunculan, 1999). Guru mulai dengan memberikan ruang dan waktu anak-anak untuk berbicara tentang menggoda dan bullying. Dia menggunakan buku-buku seperti Taro Yashima (1995) Gagak Boy sebagai titik diskusi. Setelah itu, anak-anak menulis lagu pengalaman: "Saya merasa diterima ketika. . . "Dan" Saya merasa tak diinginkan ketika. . . "Guru dan siswa bersama-sama mengembangkan peraturan kelas. Sebagai anak-anak membahas manfaat dari berbagai aturan, guru yang terdaftar mereka bahwa kelompok itu memutuskan untuk tetap.
Anak-anak dapat menggunakan menulis dan membaca sehubungan dengan ilmu-ilmu sosial dalam ratusan cara. Anak-anak yang baru belajar membaca dan menulis dapat mengekspresikan ide-ide mereka melalui ejaan dan gambar diciptakan:
• Gambar adalah pendahulu untuk komposisi narasi anak-anak. Anak-anak yang belum sepenuhnya menguasai kode linguistik dapat mengekspresikan ide-ide mereka melalui karya seni ditambah dengan diskusi dan pendek, pesan-guru tertulis (dikte) untuk meningkatkan gambar mereka (Coufal & Coufal, 2002).
• menulis Praktek sebagai bagian dari permainan drama. Menyediakan krayon, buku tanda terima, kalender, catatan bantalan, dan amplop untuk bermain anak-anak. Menonton kepentingan bermain anak-anak. Jika mereka tertarik bermain wisata, tambahkan tiket dan tag bagasi. Jika mereka bermain toko, tambahkan daftar belanjaan, bermain uang, dan buku cek dengan spidol.
• Ajak anak bicara tentang pekerjaan mereka, dan menyaksikan kata-kata mereka dicatat.
• Sertakan banyak kesempatan untuk menarik. Menggambar mungkin adalah kegiatan yang paling penting yang membantu baik menulis dan pengembangan membaca serta memahami orang lain (Schiller, 1995; Seefeldt, 2000).
. Anak-anak yang berusia 4 dan 5 tahun dapat melakukan hal berikut
• mendikte dan menggambarkan booklet dan cerita tentang pengalaman mereka. Anak-anak mungkin membuat buku tentang hal-hal yang mereka lihat pada kunjungan lapangan ke sebuah toko pakaian populer, apa yang mereka
Membaca dan menulis
Hanya IPS memberikan kesempatan yang cukup untuk mempromosikan mendengarkan anak-anak dan keterampilan berbicara, juga menyediakan media untuk membaca dan menulis anak-anak. Satu kelas kelas pertama, terganggu oleh beberapa anak-anak yang ditindas dan menggoda orang lain, menggunakan bahasa-pengalaman pendekatan untuk membantu memecahkan masalah (Froschl & bermunculan, 1999). Guru mulai dengan memberikan ruang dan waktu anak-anak untuk berbicara tentang menggoda dan bullying. Dia menggunakan buku-buku seperti Taro Yashima (1995) Gagak Boy sebagai titik diskusi. Setelah itu, anak-anak menulis lagu pengalaman: "Saya merasa diterima ketika. . . "Dan" Saya merasa tak diinginkan ketika. . . "Guru dan siswa bersama-sama mengembangkan peraturan kelas. Sebagai anak-anak membahas manfaat dari berbagai aturan, guru yang terdaftar mereka bahwa kelompok itu memutuskan untuk tetap.
Anak-anak dapat menggunakan menulis dan membaca sehubungan dengan ilmu-ilmu sosial dalam ratusan cara. Anak-anak yang baru belajar membaca dan menulis dapat mengekspresikan ide-ide mereka melalui ejaan dan gambar diciptakan:
• Gambar adalah pendahulu untuk komposisi narasi anak-anak. Anak-anak yang belum sepenuhnya menguasai kode linguistik dapat mengekspresikan ide-ide mereka melalui karya seni ditambah dengan diskusi dan pendek, pesan-guru tertulis (dikte) untuk meningkatkan gambar mereka (Coufal & Coufal, 2002).
