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Tranay Teacher: Salama Al Dhaheri
ID: H00421207
instructor: Dr. Britannie Diaz
Courses: ECE 3203
School: Lulu School - Ban Yas
MST: Hajar - Mathmatic\English\Science
Grade: 2B \ 2C

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Extra activity ideas enhance story leaning methods. 

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Extra activity ideas enhance story leaning methods. 

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Storytelling Jar:

The teacher can use Theis's jar storytelling in the reading center where it will be filed with stories they know and new stories, Students will be putting their hand in the jar and grab the paper the includes the story cover page, and then starts to say the plot of the story, if they don't know the story they will predict the plot of the story to enhance their imagination skill and develop their cognitive domain.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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To intrudes the story to the pupils I will make a short starter activity:
I will write the questions on a colorful paper and choose one student from each group to enhance their interaction in the lesson, then I will hide it in the class, Students are required to find the question and read the question to their group. The whole class will participate by answering their classmates' questions.

Introducing the book

Making connections :

I will ask them, What do you do in Ramadan?

I will ask them, What do you do in Eid?

I will ask them, With Who do you spend Eid and Ramadan?

I will show the students the cover page of the story to predict what is the story about.

I will read the story title to these students and ask them how they feel.

I will ask the students to look at the story cover page and think who is the main character?

As I am going through these questions pupils are building their predictions and the background of the story knowing that the story might be talking about family, Eid, Ramadan, or grandma. which will prepare the students to interact with parts of the story elements such as Title, Author, Iltration, Theme, ETC. "The meaning of pre-reading is to skim through the content, highlight key points and identify clues before you tackle the main body of the text."(Kishore, 2021)

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While reading the story students will be going through questions and describing:
Decoding words e.g. using phonics, picture cues Choral reading, echo reading

What do you see in the picture?

What is happening?

what do you feel?

What do you think will happen next?

using the CROWD strategy:

1. Competition: Complete the word.

2. Recall: Picture

3. Open-ended: description answers.

4. Why-Questions: Why, How…..

5. Distancing “Bridge”: to connect the point to real life.

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After reading the story students have activities to do.

The teacher will put the high-group level of 6 students where they will be using their gross motor skills to jump and say the story elements ( Title, character, setting, problem, solutions, ending. To begin the game the students will roll the dice and based on the number they will jump based on the paper their standing on they will answer the question.

In this activity, students will be growing and building their memorization skills by memorizing the story elements where they will develop cognitive skills.

The teacher will put the mid-group level of 6 students in one group where they will be playing on multiple-moving rows in a direction to create a new word after moving each row in the same direction the keyword of the story will appear after reading the word the student needs write the words on the paper.

In this activity, students will be developing their vocabulary skills by visualizing and reading the word.

The teacher will put the mid-high-group level of 6 students who will be creating their finger puppets and will make a story seen by their imagination.

In this activity, the students will develop their domain by using their cognitive skills to imagine and using their physical skills by moving their fine motor skills.

The teacher will put the low-group level of 5 students who will be coloring building a 3D house and drawing their family tree.

In this activity, students will be able to develop their creativity and memorize their family tree.

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Kishore, K. (2021, August 13). Strategies for pre-reading. Harappa. Retrieved March 6, 2023, from https://harappa.education/harappa-diaries/pre-reading-activities-meaning-strategies-and-examples/

Fraser-Thill, R. (2021, November 27). 4 major domains of child development. Verywell Family. Retrieved February 28, 2023, from https://www.verywellfamily.com/definition-of-domain-3288323#:~:text=When%20used%20in%20relation%20to%20human%20development%2C%20the,obvious%20change%20in%20one%20domain%20at%20a%20time.

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Genre: Fiction- Picture book
Age focus: 6-8
Theme: To value parents' and grandparents' words deeply in their hearts, And how family strikes through the thick and thin of life matter.
Character: Ummaya (Main character)\ Kids - Grandkids (Support character)
Character traits: Kind- Loving - Caring - inspirational person.
Plot: A grandma named (Ummaya) loved her kids and grandkids, As life moves on she taught them a lesson that they will create inside their hearts forever.
POV: Her, She.
Setting: Grandma (Ummaya) house - Outdoor garden - School - Morning - Evening - Grandma (Ummaya) Room.
Linked to the UAE: As UAE is an Islamic country teaching the young generation the importance of family values and respect and how to celebrate the spirit of Eid and Ramadan needs to be surrounded bt their family.

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Story Cubes

The teacher can use this game to engage the children in a group activity that focuses on making a story plot by rolling the cubes (dice), It s a play based learning where the child will play and grow their leaning skills.

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Students are able to identify all the story elements, therefore, this worksheet will enhance them to write what they know in each element by writing in full sentences to develop fine motor skills.

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Will be doing finger puppets

During what Seens do they like in the story? (Extra Activity)

Drawing their family tree. (Extra Activity)

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Build 3D activity

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Impotence of developing Develpment Domains : 

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Impotence of developing Develpment Domains : 

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As a teacher, I focus on students' progress in all the arise of domains cognitively, physically, Socially, and emotionally, and their language. While the students are developing their domains.

