Analysis Of You Are (Not) Small By Anna Kang
For this assignment, I read the book called You Are (Not) Small by Anna Kang to a Pre-k 3 aftercare class. This story uses simple terms and explains the concept of big and small. I tend to read two books to my first-grade aftercare students, but I had never read to the Pre-k 3 aftercare class. It was nice seeing how younger children react to books and book readings. The book reading was a great experience. Nevertheless, I realized that I need to improve my book readings. One area that I need to work on is asking the children to think about what the characters might be thinking or feeling. I believe that I helped develop the children’s literacy skills because as I read I pointed to the words and demonstrated how we read from left to right.
After my book reading, the Pre-k 3 aftercare teachers let the children grab different books to view them. While this happened, I noticed that two students were pointing to the words left to right. One child even sat in the chair where I sat to read the story and pretended to read to an invisible audience.
When I was a child, I loved listening to my teachers and parents read to me in English or Spanish. Today, I transmit this love for reading and books. I make book readings a fun experience. For this book reading, I changed my tone of voice for each character and asked the children to repeat after me. I helped the children develop communication skills because I asked different “What if” questions as well as questions about the events occurring in the story. This allowed them to think and share their ideas with their classmates.
Towards the end of the story, the word hairy came up. Many of the children shook their head no when I asked them if they knew what hairy meant. I pointed to my hair and told them, “hairy means that it has a lot of hair.” I grabbed a stuffed animal and a rubber duck from the Dramatic Play area and explained how the stuffed animal was hairy and the duck was not. As I explained, I heard a couple children repeat the word. Thus, I believe I helped the children add one more word to their vocabulary.
After my book reading, the Pre-k 3 aftercare teachers let the children grab different books to view them. While this happened, I noticed that two students were pointing to the words left to right. One child even sat in the chair where I sat to read the story and pretended to read to an invisible audience.
When I was a child, I loved listening to my teachers and parents read to me in English or Spanish. Today, I transmit this love for reading and books. I make book readings a fun experience. For this book reading, I changed my tone of voice for each character and asked the children to repeat after me. I helped the children develop communication skills because I asked different “What if” questions as well as questions about the events occurring in the story. This allowed them to think and share their ideas with their classmates.
Towards the end of the story, the word hairy came up. Many of the children shook their head no when I asked them if they knew what hairy meant. I pointed to my hair and told them, “hairy means that it has a lot of hair.” I grabbed a stuffed animal and a rubber duck from the Dramatic Play area and explained how the stuffed animal was hairy and the duck was not. As I explained, I heard a couple children repeat the word. Thus, I believe I helped the children add one more word to their vocabulary.