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Course Assessment/Student Details

Course Code: ERP 2503


Course Name: Language Arts C
Course Teacher: Fatema Al Mansoori, and Laila Boisselle
Task Title: Create a Story Bag for your chosen storybook and include Teacher / Parents
handbook that helps organize and instruct in the use of the story bag ( in
groups 2)
Student Name: Aeasha Mohammed Al Shemeili
Maryam Saeed Al Shehhi
Student ID: H00248080
H00225094
AE4

Story sack :
To start with reflecting our story sack is considering a large cloth bag. It contains
various resources that students need it to promote the literacy. There is no wonder
that using story sack way it motivates students to feel enjoyable while reading and
explore what is inside the bag. Thus, at the same time it assists students to acquire
knowledge and information ( Brunner, 2014).
What are the contains the story sack:
Well, our story sack contains various resources that promote literacy for students.
Such as fiction book - none- fiction book, a CD of the story, puppets, activities cards,
Handbook, and reflecting about our story sack.
created the activities:
Indeed, that before create anything we need to apply steps that assist us to create it.
So, the first step that we used was discussing ideas together. Secondly, we wrote the
plan that help us to organize the work. Thirdly, we conversed together how to vary
the activities for students. It can assist them to develop lots of skills. For example,
cognitive, social, linguistic, variety of learning styles and variety of learning
language. It is sure, using variety ways it creates the attractive environment for
students while do the activities. Finally, we organized different activities for support
reasons and theory. That is proven the importance of this activity for students.

What are the types of the activities card we created?


As we notice that we created six activities cards for students:
The first activity is the puzzle, it considered memorizing games. That assist students to develop vocabulary
skill by remembering the words from the story. As a result, it helps to develop a cognitive ability.
The second activity is coloring it considered using visual images. So, the students should be focusing on
picture to discover the character of the story. We think that is will be the challenging activity because all
images related to the sea- life. As a consequence, it helps to develop social and cognitive skills.
The third activity is story sequence it considered words in context. Thus, the students should able to reflect
on the story. For instance, what happened in the first, middle and the end. Indeed, that assist students to
organize their ideas and develop comprehension reading. As a result, it develops linguistic skill.
The fourth activity is under the sea Bingo it considered memorizing games. That helps students to predict
the words through see the picture. It also assists them to guess the word while the teacher describes to
them. So, this activity it helps students to make connecting between cognitive and social skills in progress.
As a consequence, when the students predict or guess the word, they create dialog as the social skill to their
minds. Indeed, that assist them to improve in various ways.
The fifth activity is sentence jumbles it considered showing the lexical relation. Thus, the students should be
aware of organizing the words in correct ways. As a result, it assists students to develop the cognitive skill
that when remember the sounds of the story.
The sixth activity is creating clip art bag puppets of mermaid character. Then, they should reflect another
end of the story by imagination. It considered words in a context that assist students how solve problems by
using creative solution. So, it helps students to present their creative work. It also helps them to develop
other skills in progress. Such as, cognitive and social skills.

Moreover, we would like to add that they will find extra information in the handbook.
It reflected more about our story sack. For instance, how the teacher and parents use
it. The instruction of all activities and the feedback.
Our suggestion of both teacher and parents
We consider that the teacher and parents can teach students other subjects that
related to this story. Such as the science and geography. Firstly, in the science the
teacher and parents can teach them about the sea- life. They also can create for
students experiments that they found it in the non- fiction book. Secondly, in the
geography subject they can teach students about the ocean or other topics will find
it in the non- fiction book.
We hope that abled to cover all things that related to our story sack. We hope to
spend lovely times through discover it.
Additionally, we would like to illustrate for you all the references that used to support
our story sack.

The references list:


Althans, S & Devine,D. ( 2010). Chapter 4 Activities to Build Vocabulary and word Skill. Retrieved on May 30 ,2015. From
http://www.reading.org/Libraries/books/bk476-4-Athans.pdf
Andersen,H. (2012). The little Mermaid. America: Usborne
Badrova,E&Leong,D.(1996).Tools of the mind. HCT PDF. Retrieved from https://mylearn.hct.ac.ae/bbcswebdav/pid-2499891-dtcontent-rid-3547877_1/courses/201410_13204/Vygotsky_Tools%20of%20the%20Mind.pdf
Bruner,J.(2014). Jerome Bruner Theory HCT PowerPoint. Retrieved on https://. From
http://www.chicagochildrensmuseum.org/WorkingwithClay.pdfmylearn.hct.ac.ae/bbcswebdav/pid-2489310-dt-content-rid-353
2061_1/courses/201410_13204jeromebrunerlearningtheory-121204053324-phpapp02.pptx
EBSCO Host connection. (2013). Crossword Puzzles as a Learning Tool For Vocabulary Development. Retrieved May 29,2015,
from http://connection.ebscohost.com/c/articles/91584084/crossword-puzzles-as-learning-tool-vocabulary-development
AUTHOR(S)
Jacqueline. ( 2013). Five Reasons To Play with clays. Retrieved on July 31,2013. From http://www.artistreevt.org/artistreeblog/2013/08/01/5-reasons-to-play-with-clay/
Jerome Bruner Theory.(2008).HCT Power Point. Retrieved from
https://mylearn.hct.ac.ae/webapps/blackboard/execute/content/file?
cmd=view&content_id=_2489310_1&course_id=_38394_1&framesetWrapped=true
Menichini,C. (2004). Language Learning in Early Childhood. Presented in EDU 2302. HCT,RAK
Nation, I.S.P. (2013).Teaching ESL/EFL Listening and Speaking HCT eTextbook. Retrieved
Pier,N ( 2007). Clays. Chicago Children's Museum. Retrieved on March 12,2015
Reading Rockets. (n.d).story sequence. Retrieved May 29,2015, from http://www.readingrockets.org/strategies/story_sequence
Wade, L. ( 2012). Knowledge Masters Sea And Sea Life. London: Alligator Books Limited
What are learning styles. (n.d). EDU PowerPoint. Retrived on May 30,2015.

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