PEFaL Children’s Programme Development

Session: Module 2 Week 3 Focus: Discovering Books Parents / Children: Joint

Session Exploring books

3.2

General Developing and reinforcing the concept of picture and word relationships
Objectives Developing and reinforcing the concept storyboard and sequence
Practicing methods to make books and reading more appealing

Development Targets Resources

2.25 p.m. Food, toilets, change • Preparation for session • Food
• Sanitary facilities
20 • T-shirt put on
minutes

2.45 p.m. Transition Activity/Activities1:

15 Energiser: Tangles Oracy: • Open space

minutes • Instruction giving
• The tutor chooses two people who go out of
the room. Motor:
• Everyone stands in a circle, with their arms • Physical movement
stretched out in front of them. • Body awareness
• At the tutor’s signal (or music) everyone • Making patterns
holds hands and walks together around the • Co-ordination
open space careful not to bump too hard

1
Focus on energiser.
 into other people. PSD / Social:
• Every person tries to tangle up with other • Predicting sequence of
people by climbing over hands or going events
under arms but WITHOUT LETTING GO • Turn taking
OF THE OTHER PEOPLE’S HANDS. • Leadership and group skills
• The two people outside the room then
return.
• The two people try to untangle everyone so
that the original circle is formed without
anyone letting go of hands.
• This game can be repeated for as many
times as desired.

3.00 p.m. Circle Time • Cooling down activity • Cushions or other

• Introductory discussion seating
5 minutes • Recalling what was done
during the previous session –
children may show the
letter box Word Bank they
created at home
• Instruction giving

3.05 p.m. Big Group Activity2:

