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Have you ever tried to do a guided reading lesson with kindergartners using little non-fiction “science” easy readers?  Teaching kids to read informational texts is “hot” right now in the educational world, and teachers are often pressured to use it in their classroom more and more often – even at the Kindergarten level! Although this may sound a bit intimidating, my experience is that children REALLY ENJOY reading and learning real facts about the real world around them, especially when it includes information on animals or on how things work, such as magnets. These types of topics are highly motivational for kids, and can be lots of fun to teach!  So read on if you’re interested in finding out how I give guided reading lessons using little non-fiction easy reader books.

First: Find Non-Fiction Books at an Instructional Reading Level for Your Kids. Here’s the tricky part: finding books to use that your kindergarten kids can actually attempt to READ (with a tightly controlled sight word and CVC vocabulary, etc.)

1. Show the children the book, but do not pass the books out yet. Ask them if they can guess what the topic of the book might be? If you have not yet introduced what a topic is, then do that first, of course!
2. Introduce and practice reading any repetitive vocabulary in the book, especially if it comes up on every single page. For example, if the book is about bats, then I would make sure that my children can sound out both the words “bat” and “bats.”
3. Introduce and practice reading any new sight words or word family words that come up in the book, especially if they are found on every page. For example, if the word “go” or “can” appears on every page and these are new words for your class, make sure you go over the new words before giving the book to your students to read.
4. Read the book to your little group, pointing to the words as you go along. Ask the children to read along with you and chime in if they can.
5. After reading the book aloud together, talk about it briefly. What did they learn about the topic?  Explain that these are the details about the topic, and that we might learn new details on every page!  Kids should try to remember as many details about the topic as possible and be ready to tell you what they are when they’re done reading. They might even be able to show us where in the book they learned that!
6. Pass out the books. Give the children a few moments to look at the book themselves and read it through by themselves if you wish. (Sometimes I skip this step due to lack of time.)
7. If you have enough time and their attention span is holding out: Ask the children to find the front cover and put their hand on it. Now ask them to find the back cover and the spine of the book.  Now see if they can find the title of the book and circle it with their finger.  Then read the title together, pointing at each word as you go along.  If your students are still struggling with knowing the difference between letters and words, you may want to have them count the letters and count the words, just for good measure.  Then turn the page and find the title page, too.  If there is a Table of Contents, find and identify that as well.
8. Have the children read the book with you chorally, all together. I tell my students, “Put your finger in the air and wait until I tell you to begin.” Once everyone has found the right page, I say, “Ready? Read!” Then we all start reading the page together as the children point to the words.  When the page is finished, I say, “Turn the page and fingers up!  You should be on this page now, just like me,” as I show them what the picture on my book looks like.
9. After we have read the entire book together at least once, release the children to read the book on their own. At this time, I usually zero in on listening to the child or children read that are the most reluctant to read or whom are struggling the most. (Two kids can usually read to me at once pretty easily.) There’s usually a child in a group or two that quickly thumbs through the book and says, “DONE!” and hands it back to me without even TRYING to read it again on his or her own!  When that happens, I just pass the book right back again and say, “I didn’t see you really reading, just looking at the book and that’s different.  Show me how you really read the book.”  And then I WATCH to make sure that they did that!
10. Last step: Ask the children to tell you as many details about the topic as they can remember! If you still have their attention and enough time, make a short list. You can teach them to refer to it later if you want them to write about the topic.  If children can show you WHERE in the book they found that information, that is a good habit to develop, too!  Sometimes, children tell me other information that they know about the topic we are discussing, but not information that they learned from the book.  It can be useful to start distinguishing between the two!

Задание 4

Выпишите из текста не менее 20 производных слов. Используя справочники по словообразованию английского языка, укажите, от каких слов и с помощью каких элементов они образованы. Переведите. Приведите свои примеры слов с теми же суффиксами, приставками.

Задание 5

1) Используя грамматические справочники или Интернет-ресурсы, повторите особенности употребления и формы глагола to be в Present Simple, Past Simple, Future Simple (=Present Indefinite, Past Indefinite, Future Indefinite) в утвердительных, отрицательных и вопросительных предложениях. Оформите эту информацию в виде схемы.

2) Найдите в тексте не менее 10 случаев употребления глагола to be, выпишите их вместе с подлежащими, укажите, в какой форме употреблен глагол to be, переведите:

Задание 6

1) Используя грамматические справочники или интернет-ресурсы, повторите значение и образование форм глаголов в Present Simple, Past Simple, Future Simple (= Present Indefinite, Past Indefinite, Future Indefinite), Present Perfect, Past Perfect, Present Progressive, Past Profressive в утвердительных, отрицательных и вопросительных предложениях. Оформите эту информацию в виде схемы.

2) Найдите в тексте не менее 10-12 глаголов в разных формах времени, выпишите предложения с ними. Укажите их словарную форму, объясните образование времени, переведите:

Задание 7 Напишите эссе (15-20 предложений) о работе воспитателя детского сада по одному из следующих планов:

Вариант 1 «Моя профессия – воспитатель»: 1. Почему я выбрал(а) профессию воспитателя? 2. Где я обучался (обучалась) профессии воспитателя? 3. Где я работаю воспитателем? 4. Каковы мои обязанности воспитателя? 5. Какова ответственность воспитателя? 6. С кем и зачем взаимодействует воспитатель (с детьми, родителями, администрацией, коллегами)? 7. Удовлетворен(а) ли я своей профессией, почему?

Why did I choose the profession of an educator? The answer to this question is very simple: for me it is not just a profession or work — it is a vocation, a state of mind, a way of life. Each way of life chooses in its own way. I do not work as a teacher, I live as a teacher, I like being a teacher. And, despite all the difficulties and attempts to dissuade me from choosing this “thankless” profession, I work, I live this profession. I studied this profession at the teacher training college.

Now I work as a teacher in kindergarten №4.

From early childhood, I form such character traits that will help him become a person and a citizen of society. I foster love and respect for my home, kindergarten, home street, city, a sense of pride in the achievements of the country, love and respect for the army, pride in the courage of soldiers. I develop in children an interest in the phenomena of social life that are accessible for his age.

In my classes, I try to use a variety of didactic materials that help children to better assimilate the material they have covered; some didactic manuals have been developed by me. But I still consider the game to be the main activity.

I try to actively participate in the life of the kindergarten: I show open classes, matinees, consultations for teachers.

And it is very pleasant when your work is positively assessed not only by children, but also by their parents.

I want to emphasize that I am proud that fate has entrusted me with contributing to our future!

Вариант 2 «Один день из жизни воспитателя»: 1. Почему я выбрал(а) профессию воспитателя? 2. Где я обучался (обучалась) профессии воспитателя? 3. Где я работаю воспитателем? Сколько человек в моей группе? 4. Каковы мои обязанности воспитателя? 5. Каков распорядок дня в группе? 6. Какие занятия для детей проводятся в группе? 7. Удовлетворен(а) ли я своей профессией, почему?