• menulis Praktek sebagai bagian dari permainan drama. Menyediakan krayon, buku tanda terima, kalender, catatan bantalan, dan amplop untuk bermain anak-anak. Menonton kepentingan bermain anak-anak. Jika mereka tertarik bermain wisata, tambahkan tiket dan tag bagasi. Jika mereka bermain toko, tambahkan daftar belanjaan, bermain uang, dan buku cek dengan spidol.
• Ajak anak bicara tentang pekerjaan mereka, dan menyaksikan kata-kata mereka dicatat.
• Sertakan banyak kesempatan untuk menarik. Menggambar mungkin adalah kegiatan yang paling penting yang membantu baik menulis dan pengembangan membaca serta memahami orang lain (Schiller, 1995; Seefeldt, 2000).
. Anak-anak yang berusia 4 dan 5 tahun dapat melakukan hal berikut
• mendikte dan menggambarkan booklet dan cerita tentang pengalaman mereka. Anak-anak mungkin membuat buku tentang hal-hal yang mereka lihat pada kunjungan lapangan ke sebuah toko pakaian populer, apa yang mereka
Sedang diterjemahkan, harap tunggu..
Bahasa lainnya
Dukungan alat penerjemahan: Afrikans, Albania, Amhara, Arab, Armenia, Azerbaijan, Bahasa Indonesia, Basque, Belanda, Belarussia, Bengali, Bosnia, Bulgaria, Burma, Cebuano, Ceko, Chichewa, China, Cina Tradisional, Denmark, Deteksi bahasa, Esperanto, Estonia, Farsi, Finlandia, Frisia, Gaelig, Gaelik Skotlandia, Galisia, Georgia, Gujarati, Hausa, Hawaii, Hindi, Hmong, Ibrani, Igbo, Inggris, Islan, Italia, Jawa, Jepang, Jerman, Kannada, Katala, Kazak, Khmer, Kinyarwanda, Kirghiz, Klingon, Korea, Korsika, Kreol Haiti, Kroat, Kurdi, Laos, Latin, Latvia, Lituania, Luksemburg, Magyar, Makedonia, Malagasi, Malayalam, Malta, Maori, Marathi, Melayu, Mongol, Nepal, Norsk, Odia (Oriya), Pashto, Polandia, Portugis, Prancis, Punjabi, Rumania, Rusia, Samoa, Serb, Sesotho, Shona, Sindhi, Sinhala, Slovakia, Slovenia, Somali, Spanyol, Sunda, Swahili, Swensk, Tagalog, Tajik, Tamil, Tatar, Telugu, Thai, Turki, Turkmen, Ukraina, Urdu, Uyghur, Uzbek, Vietnam, Wales, Xhosa, Yiddi, Yoruba, Yunani, Zulu, Bahasa terjemahan.
- Animal wonder
- El serum reafirmante esta recomendado pa
- What intent means
- diberitahukan kepada seluruh orang tua k
- Batu Secret Zoo Batu Secret Zoo sendiri
- erat erat
- Aku merindukan kamu yang dulu
- hold
- Batu Secret Zoo Batu Secret Zoo sendiri
- In order of that ,merit pay needed.If th
- di kampung amat menakutkan di waktu mala
- Maksud anda?
- berapa usiamu??
- Close
- seluruh orang tua kelas Xll
- terimakasih sahabatku..selamat tidur...s
- Don't talk to me i'm in a bad mood
- You coll or no.
- Saya suka budaya jawa termasuk Wayang ku
- Sepertinya kamu biasa saja
- NARUTOを好きになり8年になりました。こんなにも好きになったアニメはNARU
- Teacher directly interact with the stude
- In order of that ,merit pay needed.If th
- dipimpin
