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TEACHING WITH A THEME
Differences in skill type for preschool and K1 leaners
- The two groups of learners usually need fairly different skills to succeed in these levels. Usually, preschool learners work on various problem-solving as well as self-help skills such as getting familiar with letters of the alphabet, common colors, numbers, and shapes (Nordström et al., 10). They also need to learn reading simple words, writing, basic communication, and collaboration with peers. Pre-k kids, on the other hand, learn more advanced skills, including more advanced math, critical thinking, simple science experiments, acting out stories, and leadership roles in class, abstract thinking, and emotional skills (Nordström et al., 12).
- Theme. domestic animals
Grade Level: grade 1
Learning activities:
Activity one
The first activity will be based on sounds made by domestic animals. The class will be divided into two groups. One leaner from one of the groups will walk to the whiteboard and write a domestic animal’s name in an alternating manner. After writing the name, he/she will read it out to the rest of the class. Then another learner from the other group will consult and choose one member to make a sound similar to the one made by the animal written on the whiteboard. The process will continue until six domestic animals are covered. Points will be awarded on correct spelling, pronunciation and the correct sound produced. The winning team will be announced in class.
Activity two:
In this activity, the teacher will work with the learners to identify 10 farm animals. Upon identifying an animal, the learners will write the name of the animal on the whiteboard. The teacher will then select six of them and ask the learners to state the name (s) of useful products man receives from each of the six animals. Upon mentioning a product, the learner will write the name of that product on the whiteboard. Points will be awarded based on the correct identity of the product, correct spelling, and pronunciation. The winning group will be announced in class.
Activity three:
In this activity, the teacher will write the names of six domestic animals on the board. He will then ask one learner to write the name of the young one produced by the animal. After mentioning the name of the young one, the learner will write the name on the whiteboard. Responses will alternate between the two groups. Points will be awarded based on the right identity, correct spelling as well as pronunciation. The winning team will be announced in class.
The overall winning team for the three activities will be announced in class and awarded accordingly to encourage active participation in subsequent activities (Nordström et al., 14).
Works cited
Nordström, Thomas, et al. “Teacher inquiry of using assessments and recommendations in teaching early reading.” Studies in Educational Evaluation 63 (2019): 9-16.