Monday, August 27, 2012


PRODUCTION OF READING SUPPORT MATERIALS EARLY YEARS LITERAY PROGRAM

Purpose of the Trainer’s Guide


This manual will not only provide information on the process of making books but will also develop and draw out teachers' and students' creativeness and resourcefulness.  This will hopefully lead teachers and students and even parents to become productive and independent instructional designers for effective teaching and learning. If you've seen books, you will know how special they are and how important they are in the life of our children.  Texts, illustrations, figures, shapes and come alive by moving across the pages.  Books are full of surprises, magic and fun. The best solution to the problem of reading is to allocate resources for early identification and prevention.
This Training manual is a unique teaching and learning tool, that is specially created to stimulate, educate and guide teachers and even students on the process of making/designing different kinds of books.  Thus, the systematic procedures presented, added with available materials at hand  and coupled with fascinating outputs, will draw teachers and students into the world of children's literature and art.  This manual will surely draw out the natural curiosity and aesthetic side of every individual.  By presenting models of books that come in different format and packages that is exciting and fun, this manual  not only provides information on the process of making a book but encourages teachers and students creativeness and resourcefulness. This will hopefully lead teachers and students and even parents to become productive and independent instructional designers for effective teaching and learning.

What are Supplementary materials?



These supplementary materials that can help enrich the teaching and learning instructions.  These materials should contain instructions, text and other elements in response to the different needs of each learner/group of learners which should be included  in the ALS curriculum.  These supplementary materials should be a multicultural curriculum that demonstrate recognition, understanding and respect of cultural differences.  Educators, however, need to critically examine the materials used in the system.

What are the elements of supplementary materials?



Supplementary materials should include various ethnic and minority groups that are part of the Philippines Cultural  diversity.  These should be an integral part of the cultural diversity of the Philippines and need to be represented in all aspect of the school curriculum.  These should present the contemporary reality.

Why do we need supplementary materials?



Supplementary materials are strategies schools use to promote understanding of cultural diversity in the teaching and learning process.  This multicultural instructional materials foster multicultural knowledge, self-esteem, interpersonal skills and the development of the skills needed to cope with multicultural stress.


What are the objectives supplementary materials?



Supplementary materials are created to stimulate, educate and guide teachers and even students on the process of making and designing different kinds of books and other materials.  This will hopefully draw teachers and students into the world of art  and literature.


How to start writing?





What could be the best layout?






What are the steps in writing?














THE PROCESS of MAKING SUPPLEMENTARY MATERIALS



Teacher's Notes

Flip Books make students aware of their word-making capability when they substitute different consonants at the beginning of a rime.

Reminder


To make flip a flap book you need the following materials:
  chip board/any recycled card board
  paper faster
  punches
  consonant letter
  onset rime


Activity-1

To engage children in the process of making words consider the following steps:
1.      Decide on the rime that you wish students to practice and develop a rime card for each of the students, (all, an, am, er, etc)
2.      Develop a set of consonant letter cards for each student that can be used to make words with rime for practice
3.      Direct students to use the letter cards to form words
4.      Invite students to change the initial sound
5.     

Repeat the activity until all the words have been made


Teacher's Notes

Students can make a slit book to record sequential tasks. On the other hand, they may make a book about different feelings (angry, sad, excited, hurt, brave,friendly).


Reminder

To make the slit book, you need the following materials:
_3 or more pieces of 8.1/2x11 unlined paper ( or cartolina if you like it bigger)
_scissors
_ruler
_pencil


Activity 2 Slit Book

Carefully follow the steps below in making the slit book.
Step 1- Fold the three pieces of paper in half as shown.  For longer stories, use additional pieces of paper to create the necessary number of pages. Follow the steps shown below.

Step 2- Open one of the folded sheets and bend it in half lengthwise.  Do not crease it. Cut on the fold line from the bend to within 1 of the edge of the paper.



Step 3 Take the remaining piece of paper and cut 1” from each edge on the fold as shown.
Step 4. Bend the book pages in half lengthwise and side them through the long slit in the cover.

Step 5 Ease open the pages until they fit into the slit.

Step 6 Fold and you have a book.



Teacher's Notes

Personal Books written about events, places and people in a child’s life are most meaningful. Children particularly appreciate books about themselves. Such books can be shared.
These books represent various cultures and employ diverse writing styles, stories and characters from particular cultures, illustrations depicting a variety of locales and peoples, and authors of various cultural origins.


