Membrerxv013

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Mots-clés
present (1), fiction: I would use this book as an introduction to the alphabet and sounds. (1), fiction: I would use this book to work on different word studies that the students may need with different spelling patterns. (1), fiction: I would use this book as a read aloud and ask students to complete a graphic organizer illustrating and describing the relationships between characters. (1), fiction: I would use this book as a read aloud and ask students to complete a comprehension strategy of creating a graphic organizer over the sequence of events. (1), fiction: I would use this book in a bilingual class as it is in Spanish and in parts in English. I would ask the students to read aloud and practice saying words in Spanish. If there are ELLs in the class this would be an opportunity where they may feel m (1), fiction: I would ask students to analyze the story and using a venn diagram describe how storm and the dog's behaviors are alike as well as sunshine and what we think of sunshine are alike. (1), fiction: I would use this book as a partner read and let students continue to analyze the different shapes that these foods can make and ask them to illustrate foods in different ways like in the book. (1), fiction: I would use this as a read aloud and picture walk with students as they analyze the different foods and discuss what feeling they are describing. (1), fiction: I would use this book as guided reading and work on reading fluency with students as well as using specific spelling patterns as a word study having students go through the book and pick these out. (1), fiction: I would use this book as a read aloud and ask students to describe the characters in this book as well as what makes a good friend and ways to be a good friend to eachother in the class and out of class. (1), fiction: I would use this book as an introduction to numbers and for extra support by reading them and counting together as a whole class. We can discuss colors (1), fiction: I would use this book as a read aloud and discussion with whole group about how different and similar we all are. (1), fiction: I would ask students to analyze this book and compare it with the mouse books and describe how they are alike and different using a venn diagram. (1), fiction: I would use this as a sequence activity book where students make a flow chart illustrating major points of the story to assess their if they are able to sequence the story correctly. (1), fiction: I would use this book to introduce students to cause and effect. I would ask them to get in groups and analyze different parts of the story and come up with different endings if the mouse didn't get what he wanted. (1), fiction: I would use this with older students and ask them to form literary circles and read this book together. I would ask them to discuss what happens in this book as it is a tough subject of hiding from danger. (1), fiction: I would use this book as partner reading and then as a whole class we would read it together as an introduction of the voting process. I would the go over key vocabulary for the unit and ask them to use illustrations with their definitions in the (1), non fiction: I would use this book as a learning tool by going through the captions and discussing as well as writing key vocabulary in the student's science journal on the different types of dinosaurs and their habitats. (1), fiction: I would use this book as partner reading and ask students to write a journal entry as lucy to her mom describing how she feels about all the things she is told to do before she can play with her wagon. (1), I would use this book with the early grades and ask students to read to me so that I can assess their reading fluency and if they understand the sounds that makeup these words. (1), fiction: I would use this book as a read aloud and then pick sentences from the book to focus on editing by recreating them with mistakes and them analyzing them as a whole group. (1), and numbers. (1), fiction: I would ask students to read and then summarize this story in their journals. (1), fiction: I would use this book as a read aloud going chapter by chapter each day and asking the students to do summarizing activities in their journals like writing to a friend and retelling them what they read or were read everyday. (1), and how they would react in different scenarious. This would help me assess if they comprehend the characters well or not or how well they use their inferencing skills. (1), fiction: I would use this book in literary circles with students. They would have series of questions that they will analyze for instance characters (1), fiction: I would use this book as an introduction to other cultures and how christmas is different around the world. I would let students do their own research on different cultures and present to class what things are similar and different to our culture (1), fiction: I would use this book as silent reading but then ask students to discuss with their table the different things that go on in the story. This way they can discuss what they each understand and help eachother with comprehension. (1), fiction: I will use this book as a picture walk and have a whole group discussion as we come up with stories on our own. I would ask students once they have had gone through a few wordless picture books to create their own and share them with the class an (1), fiction: I would use this book around Valentine's day so that they can relate to it and ask students to use their inferencing skills with new vocabulary words to understand their meaning. (1), fiction: