Scripting Dialogues Chart For Education Class, English homework help

User Generated

gungtvey987654

Humanities

Description

Details:

Complete the “Scripting Dialogues Table” to complete this assignment.

Part 1: Scripting Dialogues Table

Using the “Birthday Soup” excerpt, (see below) create teacher-student dialogues specific to using single-letter and consonant digraphs, short vowel and long vowel sounds, and appropriate use of word building and world building-spelling. Review the examples in your text as a guide.

Part 2: Rationale

In a 250-500 rationale, summarize how each dialogue is effective and developmentally appropriate for teaching phonics, word recognition, and spelling. Be sure to explain how you will use your findings in your future professional practice.

APA format is not required, but solid academic writing is expected.


Stories

Minarik, Else Holmelund.

Little Bear

. Illustrated by Maurice Sendak. New York: HarperCollins, 1957. (1957)

From “Birthday Soup”

“Mother Bear, Mother Bear, Where are you?” calls Little Bear.

“Oh, dear, Mother Bear is not here, and today is my birthday.

“I think my friends will come, but I do not see a birthday cake. My goodness – no birthday cake. What can I do?

The pot is by the fire. The water in the pot is hot. If I put something in the water, I can make Birthday Soup. All my

friends like soup.

Let me see what we have. We have carrots and potatoes, peas and tomatoes; I can make soup with carrots, potatoes,

peas and tomatoes.”

So Little Bear begins to make soup in the big black pot. First, Hen comes in. “Happy Birthday, Little Bear,” she says.

“Thank you, Hen,” says Little Bear.

Hen says, “My! Something smells good here. Is it in the big black pot?”

“Yes,” says Little Bear, “I am making Birthday Soup. Will you stay and have some?”

“Oh, yes, thank you,” says Hen. And she sits down to wait.

Next, Duck comes in. “Happy Birthday, Little bear,” says Duck. “My, something smells good. Is it in the big black

pot?”

“Thank you, Duck,” says Little Bear. “Yes, I am making Birthday Soup. Will you stay and have some with us?”

“Thank you, yes, thank you,” says Duck. And she sits down to wait.

Next, Cat comes in.

“Happy Birthday, Little Bear,” he says.

“Thank you, Cat,” says Little Bear. “I hope you like Birthday Soup. I am making Birthday Soup.

Cat says, “Can you really cook? If you can really make it, I will eat it.”

“Good,” says Little Bear. “The Birthday Soup is hot, so we must eat it now. We cannot wait for Mother Bear. I do not

know where she is.”

“Now, here is some soup for you, Hen,” says Little Bear. “And here is some soup for you, Duck, and here is some soup

for you, Cat, and here is some soup for me. Now we can all have some Birthday Soup.”

Cat sees Mother Bear at the door, and says, “Wait, Little Bear. Do not eat yet. Shut your eyes, and say one, two,

three.”

Little Bear shuts his eyes and says, “One, two, three.”

Mother Bear comes in with a big cake.

“Now, look,” says Cat.

“Oh, Mother Bear,” says Little Bear, “what a big beautiful Birthday Cake! Birthday Soup is good to eat, but not as

good as Birthday Cake. I am so happy you did not forget.”

Unformatted Attachment Preview

Scripting Dialogues Table Part 1: Scripting Dialogues Table Single-Letter and Consonant Digraphs Example: Teacher: “Today we listened to “Birthday Soup” from the book Little Bear. He is making soup for his friends in a pot with some peas. Pot and peas begin with the same sound: the /p/ sound. Watch my mouth /p/. You say /p/.” Students: “/p/” Teacher: Show students the large letter p card. Say, “this is the letter p. The letter p stands for the /p/ sound in pot and peas. Say /p/.” Students: “/p/” Teacher: “Every time I touch the letter p, say /p/.” Touch the letter p card several times. Students: “/p/” Students: “/p/” Students: “/p/” Teacher: Student: Short Vowel Teacher: Student: Long Vowel Teacher: Student: © 2016. Grand Canyon University. All Rights Reserved. Word Building Teacher: Student: Word Building Spelling Teacher: Student: References: Graves, M. F., Juel, C. F., Graves, B. B., & Dewitz, P. F. (2010). Teaching reading in the 21st century: Motivating all learners. Boston, MA: Pearson. Part 2: Rationale © 2016. Grand Canyon University. All Rights Reserved.
Purchase answer to see full attachment
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

This is my answer. Let me know if you have any questions or concers, I will be happy to help. :)Cheers! :D

Scripting Dialogues Table
Part 1: Scripting Dialogues Table
Single-Letter and
Consonant Digraphs

Teacher: “Today we listened to “Birthday Soup” from the book Little
Bear. He is making soup for his friends in a pot with some peas. Pot
and peas begin with the same sound: the /p/ sound. Watch my mouth
/p/. You say /p/.”
Students: “/p/”
Teacher: Show students the large letter p card. Say, “this is the letter
p. The letter p stands for the /p/ sound in pot and peas. Say /p/.”
Students: “/p/”
Teacher: “Every time I touch the letter p, say /p/.” Touch the letter p
card several times.
Students: “/p/”
Students: “/p/”
Students: “/p/”
Teacher: “Now, let’s practice one very interesting sound. It is the
sound /θ/. I will now show you the pictures of words which contain
this sound. I will read the words first, and you should just repeat after
me. Okay? Think, Something, Birthday” TH is underlined in each of
the words. They repeat the words several times.” Now find these
words in the ‘Birthday Soup’ story’”.
Students: Think, Something, Birthday
Teacher: “Find any more words in the story with...


Anonymous
Great content here. Definitely a returning customer.

Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4

Related Tags