Part B: Portfolio

First Book

Why this story.”  I went walking “ is appropriate for EC learners?

The story’s vocabulary is simple and easy and even the sentences are about three  or  four words. Besides, each page includes illustrating pictures to show the pictures are larger than words.  This story is suitable for their ages and can be connected with science where the child mention the names of animals while walking but the only issue in the story is that the picture of the pig is found among the animals and that is not appropriate for  our community and then to solve the issue, I  skipped the picture.

 

Math Outcomes: KK2MDD1- Sort objects according to common properties.

I managed to gather all the animals in a box and then to ask children to find for example, the animal that starts with the letter “ H” as a type of sorting.

 

Social/ emotional values:

During reading the story, I tell them which animal comes after it and here children responded and told everything and in this way, I checked that they have vocabulary and also to connected that with the colours. The children developed socially and emotionally through their collaborative work and even the encouragement made them happy.

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The Second Story Book

Why this story.”  IN THE TALL TALL GRASS “is appropriate for EC learners?

The story includes simple and easy vocabulary and includes colourful pages that attract the children’s attention and the value here is that children are attracted more to the pictures and then there is a tendency to know that what is the story about . The story includes names of insects and animals and that enables the children to know the insect’s name and even the type of food it eats.

 

How does it support teaching and learning?

Literacy Outcomes: KRRM3 -Retell a sequence of events in a story with beginning, middle and end.

It supports children learning through managing them to know the insects and animals what they eat . Also the story of the caterpillar that passed with the animals and insects all day long through passing with the start in the managing and then the mild day and the evening.

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Literacy Outcomes: KRRM3 -Retell a sequence of events in a story with beginning, middle and end.

It supports children learning through managing them to know the insects and animals what they eat . Also the story of the caterpillar that passed with the animals and insects all day long through passing with the start in the managing and then the mild day and the evening.

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Math Outcomes K2NS2: State the backwards number sequence from 1-20 in Arabic and English/ State the backwards number sequence from 1-10 in Arabic and English/ State the backwards number sequence from 1-5 in Arabic and English

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The children managed to know  how to  count the animals and insects  in the page and to know their numbers. At this age, many children can say their numbers to 5 or 9, but have a hard time actually counting objects. So this story will help children to focus on counting objects. Also, they can count how many legs an insect has while they read.

Social/ emotional values:

Children were happy with the story and showed their pleasure with it and that was shown on their faces. Children managed to know the differences between insects and animals and here they developed socially, through collaborative work as  through pair work where I managed each two children  a book to read the story.

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Description of emergent literacy activities

I started doing the first activity where that was shown in concept of print through managing children to follow a word by word that means one to one. I also told them about the full stop, capital letters at the start of the sentence and names . For the phonological awareness, we  made the word into syllables  such as  snake , S/N/A/K/E. Also Caterpillar c/a/t/e/r/p/i/l/l/a/r and lastly, the letter knowledge , I showed them capital letters that could be seen in the start of the sentence  and the names