August... what a month!

AUGUST! me and Singapore Birthday!!! cheers!
hmm... my BB was unforgetable... hahaha!!!
... NDP was the best one l ever watched!!! more good years!!!
a year older then last year... but guess l am still young @ heart and will be!
simply like what l am doing now... everyday was fun-filled... being with the children really brightens up my day... rather LIFE! *(^_^)*

PTC was a successful one... the joy from parents face and please to see their child progress! ( thanks to ME... gek gek gek... Queen Ling the mighty & holy one )
well, the movie marker was a successful one... hehehe...

ASSIGNMENT/ PRESENTATION finishing soon....
Monday my last presentation for Creative Arts for Young Children... cheers!

Reflection Journal- all done!
special thanks to my AW...
wanted to let you know how much your friendship means to me.
Your thoughtfulness always makes my days a little brighter
problems seem a lot smaller. LOVE YA *(^_^)*

l've compiled a total of 65 pages for my journal...
rather confident that l will score A for this module... gek gek gek

... today isn't just another day, today l'll create something beautiful...

masterpiece

A picture is worth a thousand words...

MORE assignment to be completed!

Creative Arts for Young Children

- Music & Drama
Presentation 22 July 2009
Create a 5 mins performance based on a theme.
The performance must combine 2 of the following aspects of the creative arts-
music, dance/or drama.
The performance will be assessed on artistic quality, group co- operation, intergration of skills in performance.
--------------------------------------------------------------
-Visual Arts
Presentation 24 August
Using 3 different art techniques ( eg collage, drawing, painting )
this can be crearted on a canvas cardboard or any material of your choice.
* the piece must not be larger then 80 cm x 80 cm
The master piece will be assessed according to visibility of intention, design and composition, inventiveness, effort and craftmanship.
Create a powerpoint presentation that will
1- provide a background to the creation of the masterpiece
( ie thought of process, research ) 2-3 slides
2. an explanation of the techniques adopted (2-3 slides)
3. and explain how it relates to the theme ( 2-3 slides )
Organisation of materials, clarity of thought, delivery and depth of reflection.
---------------------------------------------------------------
- Reflection Journal
Produce a reflection journal of your thoughts on creative arts.
Entries in the journal should reflect
1- your thoughts on the activities done in class,
2- thoughts about the creative art activities organised in your classroom,
3- reflections on articles about the arts,
4- your experiences watching an artictic performance or exhibition,
5- an object/ picture/ person/ event/ place that inspires your creativity
In total there should be 10 entries that may cover drama, dance, music or visual arts.
Each entry comprise a written paragraph of about 150-200 words.
This can be accompanied with drawings, picture cutting, photos, sketches or anything you think appropriate.
An improtant aspect of each entry is to reflect how it relates to understanding children's relationship with the creative arts.
Clarity of thought and writing, depth of reflection, reference to artistic ideas and ability to draw relation to predagogy of children's artistic development and creative presentation.
----------------------------------------------------------
hmm... ;o(

botanic gardens

meeting lecturer and all ladies at botanic gardens...

http://www.sbg.org.sg/

Infant & Toddler Behaviour and Development- Play Kit

group members??? what the hack!!! incorrigible...

£$%^&*()&^%$£$%^&

Name of Play Kit: Spin & Roll

Target age group: 24-36 months

Brief description on the developmental needs of the targeted age group:

At this stage toddlers love the freedom of mobility
Toddlers learn to use their gross motor skills more confidently
They are also learning about objects, people and animals in their environment

Benefits of the play kit:

The play kit helps toddlers to learn to take instructions
Learning to take turns (Sharing)
Without a time limit on the game enclosed in the play kit,
toddlers are able to take their own time to play
Toddlers will learn the names of animals and their characteristics

Children will learn simple problem solving skills through the games

Improves in eye – hand coordination
To develop gross motor skills, arm muscles

Main Activity

Name of game: Spin & Roll

Instructions:
Set up the bowling bottles in horizontal row, at a near distance with the bottles place inverted.
( Teachers can intervene and help children set up )
Spin the spinner board ( either with animals or words )
If the needle points at the pig, child needs to roll the ball
towards the animal that the spinner showed and knock
down the bottle labelled with the pig.
Try to knock over the pins without allowing the other pins to fall over.
A token will be awarded.


