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Coles 48 Drama and mime poems for Kindergarten: Animals and Occupations Pre-K - K3/Gr1 at Village Green Shopping Centre in Vernon, BC
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Your young learners will love performing these story and sequence poems again and again! Easily incorporate drama into your classroom with these 48 carefully crafted rhyming poems. This collection of poetry has been written for parents, teachers and young learners, specifically English language learners. The book is split into two parts; Animal and occupation mines. The first 24 animal mimes consider 3-6 year olds. The poems introduce short mime sequences and have a high repetition of simple language. The second 24 occupational mimes consider 6-8 year olds. The poems introduce longer more complex mime sequences, have less repetition and introduce more complex language. The purpose of the poems are three fold; Firstly, learners learn through listening comprehension and activity: The poems have been written to encourage mime, drama and role play utilizing the Total Physical Response (TPR) method. Secondly, learners learn pronunciation and intonation through poem recital and are encouraged to read: The poems have been written using vocabulary from the Pre-primer and primer Dolch sight word (Dolch 1948) and the Marvin (1994) high frequency vocabulary lists. Thirdly, each poem has an integrated lesson objective to assist literacy and numeracy, life skills and knowledge: The poems have been written to introduce common topics and core curriculum skills.
Your young learners will love performing these story and sequence poems again and again! Easily incorporate drama into your classroom with these 48 carefully crafted rhyming poems. This collection of poetry has been written for parents, teachers and young learners, specifically English language learners. The book is split into two parts; Animal and occupation mines. The first 24 animal mimes consider 3-6 year olds. The poems introduce short mime sequences and have a high repetition of simple language. The second 24 occupational mimes consider 6-8 year olds. The poems introduce longer more complex mime sequences, have less repetition and introduce more complex language. The purpose of the poems are three fold; Firstly, learners learn through listening comprehension and activity: The poems have been written to encourage mime, drama and role play utilizing the Total Physical Response (TPR) method. Secondly, learners learn pronunciation and intonation through poem recital and are encouraged to read: The poems have been written using vocabulary from the Pre-primer and primer Dolch sight word (Dolch 1948) and the Marvin (1994) high frequency vocabulary lists. Thirdly, each poem has an integrated lesson objective to assist literacy and numeracy, life skills and knowledge: The poems have been written to introduce common topics and core curriculum skills.
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