Reminder

You need the following materials in designing your personal book:
_”12x18” construction paper
_”6x6” construction paper
_scissors
_glue
_crayons,
_markers
_construction paper scraps
_”8x5” writing paper
_stapler


Activity 3 Personal Book

Following the instructions below to design a personal book.
Step 1 Fold a piece of 12'x18 construction paper or any paper available into eight equal parts and label each section from A-F as shown:

Step 2 Cut out sections E and H.  Save these for arm pieces.

Step 3 Fold sections A and D toward the center to make a vest or jacket.  Glue on the arms.

Step 4 Cut a head from a 6'x6' piece of construction paper.  Glue it to the top of sections B and C.  To make pants, cut a small triangle between sections F and G as shown:

Step 5 Draw a face; add hair and clothing. Add hands and shoes cut from paper scraps.



Teacher's Note

Hinge Book is  designed for a hardbound type of book.  This is designed to allow students, teachers and even parents explore different shapes or objects depending on the content or topic of a book.


Reminder

You need the following materials to design a hinge book:
_ 2 pieces of 9'1/2x12' tag board or poster board
_scissors
_ruler
_pencil
_heavy tape
_hole punch
_paper fastener
_crayons/markers


Activity 4 Hinge Book

Use any available materials around you. If possible, use recycled materials. Follow the steps below to design a hinge book.
Step 1 To make the front cover, cut a 1'x 12' strip (hinge) from one of the tag board pieces as shown below:

Step 2 To make the cover,lie flat when folded back, tape the strip to the piece you cut it from.  Tape on the inside only, leaving a 1/8' space.

Step 3 Make holes in the front and back covers and the story pages. Assemble the book with paper fasteners.


Step 4 Write the book title and the author's name on the cover.  Illustrate appropriately.
Step 5 Variations:  Change the shape of the Hinge Book to fit the story topic.


Teacher's Note

This is a special kind of book where a sudden figure comes alive by leaping out at you or moving across the page. This book creates a lot of magic in the eyes of our children.
You don't need to worry about pictures/illustrations that you plan to pop in the pages of your book.  You can use the pictures in the old magazines/newspapers or you can draw them yourself.


Reminder

You need the following materials to make a pop-up book:
  reproducible pictures/pictures from old magazines/news papers
  scissors
  drawing paper/any paper
  12'x18' heavy paper for cover
  glue


Activity 5 Pop Up

To make a very simple pop-up, you can follow the steps below:
Step 1 Fold reproducible page in half and cut along the solid tab lines. Refold so that the writing lines are on the inside. Close the page and press firmly.

Step 2 Open the page and push the tabs to the inside.

Step 3 On another piece of paper, draw the objects you want to pop up. Cut them out and glue them to the tabs shown.  Make sure the picture does the tab.

Step 4 Write the story on the lines provided.

Step 5 To assemble the book, glue the completed pages together as shown.

Step 6 Use one large sheet or heavy paper or tag board to make a cover as shown.  Glue it to the front and back pages of the book.

Step 7 See the outputs/variation


Teacher's  Note

This is a kind of book that can be done as one of the post reading activities/outputs wherein students can write something about their favorite character in the story read.


Reminder

You need the following materials to make a Peek-Over book:
  reproducible page/any picture/illustrations
  construction paper/cartolina/any paper
  crayons
  markers
  scraps of colored paper
  8x11 writing paper
  stapler


Activity 6 Peek-Over Book

In this activity, students may write something or a story about the character that they like best in the story read.  Encourage the use of descriptive words that appeal to the five senses (touch, sight, hearing, smell and taste.
Older students may enjoy creating animal science books for younger children.  So students may select an animal to research and write scientific facts about it. Follow the steps below  for better outcome.
Step 1 Have crayons, marker or paper scraps to make/illustrate the desired animal/character at the top of the peek over cover.

Step 2 Staple sheets of writing paper to the bottom portion.
Step 3 Fold up on the fold line so the bottom

Step 4 Write the title of the book on the bottom.

Step 5 See some variations


Teacher's  Note

This is a unique book where students can write summary of a story they have read and make the bag look like a character from the story. They can use the paper bag book as a puppet to sell the story to the class.


Reminder

You need the following materials to perform the task:
  paper lunch bag
  3'x5' writing paper
  stapler
  glue
  large and small construction paper scraps
  scissors
  crayons, markers


Activity 7 Paper Bag Book

This is a kind of puppet book that can easily be done and replicated wherever.  Paper bag can also be made out of recycled/scratch papers. Whereas, the faces/designs on it can be made by assembling scraps of materials around. If  glue is not available, use any alternative materials that can stick. Follow the steps below:



Step 1 Hold the bag with the flap toward you. Fold the open end up under the flap.
Step 2 Open the bag and staple the completed story pages below the fold line.