Additional Activity Plan 1

Name of game: Memory Game ( cards set 4 )

Instructions:
Lay all animal cards face down on the floor, 5 in a row.
Children use the wheel and spin the spinner.
The animal that the spinner lands on is the card they will have to guess.
For example if the spinner lands on a dog, guess the card which is the dog.
A token will be awarded for successful card picked.

Additional Activity Plan 2

Name of game: Snap Cards ( cards set 2 )

Instructions:
Divide the cards equally ( either picture or word cards )
Children show 1 card at a time with the pictures of animals facing up
When both children have the same animal card, t
hey must say the word “SNAP” & hit the cards.

Additional Activity Plan 3

Name of game: Sequencing Game ( pictures / words )
( cue cards set 3 & cards set 2 )
Instructions:

Children will pick a card from a stack of cue picture/ words card.
After choosing a cue card, child needs to find the identical card

from the tray and match it.

Developmental Checklists Birth to 36 months

DEVELOPMENTAL CHECKLIST - 1 TO 3 MONTHS

MOVEMENT
ü Raises head and cheek when lying on stomach (3 mos.)
ü Supports upper body with arms when lying on stomach (3 mos.)
ü Stretches legs out when lying on stomach or back (2-3 mos.)
ü Opens and shuts hands (2-3 mos.)
ü Pushes down on his legs when his feet are placed on firm surface (3 mos.)

VISUAL
ü Watches face intently (2-3 mos.)
ü Follows moving objects (2 mos.)
ü Recognizes familiar objects and people at a distance (3 mos.)
ü Starts using hands and eyes in coordination (3 mos.)

HEARING AND SPEECH
ü Smiles at the sound of voice (2-3 mos.)
ü Cooing noises; vocal play (begins at 3 mos.)
ü Attends to sound (1-3 mos.)
ü Startles to loud noise (1-3 mos.)

SOCIAL/EMOTIONAL
ü Begins to develop a social smile (1-3 mos.)
ü Enjoys playing with other people and may cry when playing stops (2-3 mos.)
ü Becomes more communicative and expressive with face and body (2-3 mos.)
ü Imitates some movements and facial expressions

DEVELOPMENTAL RED FLAGS (1 TO 3 MONTHS)
ü Doesn’t seem to respond to loud noises
ü Doesn’t follow moving objects with eyes by 2 to 3 months
ü Doesn’t smile at the sound of your voice by 2 months
ü Doesn’t grasp and hold objects by 3 months
ü Doesn’t smile at people by 3 months
ü Cannot support head well at 3 months
ü Doesn’t reach for and grasp toys by 3 to 4 months
ü Doesn’t bring objects to mouth by 4 months
ü Doesn’t push down with legs when feet are placed on a firm surface by 4 months
ü Has trouble moving one or both eyes in all directions
ü Crosses eyes most of the time (occasional crossing of the eyes is normal in these first months)

DEVELOPMENTAL CHECKLIST - 4 TO 7 MONTHS

MOVEMENT
ü Pushes up on extended arms (5 mos.)
ü Pulls to sitting with no head lag (5 mos.)
ü Sits with support of his hands (5-6 mos.)
ü Sits unsupported for short periods (6-8 mos.)
ü Supports whole weight on legs (6-7 mos.)
ü Grasps feet (6 mos.)
ü Transfers objects from hand to hand (6-7 mos.)
ü Uses raking grasp (not pincer) (6 mos.)

VISUAL
ü Looks for toy beyond tracking range (5-6 mos.)
ü Tracks moving objects with ease (4-7 mos.)
ü Grasps objects dangling in front of him (5-6 mos.)
ü Looks for fallen toys (5-7 mos.)

LANGUAGE
ü Distinguishes emotions by tone of voice (4-7 mos.)
ü Responds to sound by making sounds (4-6 mos.)
ü Uses voice to express joy and displeasure (4-6 mos.)
ü Syllable repetition begins (5-7 mos.)

COGNITIVE
ü Finds partially hidden objects (6-7 mos.)
ü Explores with hands and mouth (4-7 mos.)
ü Struggles to get objects that are out of reach (5-7 mos.)

