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1. Reflect on the show-and-tell strategies shared in January. Share about your show-and-tell execution (Include a picture or video). Label the strategies you have used.
2. What teaching aids and props did you use?
3. Share what went well and share one challenge.
4. What would you have done differently?
5. Comment on a peer's post.

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1. 反思 1 月份分享的展示和讲述策略。 分享您的展示和讲述实施的情况（包括图片或视频）。 标记您使用的策略。
2. 你使用了哪些教具和道具？
3. 分享活动过程中顺利的事情，和分享一个挑战。
4. 如果有机会，你会做些什么改变？
5. 评论同行的帖子。

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Topic: Things I use to care for myself

Before the show-and-tell session, the children were reminded of the class rules such as looking eyes and listening ears. Zayne was then invited to stand in front of the class with his item. "What do you have there Zayne?" asked Teacher Kriz. Zayne was able to respond by saying wet tissue. Zayne was guided with more questions for him to share and express his thoughts about his item. Questions like "What is the wet tissue for" When he replied with some mixture of Mandarin "Tapien/Piku", I attempted to correct him and said "Oh, for the poo and to clean your butt" Zayne is also able to demonstrate to his friends on how they can use the wet tissue by opening the cover and taking from the hole.

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I let the children play a game: Bring me. They used the things around them to match colours. They had fun and were able to share about the item in front of the class as it was their choice.
I used the materials around us which are very familiar to children.
Because it is familiar, the children could match easily and know where to take the specific object matching the given colour.
I think it is best to use props during the show and tell. I haven't laminated the props for speaking.

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主题：华族文化中心郊游

在我们去华族文化中心郊游的之后，我们在课室与小朋友们讨论了这些内容，我重点使用了六合法，给小朋友们展示一张我们去郊游的照片，用游戏的方式让小朋友们互相提问，通过提问与小朋友们进行活动反思和回顾。
分享过程中，小朋友们非常积极，也很容易想出问题的答案，但是在梳理学习到什么的时候，小朋友们不能抓住重点，于是老师提出相关的问题，比如，今天你都做什么了？你最喜欢哪个部分?哪个部分让你最开心？从而帮助幼儿梳理活动重点，拓展幼儿的词汇量。

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1. I did a show and tell of the item that they brought which coincides with the day of the week 'Monday'. I asked questions such as 'What is the item you brought? What day is it today? What colour represents Monday? What is this item used for? When would people use this?' Yun Xuan was able to tell me that it's a candle and how it's for the birthday cake. With an object, children can share more concretely and relate it to their own experience.

2. What teaching aids and props did you use?
I didn't use any additional props but got children to find things from the classroom of the same colour to share if they didn't bring anything from home so they all feel included.

3. Share what went well and share one challenge.
As it was like a treasure hunt game, the children were naturally very excited to find orange coloured items in the learning centres and classroom. They managed to share about their item well! The only challenge I face was the environmental noise being very loud and the children speaking softer than that. Most of the time I had to try to listen and read their lips to figure out what they were trying to say.

4. What would you have done differently?
I would have conducted the lesson in the mpr instead so that it wouldn't have been so noisy and it would be more pleasant for the children to liste  too.

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Topic for the show & tell: talk about how they celebrated their birthday based on the picture they brought to school

I gave them choices to sit or stand during the presentation and most chose to sit. Perhaps it was more relaxed for them.

Preparing prompting questions helped them to think of answers before they present. Questions like "Who are the people in the picture?", "Who did you celebrate your birthday with?" , "What do you like about your cake?"etc. Some parents also helped to prepare what to say with their children and shared with me so this certainly helped. I also ask their peers if they have any questions to ask about their friend's photo and limited to 2 questions max.

Most of them needed more confidence to speak up or use presentation voice. Next time I will do show and tell in MPR or Piazza. Also need to practice presentation voice with them via a voice level chart.

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The sharing started with a Show & Tell tune in song. Upon which I invited the children to volunteer and kick start the session. Tristan spontaneously came forward to sit on the chair in front of his peers while the rest sat on the floor listening intently to what he had to say.