Step 3 Draw/cut out a suitable illustration and glue it to the flap of the bag.  Use construction paper scraps to add parts of the body.

Step 4 Fold up the bottom half under the flap and write the title of the book and the author's name.


Step 5 Variation


Teacher's Note

This book is designed most particularly to facilitate the teaching and learning of sequencing, cycles, processes and procedures.  This can be the most colorful book. This can also be a good book for alphabet, common words, shapes, numbers and common greetings.


Reminder

  You need the following materials for step book:
  3 or more sheets of 8.1/2x11 colored/construction paper
  ruler/pencil
  stapler
  markers,crayons
  2 sheets of 9'x12' construction paper (original for cover)


Activity 8 Step Book

This may give students the opportunity to explore on writing their own book of favorite characters, topics about social studies and science or acrostic poem or writing sequential directions.  Follow the steps below:

Step 1 Overlap the three sheets of paper, leaving a 1'margin at the bottom of each page.  You may use more sheets if you want more pages in your book.


Step 2 Hold the pages securely so they remain overlapped and fold as shown.  The book now has six pages.

Step 3 Staple through all layers next to the fold.

Step 4 Write the title on the outside of the top page, or make a separate cover.
Step 5 Write on each step and illustrate under each flap.


Step 6 Variations:
Use sheets of 12'x18' paper to make a larger Step Book.
The step book may also be shown sideways as shown below
Step 7 See sample Step Books


Teacher's Note

This is a book with a series of narrow sharply pressed pleats all turned in one direction. In this book, students may write about following a pattern, letter of thanks, records and facts about research and the lives of important people.


Reminder

You need the following materials to design an accordion book:
  12'x36 (approx.)paper/cartolina
  2 pieces of cardboard or tag board
  colored paper for cover (optional)
  scissors
  glue
 
crayons, markers

Activity 9 Crystal Pleat Book

This create an opportunity for the students to be very creative in writing letters for very special people for special occasions, reports about fantastic field trips, bibliography about important people and other thoughts. Follow the steps below:

Step 1 Fold the paper in half lengthwise for strength.  For a longer book, use a longer piece of paper/cartolina
Step 2 Fold the paper accordion style into equal parts.  The size of the resulting sections will determine what size of card board and writing paper you will use.

Step 3 To make the book sturdy, glue a piece of cardboard or tag board inside each end section as shown.

Step 4 To make the front cover, appropriately illustrate the front section, or glue on a cover made from colored paper.  Leave the last section as is or glue on a back cover.
Step 5 Glue story pages on the segments.

Step 6 Variation: Segments can be left as is or cut into different shapes.


Teacher's Notes

In this book, students may write something about what they enjoy doing, write a poem, story a certain character and other fantasies.


Reminder

You need the following materials to make a Puff Off Book:
  9x12' (or 12'x18) construction paper/any paper
  scissors
  crayons, markers


Activity 10 Puff Book

You don't need to be very particular about the prescribed size/s of paper mentioned above.  You need to customize the materials according to what you need and what materials are available.
This kind of book creates magic in the hands of small children. This would surely boost students' egos being able to make one book in a minute. Follow the steps below to make the puff book.

Step 1 Fold the paper in half widthwise.  Then fold it once more in the same direction.
Step 2 Fold the paper in half in the opposite direction.

Step 3 Open to a half sheet.  Starting from a folded edge, cut along the crease.  Stop where the fold lines intersect.

Step 4 Open paper completely.

Step 5 Fold paper lengthwise

Step 6 Grasp the cutter edges as shown and push them towards the center. The opening should “poof” out. Keep pushing until a book of four sections is formed.


Step 7 Fold the pages closed and write the title of the book and the author's name on the cover.


Teacher's Notes

This activity gives the children a chance to choose their favorite characters, prepare a suit that depicts the identity of the character and then write something about it.

This may also be a chance to gather information about the different customs and traditions,costumes, beliefs and rituals of our indigenous peoples, community or race.

Reminder

You need the following materials to design different kinds of costume books:
  12'x18 construction paper/cartolina or any paper
  ruler/pencil
  scissors
  glue
  8.1/2x11' writing paper
  stapler
  wall paper scraps, fabric scraps, buttons, ribbons and trims


Activity 11 Costume Book

This will create an opportunity for students to use their own name, pick a color and an article of clothing and write something about themselves, norms and traditions and other things that can communicate to the readers for sharing and a better understanding of culture. Follow sample steps below for shirt book making:
Step 1 Fold a piece of 12'x18 construction paper or any paper in half widthwise.

Step 2 Measure down about  2' from the folded edge and, keeping the paper folded, cut in 3'on each side.