I would use this book as guided reading and would work with students on their reading fluency as well as work study depending on their needs. (1), fiction: I would use this book as we learn about the different body parts and use this book as a read aloud each day as we focus on different parts of the body. I would use this book as an example for students to learn vocabulary. We can compare this book (1), fiction: I would use this book to talk about the solar system and then ask the students to create a mock passport and as they listen to the story they should write down the different planets that the school bus and kids went to. (1), nonfiction: I would use this book as an introduction to wordless picture books and do a picture walk and model how to create a story just by looking at the pictures so that they can do the same as they go through other books with groups. (1), nonfiction: I would use this book as a learning tool in science class where students learn about animals. I would let students research different animals and have this for those that research birds. They would present to the class what they learned and ha (1), fiction: I would use this book for students to do a picture walk with a partner and also form their own stories and share to the class. (1), fiction: I would use this book as a picture walk and try to use this at an open house when parents are there so that they can learn how to go through these books at home with their children. (1), fiction: I would use this book with older students and have them form literary circles so that they are responsible for their reading and discuss the chapters by having higher thinking questions for them. They can analyze the characters individually and w (1), constellations and planets. I would have students write key vocabulary in their journals and illustrate them as well. (1), fiction: I would use this book as a tool for science class as students learn about the stars (1), fiction: I would use this as a partner book with the curious george book on time to emphasize how to tell time and the different tools we can use to know what time it is. I would have the students make illustrations of different things we use to tell time (1), a.m. and p.m. (1), fiction: I would use this book in the class by having a read aloud and this would serve as an introduction to time. I would have students make their own clocks on poster and discuss how time works by labeling short and long hand (1), fiction: I would use this book when learning about numbers and as we learn each number I would read that part of the book and start at the beginning each time so they will hear the numbers repeatedly. I would have the students write the different numbers (1), fiction: I would have students do a readers theater and act this book out. Then I would ask the students listening to complete a story map as they listened. (1), fiction: I would ask students to look at this book and even though it is in another language I would ask them to write a story to go with the pictures. Students would do this in groups and then we would share with the whole class. I would also let them se (1), birds (1), Non Fiction; This book is a great way to show students how money came to be and what it represents. I would do a read aloud and then let students illustrate on posters the different features of bills and coins as well as research and explain to whole clas (1), basically things they use so that I can see if they can write from different points of view. (1), or eraser (1), Fiction: I love this book and would use this book as a read aloud. Then I would as students to write a journal entry as different things like scissors (1), fiction: I would use this book as a compare and contrast between fiction and non fiction and let children go through it and note things that are fantasy and what things could be real. They can work with partner to analyze two different books. (1), fiction: I would use this book as a read aloud and also to start a vocabulary journal with key vocabulary letting students illustrate the words and writing a sentence with them. (1), Fiction: I would use this book as comprehension assessment by asking students to describe character traits. (1), Fiction: I would use this book as an introduction to writing personal narratives and ask students to write a short essay of a time when they had to save to a hard day or what things they could do to save for the future. (1), Fiction: I would use this book when learning about different genres. I would read aloud and then let students do a writing assignment and asking them to retell me the story from the end to the beginning because this book tells the story from the end to th (1), Fiction: This book is awesome!! I would use this as a read aloud and read a chapter everyday. Then I would pick sentences from the book and do editing activities with the students by adding mistakes to them and letting the students correct it. (1), and future tense of verbs. (1), fiction: I would use this book as a introduction to punctuation and editing. (1), Fiction; I would use this book by doing a word study and focusing on verbs in their different tenses. Students could fill out a chart with past (1), fiction; This book is a great book to use with comprehension. Some strategies to use would be to do a graphic organizer focused on changes of character throughout the story. (1), but focus on Math as students learn their numbers. This will be great for the beginning of the year because students are usually nervous and don't know what to expect just like Emily in the book. (1), fiction; I liked this book because it is very colorful and engaging. This