ASSESSMENT COVER PAGE

Course Name: Learning through Literature Course Code: ECE 3203

Instructor Name: Antoinette Wiseman

Task Title: Coursework – Portfolio

Due Date: Date

Submitted:

Student Name: Mira Faisal Alkaabi

Student ID: H00328006 Section:

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Student Declaration:
This assignment is entirely my own work except where I have d uly acknowledged other sources in the
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the HCT. I understand that I may be orally examined on my submission.

Signature ____________________________________ Date:__________________________

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 Task Title: Portfolio

Course Code: ECE 3203

Course Name: Learning through Literature

Instructor Name: Antoinette Wiseman

Student Name: Mira Faisal Alkaabi

Date: 13-2-2018

Weebly link: http://meerafaisalalkaabi12.weebly.com

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 Table of Content

Title Pages
Introduction 4
Templet 1 5-8
Templet 2 9-12
References 13

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 Introduction

In this portfolio assessment, I choose poetry stories, I should listen to them

(audio). The two stories that I chose it are the itsy bitsy spider and We ’re Going on
a Bear Hunt.

Poetry

“There are a variety of poetry books available for young children: collections of
poems written by the same author or related to the same theme, collections of
poems from multiple poets, and illustrated versions of a single poem. Each
introduces the reader to the sounds of language. Rhyming poetry, especially ones
with playful words, help children develop phonemic awareness” (Types of Books to Read to
Young Children, 2018) .

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 Template 1

Picture/photograph

Title The Itsy Bitsy Spider

Author’s name Iza Trapani

Illustrator’s name Iza Trapani

Date of (original) 1993 (The Itsy Bitsy Spider, 2018)

publication

Book Summary This story about an adventure for the itsy bitsy spider that has an
exciting encounters with a fan, a mouse, a rocking chair, a cat, and a big
maple tree. Finally, the itsy bitsy spider finds a lovely spot to spin a new
silky web (The Itsy Bitsy Spider, 2018) .

Genre & This is a Poetry and verse book

characteristics
because this book has repetition, rhythm and rhyme. The repetition in
this story is ‘the itsy bitsy spider, climbed up the’

Why is it
appropriate and  Why is it age appropriate?
interesting to 4-5
years old children? 1. It has rhythm and rhyme and children like to read or to listen stories like a
song, also it easy to memorize it so the children will respond positively with
the song they will be able to learn new vocabulary as well as they will develop
their cognition skills.
2. It has limited and a short word that makes it easy to memorize the new
vocabulary in the story.
3. The illustrations are clear and colorful that factor effects on children
understanding the big picture.

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  Appropriate language level?

1. It is suitable for KG 2 more Than KG 1 if they tried to read it by them self or

even if they hear it because the KG 2 knew more words in English than the
KG 1, and it has many different vocabularies.
2. The students will understand the story through seeing the pictures that the
adventure of the itsy bitsy spider is when it climes something, something will
happen after that, and that makes the spider fall, but the spider keep trying by
climbs again. The aim of this story is to teach us that do not stop of doing
something because the life is not simple and we have to keep trying to reach
our ambition.

 What makes it interesting to 4-5 years old

1. The illustrations are colorful, big, and transparent to attract them to read these
kinds of books.
2. This is a poetry story and the students like to read or even to listen of these
kinds of stories that have repetition, rhythm and rhyme.
3. The story makes the students to listen or to read what will happen to the spider
after it fell.

How does it Does it support the teaching of?

support teaching
and learning? Literacy Learning Outcomes:
(Identify the LO KLPA1:
where possible) Mastered: listen to and generate rhyming words
Developing: listen to, say and connect rhyming words
Emerging: listen to rhyming words
Assessment Criteria: Participates in generating rhyming words

Explanation of the Outcomes:

Mastered: by providing daily opportunities to songs, rhymes and poems,
students learn to identify rhyming words in text. Th is will lead students to
developing the skill of generating some simple rhyming words e.g., hot/pot.
Developing: connecting words that rhyme allows students to start to realize
that words are made up of sounds. It also helps them understand that every
letter has a different sound.
Emerging: encourage students to listen attentively to sounds around them
that they hear in the environment. Encourage students to talk about different
sounds that they can hear as they go for a listening walk around the school or
in the playground. Environment sounds include indoor and outdoor sounds
such as animals, sounds in nature, and sounds they hear outside such as cars,
doors slamming, or an airplane in the sky.

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Activities:
Mastered: the student will list some simple rhyming words that are not in the
story.
Developing: identify the rhyming words that are in the story. To challenge
them let them list at least 2 to 3 rhyming words.
Emerging: identify if the 2 words that they hear it are rhyming words or not.