Step 3 Fold each cut piece inward diagonally to form a collar.  Glue down.

Step 4 Staple the completed story to the inside of the shirt.

Step 5 Decorate the shirt with button and a pocket made of wallpaper or fabric.  Add a tie for a  man or a bow for a woman.  Add other details to make the shirt match the story.
Step 6 Write the title of the book and the author's name on the side opposite to the topic.

Step 7 Create some variations

Teacher's Notes
The folder books contain varied activities to enrich language arts skills in easy-to-make file folder set-ups.  These can be used with individual, small cooperative groups or in learning centers.

The activities in these folder books will help reinforce skills in decoding, comprehension, word structure and spelling in an enjoyable format. The learning fun also covers following directions, using high level inferencing, understanding cause and effect and recognizing the main idea.  A variety of hands-on responses, including placing objects, clipping on clothespins, turning a spinner, keep the children actively engaged.

Reminder

You need the following materials to prepare folder books:
  reproducible sheets for each game
  recycled folders
  glue
  scissors


Activity 12 Folder Books

This folder books enables the children to learn to read with fun. They don't need toe exert a lot of effort to decode words.  But due to the nature of the children to play, it is believed that these folder books would motivate children to decode words so as to win the game.  This would facilitate  meaningful learning.
What follows are the different kinds of folder books by competency.
  Bear Tracks:This can be used to teach initial consonant blends: fr, cr, pr, br, gr, dr, tr. Refer to your reproducible materials and see the picture below.
  Trolls on the bridge: This is for Final consonant digraphs/trigraphs: ck, sh, th, tch, dge. See reproducible materials for production.
  Lion's Dinner: This is for r control: er, ir, ur, or, ar.
  Brown Cow: This is for Vowel phonograms: ay, ea, ow, oo.
  Wild Cricket: This is for phonograms/r-control.
  Ostrich Feathers: This is for figurative expressions.
  Dragon Power-This is for Sequencing of events
  Seal Pups- This is for main idea
  Treasure Box- This is for drawing conclusions
  Lizard's Tail- This is for Suffixes 


Teacher's Note

This is a book which contains onset rime words at which emergent readers can stick on initial consonant letters to start recognizing/ discriminating sounds.


Reminder

You need the following materials to design a word fence book:

  10 or more index cards
  markers
  velcro tape
  velcro letter cards
  card containers
 
slates

Activity 13 Word Fence Book

In advance, write the following words, eg:

in an individual cards  for use words with short vowel sounds from an emergent readers.  Laminate card if possible. Place a piece of velcro tape under the first letter of each word. Display and read the word cards. Divide the class into pairs. Give a word and a set of letter cards to each pair.  Have pairs velcro each letter card to the beginning of their word to see if the can make new words. Have children record their findings on slates.  Invite pairs to share their words with the class.
Teacher's Notes
This is a book where pockets are found inside the pages. Words are scramble to give chance for the children to arrange them into correct structure.
Reminder

You need the following materials to form a Clamber Sentence Book:
  Picture book
  index cards/any paper
  markers


Activity 14 Clamber Sentence Book

This is easy to make.  Read a picture book aloud.  Choose two or three important sentences from the book.  Write each word from the sentences on an index card/any paper.  Capitalize and use other correct punctuation when writing words.  Place one sentence in order on the table.  Help your child read it. Scramble the cards so the sentence is out of order.  Ask your child to unscramble the words to form a sentence.  Repeat the activity with other sentences.  As your child/ren become/s better at unscrambling sentences, make the activity more challenging by adding new words to original sentences or by choosing longer sentences.  If your child/ren  like/s a little competition, record the time it takes to unscramble a sentence and challenge him or her /them to unscramble new sentence more quickly.


Teacher's  Notes

This will provide an opportunity for students to work with sentences. This activity will invite children to explore on making new sentences out of an original one. This will enable them to learn sentence structure and its meaning.

Reminder
You need the following materials to form a Take One Away Book:
  poem with complete sentences
  pocket chart
  index cards
  markers
  any paper
  paint, paint brushes


Activity 13 Take One Away Book


Write each word from the poem on a separate index cards/any cards. Place the poem in the pocket chart, using one pocket for each sentence.  Read the poem aloud two times inviting children to read with you the second time.  Have a child  remove and read one word from the poem.  Invite another child to offer a replacement for the word so the sentence still makes sense.  For example, if the original sentence said, 'I always like summer best', a child may replace the word summer with swimming or the word best for least.  Write the new word in a card and place it in a chart over the old word.  Continue with each sentence until a new poem is made.  Have the class read the new poem aloud.  Copy the poem on a piece of paper and invite the class to paint a scene about their new poem.

