For them to remember the correct order when planting

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Foundations of Business
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Chapter 16 / Exercise 2
Foundations of Business
Hughes/Pride
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for them to remember the correct order when planting those seeds so they will need to review the sequence of the story in order to be able to complete a future project. They can review the sequence of the story, at home, with their parents. I will be asking them again, the sequence of this story next week. This will allow for me to have more time to work with the students who are struggling with the beginning, middle, and end sequence of a book. During free time, I will be calling upon those students who struggled to work on other story maps. This will continue until they have full comprehension of the correct sequence of a story and will not need me to help them fill out a story map.
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Foundations of Business
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Chapter 16 / Exercise 2
Foundations of Business
Hughes/Pride
Expert Verified
SPRING 16 My objective is to share different picture books, poems, nursery rhymes, and other multimedia perspectives to draw out their abilities and increase their growth and development. I have picked books to share with the class that engages their five senses. “For children, while looking at the pictures and simultaneously hearing the words or having conversations about the book, children are engaged in a project of joint attention with the adult over a special kind of object” (Coats, 2013, 1.5). Based on prior knowledge, of spring and books, children are able to fit different scenarios to connect between superficial images, verbal and printed words, and ideas around the world. The first day, we are making the connection between the concept of spring, the letter S, and the phonetic sound of the letter. By reading the book Spring Time Alphabet Words , I am increasing their ability to map out the phonemic awareness. Children need to understand that each letter makes a different sound in order to combine them to read simple words, based on the alphabetic principle. Using books that contain the alphabet and limited vocabulary reinforces the sounds from left to right. The pictures provided in the book allows for children to gain the visual knowledge of the word. The pictures enhance their ability to not only recognize the picture, but the word that associates with it. The objective is to review all the letters, but focus mainly on the letter S and its elongated sound that it contains when spoken. Gestures will be provided by using their finger to slide down their arm as they pronounce the S sound. When their finger reaches their hand, then they will say the rest of the word. This gesture helps them to comprehend that S has a long sound and separates it from the rest of the word. While learning about the letter S, its sound, and word that start with S, the children will engage in reading activities to promote their awareness of characters, plots, and settings that make up a book. The book Finding Spring will be read to the students and as they follow along,
SPRING 17 they will learn to identify the character, plot, and setting of the book. The objective is to actively participate the students with meaningful exchanges about the different elements that Finding Spring has to offer. We will discuss that every story has a main character that must overcome a

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