DRAMA: ACTIVITY WITH PUPPETS

In this activity we will use animal puppets for fingers.

First of all we will present puppets for children, who can name all the animals and some of their characteristics, as an example, what kind of food they eat or where they live.

Once children know all these type, we put a puppet in a box and children have to find out which animal is gone, making him questions to the teacher, for example, does he eat meat? Does he live in the jungle? Does he have fur or feathers?

Once they have guessed, we can do the same game but for couples as children will find it much easier and everyone can participate.

DIDÁCTICA: VIDEOS

British Council - Teaching Speaking Techniques (John Kay)

This video teaches different techniques for working speaking in class with students.

First explains the importance of having a class organized before you start, because that teacher and students will be more relaxed.

He also talks about which are better to work in groups, because that child can help each other. In older children, it is better to work in pairs.

When explaining something in class, it is important to know if all the children have understood that we know seeing if children do you have said. If a child has not understood it back to explain.

Finally explains that when we do activities with the children, we cannot talk at the same time, because we listen to what they say.

Teaching Activities - British Council - BBC

As the previous video, this video explains some techniques for classroom activities. The examples in the video are from a school in Thailand.

In this video we explained the importance of choosing the theme of activities in a careful way, should be a topic that interests them children to be motivated to do the activities.

Some of the activities shown in this video are for example a debate with older children is a very good activity because everyone has to participate. First are divided into small groups to see if they will be for or against the topic and then everyone has to make their point.

For younger children, the activity that offers us is, from the image of a story or text, children make predictions about what they think is going to happen, then the teacher reads the story.

Carol Read: Ideas for using flashcards

This has been one of the videos that I liked because I think that I can apply it in the classroom.

In this video, Carol Read explains various activities to use flashcards in the classroom with young children. I think that is a useful flashcard for use in class because it helps children learn vocabulary material and is an alternative method to learn and I think that they find it much easier.

Some of the activities presented to us are:

-Flash!

-Slowly, Slowly

-What´s missing?

-Magic eyes

-Lip Reading

-Flashcard riddles

-Flashcard groups

-Hands on heads

-Flashcard chain

- Kim´s game

Activities that I liked most were:

-What's Missing? Because it is an activity in which children have to be much focused and has to be very fast.

-Lip Reading: This is another activity that I really liked; I think it could work in pairs so that all children participate.

Carol Read: The secret of working with children.

In this video, Carol Read teaches a series of techniques and activities for teaching a second language to young children.

I found it very interesting because it teaches us how to explain a second language through songs, dances, and other different techniques that teachers can implement in the classroom.

One thing that I liked was that she explained the activity and then people doing activities with her, so much better understands the activities and the conference becomes more enjoyable

DRAMA: HANDOUT STORYTELLING (ELEANOR WATTS)

In this handout we can find some different activities on storytelling.

The stories that are based activities are:

1-. The bus won´t go

2-. The big pot

3-. The balloom

4-. Mr Morgan´s music shop

The two stories that I liked more were the 1(The bus won´t go) and 4 (Mr Morgan´s music shop), because from my point of view I believe that children are the easiest to understand. The two stories repeated much the structures, so that children find it easier to follow and understand the story.

1-. The activity that I liked more was the Activity 2 (Making deliberate mistakes) because it is an activity in which everyone can participate in groups. This activity gives you the option of making it more difficult for the age of the children.

2-. The activity that I liked more was Activity 2 (Role playing during the telling) because it is an activity in which all children can participate actively. From my point of view, this activity would after reading the story, not during reading.

3 The activity that I liked more was Children telling the end of the story, this activity is more individual than before, but it seems very interesting because children develop their creativity.

4-. The activity that I liked more was Using music and sound effect, because children learn as they sound instruments through the story

DRAMA: Shadow Puppets Performance. The little red he

Here is the video Carolina, Alba and me have prepared for our drama lesson using our shadow puppets to represent "The little red hen" story. Hope you like it!