SOCIAL EMOTIONAL
ü Enjoys social play (4-7 mos.)
ü Interested in mirror images (5-7 mos.)
ü Responds to other people’s expression of emotion (4-7 mos.)

DEVELOPMENTAL RED FLAGS (4 TO 7 MONTHS)
ü Seems very stiff, tight muscles
ü Seems very floppy, like a rag doll
ü Head still flops back when body is pulled to sitting position
(by 5months still exhibits head lag)
ü Shows no affection for the person who cares for them
ü Doesn’t seem to enjoy being around people
ü One or both eyes consistently turn in or out
ü Persistent tearing, eye drainage, or sensitivity to light
ü Does not respond to sounds around them
ü Has difficulty getting objects to mouth
ü Does not turn head to locate sounds by 4 months
ü Doesn’t roll over (stomach to back) by 6 months
ü Cannot sit with help by 6 months (not by themselves)
ü Does not laugh or make squealing sounds by 5 months
ü Does not actively reach for objects by 6 months
ü Does not follow objects with both eyes
ü Does not bear some weight on legs by 5 months

DEVELOPMENTAL CHECKLIST - 8 TO 12 MONTHS

MOVEMENT

ü Gets to sitting position without assistance (8-10 mos.)
ü Crawls forward on belly
ü Assumes hand and knee position
ü Creeps on hands and knees
ü Gets from sitting to crawling or prone (lying on stomach) position (10-12 mos.)
ü Pulls self up to standing position
ü Walks holding on to furniture
ü Stands momentarily without support
ü May walk two or three steps without support

HAND AND FINGER SKILLS
ü Uses pincer grasp (grasp using thumb and index finger) (7-10 mos.)
ü Bangs two one-inch cubes together
ü Puts objects into container (10-12 mos.)
ü Takes objects out of container (10-12 mos.)
ü Pokes with index finger
ü Tries to imitate scribbling

COGNITIVE
ü Explores objects in many different ways (shaking, banging, throwing, dropping) (8-10 mos.)
ü Finds hidden objects easily (10-12 mos.)
ü Looks at correct picture when image is named
ü Imitates gestures (9-12 mos.)

LANGUAGE MILESTONES
ü Responds to simple verbal requests
ü Responds to “no”
ü Makes simple gestures such as shaking head for no
ü Babbles with inflection (8-10 mos.)

LANGUAGE MILESTONES (cont)
ü Babbles “dada” and “mama” (8-10 mos.)
ü Says “dada” and “mama” for specific person (11-12 mos.)
ü Uses exclamations such as “oh-oh”

SOCIAL/EMOTIONAL
ü Shy or anxious with strangers (8-12 mos.)
ü Cries when mother or father leaves (8-12 mos.)
ü Enjoys imitating people in his play (10-12 mos.)
ü Shows specific preferences for certain people and toys (8-12 mos.)
ü Prefers mother and/or regular care provider over all others (8-12 mos.)
ü Repeats sounds or gestures for attention (10-12 mos.)
ü Finger-feeds himself (8-12 mos.)
ü Extends arm or leg to help when being

DEVELOPMENTAL RED FLAGS (8 TO 12 MONTHS)
ü Does not crawl
ü Drags one side of body while crawling (for over one month)
ü Cannot stand when supported
ü Does not search for objects that are hidden (10-12 mos.)
ü Says no single words (“mama” or “dada”)
ü Does not learn to use gestures such as waving or shaking head
ü Does not sit steadily by 10 months
ü Does not show interest in “peek-a-boo" or "patty cake” by 8 mos.
ü Does not babble by 8 mos. (“dada,” “baba,” “mama”) dressed

DEVELOPMENTAL CHECKLIST - 12 TO 24 MONTHS

MOVEMENT
ü Walks alone (12-16 mos.)
ü Pulls toys behind him while walking (13-16 mos.)
ü Carries large toy or several toys while walking (12-15 mos.)
ü Begins to run stiffly (16-18 mos.)
ü Walks into ball (18-24 mos.)
ü Climbs onto and down from furniture unsupported (16-24 mos.)
ü Walks up and down stairs holding on to support (18-24 mos.)