Teacher's  Note

This is an activity where students can be involved in making this materials.  The materials needed are obviously accessible and cheaper.  This can be used in many varied activities in teaching reading.  The teacher may have a spelling activity using Popsicle sticks. In this sticks, children will find the upper/lower case of letters.

Reminder
You need the following materials:
  two sets of Popsicle-stick letters
  can
  slates


Activity 15 Popsicle Stick Puzzle


Separate vowels from the letter sets.  Place the consonants in a can. Divide children into pairs.  Invite a child from each pair to close his or her eyes and choose five/six letters from a can.  Ask pairs to use those letters and as many words as possible. Ask pairs to read aloud and record their words on slates after they make them. Play several rounds and invite children to choose new letters for each.


Teacher's Notes

In this activity, students are given the chance to learn the structure of the language with fun. The learners are given the freedom to create their own sentences and build on from constructing simple to complex sentences at their own pace and level.

Reminder
You need the following materials:
  several sets of three cans
  Popsicle sticks
  thin marker


Activity 16 Shake-Take-Make

In advance, use a thin marker  to write words on Popsicle sticks.  Write at least ten words for word groups in each  of the three categories: names of people or animals, places, and past tense actions.  Place each category in three separate cans labeled WHO? WHERE AND WHAT.
Make one set for every two children.  Have children work in pars.  Distribute a set of cans, several old business cards/any paper and a pencil to each pair.  Invite children to shake each can and remove a Popsicle stick from each .  Have children use the  chosen Popsicle sticks to make a sentence.  Students can fill in missing words from the sentence by writing them on a card/any piece of paper.  Invite each pair to read aloud the sentence they made.
Have children SHAKE, TAKE and MAKE and make several sentences.


Teacher's Notes

This game can be adapted to use with older children, or more advanced readers: variations can include vocabulary practice such as using homonyms (words that sound alike but are spelled differently and have different meanings, (e.g. cent/scent; dear/deer, etc).

Reminder
You need the following materials to perform the game:
  book/s being read. 
  3x5 inch index cards, for pairs of words
  winning card.


Activity 17 Paris Paris Rhyme Game

To play the game, you need to  select three words per player from a book/s being read. Print them clearly and boldly on separate 3x5 inch index cards, making pairs of words. Choose one more word without a match that will be the winning card. Then shuffle and deal 3-6 cards to each player. Players take turns drawing a card from a player to their left.  If a player draws a card that matches one in his or her hand, he/she reads the two matching words in order to keep the pair. Continue playing until the cards are matched, except for the one add card. The player who holds that card at the end wins the game.

Teacher's  Note

This is a good drill on the sounds of the letters and a language game activity.


Reminder

You need the following materials to perform the game:
  pictures of familiar objects that starts with the same letters
  3'x5 inch cards or 8x11 inch piece of paper
  figure of a fish


Activity 18 Fish the Sound Trick

Find and cut our small pictures of familiar objects from magazines, old workbooks, catalogs. Try to find several pictures that start with the same sound, such as book, bed, basket, boy, snake, sun, skate, slide etc.  Cut out 12-15 fish shapes and paste or draw one picture on each fish.  On an individual 3x5 inch index cards or on an 8x11  inch piece of paper or cardboard, print consonant letters with a key picture for each group of pictures found.  For example, print the letter “S” with the picture of a sun to represent all the words beginning with that letter. If using a sheet paper, print only two or three letters per sheet.

To play, select two or three sets of fish pictures that start with the same letters and mix them up.  Place face down on a table and take turns “going fishing”. As each fish is turned over, the child names the picture and places it in the appropriate pile under the key letter picture.  When all the fish are caught and placed correctly, have the child read the pictures under each heading.  If necessary, read also with him/her, saying the letter name and stressing the initial sound of the word.  (Yes, here /S/ pictures- sun, snake).


Teacher's Notes

Flip-flap are versatile, easy to make projects that offer fun of             manipulation and a hint of secrecy or surprise.
Math: write number on the top flap and math facts for the      number under the flap
English: phonics, digraph, phonograms,etc.
Science: life cycle, classification etc
Music: notes, etc


Reminder

You need the following materials to perform the game:
  12” x 18” or 9 x 12 paper
  scissors
  crayons/markers
  pencils


Activity 19- Flip- Flaps

Fold paper into eighths. Open and cut to center fold as shown. To create more flaps, fold and cut paper accordingly.

MUSIC
Draw music symbols and write their names under the flap.


STORY SEQUENCING
Illustrate and write about the beginning middle, and end of a story.