And now you can see some pictures from the making of:

                                   

                                   

                                   

 

DRAMA: STORIES

CINDERELLA:

This story is a traditional history that I knew before. Before starting to read it I could imagine what was going to happen and how the story would end. After reading the story, I realized that this story was not as I thought, the story characters were the same, but the argument and the end of the story are different.

This kind of story, with characters that are always the same but with the arguments changed, I think they are very interesting for use in the classroom, as you give your children to know other different stories.

LITTLE RED RIDDING HOOD AND THE WOLF.

This story is like the story above, I thought it was going to be the story I know but no. In this case, the protagonist is like a hero. As before, this story has the same characters, but gives a different argument approach.

From my point of view I find very interesting tell it to the children in class, because sure that are surprised to see that history is not like they thought it would be.

DRAMA: READER: CHLOE

The reasons why I have chosen this book have been

               -Some words can be illustrated or paraphrased so that learners can work out the meaning.

               -The story should also have a logical progression and it should lead to a satisfying conclusion.

               -Use illustrations to provide comprehension support to the story.

               -Use simple constructions.

               -Use short sentences

               -Don’t use too many unfamiliar words.

               -Use easier or already known words instead of more difficult and less useful ones.

DRAMA: STORYTELLING: THREE LITTLE PIGS

Basing on the criteria for choosing a book, the reasons why that I have chosen the story of Three Little pigs have been.

               -Use redundancy and explicitness to help the reader deal with unfamiliar items.

               -The story should also have a logical progression and it should lead to a satisfying                              conclusion.

               -Use illustrations to provide comprehension support to the story.

               -Use simple constructions.

               -Use short sentences.

               -Don’t use too many unfamiliar words.

               -Use easier or already known words instead of more difficult and less useful ones.

DRAMA: HANDOUT SECTION 4

This handout has different types of storytelling activities to work with children.

This handout I really like and I find it very useful because all activities is proposed in the handout are well explained and in all activities is indicated: level, age, organization, AIMS, language focus, materials, procedure, comments and suggestion.

The activities that more I liked were:

Finger story: this activity is to make a puppet theatre with the fingers while you tell the story. I love this activity because it is a different way of telling stories in class and I think that children will pay more attention to the story. I think this activity is appropriate for younger children who are beginning to learn English.

Feeze!: the next activity I liked most was Freeze !: this activity the children had to represent the animals of the story with mime, and when the teacher says Freeze all children have to stay frozen in the position in which they are. This activity seems very fun to learn English in class. I think this kind of activities do children learn English in a fun way and they enjoy it more.

The last activity that has caught my attention was Class Play: In this activity the children had to do a theatre play about a story that had already read them in class. I really like this type of activity because all the children in the class can participate together while they are learning English in a more active and participatory way. 

DIDÁCTICA: DESING A LISTENING ACTIVITY

This activity consisted of putting on a song and creating an activity for our classmates related to this song, so we could know if they had understood it or they had not. 
The song talk about the animals who live in a farm, and we think that this tipe of song are easy and funny for vey young children. 
This activity consists of cross out with a pencil the animals that appear in the song. 
i think that this type of activitys are very interesting for children becouse they learn and practice listening skills but more entertaining

DRAMA: READERS

SUSAN´S EGGS

SPEAKING ACTIVITIES

4. RELATIVE SPEAKING

There are 25 cards which have pictures about the vocabulary of jobs, places, machines and tools.

The teacher will give to her students’ one card which only the pupil who has it will be able to see. They will have to cover them.

One by one the students will have to explain and describe their cards and, the other pupils will have to guess the answer. The first player who guesses it correctly will get the card. If anybody can guess, the teacher will get the card.

Who has more cards at the end of the game, will be the winner.

9. FAIRYTALE DOMINOES

Before doing the next activity, we will have to explain the vocabulary which is going to appear in this exercise: princes, wolf, ring, eagle, frog…

When the teacher knows that everybody has understood the words she will be able to star with this game.

In this activity, there are different cards with this vocabulary and the teacher will distribute them to her pupils.

When everybody has their cards, the teacher will choose one of the students and he will start with the story.