HAND AND FINGER SKILLS
ü Scribbles spontaneously (14-16 mos.)
ü Turns over container to pour out contents (12-18 mos.)
ü Builds tower of four blocks or more (20-24 mos.)

LANGUAGE
ü Points to object or picture when it’s named for them (18-24 mos.)
ü Recognizes names of familiar people, objects, and body parts (18-24 mos.)
ü Says several single words (15-18 mos.)
ü Uses two-word sentences (18-24 mos.)
ü Follows simple, one-step instructions (14-18 mos.)
ü Repeats words overheard in conversations (16-18 mos.)

COGNITIVE
ü Finds objects even when hidden under 2 or 3 covers
ü Begins to sort shapes and colors (20-24 mos.)
ü Begins make-believe play (20-24 mos.)

SOCIAL
ü Imitates behavior of others, especially adults and older children (18-24 mos.)
ü Increasingly enthusiastic about company or other children (20-24 mos.)
ü Demonstrates increasing independence (18-24 mos.)
ü Begins to show defiant behavior (18-24 mos.)
ü Episodes of separation anxiety increase toward midyear, then fade

DEVELOPMENTAL RED FLAGS (12 TO 24 MONTHS)
ü Cannot walk by 18 months
ü Fails to develop a mature heel-toe walking pattern after several months of walking, or
walks exclusively on toes
ü Does not speak at least 15 words by 18 months
ü Does not use two-word sentences by age 2
ü By 15 months does not seem to know the function of common household objects
(brush, telephone, bell, fork, spoon)
ü Does not imitate actions or words by 24 mos.
ü Does not follow simple one-step instructions by 24 mos.


DEVELOPMENTAL CHECKLIST - 24 TO 36 MONTHS

MOVEMENT
ü Climbs well (24-30 mos.)
ü Walks down stairs alone, placing both feet on each step (26-28 mos.)
ü Walks up stairs alternating feet with support (24-30 mos.)
ü Swings leg to kick ball (24-30 mos.)
ü Runs easily (24-26 mos.)
ü Pedals tricycle (30-36 mos.)
ü Bends over easily without falling (24-30 mos.)

HAND AND FINGER SKILLS
ü Makes vertical, horizontal, circular strokes with pencil or crayon (30-36 mos.)
ü Turns book pages one at a time (24-30 mos.)
ü Builds a tower of more than 6 blocks (24-30 mos.)
ü Holds a pencil in writing position (30-36 mos.)
ü Screws and unscrews jar lids, nuts, and bolts (24-30 mos.)
ü Turns rotating handles (24-30 mos.)

LANGUAGE
ü Recognizes and identifies almost all common objects and pictures (26-32 mos.)
ü Understands most sentences (24-40 mos.)
ü Understands physical relationships (on, in, under) (30-36 mos.)
ü Can say name, age, and sex (30-36 mos.)
ü Uses pronouns (I, you, me, we, they) (24-30 mos.)
ü Strangers can understand most of words (30-36 mos.)

COGNITIVE
ü Makes mechanical toys work (30-36 mos.)
ü Matches an object in hand or room to a picture in a book (24-30 mos.)
ü Plays make-believe with dolls, animals, and people (24-36 mos.)
ü Sorts objects by color (30-36 mos.)
ü Completes puzzles with 3 or 4 pieces (24-36 mos.)
ü Understands concept of “two” (26-32 mos.)

SOCIAL/EMOTIONAL
ü Separates easily from parents (by 36 mo.)
ü Expresses a wide range of emotions (24-36 mos.)
ü Objects to major changes in routine (24-36 mos.)

DEVELOPMENTAL RED FLAGS (24 TO 36 MONTHS)
ü Frequent falling and difficulty with stairs
ü Persistent drooling or very unclear speech
ü Inability to build a tower of more than 4 blocks
ü Difficulty manipulating small objects
ü Inability to copy a circle by 3 years old
ü Inability to communicate in short phrases
ü No involvement in pretend play
ü Failure to understand simple instructions
ü Little interest in other children
ü Extreme difficulty separating from primary caregiver

Human Growth & Development

well, scored a B for my Human Growth & Development assignment...