would be a great book to use at the beginning of the year. I would use this book all around (1), fiction; This book is a great addition to math lessons. It brings literacy into a subject that normally doesn't involve story telling. It is a great way to connect reading to Math in an interesting and relatable way. It allows students to follow and compl (1), Fiction; I would use this as a read aloud and have students make journal entries from character to character of how they feel during different parts of the story. (1), sky (1), pencil (1), shapes (1), Fiction: I would use this book as a partner to the book of when the crayons quit. I would ask the students to create a graphic organizer and show how these stories are alike and how they are different. (1), non fiction: This is a great book to use when learning about artists. It is a great book that shows how hard work pays off and very motivating for students to listen to this story. (1), fiction: I would use this book in the class as a picture walk and ask students to tell me what they think the story is. I could write down their thoughts and let them see how easy it is to make a story. (1), fiction: I would use this book as a readers theater and let students act out the dialogue. It is a good book to talk about problem solving as kids deals with things day to day and this helps them self monitor behavior and feelings. (1), fiction: I would use this book as a silent reading and let students practice reading to self. Then I would ask them individually what connections they made and ask them to make an illustration of what this book reminded them of. (1), fiction: This book I would use as a read aloud for kindergartners on the first day of school. I would simply do a read aloud and have a discussion. This way students can see that others feel the same way they do but that they will all be okay. (1), fiction; I would use this book as a read aloud when teaching about money and do a sequence activity to see if students comprehend and can recall where the money went through the story. This will help assess comprehension. (1), fiction: I would use this book in math class and read a chapter a day so that students can learn about money and how important it is to keep a budget. students can practice keeping a simple budget. (1), fiction: I would use this book in the class as a read aloud and let students reflect on the main pointsof the book and ask the students to write in their journal an entry describing what they thought of the book. (1), fiction: I would use this book in combination with the other books by helen lester and use as an author study so students can see what connections if any are between her writings. (1), fiction: I would use this book as an author study with other books by helen lester and ask the students to analyze her books and what common themes they can notice. (1), fiction: This is a book that I would use as guided reading and work on fluency and comprehension with students. (1), fiction: I would use this book as a text to world and ask students to write down in their journal what connections they can make about feeling empathy and how it is the same when feeling empathy for loved ones and for those that we don't know around the w (1), fiction: I would use this book as independent reading and and let students fill out a graphic organizer or story map showing if they understood the story. It is a good way to talk about self confidence as well and bullying as this is a common problem in s (1), fiction: This book I would use as a read aloud and let students do some type of sequence activity because the mitten goes from one animals to another. This will help with comprehension. (1), fiction: I would use this book in the class so that students can practice doing a picture walk and describe what is going on in the story and how the illustrations can tell us a story. (1), and then we would discuss how in my class there aren't favorite and that everyone is special. (1), fiction: I would use this book as a read aloud in pre k and ask the students to describe connections that they made with the book for example what did it remind them of and I would do a concept map on the board. I would write their ideas (1), fiction: I would use this book when going over the life cycle of different animals in science. I would then ask students to illustrate the different parts of the life cycle of the butterfly. This would help with assessment of comprehension. (1), fiction: I would use this book as a read to self book where students can practice reading and work on their reading fluency. They could practice with partners that I have paired them with for extra support. (1), fiction: I would use this book in the class by letting students read to self. Then they could retell the story to me. (1), fiction: I would like to use this book at the beginning of each year especially in 2nd or 3rd grade where students have to learn to work in groups. This would stress proper etiquette and how it is essential for students to respect eachother. I would ask t (1), Fiction: I would use this book in the early grades like prek or kindergarten and use this at the beginning of school to discuss classroom behaviors. I would use this as a read aloud and discussion as well as take the opportunity to make the class rules. (1), Fiction: I would use this book in a guided reading setting. I would assess students reading fluency by listening to them read. (1), fiction: I would use this book as a simple read aloud for the students to just enjoy being read to and have that experience that they may not have at home. (1)
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Nov 23, 2016