Resources for both student and teacher use with: ENe-4A: Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
Starfall’s website includes a range of resources which students can explore individually after a shared and/or guided reading session of the book “The Very Hungry Caterpillar” by Eric Carle. Students can explore a range of letter-sound combinations and phonemes, exploring words associated with each sound. While each letter-sound combination does have its own reader, it would be best to explore these letter-sound combinations within rich, quality children’s literature which children enjoy (Winch et al, 2006). A teaching idea could include allowing students to explore in pairs various letter-sound combinations. Once students have completed this they can re-join the teacher on the carpet who will read the book to students again. This time, students will be asked to “clap” whenever they recognise a word which has a phoneme or letter-sound correspondence they explored on the computer. They will then highlight which word, and letter-sound correspondence they detected. This will help explore and build phonemic awareness in students.
Winch, G., Ross-Johnston, R., Holliday, M., March, P., & Ljungdahl, L. (2006).Literacy: Reading, writing and children's literature. Oxford University Press, USA.
Two girls A.R. and G.H., ages 9 and 11, took my puppet workshop. After graduating from the advance level they performed The Very Hungry Caterpillar all on th...
Luke Zorzetti's insight:
This is a retelling of the book “The Very Hungry Caterpillar” by Eric Carle which has been created into a puppet show, and filmed adding in sounds to enhance the book while using it as a script to bring the resource to life. This is important as for our students to learn to make connections with, and enjoy texts we need to incorporate a multimodal approach (Callow, 2012). By allowing students access to the physical copy of the book, as well as this video we can engage students with the text, allowing for meaningful learning to be explored. A teaching idea with this resource could include to provide a shared reading of the book, and then allow students to view the video, following with the book as students view the video. From this, students may make new meaning from the text. Explore grammatical, phonological and high frequency words and features within the text, using the video to allow students to visually explore the text. Identify and predict meaning, allowing students to use the video puppet show to assist students in their thoughts. To extend students, this could lead to an activity where students create their own puppet show as a class, with teacher assistance and each student may read a sentence as a voice over for the show.
Callow, J. (2012). The rules of visual engagement: Images as tools for learning.Screen Education, (65), 72.
This resource is mainly intended for use by the teacher when utilising the book “The Very Hungry Caterpillar” by Eric Carle. Interestingly it has a collection of worksheets and printable black line masters for use with activities recommended within the book. These activities included guided reading strategies, probing questions and Cross KLA links which could be explored, including science, and mathematics. Teachers should however not be limited to ideas from these types of resources, and they should be used as a guide only as each classroom may have conditions making these activities unsuitable. For example, a teaching idea from this resource could include counting using the section where the caterpillar eats more food with each day, with the teacher encouraging the continuation of the book, where the caterpillar eats more, and more, and more with each day. Each student is to call out the next amount of something the caterpillar might eat. For example after five oranges, students may in turn say: “Six chocolate bars” “Seven pieces of bread” “Eight potato chips” and so on.
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