Infant & Toddler Behaviour and Development

Assignmet 1

Reflection paper on
a). Your personal philosophy of Infant/ Toddler Care and Education.
b). Your learning journey in Infant/ Toddler Care and Education.

Assignment 2

Design a Simple Play Kit For Young Children
include the following-
a). Name of play kit.
b). Target age group
c). Brief discription on the developmental needs
of the targeted age group
d). Benefits of the play kit.
e). Contents of the play kit.
f). Material used ( at least 75% ' teacher made ' )
g). Two detailed activity plans.
h). Provide 3 other ways of using the play kit.

... ... ... ... ... ... ... ... ...

BLANK!!!
*(^ ^)*

lecture hall

this is really a huge room for the 35 of us...

super cold... freezing cold...

Complaint Part 2 aka feedback

hi all just to keep you posted. XXXX gave me a call the other day and told me that she has spoken to XXXX about conduct, teaching style etc. in their periodic feedback chats with lecturers just to know if all is fine. she didn't mention anything on the complaint. XXXX merely gave some suggestions how lessons can be made better.let's look forward to a more positive learning experience in class. cheers!

Feedback- Dear XXXX

Thank you for writing to us.

We appreciate the feedback that you have provided.
They will help us to improve the quality of our programme.
Based on the concerns that you have highlighted, we have responded immediately by giving feedback to our lecturer with regards to professional protocol in class e.g. behavior.

We have also highlighted that different teaching strategies be used to meet different students' needs. For example,because ourstudents are matured adults, opportunities should be provided for small group discussions as they have experiences and ideas to contribute and share.

We also encouraged more interactions between the lecturer and students. The lecturer had indicated that because of prior work commitments on Mondays, she will have problem rushing to the 6.30 pm class. However, because of physical and adminstrative constraints, we were unable to accommodate the lecturer 's request.

We seek your kind understanding in this matter and would like to apologize for the inconvenience that may have arised for both parties.

We will make arrangements to print the powerpoint slides from the module so that all students will be able to have documentation of the content that is covered in class.

Our faculty members are very open to feedback and strive to give our best to allthe programmes that XXXXXXX runs.

We also expect our students to have an openmind and work hand in hand with us in this learning journey.

Thank you again for your feedback.

Yours sincerely XXXX Assistant Director, XXXXXXX

Complaint Part 1

well... one of the lady in my class sent an email to XXXX and complain...

well, l don't like people sitting on the TABLE...so damn RUDE!
as educator we are role model for all our adorbale...
l simply cannot understand why she's like that?

this is what she wrote:

We are discontented with her for the following various reasons.

Punctuality - She was half an hour late on our first lesson (cited that she was caught in the traffic) while the class waited for her. She dismissed the class at 9.30pm (course schedule stated until 10pm) although with the mention that timing may vary with a give-and-take basis. On the third lesson, she was late for 15 minutes and by the time she set up her audio and laptop, lesson only commenced at 7pm.

Lecture Delivery - She delivers her lecture in a manner that is clearly appalled by the class that is sitting on the table while lecturing. But more appalling was when she had her legs crossed and seated atop the table while lecturing.

Teaching Style - We are definitely unfavourable with her teaching style, which is mostly uni-directional with very little interaction. But, worst of all, it is boring as she diverts too much into long-winded stories and covers little on the subject of Infant & Toddler. We never faced such problem with our past 3 lecturers whom made the subject interesting and participative. Now the class has been exceptionally quiet.

Relevance - She showed some video clips during the 3rd lesson which many of us were questioning the relevance to the subject of Infant & Toddler. At times, her sharing also bore little relevance to the subject.

Lesson Preparation – We also question her lesson preparation, as from her delivery and presentation, it seemed to lack substance. This is especially evident as the first lesson; nothing was covered on the subject. It felt like a wasted lesson and our time turning up.

We seek your immediate attention to the situation as it has clearly affected the class.

Attendance – The class’ attendance has been greatly affected as it has been dwindling. It has never been this way from the past modules as everyone eagerly turns up and on time.

Disinterest – Many of the classmates have expressed disinterest in her lectures by doing their own stuff during lesson just to sit through the lesson and worse, were not to turn up at all.