CHARACTER DESCRIPTION
Draw the main characters in a story and list the attributes of each under the flaps.

Teacher's Notes

To make a graph students must gather, organize, categorize and compare materials and information. When the graph is complete, students should be able to summarize the results in oral or written form. Graphing can be a whole group, small group or individual activity. Graphing can be done with real objects, pictures or symbols
RIDDLES
Write a riddle on top and give the answer inside.


PHONICS
Write a different letter on each flap. On the inside draw a picture beginning with the sound of the letter.

LITERATURE
Illustrate or write about a story's main character, setting, problem, and solution.

MATH

Write a number on the top flap. Write facts for the number under the flap.
SCIENCE
Illustrate and write about life cycle.

FOLLOWING DIRECTIONS
list the steps in a sequential project such as preparing a recipe.

Other Ideas:
Steps in an experiment
Steps for building a project
Ordering by size or number
Mystery questions
Clues and answers
Synonyms/antonyms


Reminder

You need the following materials to perform the game:
  graph paper
  large sheet paper
  crayons/markers
  pencils
  objects to be graphed


Activity 20- Graph

Direct students to sort objects or to survey  others and record their findings on a graph.  At first students may need assistance setting up the graph and recording the information.





Teacher's Notes

To design a map, students must use math skills, organize information and show an understanding of directionality. Mapping is a good activity for partners or small groups: e.g. Math Maps: Use       a selected math facts to make a map that guides the traveler from START to FINISH. Trade maps with classmates, solve the       problems and write about the journey.


Reminder

You need the following materials to perform the game:
  plain paper
  ruler
  pencils
  crayons/markers


Activity 21- Map

HISTORICAL MAP
Make a map showing the route of a historical figure or group. Write a description of the trip and attach it to the back of the map.



MATH MAP
Use selected math facts to make a map that guides a traveler from Start to Finish. Trade maps with classmate, solve the problems, and write about the journey.


Teacher's Notes

Mobile activities spark creativity and provide another opportunity for students to be multi-tasking. A mobile is constructed around a          theme.


Reminder

You need the following materials to perform the game:
  assorted construction paper
  coat/hungers or empty cardboard rolls
  index cards
  crayons/markers
  pencils
  yarn or string
  scissors
  glue


Activity 22- Mobile

Students create people or objects that represent the theme being studied, then write facts on the back of the pictures or on index cards.  Attach the work to the hanger with yarn.  Other ideas can be considered like, math facts, geometric shapes, balanced meal, families, state/country/barrio and advertisements.
LITERATURE MOBILES

Create a mobile showing the setting, main, characters, or sequence of events in a favorite story.
PERSONAL ATTRIBUTES
Construct a mobile about yourself, a friend, or a family member. Include a drawing of the person and three or more statements that describe him/her.


HISTORICAL FIGURE
Select a historical figure and draw a portrait of the person for the top of the mobile. Illustrate and write about him/her and attach this information to the hanger.

THEME MOBILE
Create a mobile on the current theme. Attach the theme's title to the top of the mobile. Attach picture and written information to the bottom.


OTHER TYPES OF MOBILES
Mobiles can also be constructed with tagboard shapes or cardboard tubes and yarn.



Teacher's Notes

A place value books offer students the opportunity to work individually or in small or large groups to identify numbers into the ten-thousands place value or beyond.


Reminder

You need the following materials to perform the game:
  old calendar
  scissors
  glue    


Activity 22-Place value




Teacher's Notes

By creating a tactile number strip students have the opportunity to create using a weaving as the medium.

Reminder


You need the following materials to perform the game:
  straw/cloth
  scissors
  glue
  yarn


Activity 23 – Weave a Number Pattern

1.    Use a straw/pieces of cloth/anything that can be woven.
2.    You can use a straw and a yarn for a sample.
3.    Count and make a pattern of weaving your material (e.g. 1:5; 1:12/or over 4 and under 2)
4.    If student’s weaving doesn’t start to show a visible pattern, s/he may have made a counting mistake.






Teacher's Notes

This a delicious way to help students visualize fractional parts of a group.
Whatever fraction activity you become attached to, your students        will love doing it during the year.
Adjust the math level of this activity to students’ skill level with fractions. Students who are new to fractions may need    instructions as specific as – “Put six scoops of ice cream on your   sundae. One half must be vanilla.” Higher level students can     tackle problems such as “Put an odd number of scoops of ice cream on your sundae. Use five flavors of ice cream. Each flavor must represent a different fraction of the whole number scoops.”


