Literacy Activity Day

Amna Abdelkarim Al Qassab

H00328088

Literacies in Early Childhood

Robin Ogdol
 Lesson Plan Template

Name: Amna Abdelkarim & Jawahir Yousif & Maitha Ali & Mira Faisal

Professional Development Plan

(What do YOU need to work on to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)

Behaviour Management

2. Describe what you will do to help achieve your goal (Strategies Used)

First, I will model the appropriate behaviour, then if it didn’t work I will use the nonverbal cues such
as eye contact. The last thing is the time out chair.

3. Describe how you can tell if you’re achieving your goal (Evidence)

If this strategy worked I will keep using it, but if not than I will use the Marble Jar strategy, As the
class behaves well, I will add marbles to the jar. Once the jar is full, they will receive a class prize.
This will lead the class work as group, team and learn the good behaviour together.

Grade Level: Subject: Learning Outcome (MOE code and words):

KG 2 Story
(In the Deep Sea) K2.3.1.1.5: Identify the title of a book
K2.3.2.1.2: Distinguish between letter names and
sound
K2.3.5.1.1: Participate in group reading activity led
by the teacher

Resources Preparation (what do you need to make or check

before class?)
For the opening:
- Smart board, seahorse (stick puppet) & - Smart board are working.
box, shells, sea animals (Dolphin, Fish, - Organize the children in the circle area
Shark, Whale and Angler), flashcard that
has the pictures of these sea animals with - The flashcards are laminated and in a big size
the word of it. The story (In the Deep Sea). for the children.
- Prepare the story & the seahorse stick puppet.
(The child will sing the good morning song & take
out the materials from the box, see the jolly - children who will be involve in the box game.
phonics video to review the letters sound).
Activity 1: Key vocabulary
- Four baskets, sea animals, water, timer,
- Sea
prize.
(The child will sort the letters) - Deep

Activity 2: - Seahorse
- Shells, Peals, basket, kinetic sand. - Arabian Gulf
(The child will count the number and must collect - Beach
the pearls that match with this number)
- Shell
Activity 3:
- Sea animals
- Black box, black cloth, sea animal’s
pictures, flashlight, fish picture to color. - Dolphin

(The child will put his face inside the black - Clownfish
box and cover it with a black cloth, to
experience how the Angler fish see the sea. - Shark
By using the flashlight, then color the fish - Whale
picture).
- Angler
Activity 4:
- iPad, headphone, animals stick puppets. - Algae

(Use the iPad to listen to the different

sounds such as (Dolphin, Whale, Sea) by
wearing headphone. Identify the sounds
that he listens).

Activity 5:
- Smartboard, face coloring.

(Will listen to the song and do the

movements with the teacher. Identify the
different sounds in the song. Develop his
fine and gross motor skills, after that the
teacher will paint their face by using the
face coloring).
 Introduction:
(In circle area)

- The teacher will start the day by singing the good morning song.

- Introduce the lesson by having a seahorse (stick puppet). The teacher will use it to act and
change her voice and say: Hi Children, my name is a seahorse and I live in the deep sea.
Let’s see together what animals inside the Arabian Gulf.

- Put a box that are covered in front of the children, after that invite one by one students to
put their hands in the box and take out the materials. Such as shells with different sizes,
colours and shapes. And animals as, Dolphin, Fish, Shark, Whale and Angler. This small
activity let the children use their hands-on experience to touch and feel the materials.

- The teacher will play the Jolly Phonics song so the children will review the sounds
https://www.youtube.com/watch?v=xGpsVmWLRFA

- Then will have a flashcard that has the pictures of these sea animals with the word of it. The
teacher will say the first sound of each letter. For example, Dolphin ‘d,d,d,d’. clownfish
Introduction Time: 10 min / Activities Time: 15 minutes

‘ck, ck, ck’, Whale ‘wh, wh, wh’.

- After that the teacher will have the story, ask the children. Where is the title? Can you
point on the author and the illustrator? What can you see in the cover page?

- Then will read the story and ask questions during the story such as what is the name of this
animal? Have you ever touch a Fish or a Dolphin?