Math Learning Outcomes:

K2MDT1:
Mastered: order a familiar sequence of daily events
Developing: identify the events which come before and after a given event
within a familiar sequence
Emerging: identify the event which comes after a given event within a
familiar sequence

Activities:
Mastered: the students should order the events forward, and to challenge
them they should order the events backward also by drawing it.
Developing: the students will have flash cards and they will order them
forward, and to challenge them they should order the events backward.
Emerging: the students will have flash cards and they will order them only
forward, but they should order some of them not all of them, and to challenge
them they should order the events forward and all of them.

Science Learning Outcomes:

KLW1:
Mastered: compare and group living and non-living things
Developing: identify and group living and non-living things
Emerging: state living and non-living things

Activities:
Mastered: the students should draw or say it orally the living things and the
non-living things that was in the story (without see the story, by
remembering). To challenge them let them to walk around the class and the
school and list/draw the living and non -living things. To more challenge them
let them to sort real and artificial plants in the science corner and let them to
explain why these plants are real and the rest of them are artificial plants.
Developing: the students will have the flash cards and they shoul d classify
them into living and non-living things. To challenge them make half of the
group to take pictures of living things in the school and the half of them to
take pictures of non-living things.

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 Emerging: the students should sort at least 2 living thi ngs and non-living
things by using the flash cards. To challenge them let them to walk around
the school and talk with each other the living and non -livings things and it
should be at 2 living and 2 non-living things.

Living things in the story: spider, mouse, cat, tree.

Non-living things: water spot, wall, fan, rocking chair.

Potential
challenges involved 1. It is a good story that teaches the children to be patient and to keep trying
in exploiting this without stop.
book with 4-5 2. It is OK if we use these kinds of books that have aims and definite meaning to
years old in UAE children to understand that we must challenge as long as we live.
schools

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 Template 2

Picture/photograph

Title We’re Going on a Bear Hunt

Author’s name Michael Rosen

Illustrator’s name Helen Oxenbury

Date of (original) 1989 (We're Going on a Bear Hunt, n.d.)

publication

Book summary We’re Going on a Bear Hunt follows the intrepid adventures of four
siblings and dog, who decide one day to go on an adventure in search of
bears. Coming up against a host of obstacles the family ventures through
whirling snowstorms, thick oozing mud and dark forests on their
ambitious quest (We're Going On a Bear Hunt, 2017) .

Genre & This is a Poetry and verse book

characteristics
because this book has repetition, rhythm and rhyme. The repetition in
this story is ‘we ’ re going on a bear hunt, we ’ re going to catch a big one,
what a beautiful day! We ’ re not scared’

Why is it
appropriate and  Why is it age appropriate?
interesting to 4-5
years old children? 1. It has rhythm and rhyme and children like to read or to listen stories like a
song, also it easy to memorize it.
2. The pictures are big
3. When they have to go through the grass, river, mud, forest, and the cave they
should do sound such as, Swishy Swashy for the long wavy grass, Splash
Splosh for the river, Squelch Squrch for walking through the mud, Stumble
Trip when they walking through the forest, Hoooo Woooo walking through
the snowstorm, Tiptoe walking through the cave, they repeat the sounds three
times.

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  Appropriate language level?

1. In this story, it has many vocabularies that if they do the actions it will be easy
to understand and to memorize, remember the words with the actions or even
the meaning. In instance, ‘we can’t go over it’ and make the action of over by
using the hands, also ‘we can’t go under it’ and make the action, and so on.
2. It has the places that they went it, for example, they go through the grass,
river, mud, forest, and the cave. Then they went backward from the cave until
the grass, and we will know if the students were concentrating with the story
or not. After their adventure they returned to their home.

 What makes it interesting to 4-5 years old

1. These kinds of books have repetition, rhythm and rhyme because it is a poetry
story and the students like to read or even to listen of these kinds of stories.
2. It is an enthusiastic story because the children want to know what happen after
that and if they catch a big bear at the end of the story or not.
3. The children like to read or to take books that have big pictures because most
of them they can not read so they can understand the stories by seeing the
pictures. The pictures attract the interesting of the children.

How does it Does it support the teaching of?

support teaching
and learning? Literacy Learning Outcomes:
(Identify the LO KLPA1:
where possible) Mastered: listen to and generate rhyming words
Developing: listen to, say and connect rhyming words
Emerging: listen to rhyming words
Assessment Criteria: Participates in generating rhyming words

Explanation of the Outcomes:

Mastered: by providing daily opportunities to songs, rhymes and poems,
students learn to identify rhyming words in text. This will lead students to
developing the skill of generating some simple rhyming words e.g., hot/pot.
Developing: connecting words that rhyme allows students to start to realize
that words are made up of sounds. It also helps them understand that every
letter has a different sound.
Emerging: encourage students to listen attentively to sound s around them
that they hear in the environment. Encourage students to talk about different
sounds that they can hear as they go for a listening walk around the school or
in the playground. Environment sounds include indoor and outdoor sounds
such as animals, sounds in nature, and sounds they hear outside such as cars,
doors slamming, or an airplane in the sky.