Reminder

You need the following materials to perform the game:
  Fraction sundaes pattern for each student
  Construction paper
  scissors
  glue
  ice cream flavor color combinations
  tape


Activity 23 – Fraction Sundaes

1.     Cut out a sundae dish and set it aside.
2.    Cut out the ice cream pattern. Trace the pattern as many times as you like on different colors of construction paper. Use the ice cream Flavor Color Combinations lists for ideas. Each color will be a scoop of a different ice cream “flavor” for your sundae. Cut out the shapes.
3.   

Tape the scoops of ice cream to your sundae dish.

4.    Describe your sundae in fractions. How many scoops of ice cream does it have in all? That number will be the denominator of your fractions. How many scoops of each flavor does your sundae have? Those numbers will be the numerators of your fractions.  List all fractions on your sundae dish. Then top off your sundae with a red construction paper cherry.
5.    Get students really excited about this project by inviting them to create their own wacky ice cream flavors and add the color combinations to their lists.
6.    Cut out lots of sundae dishes and scoops of ice cream. Hang up a list of flavors and set up an “ice cream parlor” in your classroom. Students can take turns serving one another.  Or invite students from another class to visit your ice cream parlor and let them order sundaes by the fraction.
7.    Create a monster sundae on a bulletin board in your classroom.  Have students contribute flavors until you have reached a certain number of scoops, such as 100.  Then work together to figure out all of the fractions that make up the whole sundae.  Check your work by adding up all of the numerators to make sure the total is the same as the denominator.


Teacher's Note


The main objective of this activity is to be able to design a BIG BOOK on the Very Hungry Caterpillar by Eric Carle that trainers will use for the demonstration of the Integrated English, Math, Science and Art module as modeled reading for a literature-based approach in teaching reading.
Reminder
Take the necessary materials that you need to produce the BIG BOOK. Make sure you got a copy of the story and illustrating materials:
  crayons,
  markers
  cartolina
  art paper
  pencil
  ruler
Note: Photocopying of the original book is not allowed.


Activity 24 Big Book Making

Books come in different forms, shapes, sizes, contents and illustrations for different purposes. Big books are enlarged copies of standard size books. These might be as tall as some children. They can be used with large groups of children because the print is big enough for them to see it clearly and follow along. At first, they will realize that what you are saying is what is printed on the page, then that each individual word on the printed page (you must point out the words), and finally that they can literally follow the words as you read. You can choose the style of book you want to make.  Follow the directions provided in each activity of this Training Manual.  You are given one hour to perform this task. Make sure that at the end of this session, you will be able to present your INDIVIDUAL BIG BOOK on the “Very Hungry Caterpillar” by Eric Carle. You can enhance the story using local foods/fruits and then acknowledge that it is adapted from aforementioned book. Be very creative and original in your layouts and presentations. A specific rubric is designed to evaluate each BIG BOOK. You can write your name as the illustrator of the book.



Supplementary Materials Rubric
Stellar
5
Developing
3
Beginning
1
Score
IDEAS (Adaptation from Original Tale)
16 to 20 Points
Definite evidence of the “bones” of the original tale, and the writing has an original flair that adds to the original tale.
11 to 15 Points
Definite evidence of the “bones” of the original tale, but either writing takes on too many of the characteristics of the original tale, or the new spin on the story detracts from it.
10 Points or Less
Little or no evidence of the “bones” of the original tale, OR the story is too close to the original tale to be considered unique.
WORD CHOICE
(Child’s Vocabulary)
16 to 20 Points
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to a kindergarten audience and purpose. The writer employs a rich, broad range of words which have been carefully chosen and thoughtfully placed for impact.
11 to 15 Points
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate for a kindergarten.
10 Points or Less
Language is monotonous and/or misused, detracting from the meaning and impact. The vocabulary used is high for the kindergarten.
FLUENCY
16 to 20 Points
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable.
11 to 15 Points
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading.
10 Points or Less
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread.
WRITTEN ORGANIZATION (Power of 3)
16 to 20 Points
The writing contains the Power of 3 for organization to enhance the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. Story contains a minimum of 12 illustrated pages (not including the title and dedication pages).
11 to 15 Points
Organization is clear and coherent, but did not use the Power of 3. Order and structure are present, but may seem formulaic. Story contains 8 to 11 illustrated pages (not including the title and dedication pages).
10 Points or Less
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow the piece is simply too short to demonstrate organizational skills. Story contains less than 8 illustrated pages (not including
the title and dedication pages).
VOICE
16 to 20 Points
The writer's commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal.
11 to 15 Points
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of "writing to be read." In places, the writing is expressive, engaging, or sincere.
10 Points or Less
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of "writing to be read." The writing is expressive, engaging, or sincere.