Dialogue between Teacher and Child:

T: “Please tell us what is happening in the picture.”
C: “This was during covid that’s why there was nobody, only my jie jie and mei mei.
T: "What occasion were you celebrating?"
C: "It is my birthday."
T: "How old were you?"
C: "I was four years old."
T: "How did you know that you were four?"
C: "Inside my card it says 4 years old."
Another child also shouted four.
T: "What made you say that it was four?"
Child replied there were 4 candles on the cake.
T: "What picture was on Tristan’s cake?"
C: "Paw patrol"
T: "Did Mummy and Daddy bake the cake at home or did you buy it from the cake shop?"
C: "It was bought from the cake shop. On top it is cream and inside is chocolate cream. It is my favourite."
T: "Were you able to finish the cake or did you have it the next day?"
C: "My Aunty also eat. Inside the card, it says that Papa, Mama, Jie Jie and Mei Mei loves you. Aunty is not our family thats why she is not in the card but she loves me also. She is not my real Aunty but she stays with us to help us. She cannot go home because of covid."
T: "Anything else you would like to share?
C: "I put my hand like this to make a wish."
T: "What did you wish for?"
C: "A wish is a secret, cannot tell.”

T: "Let’s thank Tristan for sharing his birthday celebration with us. Let’s give him a round of applause."

This sharing went smoothly and there were many aspects about the child that I had learnt. He had rehearsed some of the talking points at home but was open minded to take on new questions as well. One of the challenges I faced was when Parents and their child/ren did not spend time talking about the picture. The child finds it hard to share relevant information to support and create an interest among the audience.

I praised the children for being observant and pictures often have a message in them. If they look enough, they will be able to find clues.

Moving forward, I could provide some questions as pointers to help Parents prepare their child/ren for show and tell.

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Topic: How they celebrated Chinese New Years at home

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1. The strategy I used with the children would be introducing to the children the show & tell etiquette.
Rules introduced;
- Listen and look at the person holding the microphone.
- Only the person holding the microphone can talk.
- Leave questions till the end of the sharing.

I also introduced the etiquette for the children who are sharing.
Rules introduced;
- Greet the audience with either hello everyone or good morning everyone.
- Introduce yourself (eg; my name is...)
- Talk about the question

2. The prop I used would be the Microphone.

3. What I felt went well was that the children now had a visual and clear understanding of who is the speaker as they would be holding the microphone. A challenge I had would be the time the children spent sharing about their experiences. Since the microphone provided some children with the confidence boost, they spoke for a long time. Wait time for the children increased due to this.

4. I would set up a 5minutes timer in class for the children to use. The children would have to stop talking when the timer hits 0.

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k1善良一班 许老师幼儿

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k1善良一班 许老师

幼儿对从家里带来的东西非常好奇，在刚开始进行展示与讲述活动时，幼儿很积极地要介绍自己的带来的东西。但是，幼儿并不知道怎么去表达，也不知道如何用完整的句子去讲述，在表达过程中，声音也很小。我在一旁用提问的方式引导讲述的幼儿用完整的句子讲述，比如“这是什么？”“你在哪里买的？”“红包摸起来有什么感觉？”等等。在讲述环节结束后，我请当观众的幼儿向讲述的幼儿提问，虽然老师已经做了提问示范，但是大部分幼儿还是难以表达清楚。于是，我做了一些感官的道具和“六何法”提问道具，请幼儿拿出其中的一个道具来问问题，这个方法比让幼儿凭空想象提问要好很多。比如，幼儿拿到鼻子的道具时会问“你的红包闻起来有什么味道？”拿到手的幼儿会问“你红包上的小兔子摸起来有什么感觉？”这样的问题只要老师示范一边如何问，他们就能自己组织语言再说一次，其他幼儿也都要拿道具问问题，被问的幼儿也很期待小朋友们的提问。这种方式可以激起幼儿的表达欲望，促进幼儿的语言表达能力的发展。道具的方式也适合讲述的幼儿，通过有顺序地展示道具，幼儿可以根据道具来讲述，使表达更清晰且有逻辑性。

改进：需要时刻提醒幼儿，在讲述过程中要有眼神的交流，声音响亮，充满自信和正确的坐姿或站姿。

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1. I used the 5W and 1 H to guide the child to share about his photo such as where the photo was taken and what he was doing.

2. The pointer for the child to point to item of interest and the large TV to show the photos.

3. The child was conversant and able to share about the photos and was able to answer with the guided questions (5W1H). I also invited his peers to ask questions. One challenge was that the child had three photos also more time was taken to talk about each photo.

