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The book 'Polar bear, Polar bear, What can you hear?'

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Introduction

The book 'Polar bear, Polar bear, What can you hear?' in the primary classroom 'Polar Bear, Polar Bear, What do you hear?' by Bill Martin is a classic picture book which is likely to be enjoyed by young children. This is most obviously due to its large, bold and colourful illustrations. Also its repetitive and simple text makes it easy for younger readers to join in and as a result, enjoy the book. The book not only comes in normal children's book size but is also available as a big book. This makes it a useful book to use with children in the classroom and can thus be used effectively in whole class teaching. Children, when sitting on the carpet will be able to clearly see the book as the teachers holds it up and reads it with them. However it can also be read by children alone or with an adult. I feel that from my experience of literacy in the primary classroom, it would be an effective book to use with Key Stage One children. The book can not only provide an enjoyable read for the children but would also allow for further study in line with the National Literacy Strategy objectives for Key Stage One. I have observed and carried out teaching of the literacy hour for year one children where a picture book provides the basis of their literacy lessons for the week. ...read more.

Middle

I could also deliberately make mistakes so that children can begin to recognise what is the correct structure of a question and thus, reinforce my teaching points. Also on a double page spread, there is both a question and a response. Therefore I could discuss the differences between the two by asking the children for their ideas. This would also promote their speaking and listening skills. Children could engage in paired talk so as they can interact to share ideas with another child. Children would be encouraged to develop skills in speaking fluently and clearly as well as listening and responding to ideas. By comparing the two sentences, the children are likely to be able to identify which sentences are questions and why. This could provide the shared writing and reading aspect of the literacy hour. Moving on to the main section of the literacy lesson, based upon the format of the questions in the book, children could write their own. This could be by exchanging the animal for other animals or even their names, for example 'Lucy, Lucy, What can you hear?'. Also for differentiation of the more able children, they could alter the structure of the questions in the book further by changing the sense used. I.e. from hear to see. This would help the children to work towards the objective...'to be able to write their own questions...' ...read more.

Conclusion

Finally, in order to enhance the children's imaginative skills and understanding of the different settings of stories, I could change the setting of the story. From this the children could predict what animals would appear in the book. For example, a farm setting would require the children to give examples such as cows and sheep. Moving forward from this, the children could then rewrite a part of the book based upon a farm setting. In term 3, as part of the text level work in non-fiction books, children are required to...'write stories using simple settings, e.g. based upon previous reading...'The National Literacy Strategy (pg 25). This aspect of the activity would meet this objective given that it would be based upon the format of the book 'Polar bear, Polar bear, What can you hear?' Also to bring in role play, I could use hot seating to promote speaking and listening skills. A child could choose an animal from the book without telling the other children. The children then have to ask questions in order to work out the animal they have chosen. In summary, I believe that the book 'Polar bear, Polar bear, What can you see?' has a range of effective uses in the classroom. In promoting speaking and listening skills, it can be used in role play, guided reading, and shared reading and writing linked to the objectives in the National Curriculum and National Literacy Strategy. However, also to meet objectives as part of text and sentence level work. ...read more.

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