What they have to do is, with their cards, make a domino based on one story. The first one will have to invent the beginning of the story and he will have to end it with a word which appears in other student´s card. And the child, who has that card, will have to continue with the story.

To help them, the teacher will have to put in the blackboard the pictures which appear in each card.

36. HEADS, BODY AND LEGS

In this activity we have nine bodies which are divided in three parts: their heads, their bodies and their legs. They are divided with a line so before doing the activity the teacher will have to cut this line.

After that, the teacher will give to her pupils the different part that she has and her students will have to walk around the class describing the person who they are looking for.

They should not show the card to each other until they are almost sure that they have found the right card.

The first trio who have the correct body, will are who win.

Finally, when everybody has found their bodies, each group will describe their pictures for the rest of the class.

27. WHEN DID YOU LAST SEE YOUR FATHER?

We are going to do this activity not only to improve our children´s speaking but also because is a good way to meet our schoolmates.

In this activity we have two types of cards. The first one only has periods of time and, the second one, has different experiences.

The teacher will have to separate her children in two groups which have those cards.

The groups which have the experiences cards will have to question to the other group when they have done what they have in their cards. And, the other group will have to answer using their cards too.

The player who has asked must decide if the answer is plausible or not according to their knowledge of the player.

If the answer isn´t plausible they have to looking for the correct one.

                     

31. WHERE AM I?

There are 16 cards of different places to do this activity. As the same as the first activity, the teacher will have to give to her pupils one of them.

When everybody has one card will have to describe one by one the place which appears in the card and the other children will have to guess the name of the place.

DESING A LITENING ACTIVITY

Questions:

               Before:

-What can you see in the picture? Can you describe me one alien that appear in the picture?

-Have you seen any aliens before?

-Where do you think they are?

While:

-Have all the aliens the same parts of the body?

-Do you think that any of these aliens is bad? 

After:

-Paint the aliens with the same colour that appear in the story.

-What your favourite aliens? Why?

NARRACIÓN Y DRAMATIZACIÓN: The three little pigs 

Once upon a time, there were three little pigs. They lived with their mother but one day they decided to build their home.

They built three houses for each one.

The first pig used straw to build his house.

The second pig used stick build his house.

And the third pig used brick to build his house.

One day a wolf was going for a walk and he saw the first house. He knocked on the door and he said.

               -“Hello, Is anyone thee?”

The pig was terrified and he didn´t open the door.

The wolf got hungry and blew and blew and the house fall down.

 The pig run and run to his brother’s house. When the wolf arrived at the second house, he knocked on the door and he said.

               -“Hello, Is anyone thee?”

The pigs were terrified and they didn´t open the door.

The wolf got hungry and blew and blew and the house fall down.

The pigs run and run to their bother´s house. When the wolf arrived at the second house, he knocked on the door and he said.

               -“Hello, Is anyone thee?”

But now, the three pigs opened the door.

               -“Hello, what do you want?” the pig said.

               -“I´m hungry. Can I eat with you?”

               -“NO! You want to eat us! ” the pig cried.

               -“NO! I don´t like pigs I don´t eat meat, I hate it! I only eat vegetables” the wolf   said.

The wolf walked inside the house and all of them ate a great salad very happy.

Finally they were friends.

NARRACIÓN Y DRAMATIZACIÓN: Reader Room on the broom. (Laura Pinheiro y Carolina Ruiz)

ROOM ON THE BROOM

Once upon a time there was a witch who had a cat, and a very tall hat.

She also had a very long hair, which she wore in a plait.

The cat and the witch sat on their broomstick, and Whoosh! They flew through the wind.

Suddenly the wind blew, and the witch her hat lost.

“Down!” Said the witch, and they flew to the ground.

They searched for the hat, but no hat they found.

Out of the bushes a dog appeared, he had the witch´s hat between his teeth.

“I am a dog as friendly as can be,

Is there room on the broom for a dog like me?

“Yes!” said the witch, and the dog clambered on.

The witch said “Let´s go” and Whoosh! They were gone.

Over the forest they flew when suddenly…

The wind blew and the witch her bow lost.