4. Multiple photos (online) can be combined into one single photo to reduce the time for the child to talk about them.

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1、这次的展示与讲述活动，是让幼儿们分享自己从家里带来有关华人新年的照片。在活动的过程中，采用了六何法的提问方式：何人、何时、何地、何事、为何、如何。在提问的过程中，发现幼儿对于“何人”都可以回答的很清楚，他们都会说“我自己”或者是家庭里的成员，“何时”会回答说“是过年”的时候；“何事”会回答说：“买东西。”或是“拜年”等；“为何”就会回答：“因为过年了。”；“如何”就会有较多的答案如“去拜年很开心。”、会说”身体健康、万事如意。”等，但是在问“何地”的时候，有很多幼儿们就回答不上来，在拜年方面有的幼儿会说“在家里。”，有的幼儿就说：“去别人家。”，还有的幼儿说：“去aunt、uncle家。”，在去买年货的地名中，幼儿们都回答不上来。但是感觉到幼儿们在分享是的自信心好了很多。
2、使用了幼儿们从家里带来的过年照片。
3、在分享活动中，只要老师拿出照片问“这是谁的照片？”，幼儿都会马上举手说：“是我的。”，他们也都很乐意跟同伴们分享，但是发现幼儿的词汇量有限，要老师一直提示，才会断断续续的回答，而有的幼儿回答时声音很小，要老师一直鼓励才可以。还有就是，分享的过程要花相当长的时间才可以进行。

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1) Using Picture Chart about activities with family
-Greet the audience
-Introduce their names
-Tell which picture they choose
-Share by describing the picture
-Share their experiences
-Answer the questions

2) See-Think-Wonder routine (Rutin Pemikiran)
-Simplify the questions if they could not understand
-Rephrase in Malay if they use words in English

3) Using pointer
-They may pass the pointer to a friend to share next (Nilai murni)

4) Let them discuss in pair  (think-pair-share) first before the actually Show-and-Tell.
-Use timer

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1&2. Children used their take home kit to do show-and-tell. Before the session, I reminded them to use their listening ears, 5Ws and 1H questions when presenting. They greeted Anaivarukum Vanakkam when they started. Both Rahul and Reshmann were proud of their work.
3. They spelled out their name. They were able to recognise the letters in their name.
Translation was needed during the session.
Eg: Rahul - My mother, grandma and I did this together. Reshmann asked : Is your grandma staying with you?"
4. I will do the show-and-tell session in the MPR. This will allow the children to focus as they were distracted easily.

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Topic: Big And Little

1. The children partake in the discussion and show and tell of items in the classroom that is big and is little. The children were taught how to compare each objects and describing which is big and which is little by putting them beside each other. The children werte given time limit of 3 minutes to look for two objects and compare which one is big and which is little.

2. I have used pictures and concrete objects found in the classroom.

3. The activity was a success as it centre on the children's interest and the opportunity of choosing what they prefer was implemented and this resulted to a more engaged and fun yet meaningful activity-game for the children.

4. I would have focused more on implementing this activity to other lessons especially during MSD.

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华人新年的活动
幼儿们分享在华人新年的活动。先请幼儿们自己介绍，首先，我会让幼儿们先问候大家，接着做自我介绍。然后，请幼儿们自己看着图片讲述，其次，我请其他幼儿们提问，最后，我会提问所有的幼儿，关于这个讲述过程中，需要了解的一些重要的事情。
2）我会使用我们在上次会议中的“问题瓶”，关于六何法提问。
3）幼儿们大部分都会把主要的内容讲述出来。他们看到照片，就会想起当时发生的事情。有的幼儿们在讨论中，还会问：“为什么捞鱼生的时候要说那么多的祝福语？当时回复他们说：”首先这是一个风俗习惯，以前的老人流传下来的，给别人的祝福越多，自己的朋友也会多，自己就会更开心，更幸福！
4）我可能根据当时的话题，让他们学习更多的祝福语，新年还要除了鱼生，还要吃些什么？请幼儿们开拓视野，如何说出更多的华人新年的美食，礼节和祝福语。

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演示文稿（根据你的文档创建）

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1) Before the show and tell session, we recalled the rules that the children have agreed on for every Show and Tell session - eyes on speaker, listening ears, wait for our turn, volume number 3. As these are the rules that they have agreed on, the children are well-aware of what is expected out of them for every show and tell session.
2) The children have completed their artwork as part of their Term 1 Inquiry Project - create a poster to raise awareness on proper recycling methods. To aid a smooth show and tell session, the children were given two options - sit on a chair with pointer or stand with pointer. Most of them chose to present with pointer. I observed that with the pointer, they are confident to read aloud their messages.