Justification - We believe that as paying-students, the lecturer should be qualified and justified for the task as it will ultimately affect our results.

Please look into the matter immediately with an approving solution, perhaps, to even replace the lecturer. Do also note that XXXXXXXXXX is also supposedly appointed for our Maths module.

We thank you and appreciate your efforts on the matter.

language arts assignment!

LANGUAGE ARTS IN THE EARLY YEARS

CONTENTS PAGE

Part 1
a). What is language arts for young children?
b). The important of emergent literacy.
c). The use of print rich environment for young children.
d). The philosophy of embracing the whole language approach
to teach reading and writing.
e). Rational for choosing a particular theme and the age group
you have chosen to do lesson plan and literacy web.

Part 2
Literacy Web
Lesson Plan
Evaluation

Part 3
Reference
Appendices

a). What is language arts for young child.
Language is the one that most defines and differentiate us from others. Jalongo(2003) stated that language is a communicative tool which enable us to both transmit and receive messages which includes thoughts emotions, ideas and values (Jalongo, 2003; p.10). It is rule governed where it has a system of rules that determine word order, meaning and formation of words. The main purpose of language plays the great role for interaction with others. Early childhood is the most rapid period for language development. According to Berk (2000), there are four components of for language development in young children (Berk, 2000; p.367). The first is phonology where rules will govern the structure and sequence the speech. Then semantics refers to the understanding of the meaning of the words and word combination. The third component grammar consist of two main parts; one is syntax where words are arranged into sentences and the other will morphology, the use of grammatical markers which indicates tenses, cases, genders, numbers and other meaning. The forth component is pragmatics shows how the child needs to communicate with proper gestures and tones with others. Acquisition of each component actually facilitates mastery of others. Language arts caters as a program to facilitate the above four elements. It contains meaningful and appropriate activities to foster the development of listening, reading, writing and speaking ability of a child. Language arts are taught through language and literacy curriculum, Most of our language and literacy curriculum is thematic based. It starts from the physical environment of a classroom, with appropriate space defined with structured and well desiccated learning centre.

etc.
etc.
etc.
etc. ( too long )

Inquiry Activities
Main Activity
Teacher highlight that every one of us have a name given by our parents or relatives.
Teacher will make name tag with child’s name printed on it ( 2 name card ), child needs to recognize his/her own name and match the identical one, once child able to recognize his/ her name, he/ she may try to recognize his fellow peers name.

Children will be able to write letters to form their names.
Children will be able to recognize their friend’s name.

Follow-up Activity (Math)
Name Graph
Graph the number of letters in each child’s name. Discuss with the children who’s name has the most, who’s has the least, which letters have the same amount, etc.

Sharing
Main Activity
Before the lesson, children will need to ask their parents; their name was given by who and why this particular name? (A letter will be sent out to Parents to fill in some brief information pertaining to this activity and as a Teacher’s reference to guide along child during the sharing session)

Children will be encouraged to share with the class about their given name.
Children recognizing their name and exploring the order of the letters to make their name.

Follow-up Activity (Language Arts)
Name Scramble
Give each child a card with his/ her name printed on it and have the children cut out their name cards up into smaller cards, each one with a letter of their name on it. Ask children to scramble the letters on their desks and then put them back in order to spell their name. (Demonstrate this first) Allow children to trade cards and see if they can unscramble a different name. Refer children to the class attendance chart, if they need help.


Reading Aloud and Response (SBA)
Main Activity
Read the book, ‘Andy, That’s My Name. ’
Written and illustrated by Tomie De Paola

Children will be able to identify letters and know the letter sounds
Children will be able to write letters to form their name.

Follow-up Activity (Art & Crafts)
Name Place Mats
Have the children write their name in large letters on a piece of drawing paper and make hand print on it using varies acrylics colour. (Teacher will assist child should one requires guidance) Laminate and have children use the place mats during their meals times.

Shared Reading and Writing (LEA)
Main Activity
Children will be creating a bookmark with their name on it. They will write and design their name on a rectangular paper, cut to fit a book. Children will be able to explore with patterns, and colors while creating their bookmark.

Children will be able to copy and do simple formation of letters
Children will be able to express their creativity.