- During reading the story there are some literacy activity that are inside the story. Where the
children should complete the word by writing the missing letter. This activity is
differentiated for the high, medium and low ability students. For example, for the high
student ability they must write the whole word. For the medium ability write only three or
two letters. And for the low ability students they should write only one letter of this
uncompleted word.
 - There is another fun activity inside the story in pages 15,16,17. Where the child will use
the Invisible ink pen to see the animal called Angler.

Group Experience (small group activity 1)

(Let’s Compete)
Linguistic Intelligence + Interpersonal Intelligence

The Child The Teacher

-
Compete with his colleagues in sorting - Will get three students to compete.
letters. - Give them the instruction and guide
- Each student will have to collect one them.
letter, there will be a time limit, in one - Start the timing.
minute he should collect as much - Assess the children about the sounds,
animals that has the certain letter and put letters.
it in his basket. And try to say the sound
of this letter.
- The winner will get a prize.
Independent Experience (small group activity 2)
(Pearls & Shells)
Logical Mathematical Intelligence + Naturalistic Intelligence

The Child The Teacher

- Will choose any shell that has a certain - Give the child the instruction and guide
number, and must collect the pearls that him.
match with this number. For example, - Assess the child in counting numbers.
he chooses the shell that written number
five, then he must collect five pearls and
put it inside the shell.

Independent Experience (small group activity 3)

(Life under the sea)
Spatial Intelligence+ Intrapersonal Intelligence

The Child The Teacher

- Will put his face inside the black box
and cover it with a black cloth, to
experience how the Angler fish see the
sea.
- Use a flashlight to clarify the vision.
- Give the child the instruction and guide
him.
- Assess the child in naming the sea
animals that he saw inside the box.
 - After that he will choose one fish to
color it, that he saw inside the box.
Independent Experience (small group activity 4)
(Identify Sounds)
Musical Intelligence

The Child The Teacher

- Will use the iPad to listen to the different
sounds such as (Dolphin, Whale, Sea) by
wearing headphone.
- Identify the sounds that he listens to it,
by choosing the animals sticks to
identify.
- Give the child the instruction and guide
him.
- Assess the child in animal’s name, sound
by using the animal’s sticks.

Independent Experience (small group activity 5)

(Baby Shark)
Bodily Kinaesthetic Intelligence

The Child The Teacher

- Will listen to the song and do the
movements with the teacher.
- Identify the different sounds in the song.
- Develop his fine and gross motor skills.
- Will wait his turn to pant his face.
- Will play the Baby Shark video song
https://www.youtube.com/watch?v=XqZ
soesa55w
- Do the movements with the video and
the children.
- Assess the child in naming the sea
animals, the first sound of the animal
name.
- Draw the child face by the face painting.

I will close the lesson by playing the clean-up song

https://www.youtube.com/watch?v=gPq7wzGEjqE
Time: 5 min

Then let the children sit on the carpet. To discuss with them about what they did in each activity,
Closing

display the children art work. Review the new words by the data show.

Assessment
- Observe the children during the activities.
- Take some picture of children work, after they finished.
 On 2nd of May, on Wednesday was the literacy day. We invite Al Wahda

kindergarten to join us. We as a group of four students me Amna, Jawahir, Maitha and Mira.

We chose Mira’s story (In the Deep Sea) reference to picture one and two. To read for the

children and to create the different multiple intelligences activities. So, as a group we divide the

work between us. For example, I search for the activates, Jawahir buy the materials. Mira design

the station, reference to picture three and four. Maitha design the reading corner reference to

picture six. In general, we helped, support each other. After all that I design the lesson plan, the

Learning Outcome according to the MOE code and words. K2.3.1.1.5: Identify the title of a

book, K2.3.2.1.2: Distinguish between letter names and sound, K2.3.5.1.1: Participate in group

reading activity led by the teacher (English as an international language, 2014, p. 36,37).

We as a group design the board to be like an explanation for the multiple intelligences activities.