Physical Development

"The physical domain covers the development of physical changes, which includes growing in size and strength, as well as the development of both gross motor skills and fine motor skills"(Fraser-Thill, 2021)

Cognitive Development

"The cognitive domain includes intellectual development and creativity.1 As they develop cognitively, kids gain the ability to process thoughts, pay attention, develop memories, understand their surroundings, express creativity, as well as to make, implement, and accomplish plans"(Fraser-Thill, 2021)

Social and Emotional Development

"The social-emotional domain includes a child's growing understanding and control of their emotions.1 They also begin to identify what others are feeling, develop the ability to cooperate, show empathy, and use moral reasoning."(Fraser-Thill, 2021)

Language Development

"Language development is dependent on the other developmental domains. The ability to communicate with others grows from infancy, but children develop these abilities at different rates. Aspects of language include:4

Phonology: Creating the sounds of speech

Pragmatics: Communicating verbally and non-verbally in social situations

Semantics: Understanding the rules of what words mean

Syntax: Using grammar and putting sentences together"(Fraser-Thill, 2021)

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1.  "Express respect for parents and family (in his own way)" ( ISL.3.1.01.K04. Islamic learning outcome, MOE,2019) Students will be able to build a 3D house that represents their family.

2. "Use single words to name people and objects"( En.0.S.IP.2, English learning outcome, MOE,2019) Students will be able to name the occasion UAE celebrates with their family.

3. "Apply Islamic manners in dealing with others (parents/brothers/friends)” ( ISL.3.2.01.K01, Islamic learning outcome, MOE,2019) Students will be able to Compare Eid and Ramadan and comprehend the cultural values and religion.

4. "Describe own artwork to others." (ART.1.3.01.K03, Art learning outcome, MOE,2019)Students will be able to model the characters by creating their own characters and acting seen with their finger pupates.

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Storytelling map

The teacher can use this activity for a mid and low-level activity to help them to learn about the story elements and strategies, therefore, it comprehends the children thinking pross and the visual learner to be able to participate and understand the story elements.

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After reading the story students were able to cooperate and build a 3D house that defined their house color, and their ability to describe different areas in their house and build communication skills by sharing what is different in their house and express their love to their family members and parents.

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As the story was related to the student's culture students were able to name the occasion was at the story (Eid and Ramadan)

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Students were able to compare (Ramadan and Eid) because it is their own culture and they already experienced it in real life. in addition, students explained to the teacher the importance of (respecting elder people, being with family, following their religion, and fasting in remand to get good deeds from Allah)

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Students were able to use their imagination and create a different setting and characters than the story and describe their work with their friends on the plot of their own story.

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I started my lesson in the library during the second period of the day, it was on 2-3-2023. The lesson focused on learning about the importance to celebrate occasions with their family, learning the keyword of the story, identifying the reading approach (phonics analytic, phonics synthetic, look and say), and implementing reading strategies (CROWD).

I started the lesson by preparing the library to teach them my story lesson by taking the students from the class to the library by putting them in one line and reminding them of the library rules all the way to the story lesson. The students were excited and asked questions before entering the library (What is the story about? There is a princess. There are animals) I responded now you will see when we enter the library and sit on the chairs quietly, I will show you the story and will read it to you. I placed the students in their group levels the set quietly while they were quiet, I put the tools sheet near me. I began by asking them about the story elements (what are the story elements? What do we always have in a story?) students raised their hands I choose one of them to give me one answer for each story element? (Students 1: Character, Students 2: Beginning, Students 3: middle, Students 4: End, Students 4: Setting, Students 5: Title) But however, the low-level student Abdulla knows a few of the stories and some in Arabic. After that, I started to read the story while reading the story I where assisting the students in identifying the concept of print after finishing reading the page and moving to the next page I asked them where do I begin to read and the students pointed on the beginning of the text, Where I end reading Meera raised her hand and read the last word of the text. However, Salem was not able to tell the differences between commas and full stops on the other hand Abdullah was facing difficulty in knowing the concepts of prints no matter the effort his trying to understand but he gets confused for several things like the Cover page and back page. When I flipped the page to ask them, All the students started asking questions to be making predictions by looking at the page what the girl’s name is, what he is doing, and why she is sad. All the students were paying attention to the picture of the story while the teacher was reading the story. And understanding what the teacher was talking about. By that, I was reading and posing and asking them about one word what is the initial sound, middle sound, and end sound of the word to assist their phoneme awareness skills of analyzing the phonemes. Along the teacher was reading the story the students were interacting while the teacher reads the story because it has local characters wearing their cultural cloth, the teacher finished reading the story and students were able to comprehend the cultural values and share with others how important their religion and culture to the teacher of the importance of (respecting elder people, being with family, following their religion, and fasting in remand to get good deeds from Allah). The teacher divided the pupils into their group learning levels (High\Mid\Low) to give them the activity while she was giving the activity, she made sure to provide the students with all the material they need to be productive in the activity. After finishing the activities students were able to describe their experience in the activity and relate to the story by describing the cultural occasion (Eid and Ramadan), Telling their experience, and naming the culture’s food and cloth. When the teacher finished the activities, the teacher went through the Keywords to assist the students in memorizing and comprehending skills. The teacher will Assess the story lesson by doing the camera shot activity where the students will draw different scenes of the story what they have seen and write a short sentence by following the sentence ( I can see____, This is a_______)

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The teacher will Assess the story lesson by doing the camera shot activity where the students will draw different scenes of the story what they have seen and write a short sentence by following the sentence ( I can see____, This is a_______)