“Down”! Said the witch, and they flew to the ground.

They searched for the bow, but no bow they found.

Out of a tree a bird appeared, he had the witch´s bow between his beak.

“I am a bird as friendly as can be,

Is there room on the broom for a bird like me?”

“Yes!” said the witch, and the bird clambered on.

The witch said “Let´s go” and Whoosh! They were gone.

Over the rivers they flew when suddenly…

The wind blew and the witch her wand lost.

“Down!” said the witch and they flew to the ground.

They searched for the wand, but no wand they found.

Out of a pound a frog appeared, he had the witch´s wand into his hands.

“I am a frog as friendly as can be,

Is there room on the broom for a frog like me?”

“Yes!” said the witch, and the frog clambered on.

The witch said “Let´s go!” and Whoosh! They were gone.

There were all flying happily when the broom broke in two.

Down fell the cat and the dog and the frog.

And the witch heard a voice that was scary and loud.

“I am a dragon as unfriendly as can be,

And I´m planning to have witch for my tea”

“Help!” said the witch, as she started to run.

When a horrible beast appeared from the dark.

The dragon was scared, he started to cried,

As quickly as he could, he flew through the dark.

The terrible beast was the witch´s animal friends,

They had created a tower to made the dragon left.

The witch filled up her couldrum: “Iggety, Ziggety, Zaggety, ZOM!!”

From out of the couldrum flew a new super broom.

With seats for the witch, and the cat and the dog,

A nest for the bird and a shower for the frog.

The witch said “Let´s go!” and Whoosh! They were gone.

Mi creación

Para la creación de mi libro utilicé los siguientes materiales: folios de color amarillo, fotos, plastificadora, tijeras, lazo y taladro.

He utilizado estos materiales porque me parece que son lo suficientemente resistentes como para que el libro pueda estar en un aula de infantil y que no se rompa con facilidad. He plastificado las hojas para que sean más resistentes y el libro tiene forma circular por lo que las únicas esquinas que tiene son por donde se anudan las hojas.

Mi cuento está dedicado a mi primo Fabio y decidí seguir la estrategia de los acrósticos, es decir, con cada una de las letras de su nombre hice una frase que le definiera. Las fases que puse fueron las siguientes:

Futbolero como su padre

Alegre como un cumpleaños.

Bueno y tierno como el pan.

Inteligente como una maestra.

Observador como un búho.

En cada una de las hojas del libro hay una frase y para hacer más atractivo el cuento decidí ponerle imágenes que tuviesen que ver con la frase. Al final de todas las frases he puesto una página que resume un poco el libro, es decir, solo he puesto los adjetivos.

La letra que inicia cada frase y que todas juntas forman el nombre de Fabio decidí ponerlas más grandes que el resto y en negrita para que resaltasen más.

Tanto en la portada como en la contraportada he puesto dos fotos de Fabio para que supiese que el libro es suyo.

Escogí esta estrategia porque creo que no es muy complicada para poder desarrollarla en el aula con los niños, así cada niño tiene un cuento que define como son.

Webs Bloque 5 (DEFINITIVO)

- Pautas para la creación, diseño y gestión de bibliotecas de aula en Ed. Infantil

1-.http://www2.fe.ccoo.es/andalucia/docu/p5sd4656.pdf

En esta página encontramos un pdf donde nos cuenta qué es una biblioteca de aula, las características que tiene, la organización y el funcionamiento, que tipos de actividades podemos realizar para utilizar el rincón de la biblioteca, el equipamiento, es decir, como debemos ordenar los libros, etc. también nos habla de la importancia de tener una buena biblioteca de aula y que objetivos nos podemos plantear para que los niños los alcancen a través de este rincón.

2-. http://www.clave21.es/files/articulos/G10_Biblioteca.pdf

En esta página encontramos otro pdf que nos muestra que competencias trabajamos con las biblioteca de aula, algunas pautas para crear una biblioteca de aula como por ejemplo que mobiliario podemos utilizar, que criterios debemos tener en cuenta para la selección de los libros que van a estar en la biblioteca, actividades que podemos realizar con los niños en la biblioteca y por último nos muestra un ejemplo de sistema de préstamo de libros.