3) A challenge that I faced was to encourage the children to ask questions or comment on their peers artworks. Most of the time, they were amazed by their peers' artwork however when they were called to share their thoughts, they decided not to share.

4) Thus, I will model and demonstrate asking them questions to give them an idea on how to go about with it.

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1 、我使用了家园合作的策略，跟家长分享幼儿展示与讲述的重要性，部分家长积极地提供了幼儿新年活动的照片。我以提问的方式引导幼儿讲述更多的内容。
2、我用录制的形式，鼓励幼儿大声说话 。
3、顺利的部分是：幼儿对新年自己参与的活动印象深刻，能说出较多的内容，其他幼儿在聆听时，有相同的愉快经验，互动很好。慧欣的妈妈特别准备了捞鱼生中食物意义的图片,她和安桀能在集体年前说出甜甜蜜蜜、年年有余幼儿都乐意探究其中的意义。
挑战的部分是：家长积极参与的孩子，华文表达已经很棒，他们讲很多，家长不参与的，幼儿的表达能力只能靠老师加强。幼儿也缺乏主动性。
4、改变：我要和语言表达能力弱的家长多沟通，请家长配合参与展示与讲述的活动。

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1) The children have learnt about how our Chinese friends celebrate Chinese New Year and what are the foods, delicacies, decorations and items named in Malay.

2) They have made a lantern using hangbao which initially they thought hangbao is only used for putting money and to be given out to children. By doing this lantern activity, they are exposed in knowing that we can used hangbao to make lantern as well.

3) They have also involved themselves in the Sudut Budaya corner whereby they have their hands on activities on how to use the chopsticks to pick up the food and the delicacies.

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我在展示与讲述活动中运用的策略是提问和使用实物策略。孩子们展示新年物品，说出名称，老师提问＂你家里有吗？＂幼儿都说有。是妈妈买的。＂它是怎么用的？＂心汝说：妈妈把它贴在门上。＂你知道它的寓意吗？＂涵颖说＂福气来了！＂毓硕说＂妈妈告诉我是年年高升。＂等。
2，我用了图片，福字装饰，新年糕点－黄梨挞和年糕。
3进展顺利的是幼儿都非常积极，在老师提问后，都举手讲述自己家里相关的物品或在外面看到的。挑战方面是幼儿对名称和寓意还不是很了解，能够说出，只有涵颖和毓硕两个幼儿知道。
4，我觉得用动作可以帮助幼儿理解并记忆新年物品的寓意。如年糕，边说年年高升边用手随字向上举高。

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1) After the previous T&L session, I purchased two props for my Show and Tell / Picture Talk. I introduced the Show and Tell Etiquette by going through pointers whereby the audience listens while the speaker does his/ her sharing.They were reminded to hold the Q&A session until the speaker is done with the sharing.

2) The prop that I used was the microphone and I facilitated the sharing by asking the 5W 1H questions.

3) The usage of the microphone was an ‘instant’ visual prompt to remind the audience to listen to the speaker. This new element of using the prop was very helpful in capturing the children’s attention and gives the element of excitement to the children. A challenge was that I needed to facilitate the session with the questions in order for the child to share more about her item.

4) In the past weeks, I have started using the term “volume” in class for children to be able to gauge the noise level in class. This was after they learnt more about Sounds through the STEAM lesson. e.g “The noise level in the class is now level 8, can we use the level 1 voice? “ I find that this is an effective strategy for children to better understand what’s the expectation required.

With that, I would like to implement it during the Show and Tell sessions so that the speaker would know which voice level is required vs the audience when they are listening. I would also like to use the Question Jar in the near future.