Follow-up Activity (Motor Skills Development)
Alphabet Race
This can be an outdoor game. Have a large ABC (alphabets) cut outs for & laminate this game. Place the alphabets letters on the floor and line the children up by two’s and call out a letter. The children will race to the pile and try to be the first to find a letter called out by the teacher. The children will then return to their group and go to the end of the line and the group with the most letters will be the winner.


Lesson Plan

Theme : My Name Is Special
Age : 3 to 4 years old
Main Lesson : Language Arts –

Children will listen to the story ‘Andy, That’s My Name’ written and illustrated by Tomie De Paola. (Summary of Story- Andy’s friends constructs different words from his name: “an” words, “and” words, and “Andy” words.

Objectives:
1.Children will be able to identify letters and know the letter sounds.
2. Children will be able to write letters to form their names.

Materials:
Story book- Andy, That’s My Name!
A book pointer
Easel board
A rhyme chart
Name card with individual child’s name
Acrylics paint
Paint brush
Drawing paper
Construction paper (for backing)
Laminating pouch
Glue
Pencil
Crayons

Tuning In:
Settle children and greet them
Explain to class that they will be learning about name of themselves and fellow peers.
Put up the rhyme – Everybody Has a Name. ( Fig 1 )
Recite aloud with the children.

Main Activity:
Have a picture walk of the cover of the story and ask children what does the title of
the story tells them and begins reading the book.

Begin reading the book.

Share with the children that every one of us has names, which we use to identify ourselves.

Things or animals too have names, which makes it easy for identify or recognise it.
Discuss with the children that names are special and are given to them by their parents or family members.

Some of us have long or short names; each name has a meaning and share with the children meanings of some names.

Flash the name cards and encourage children to identify the names in the card.

Inform the children that their name is made of letters and when these letters are combined it gives them a name e.g. L y n n, its Lynn.

Closure- Questions for Discussion
Why do we have names?
Who gave you your names?
Do you know your friend’s name?
Can you name the letters on your name?
How many letters are there in your name?
Is your name long or short?

Follow up Activity (Art & Crafts)
Name Place Mats
Have the children write their name in * large * letters on a piece of drawing paper and make hand print on it using varies acrylics colour. (Teacher will assist child should one requires guidance) Laminate and have children use the place mats during their meals times.
(Fig 2)

Evaluation
Objectives were met as children are able to recognise most of the letters and form their own name with little guidance provided and they grasp the letter sound at ease.

They can even tell that ‘Charlotte’ has got a very long name and Kellis said that her name is easy to write as there are 2 ‘l s’ in it and its like number one.

I’ve asked the class ‘name an animal with a long name? ’l was rather surprise that one of them actually shouted out the word ‘hippopotamus’ l replied ‘Yes! That’s really a long name.’ and another child yelled ‘but the hippopotamus so fat one!’ maybe she was trying to tell us that why the hippopotamus got such a long name when it’s so fat! All of started to giggles.

The rhyme chart were efficient especially children enjoy and say aloud the rhyme especially when come to this part;
My name is___________________________________.
It’s special to me.
It’s exactly who I want to be.
They are proud of their names.

Children showed great satisfaction when using pencil writing their names and they write their name effortlessly.

One of the child even tried whispered the letter sounds as she formed her name.

They are having fun when l assisted them with the paint painted on both of their palms. They are able to tell me the colour they want.

They are every excited when we did the laminating for the place mat.

Children use the place mat during lunch time and they used their finger to trace their name while waiting for lunch to be serves.

Reference
Berk, L. E. (2000). Child Development. (5th edn.). USA: Allyn and Bacon.
Jalango,M.R. (2003) Early childhood Language Arts.(3rd Edn.). Boston: Pearson Educationrence


Appendix
Rhymes
Everybody Has a Name.
Some are different,Some are same.
Some are long, All are right,
None are wrong.
My name is _______________.
It’s special to me.
It’s exactly who I want to be.

Photographs

l'm done with my assignment!

well, done up with my assignment... hard work... late nights...

hopefully l'll be able to score well!

you go gal!

Book Review DONE!