3-. http://eprints.rclis.org/16471/1/Evora.pdf

Este documento nos muestra, a diferencia de los anteriores, no tanto como hacer una biblioteca de aula sino que objetivos nos tenemos que plantear a la hora de hacer un trabajo, como podemos formar al niño en el conocimiento de la biblioteca, que funciones y servicios debe cumplir la biblioteca, etc. Desde mi punto de vista este documento es muy interesante ya que va más allá de la apariencia de la biblioteca y nos da algunas indicaciones sobre como utilizarla para que les sea útil a los niños.

4-. http://www.plec.es/archivos/proyectos/bibes63.pdf?PHPSESSID=2ad3cd4b8692e361d0bd2b7aa8a94488

Este documento nos muestra el proyecto de biblioteca de aula de un colegio. Nos muestra que contenidos se imparten y que objetivos pretenden conseguir, así como, las funciones o los recursos materiales que tenemos que tener en cuenta. Decidimos coger esta página web porque queríamos coger ideas que se supiésemos que se podían llevar a cabo en un aula.

- Actividades de animación y fomento de la lectura

5-. http://www.csi-csif.es/andalucia/modules/mod_ense/revista/pdf/Numero_16/GEMMA_GOMEZ_2.pdf

Esta página nos muestra algunos objetivos que debemos plantearnos a la hora de hacer algunas actividades destinadas al fomento de la lectura, también nos propone algunas actividades para realizarlas en el aula con los niños. Al final de la página, nos ofrece un modelo de circular informativa.

También encontramos algunos ejemplos de fichas que los niños pueden realizar.

6-. http://www.slideshare.net/bibliotecadelrodenas/plan-lector-en-infantil

En esta página encontramos algunas propuestas de actividad encaminadas a la animación y a la iniciación de la lectura y la escritura. Algunas de las propuestas son: dramatizar un cuento, inventarse un final diferente de un cuento, modelar con plastilina los personajes principales de los cuentos, etc.

Esta página mes gusta mucho porque a parte de tener una gran variedad de actividades que podemos realizar, también las clasifica por edades y nos muestra que metas van consiguiendo los niños dependiendo de su edad.

- Actividades de motivación y comprensión enfocadas a los textos literarios.

7-. http://psicopedagogias.blogspot.com.es/2007/09/algunas-actividades-para-mejorar-la.html

En esta página encontramos algunas actividades para mejorara la comprensión lectora, divide las actividades dependiendo del nivel de los niños, por ejemplo de actividades para niños con muchas dificultades o actividades para niños con un nivel medio.

- Importancia de la animación y fomento a la lectura:

8-. http://www.mcu.es/libro/MC/PFL/Actividades.html

En esta página encontramos un plan de fomento a la lectura con distintas áreas que intervienen en el fomento a la lectura como son: potenciación de las bibliotecas de aula, actividades de animación a la lectura, censo de actividades, acciones de comunicación , etc. en cada una de esta área, encontramos acciones más específicas.

9-. http://www.slideshare.net/marialuisadefrancesco/actividades-para-recrear-y-animar-a-la-lectura

En esta página encontramos más propuestas de actividades encaminadas al fomento de la lectura. También nos propone como animar a la lectura sin tener que realizar ninguna actividad específica, como  por ejemplo haciendo una fiesta de bienvenida a los libros nuevos que llegan a clase, teniendo clubes de lectura con la familia, llevando a los niños a actividades de lectura como cuentacuentos, etc.

10-. http://www.colegioquercus.com/files/Fomento_lectura_EI.pdf

Esta página nos ofrece algunos consejos para fomentar la lectura entre los más pequeños, como por ejemplo, leer un cuento cada día, no imponerles la lectura si no les apetece, no cambiar las palabras difíciles para que ellos puedan ampliar su vocabulario, etc.

También nos facilita algunas características que tenemos que tener en cuenta para los cuento en función de la edad de los niños.

