Rainbow fish book read aloud and the synopsis PDF

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1 Rainbow Fish Book Read- Aloud

Assignment Name Student’s name Institution affiliation Grade for the read-aloud Book title Genre of the book Professor Date

2 Rainbow Fish Book Read -Aloud Choosing a book for read-aloud depends on how interesting the subject matter is, and for children, the liveliness and elegance of the book attract their site more. The dazzling cover of the book and the colored pictures of the book led to choosing the Rainbow fish book by Marcus Pfister as the best option for the read-aloud for kids. I remember making drawings at my art classes making me relate with this. Decode entertainment turned the story into a lively television series under the same name. The narrative is about a bit of fish with gleaming and many colors resembling the rainbow. Other fish from the team have scales but not the same and wish they had the bright too. One time, the rainbow is asked to give one of the scales, but the rainbow fish rejects in an unmannerly way, making them leave her to stay away from them. Starfish is the enduring friend and asks him to visit the knowledgeable octopus for guidance. The octopus who happens to have been waiting for him tells him to share the scales to realize how to be joyful. Rainbow fish does not seem to accept the advice, but the next time he meets up with the bluefish, he shares, and to everyone, this makes him happy at the end. The Rainbow Fish makes the best book for the start of the year for children.. (Pfister, 2007)

3 Rainbow Fish Book Read- Aloud Meaningful discussion involving a read-aloud to kids in first grade has an enormous impact and helps improve the learning process, widening the students' thinking. The forum gives ground for interchanging the ideas and enables the solving of the solutions. Questioning and the clarification of concepts are given a chance through the reading and listening done in discussions. At the first–grade level, it is vital to improvise the discussion web to suit this group's first growth stage. (Acosta-Tello, 2019) Discussion web to a best-suited method and to introduce the first graders to the reading style, open questions are asked after the read aloud. Teacher: it's reading time. Today I am sharing with you about the beautiful Rainbowfish book written by Marcus Pfister. (showing the cover, sticking it around at the student's close eye range) this is received with recognition from the past readings. The students straight away start talking because of the lesson of sharing and living with others they got from the study. Teacher: Okay, you need to be attentive as I read… what do you think is the main lesson of this book? The students gave out different opinions based on the storyline, and the teacher continued. The students provided much feedback relevant to the various aspects of the rainbow story.

4 Rainbow Fish Book Read- Aloud Demonstrative reading of the story was started, conveying to student’s demonstrations, stopping to ask questions, and mentioning the illustrations. After the read-aloud, students were allocated to their fellows and given a dialogue web sheet. Teacher: before engaging with your partners, you must think about these questions and generate some ideas and your thoughts on this. You to think about these questions. The task for our discussion is; Do you think sharing is good virtue? The students were given 15 minutes to complete the task in pairs before merging to share their responses as a bigger group. Figure 1 shows the collaborated responses based on the tale of the Rainbow fish. Figure 1. Discussion-Contributions from the groups I disagree because

I agree because

The sharing would make the shiny

The rainbow fish would become

fish ugly

joyful

The other fish would use her and

It would build a good relationship

leave her in the end among the members Teacher: students you will need to understand the meaning of glitter which is the bright and the beautiful in our case the fish had glittering fins which has the same meaning with shimmer. To be shocked is to be surprised and confused while a strange thing is something unusual.

5 Rainbow Fish Book Read -Aloud Teachers may utilize the dialogue web as an excellent plan to encourage teamwork and good discussions of texts. This kind of method provides the platform for every student to voice their point of view and give alternative perspectives that can encourage critical thinking abilities. There are many ways to modify the discussion web for the diffrent grade levels and show details of area material, such as literature, social studies, and mathematics. Teachers may also apply the discussion web to meet particular forms of reading, for example, convincing arguments and debate pointers where students are required to do their work and provide research and evidence by giving the results exemplary. In addition, the technique can be applied to brainstorm and make the students conversant and ready for dialogues and debates of their own. Early teachings to the students will enable the better understanding, the read-aloud process has many benefits to literacy learning. The instructional aspect is involving since it is a practice between teachers, parents, and caregivers reading texts. To develop a fluent and entertaining delivery, the students internalize the diffrence intonation, speed, volume, eye contact, questions, and observations. (Acosta-Tello, 2019)

6 Rainbow Fish Book Read-Aloud Reading aloud is a compelling way to involve children in the literacy process. Various researchers and experts have shown the notable impact of the read-aloud practice in different reading development areas. They have explained that the read-aloud occurrence boosts students' vocabulary development and comprehension growth. Potentiality to add and motivate making the children want to read and improve the skills necessary for the better adoption of reading and writing. Reading aloud to children develops and reinforces their speaking and listening aptness and intensifies their general language development after testing the influence of oral language maturity through the shared book encounter with high-risk beginning readers. Students build a rich language basis and understand words' competence by listening to tales, going through stories, and feedback to reports through various engagement activities. The key takeaway from this is that the development of early childhood reading and understanding can be boosted more by the interactive actions of teachers and students. (AcostaTello, 2019)

7 References Acosta-Tello, E. (2019). Reading Aloud: Engaging Young Children during a Read Aloud Experience. Research in Higher Education Journal, 37. Pfister, M. (2007). The rainbow fish. North-South Books (Nord-Sud Verlag AG).

8 Appendix Figure 1. discussions – contributions of the groups

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