Title of Book : Whose Nose And Toes?
Author/ Illustrator : John Butler
Genre : Children’s Fiction Book ( age 2- 3 years )
Publisher : The Penguin Group

Synopsis Of Story

A book with a question and answer text to introduce children to various animals.
With ten animals including a tiger, a pig, a duck, a rhino, a giraffe, a dog, a monkey,
a cow, a crocodile and an elephant.

A guessing game format, children will have great fun recognize the nose and toes of the
tiger, pig, duck and more.

The simple repetitive text invites word anticipation and allows young readers to make predictions and increases their interactions with the book, and helps with beginning reading (with the repetitive text).


LITERARY ELEMENTS

Settings

The book consists of ten animals including a tiger, a pig, a duck, a rhino, a giraffe, a dog, a monkey, a cow, a crocodile and an elephant.

Upon turning to the next page, children are able to see a nose, and some toes – and they need to guess who they belong to?


Characters

Theses are the main character appearing in the book namely; a tiger, a pig, a duck, a rhino, a giraffe, a dog, a monkey, a cow, a crocodile and an elephant.




Plot

A guessing game format, keep children in suspense while trying to guess the nose and toes belonging to which particular animal that appearing on the right side of the book.
This book does not have a lot of words which is great because we can make up our own story each time as we read the book to children.

Theme

A highly interactive book with great recognition which enable young children to
share experiences and prior knowledge. Expanding their vocabulary and exploring into the world of animals and their body parts.

Point of View

The author uses repetition of texts and lead children to the world of animals.

VISUAL ELEMENTS

Lines

The illustrations had this cotton puff/ fuzzy like feeling to them that made them look as if the animals were real enough to touch.

Colours

The illustrator uses acrylic paint for its colour and colored pencil to add texture and detail
in the animals. All shades uses as background are light pastels colors. All animals look huggable and friendly.

Texture

A lift and flap book, the surface of the book visuals a gorgeous and puffy tiger that child will have the urge to touch/ feel it. The book is child friendly as the texture of the paper is thick and easy for child to flip.

Shape

The visual of all animals are proportional. The page features the animals are large, endearing illustrations while the pages showing parts of the nose and toes are discreetly shown.

Composition

For all animals picture; the trace of a smile can be detected and the illustrator emphasizing a lot on those heart dreamy eyes. The illustrator features all animal with cotton puff/ fuzzy like feeling on the animals it mellow down the fearfulness in young children but enhances their curiosity and liking of these animals feature in the book.

Conclusion

A great book to teach young children about animals in an interactive and fun way. The pictures of the animals are endearing and expressive. Even the youngest of children, enjoy figuring out what animals belong to the different Noses and Toes on each page. Children are able to familiarize with the sounds the animals make and associate the sounds of the animals. ( sound made packed with actions )
Highly recommended for preschoolers.

breath-taking view from lecture room...

took from my lecture room... cool!!!

presentation tonight!

WELL DONE!!!
everything went on smoothly and as planned!
hmm...
left with submission of assignment:
review of Children Literature & Indivadual assignmnet!
you go gal!
CHEERS!!!

Katherine McLeod

http://www.katherinemcleod.com/

check it out...
really enjoyed the story... she is simply so so so coooool!!!

none of us zzzZzZZZzzZzZZzzZzzzzz hahaha...

after attending her lecturer guess all of us were being * ENLIGHTEN * hahaha...

story telling will no longer be so * boring * gek gek gek...

INGREDIENTS FOR EFFECTIVE STORY & DRAMA

Keep the stories SIMPLE

Katherine McLeod

group project for language arts

discussion... 5 of us at delifrance...
little blue and little yellow by Leo Lionni
when little blue meet little yellow
they hugged and kissed each other...
... geez... something happen...

well, we have good remarks for our presentation...
hmm... with flying colors la!!!
GOOD JOB!!!

lecture hall...

well, will be attending lecture in No. 1 Marine Boulevard for the next 6 months...

lanuage arts... cool

all my hunk are back! hehehe...

Vygotsky
skinner
piaget

so many assignment & presentation to be done!
paired assignment 30%-
powerpoint presentation on a chosen children's literature
group presentation 20%-
plan a listening and speaking activity for a chosen age goup
individual assignment 40%-
language arts program and lesson planning
classroom participation & presentation 10%