CONVENTIONS
16 to 20 Points
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication.
11 to 15 Points
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability.
10 Points or Less
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read.
COVER PAGE
16 to 20 Points
Cover page contains an original title of the story, the name of the author, the nation of origin, and powerful artwork that connects to the book.
11 to 15 Points
Cover page leaves out one of the components (original title, author’s name, national origin, powerful artwork).
10 Points or Less
Cover page leaves out two or more of the components (original title, author’s name, national origin, powerful artwork).
DEDICATION PAGE
16 to 20 Points
The dedication page tells to whom the book is dedicated, includes a small note to the Kindergarten Buddy, presents a paragraph about the author, and uses MLA citation to tell where the story originated.
11 to 15 Points
The dedication page leaves out one of the components (dedication, note to Kindergarten Buddy, author’s biography, MLA citation).
10 Points or Less
The dedication page leaves out two or more of the components (dedication, note to Kindergarten Buddy, author’s biography, MLA citation).
ILLUSTRATIONS
16 to 20 Points
Illustrations augment the text, add to the mood and tone of the book, are colorful and rich, and enhance the theme of the book.
11 to 15 Points
Illustrations loosely connect to the text, mood and tone of the book. Illustrations could use more color or precision.
10 Points or Less
Illustrations detract from the text, mood and tone of the book. Illustrations lack color and precision.
TYPEFACE
8 to 10 Points
The typeface uses the 6 by 6 rule. They typeface adds to the mood, tone and illustrations of the book.
6 to 7 Points
The typeface uses the 6 by 6 rule with a few exceptions. The typeface neither adds nor detracts from the mood, tone and illustrations of the book.
5 Points or Less
The typeface regularly strays from the 6 by 6 rule. The typeface detracts from the mood, tone or illustrations of the book.
BINDING
8 to 10 Points
The binding is neat and enhances the overall look to the book.
6 to 7 Points
The binding leaves the mechanics of the binding exposed.
5 Points of Less
The binding is incomplete, messy or detracts from the overall look of the book.

Total Score (200)


Written by Elisabeth Babin. Last updated 07/06/04.


Teacher's Note

In the activity, it is expected that each one would be able to exhibit their outputs. Take a pair and evaluate each other's outputs.

Reminder


Please be reminded that your output will  be screened by a panel of judges for the national competition.  Winning entries will be submitted to the regional office for possible enhancement.


Activity 24  Display of outputs

Display of outputs is arranged  for each group. The developers and/or designers of the books/other supplementary materials should be able to  demonstrate their application, and discuss the design, technical, implementation, and other issues concerning their output. You can expect a fun and highly interactive time that will give you “up close and personal” exposure to dozens of examples.
This would try to offer lots of opportunities for you to share what you know with your peers, and to learn from the trials and successes of your peers. Demonstrations will offer you time for  peer-to-peer learning and networking. It is YOUR opportunity to show YOUR learning,  designs and get praise, insights, and feedback... It will be a fun and collegian experience as you expand your e-Learning and professional horizons.
DEMONSTRATION RUBRIC
Choosing Supplementary Material        5                      3                      1
Consider background of children
Consider ages of children
Consider interests of children
Your purpose:
enjoyment
instructional
connections
others???
Situating the children                          5                      3                      1
Children can see you
If a picture book, children can see pictures
Children are comfortable, and within your "gaze"
Introducing the book                          5                      3                      1
Cover--
Title, author
Illustration
Tap background knowledge
Predict what might happen
Why?
Front page, end pages--
Any other clues
Read title page
Dedication
Bibliographic info
Reading the story/contents                  5                      3                      1
 Eye contact while reading
Management of children
 Voice--inflection, changes
 carries sense of story
Flow of story/selection/text
 stops at appropriate places
in a chapter book--
 in a picture book--
After "The End"--                               5                      3                      1
Bringing the story to closure
What do you think?
What do you like?
How does it connect to your life?
What strikes you?
Extensions
Dramatize
Draw
Share

Rethink

Teacher's Notes Activity 24 Closure- Gallery Walk

In this activity, students/learners are expected to go around and explore the unique outputs. They may gain insights observing each other's creativity and resourcefulness, unique designs/layout and innovation.


Reminder

While students/participants are moving around in the gallery of supplementary materials, a music can be played to trigger their imagination, insights and reflection.  They can take down notes of their new ideas.


Activity 20 Closure-Gallery Walk

Everyone's work is unique. They are created out of their own background knowledge and experiences, culture, norms and beliefs. It is very important to note that in diversity there is unity.