10
Activities:
Mastered: the student will list some simple rhyming words that are not in the
story.
Developing: identify the rhyming words that are in the story. To challenge
them let them list at least 2 to 3 rhyming words.
Emerging: identify if the 2 words that they hear it are rhyming words or not.

Math Learning Outcomes:

K2SGP1:
Mastered: describe and show movement of people or objects to a new location
Developing: show movement of people or objects to a new location
Emerging: show some movement of people or objects to a new location

Activities:
Mastered: the students should when they listen to the story do the
movements and the action, for example, We’re Going (action: walking), bear
hunt (action: act like a bear), big one (action: put their hands up to act a big
one and down it beside their body), we’re not scared (action: weave their
hands that they’re not scared), Uh Uho (action: put their hands on their face
with a shock emotion and say Uh Uho), grass (action: put their hand up and
weave their hands to act a long weave grass), over (action: move their hands
from down to up), under (action: move their hands from up to down), Uh No
(action: put their hands on their face with a sad emotion and say Uh No),
through it (action: put their hand together and move it forward) , Swishy
Swashy (action: make the sound and move their hands to act that they are
moving the grass from in front of them), cold deep river (action: act that they
feel cold), Splash Splosh (action: make the sound and act that they are
walking through the river), Squelch Squrch (action: make the sounds and act
that they are walking through the mud), Stumble Trip (action make the
sound and act they are walking through the forest), Hoooo Woooo (action:
make the sound and act that they are walking through the snowstorm ), Tiptoe
(action: make the sound and act that they are walking through the cave) . To
challenge them let them to read or to listen a story that they did not know
about it, and let them to do the actions.
Developing: the students should do most of the movement that are in the
story.
Emerging: the students should do some movements and action such as, big
one (action: put their hands up to act a big one and down it beside their
body), grass (action: put their hands up and weave their hands to act a long
weave grass), over (action: move their hands from down to up), under (action:
move their hands from up to down).

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 Science Learning Outcomes:
KES3:
Mastered: identify features of the natural environment
Developing: label features of the natural environment
Emerging: illustrate features of the natural environment
Assessment Criteria: identify natural resources in their (school, home, park
and community) environment through investigations.
discuss ways we use water in our daily life through role play.

Activities:
Mastered: the students will identify features of the natural environment that was
in the story. To challenge them ask the students about features of the natural
environment that are not in the story. In addition, identify natural resources in
their (school, home, park and community) environment through
investigations.
Developing: the students should label features of the natural environment that was
in the story. To challenge them ask the students to think about the natural
environment that in the UAE.
Emerging: the students will go out the class and see the weather and climate
if there is any water on the ground, mud, there is any winds, grass. To
challenge them, ask the students if there are water on the ground that means
the weather was? Answer: it was rainy.

Potential
challenges involved 1. This book teaches the children to not do any thing dangers in instant, to hunt a
in exploiting this big bear, and do not go out side without your parents. There are no problems
book with 4-5
if we use this book.
years old in UAE
schools 2. I think we can replace the bear with another animal such as camel. In addition,
to change the places, for example, replace the grass by mountains, the river by
an oasis, cave by sandy hills.

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References
ADEC (Abu Dhabi Education Council) 2014 Learning outcomes Abu Dhabi: ADEC
Itsy Bitsy Spider. (n.d.). Retrieved from freekidsmusic: http://freekidsmusic.com/traditional-childrens-
songs/itsy-bitsy-spider/

Rosen, M., & Oxenbury, H. (1989). We're going on a bear hunt. London: Walker Books.

The Itsy Bitsy Spider. (2018). Retrieved from amazon: https://www.amazon.com/Itsy-Bitsy-Spider-Iza-

Trapani/dp/1879085690

The Itsy Bitsy Spider. (2018). Retrieved from amazon: https://www.amazon.com/Itsy-Bitsy-Spider-Iza-

Trapani/dp/1580890148/ref=tmm_other_meta_binding_swatch_0?_encoding=UTF8&qid=&sr=

Types of Books to Read to Young Children. (2018). Retrieved from ucanr:

http://ucanr.edu/sites/ReadytoSucceed/TypesofBooks/
Trapani, I. (1993). The itsy bitsy spider. New York: Scholastic.
We're Going on a Bear Hunt. (n.d.). Retrieved from childrensbooks:
http://childrensbooks.wikia.com/wiki/We%27re_Going_on_a_Bear_Hunt

We're Going On a Bear Hunt. (2017). Retrieved from apple: https://itunes.apple.com/gb/tv-

season/were-going-on-a-bear-hunt/id1183485542

We're Going On A Bear Hunt by Michael Rosen & Helen Oxenbury. (2013, Sepetember 30). Retrieved
from audioboom: https://audioboom.com/posts/1630155-we-re-going-on-a-bear-hunt-by-
michael-rosen-helen-oxenbury

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