11-. http://cpmiguelhernandez.centros.educa.jcyl.es/sitio/upload/ACTIVIDADES_DEL_PLAN_DE_FOMENTO_DE_LA_LECTURA.pdf

Esta páginas nos ofrece una gran variedad de actividades que podemos hacer en clase con los niños con el fin de fomentar la lectura, hay algunas muy interesantes como por ejemplo, jugar con marionetas, inventar cuentos a partir de un personaje, elaborar carteles, etc.

También nos muestra algunas actividades complementarias como por ejemplo, visitar una biblioteca o celebrar el día del l ibro.

12-. http://www.slideshare.net/carmenlara/animacion-infantil-290066

En esta página encontramos algunas técnicas de animación a la lectura, también nos muestra algunos acspectos que tenemos que tener en cuenta a la hora de realizar alguna actividad de fomento a la lectura.

Las actividades que propone esta página están muy bien desarrolladas ya que no muestra solo la actividad sino que la desarrolla y propone algunos objetivos que tenernos que tener en cuenta a la hora de realizarla así como los materiales necesarios.

      -    Crear instrumentos de motivación (marcapáginas, carnets, diplomas)

13-. http://infantil5-laventana.blogspot.com.es/2012/04/carnet-de-biblioteca-de-aula.html

En esta página encontramos un modelo de carnet de biblioteca que podemos utilizar en  nuestro aula. En el carnet aparece el nombre del niño y sus apellidos el colegio al que va la edad que tiene, etc.

Al final de la página aparece una plantilla con un abecedario en el que lo niños tienen que tachar la letra del abecedario que corresponda al libro que se llevan, hay un libro para cada letra.

14-. http://lapiceromagico.blogspot.com.es/2011/01/biblioteca-de-aula.html

Esta página nos ofrece algunas normas que los niños tienen que tener en cuenta cuando estén utilizando el rincón de la biblioteca.

También nos enseña algunos modelos de fichas que podemos utilizar para llevar el registro de los libros leídos por los niños como un pasaporte de lectura o una hoja de registro de lectura en la que cada niño va tachando la casilla de los libros que ya se ha leído.

15-. http://www.youtube.com/watch?v=EvKDWlUH5BU

Este video nos enseña cómo hacer un marcapáginas infantil. Estos marcapáginas tiene forma de dinosaurio y son un poco diferentes al resto ya que en vez de ponerlos entre las dos hojas lo pones en la esquina de la hoja por la que te hayas quedado.

16-. http://www.youtube.com/watch?v=KNoVpy2DUBM

Este video nos muestra cómo hacer otro tipo de marcapáginas, en este caso uniendo dos palos por la parte de arriba y decorándolo a nuestro gusto.

17-. http://www.youtube.com/watch?v=7CcN4itKcNU

Este video nos muestra como podemos crear un diploma en Word. Me parece muy interesante ya que podemos utilizarlos para el fomento de la lectura en el aula.

         FOTOS Y VIDEOS DE BIBLIOTECAS DE AULA

18-.  Esta imagen pertenece a este enlace: http://biblioabrazo.wordpress.com/2013/02/20/biblioteca-de-aula/

 En esta página nos explica la importancia de que los libros estén colocados en el aula de tal manera que sea un espacio atractivo para los niños.

También nos propone algunas ideas de decoración como colgar carteles relacionados con la lectura, dibujos realizados por los niños o frases y palabras para decorar.

19-. Esta imagen pertenece al enlace anterior, pero en esta imagen podemos ver como están escritas las normas que los niños deben seguir tanto para el préstamo de libros como para el uso de los mismos.

20-. https://www.youtube.com/watch?v=kxs8Pwl2LJU

Este video nos muestra como es una biblioteca de aula, como están colocados los libros y como los han distribuido. En el video aparece una estantería donde se  pone “me llevo a casa un libro” que es donde los niños deben dejar el cartel con el nombre del niño y el libro que se han llevado, esta es una buena forma de mantener un seguimiento de los libros que leen los niños.