We put the model of each activity to be clear for the children, we introduced the learning concept

for the children by showing step by step in front of them, and show then the model, let one child

come and do it first reference to picture five. First, we welcomed the children, let them see the

station design to think what the story will be about. After that I read the story for the children

reference to picture seven. The interesting think it that there is a fun activity inside the story in

page 8 ,10, 12, 14. there is a literacy activity inside the story, Where the children should

complete the word by writing the missing letter. This activity is differentiated for the high,

medium and low ability students. For example, for the high student ability they must write the

whole word. For the medium ability write only three or two letters. And for the low ability

students they should write only one letter of this uncompleted word. Moreover, in pages

15,16,17. There is another activity where the child will use the Invisible ink pen to see the sea

animals as the seahorse, clownfish reference to picture seven. However, our station was the
 biggest one, so we decide to make more fun activities outside the story. We create a

section for the face painting reference to picture eight. After that the child can set inside the big

shark to take a picture, have a nice memory reference to picture nine. The theory of Multiple

Intelligences is developed by Howard Gardner, Ph.D., Professor of Education at Harvard

University. These intelligences are a set of capabilities and ways that the person might prefer to

demonstrate intellectual abilities

(Howard Gardner’s theory of multiple intelligences, n.d. p.1).

We create five multiple intelligences activities. Some activities have two multiple intelligences

on it. That First activity called Let’s Compete. It is about two Intelligences in one activity. the

Linguistic Intelligence and the Interpersonal Intelligence. This activity is about sorting and

matching letters. The child will compete with his colleagues to collect as much animals that has

the certain letter and put it in his basket. And try to say the sound of this letter reference to

picture ten. This activity was simple for the high ability student. Next time we will try to

challenge these students by letting them find the sea animals that start with these certain sounds

without sticking something on it. Second activity was the Pearls & Shells activity also about two

Intelligences in one activity the Logical Mathematical Intelligence and Naturalistic Intelligence.

The child will choose any shell that has a certain number, and must collect the pearls that match

with this number reference to picture eleven. This activity was attractive for the children because

it has natural materials as well it was fun. Third activity was Identify Sounds, for Musical

Intelligence. use the iPad to listen to the different sounds such as (Dolphin, Whale, Sea) by

wearing headphone. Identify the sounds that he listens to it, by choosing the animals sticks to

identify. Reference to picture twelves. This activity can be edit by mixing two sounds to

challenge the child. Fourth activity Baby Shark for Bodily Kinaesthetic Intelligence. listen to the
 song and do the movements with the teacher. Identify the different sounds in the song.

Develop his fine and gross motor skills. Reference to picture fourteen. We used laptop reference

to picture thirteen. For the next time we will use something bigger than the laptop to play the

video song such as data show. Fifth activity Life under the sea for the Spatial Intelligence and

Intrapersonal Intelligence. The child put his face inside the black box and cover it with a black

cloth, to experience how the Angler fish see the sea by using the flashlight reference to picture

fifteen. After that he will choose one fish to color it, that he saw inside the box reference to

picture sixteen. Between all these activities the most successful activity was the face painting,

because we were the only group who provide face painting. In addition, because of this

assessment we had a chance to know each child and what is his/her intelligence. On the other

hand, we use many assessments for learning (AFL) strategies. AFL “an approach, integrated

into teaching and learning, which creates feedback for students to improve learning”. We used

the informal assessment such as we take notes, record videos and take pictures. As well we

collect the students work to see their progress (Assessment for learning, 2017).
 (Our Station)

(In the Deep Sea)

Picture 1 Picture 2 Picture 3

Picture 4 Picture 5
 Picture 6
Picture 7

Picture 9
Picture 8
 Multiple Intelligences Activities

Picture 10
Picture 11

Picture 12 Picture 13
Picture 14
Picture 15

Picture 16
 References:

Assessment for learning. (2017). Retrieved from

http://www.cambridgeinternational.org/images/271179-assessment-for-learning.pdf

English as an international language. (2014). Retrieved from

https://www.moe.gov.ae/Arabic/Documents/UAE%20English%20Framework.pdf

Howard gardner’s theory of multiple intelligences. (n.d.). Retrieved from

https://www.niu.edu/facdev/_pdf/guide/learning/
howard_gardner_theory_multiple_intelligences.pdf