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1.我使用了提问策略，在过程中我先是示范提问方式如：这是什么？有什么颜色？为什么今天你会带它？等问题，之后让其他幼儿模仿提问方式进行提问。

2.我使用了提问棒，当幼儿要提问时，先是举手然后拿到提问棒才能够进行提问。

3.顺利：幼儿们都能够一一上千进行分享。

挑战：多数幼儿不会/不敢提问，但由于老师示范后，大部分幼儿都能够尝试进行提问，如煜恒看的云峯的汽车玩具时问：是谁买个你的？等。

4.如果有机会，我会让幼儿在分享时多与同伴进行眼神交流，由于部分幼儿还是比较胆怯，在分享时多数是盯着老师看的。

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展示与讲述：
我让小朋友们自己选择要分享的图片或物品，瑜恩选择她自己的作画-上学的路上。
在开始前，告诉小朋友要自我介绍，如：“我是XXX,今天我要跟大家分享的是....”
我采用的是五官提示，在开始之前，提示小朋友只能用五官来问问题。
家和：“你看到什么？”
瑜恩：“我看到游乐场，还有游泳池。”
子瑜：“你怎样去上学？”
瑜恩：“我坐爸爸的车来学校。”
妤琦：“你可以走路去学校吗？”
瑜恩：“我不会走路去学校。”
楷乐：“你听到什么声音吗？”
瑜恩：“有车的声音。”
我个人觉得，给小朋友们规定提问的提示范围很理想，这样能激发小朋友们正确的提问，促进语言表达能力。
改进的部分是讲述的小朋友声音很小，回答的时候有点害羞。发问的小朋友也有同样的问题。词汇量不足，常常会出现用英语代替的现象，要常练习。

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诚实一班使用的策略-提问策略。<

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诚实一班
使用的策略-提问策略。
2. 你使用了同学之间的分享策略。和小朋友们分享自己的物品。
3. 分享活动过程中顺利的事情，和分享一个挑战，幼儿对新年的庆祝活动需要的材料很清楚，可以很清楚的说出来，这个是红包，过年的时候去拜年，长辈会放钱在红包里面，里面会有很多钱。
4. 如果有机会，你会做些什么改变？给小朋友更多的机会去分享自己的心得体会 ，并学会倾听小朋友们的分享。

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-我使用了提问和引导策略，在过程中我先是

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-我使用了提问和引导策略，在过程中我先是示范提问方式如:这是什么?谁送给你的？你喜欢吗？你知道怎么来的吗？等问题，之后让其他幼儿试着进行提问。
-部分幼儿们主动上前分享
-挑战:多数幼儿站着前面不敢大声进行讲述，需要老师进行引导，有些幼儿不会提问，大部分幼儿都能够尝试进行提问，当提到有趣的话题时，大家都愿意发言，如：你还有吗?你和谁去的？等。
-如果有机会，我会让幼儿在分享时多与同伴进行讨论，引导幼儿用更多的词汇量来表达。
诚实2班-吕老师

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We did a Show and Tell on "My Family". Before we start, we went through the rules for Show and Tell like "Listening ears", "Eyes on the speaker". Then the children used their family photos as a prop for the show and tell. Before they started, I prompted them what were the things they could share and they could also share more information if they wanted. It was challenging in the beginning because the children were waiting for me to prompt them on the points to share. After a few children, the remaining children were more ready to share and were spontaneous without needing much prompts. Maybe I could model by doing a show and tell with my own family photo so that the children would be able to prepare themselves to share in a similar way.

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我使用了提问策略。在过程中我示范了提问方式：这是什么？谁买给你的？什么时候买的？为什么会选择带它来分享？等问题，然后请幼儿模仿示范的提问方式进行提问。
我使用了五感图卡进行提问提示，这个小猪玩偶看起来怎么样？摸起来怎么样？闻起来怎么样？
活动有顺利进行，因为分享的幼儿都有进行分享，且回答老师和同伴提出的问题。
挑战：很多幼儿在日常和同伴的沟通时声量适中，但在台前分享时的声量极小，自信心不足。另外英文家庭背景的幼儿需要老师一句一句翻译她的表达，然后跟着说一遍。提问的幼儿每次都是表达能力的那几位。
如果有机会，我会希望在日常的学习中加入圆圈分享时间，提供更多的机会给幼儿进行表达和分享。另外本班幼儿都很喜欢唱歌跳舞，因此我希望在过渡活动或喝水时间加入唱歌和传递舞蹈动作等等内容。

柳老师