25 Picture Jigsaws Oracy: • Cushions or other

minutes • Listening and sharing suitable seating.
• Before this activity the tutor would have • Talking about ideas and • Big book
prepared coloured copies (photocopied or opinions • Other copies of
2
Step-by-step development
 scanned) of some pages of the big book. • Co-ordinating and co- smaller books
• It is suggested that the pages that are operating • Laminated colour
copied be: • Labeling copies of pictures
A) The 2nd page (the picture of the girl on • Making up stories from the big book
the stairs) • Sequencing them cut into jig saw
B) The 5th page (the picture of the girl • Telling own story pieces, one per
looking at a picture book) group.
C) The 8th page (the picture of the girl with Motor: • Set of flashcards
the ants) • Manipulation with different picture
D) The 9th page (the picture of the girl in the related vocabulary
• Co-ordination
school yard)
• Judging, assessing, decision
E) the 12th page (the picture of the girl
taking
drawing and writing)
F) the 13th page (the picture of the girl in the • Assembling
bus waving to her family) • Presenting
• The pages that are copied are laminated in
plastic (so they last longer) and the words Reading:
are cut out leaving only the pictures. • Making picture-word
• Then, the pictures are cut up into smaller associations
shapes to form a jigsaw puzzle. • Recognition of words through
• During the session, the tutor divides the sight reading
children into smaller groups. • Spelling to read
• The tutor gives a jigsaw to each group and • Pointing to words recognized
the children must complete the puzzle (the • Pointing to words during
size of the jigsaw puzzle pieces may differ reading
according to the age of the children). • Reading simple, everyday
• The pieces of the jigsaw puzzle can be words
stuck to paper with UHU tac or similar non
permanent adhesive. Writing:
 • This activity can be done in the form of a
competition, with the first group completing
the puzzle winning the game.
• After the children complete the jig saw
puzzles, each group can take it in turns to
make up stories using the different pictures
formed by the jigsaws.
• The children have to decide on sequencing
the pictures in any order they like in order to
make up a story using those same pictures.
• The way children might decide to put the
pictures in order does not necessarily have
to be the same as that found in the book as
long as there is structure and sequence to
the story they make up.
• To conclude this activity, the tutor can ask
children to take flashcards randomly out of a
container and label different objects that are
found in the pictures.
• This activity is intended to link pictures with
words and so strengthen sight-reading and
word recognition as well as spelling skills.
• Any new words learnt can be added to the
child’s word bank at home.
3.30 p.m. Small Group Activity:
30 Exploring pictures
minutes
• None attached to this activity
unless tutor requires children
to write down words learnt or
sentences about the
sequences
PSD / Developmental:
• Listening and comprehending
• Carrying out instructions
• Practicing co-operation skills
• Practicing team building skills
• Co-ordination and turn taking
• Comparing and contrasting
• Formulating and expressing
ideas and opinions
• Joining ideas and concepts to
form sequences
• Making up own stories
Oracy: • One book per family
• Chatting freely to other • Writing materials
 • The tutor asks the families what kind of children and adults • Handouts with the
books they have been reading since the last • Talking about feelings, ideas pictures and word
session. and opinions search
• Families report what kind of books they read • Listening to others
and liked and why, referring to the report • Answering questions
card they filled in together. • Able to explain and convey /
• The tutor takes note and points out every receive feedback
time someone mentions the importance of • Handling books correctly
pictures, since the activities of this session
are centred around this. Reading:
• The tutor moves on to the book that the • Awareness of the different
families are to explore during this session. parts of a book
• Children and parents are given a copy of the • Opening a book the right way
book, one book per pair. up
• The families go through the book together. • Handling books correctly
• The exploration of the book should start • Making picture-word
from those aspects elicited during the associations
treasure hunt during the previous session, • Recognition of words through
.
meaning the physical aspect of the actual sight reading
book as object. • Spelling to read
• These should be pointed out while letting • Pointing to words recognized
the child explore the book in any way he / • Pointing to words during
she fancies. reading
• If a child recognizes a word, the parent • Reading simple, everyday
should let him / her point it out and perhaps words
read it, but the parent should not make the
•
child read the book from front cover to back
cover but let the child free to enjoy the
Writing:
experience.
 • After some time, the tutor should stop the
families and introduce the activity of the day,
which is exploring pictures found in the
book.
• Parents and children are told to open the
book exactly in the middle and observe the
two pages closely for one minute.
• Then the parent closes the book and the
tutor gives a handout with pictures to each
child.
• The children have to look at the handout
and circle those pictures of objects that are
on the pages, leaving those extra pictures of
objects that are not in the picture.
• After the child is ready the parent may open
the book again to check whether the child
got his / her answers correct.
• To conclude the activity, the children can
complete a word search that lists the names
of the objects found in the picture they have
just explored with their parents.
• Recognise individual letters
and sound them
• Associate letters to form
words correctly
• Sound letters to form words
correctly
• Spell newly formed words
• Recall and read words learnt
previously
• Make up and read new words
PSD / Developmental:
• Listening and comprehending
• Carrying out instructions
• Recalling information
• Developing memorization
skills
• Develop recognition and sight
reading skills
• Strengthen basic skills

4.00p.m. Closure:

15 Distributing the home link-up activity

minutes • Concluding activity • Cushions or other
• Families are asked to try to practice finding • Review of things learnt during seating
time to read together as well as to try and the session • Handout with
organize a reading corner for their children. • Establishing the session’s activity instructions
 • Families are to go home and together with home link-up activity (if necessary)
the child and choose a book from their • Portfolio
personal library at home or from their local box/file/container
library.
• Families are asked to explore and read the
book together.
• The family has to draw a picture (or make a
collage if preferred) that represents the book
they have read.
• The picture can also show the parents’ and
children’s feelings towards the book they
read and how they enjoyed the experience.
• These pictures can then be gathered and
put into the portfolio of coursework, in the
section of ‘Books We Read Together’.
• The parents have to bring with them the
book and the picture during the following
session so as to share the experience with
the others.

In Portfolio:

Library card created at home, picture-word handout worked out with parents, the drawing / picture when it is brought to the session
the following week.