Download the complete set of PDF materials for Grades 1-6 of Picture Book Classroom

Download the complete set of PDF materials for Grades 1-6 of Picture Book Classroom

A book you should love

Picture Book Classroom

As a third-grade Chinese teacher, I came across this set of "Picture Book Classroom" at the beginning of the year. To be honest, I thought this set of books was a detailed explanation of the textbook at first, but as I gradually used it with my students, I found that it is an efficient learning book that combines both instrumentality and humanity.

With this book in hand, it is not only a good assistant for the teacher, but also a good helper for children's learning. In just one and a half months, I studied four units of courses with the children. I have benefited a lot from the first four units of the course. From reading the text to in-class and after-class exercises, from oral communication to exercises, my children and I are becoming more and more dependent on the infinite wisdom that "Picture Book Classroom" brings us.

A teacher once said, "Knowledge itself is the best prize for children." This book is undoubtedly the best annotation. Let’s talk about reading and reciting the text first - it is an important area of ​​learning for children.

The beginning of each unit in the study book gives everyone a clear mind map:

The organic division and utilization of humanistic themes and language elements. Although such content will be presented in the teaching references and our lesson plans, the mind map on one page before each unit of the "Learning Book" gives us a clear clue to control the entire unit. For example, the three language elements to be implemented in the first unit: try to imagine the picture while reading; appreciate the vivid and beautiful sentences, and try to write down what you observe clearly.

When we interpret the book, we can use the first lesson as a guide, using poems to guide children to read and imagine at the same time. When we open the book, we will find that the words in the book are not only annotations, but also allow us to learn and ask questions based on the poems. For example, on p5

Imagine the picture depicted in the poem and tell us what you see in it. What do you smell? What do you feel?

For example, p6:

Looking back at the whole poem, let’s talk about the role of “late sun” in the poem. The focus of this type of question design is not to explain the meaning of the poem, but to prompt children how to think and how to imagine.

Moreover, what is even more valuable is that after learning, there are bubbles summarizing the learning methods, such as P9

Identify the scenes that appear in the poem, string them together to understand the meaning of the poem, imagine the picture, and experience the poet's mood. ”
Finally, every time you learn a new knowledge point, there is a review session: reading aloud, reciting guidance; and the design of a “reading card”.

The concise and concise words made the children clear about their learning methods again. Moreover, the extracurricular extension of each lesson is what our Chinese teachers like the most. It is an optional exercise for advanced students. The material selection of the articles is just right and very satisfying.

Teaching the entire unit in this way is really the best way to achieve the language elements and humanistic theme goals.

Secondly, I want to talk about exercise books and practice material books, which always bring us surprises.
First of all, a very prominent feature of the Ministry of Education edition textbooks is the integrity of the units. A more prominent manifestation of this integrity is the very close integration of reading and writing. From the very beginning of the class, children will be guided to observe, discover, and learn how to write an article. In the reading class, our set of textbooks gives children many questions to think about and many learning methods.

The exercises and writing practices in this textbook appear in the use of words, sentences and paragraphs, after-class imitation writing of some texts, and the exercise section.

For example, in Unit 4, the lesson "Flower Clock" requires the use of a variety of techniques to imitate the first paragraph, and also to pave the way for "I did a small experiment" after the unit. I guided the children to do the after-class table summary exercise on page 209 of the "Learning Book" in class.

After class, homework is given in the "workbook" pages 68 and 70 to sort out the tables newly taught in class.

There are also small writing exercises in the exercises, and a reading comprehension of an appropriate article, which repeatedly consolidates the use of logical thinking and really allows children to put the sentence training into their own understanding. This overall arrangement allows the usual small writing exercises to pave the way for the larger exercises later.

For example, when writing descriptive essays in Unit 1 and Unit 4, the after-class question for the lesson "Lotus" asks children to imitate the second paragraph and use metaphors, personification, parallelism and other rhetorical techniques to write about their favorite flowers.

It is also to complete the long essay "My Plant Friends". The large number of fragments and example essays in the material book give teachers and children many creative ideas. The starting points of the essays are to use such tables, fragments, and exercises to complete the ideas and methods of essays, guiding students to have no obstacles in front of essays, to be able to write and enjoy writing, which also brings endless fun and good articles to my teaching work.

Finally, I want to talk about how the connection between material books and study books can help children make rapid progress in their writing skills. I have a Chinese-American student. His language foundation, whether in reading or speaking, is no different from that of Chinese people. The only problem is that he doesn't understand or know a lot when it comes to writing.

After using the study books and material books in "Picture Book Classroom", his writing ability has improved, in his own words: "I finally know how to write easily". We studied the text "Lotus" together, and we learned the usual method of writing articles describing plants. I guided him in fragment exercises in class. With my prompts and training, he was very satisfied with his use of "some...some..." to describe his favorite cherry blossoms. Later, in the second class, we learned to write the composition guidance class of "My Favorite Plants". We used the teaching design in the material book together, first making record cards,

Then we observed the appearance, color, smell and other aspects of the plants step by step according to the example essays. Finally, we sorted out the writing methods based on the excellent example essays to enrich and modify our own record sheets, and summarized the writing characteristics through the teacher's comments in the excellent example essays.

After learning, my child told me that he suddenly felt that writing articles was a wonderful thing.

It can be said that the combined use of study books and material books has benefited both teachers and students immersed in the classroom. I used to discuss learning methods with children through outlines and essay examples, but this set of books inspired me that it not only provides guidance for excellent essays, but also sets small goals for each step, allowing us to constantly review what we have learned, constantly correct ourselves, and make continuous progress in the process of learning.

“Read ten thousand books and write like a god.” Since I chose “Picture Book Classroom”, I feel that there are many more good books in my work and many good articles in the children’s pens. A good book can be a partner, accompanying you through happy learning time. A good book can also be a teacher, guiding you to go further and fly higher on the road of learning. "Picture Book Classroom" is such a good book series.