PEFaL Children’s Programme Development

Session: Module 2 Week 3 Focus: Discovering Books Parents / Children: Joint

Session Introduction to books

3.1

General Familiarisation with books based on the book “When I am Lonely” / “Meta Nkun Wahdi”
Objectives Developing and reinforcing book handling skills

Development Targets Resources

2.25 p.m. Food, toilets, change • Preparation for session • Food
• Sanitary facilities
20 • T-shirt put on
minutes

2.45 p.m. Transition Activity/Activities1:

15 Energiser: Partner Balances Oracy: • Open space

minutes • Children find a partner of equal height and • Instruction giving • A soft floor surface
size. like rubber tiles or a
• Children sit back to back with elbows Motor: soft carpet
interlinked, legs outstretched. Balance • Suitable clothing
• They try to stand up, helping one another. • Co-ordination
• Couples join together to make a four, and • Physical activity – stretching,
try the same thing. hopping, cycling, etc.
• This can also be tried in sixes, or eights.
• Then, partners sit facing each other, legs
1
Focus on energiser.
 outstretched, feet touching. PSD / Social:
• They take hands and try to pull each other • Practicing co-operation skills
up to standing.
• After this activity, partners stand facing one
another, then raise left leg straight ahead
so that their partner can take hold of their
ankle.
• Each child balances and then both children
try to hop together for a count of ten and
then try to sit down together.
• Another activity to do after this is that each
child lies on their back and raises their legs
in the air so that their legs are leaning up
against their partners.
• The two children try to “cycle” together,
moving legs in unison.
• The tutor can change the pace of the
cycling by saying “uphill” (slowly) or
“downhill (quickly).
• The tutor or the children themselves can
think up of other similar activities and
instruct the others to carry them out in a
similar way.

3.00 p.m. Circle Time • Cooling down activity • Cushions or other

• Introductory discussion seating
5 minutes • Recalling what was done
during the previous session
• Instruction giving
3.05 p.m. Big Group Activity2:

20 Treasure Hunt Oracy:

minutes • Talking about activity • A3 photocopy of the
• The children are divided into manageable • Recalling instructions and front cover of the big
groups. giving feedback book
• The tutor shows the big book (“When I am • Listening to instructions and • 2 groups of
Lonely” / “Meta Nkun Wahdi”) to the children answering questions handouts, each
and explains that during the session they group with a
would be exploring the book together. Motor: different set of clues
• The tutor explains that they will first discover • Physical movement for the treasure hunt
the physical make-up of the book, for • Searching • flashcards with the
example the pages. • Assembling different parts of the
• A flashcard with the word pages should be • Co-ordination book written on it:
put up on the board (which will act as the pages, cover, title,
Word Bank of the session). Reading: author, publisher,
• The groups are given a sheet of paper with • Recognise letters and sounds artist (or designer
the clues written on it. (the clues can be in depending on each
• Spell to form words
the form of riddles or a poem to make them country), front
• Recognise words and
more fun). picture.
attempt new ones
• The clues are different for each group so • 2 sets of objects to
• Point to print to show learnt
that while they are looking for the same be found in the
words
things, they do not find them in the same treasure hunt, each
• Point to print to ask what it set having the
places but in different areas of the room.
says photocopied , title,
• The children read the clues in their own
• Understand words from other author, publisher,
group and the tutor questions the children to
contexts artist, picture of the
check that they have understood the clues
2
Step-by-step development
 and know what they are supposed to look • Able to read previous book plus a blank
for. vocabulary sheet of paper to
• The objects that the children have to act as the cover and
look for may include the cover of the book Writing: onto which the
(a blank sheet of paper folded into 2), the • None during this activity children must stick
title of the book, the author’s name, the the other parts to
publisher’s name, the artist’s/designer’s PSD / Developmental: create the front
name and the front picture. • Listening and comprehending cover.
• The tutor may also stick an A3 copy of the • Carrying out instructions • Glue
cover of the big book on the whiteboard to • Practicing co-operation skills
act as a guide for the children. • Practicing team building skills
• At the tutor’s signal, the two groups start to • Co-ordination
look for the objects according to their clues • Assembling parts into new
and then to assemble the front cover of the whole
book.
• The group that assembles the front cover
first in the correct manner is the winner of
the treasure hunt.

3.25 p.m. Small Group Activity:

35 Sharing stories Oracy: • Children’s books of

minutes • Chatting freely to other different styles and
• During this part of the session, the tutor children and adults genres brought by
asks families to divide themselves in • Talking about feelings, ideas the tutors
groups. and opinions • Group report
• The tutor explains the instructions for this • Listening to others handout
part of the session. • Answering questions • Writing materials
 • The tutor shows the parents the big book • Able to explain and convey / • Drawing and
and gives them the information about why it receive feedback stationery materials
was produced and how they will be or dress up clothes
exploring the book during the coming Reading: to be used to
sessions. • Knowing that books have produce the advert
• The tutor explains that this book is one of a authors and titles
range of children’s books that are available • Awareness of the different
and that during the session the families will parts of a book
explore and discuss some of these books. • Opening a book the right way
• The tutor goes around the groups and up
distributes books of different size, variety, • Turning one page at a time
print, genre and make to each group. • Looking to the left of a double
• The aim of this activity is to make parents page
. and children aware of the wide range of • Comparing different types of
different books that are available. books and finding common
• The tutor asks each group to discuss these features
books, listing their likes, dislikes and
questions on a group report sheet. Writing:
• The families can choose a representative • Listing
family who will write down what is being said • Comparing
by all the members of the group. • Reporting
• Each group will then choose one preferred
book and create an advert (through drawing PSD / Developmental:
or drama or other creative activity). • Listening and comprehending
• This aim of this advert is to persuade other • Carrying out instructions
groups that this book is worth reading • Practicing co-operation skills
because of a number of reasons that will
• Practicing team building skills
come out through the presentation of the
• Co-ordination and turn taking
advert itself.
 • This activity ends with each group of
families sharing their views about the books
provided by the tutor.
• The tutor himself / herself can give other
important information such as contact
details of established publishing houses,
suitable children’s authors, availability of
library services in the area and other issues
related with choosing and buying books
both by parents and children.
• Comparing and contrasting
• Formulating and expressing
ideas and opinions
• Reporting facts
• Distinguishing between
opinions / feelings and facts

4.00 p.m. Closure:

15 Distributing the home link-up activity

minutes • Concluding activity • Cushions or other
• Within the portfolio of each family, a section • Reviewing things learnt seating
should be devoted to books that are read by during the session • Portfolio
the family together. • Establishing the session’s box/file/container
• This can be just a sheet of paper stuck to home link-up activity • Library Report Card
the box or file or other similar container that handouts for all
is being used as a portfolio. participants
• This section can be called ‘Books We Read
Together’.
• Each family lists the title of the big book in
this section as the first book they explored
and read together in this programme.
• Then, each family is given a handout with
instructions on how to create a simple
Library Card.
 • Each family is to go home and pick a book
of their choice.
• The child may pick one book and the parent
may pick another one if they cannot decide
on one book.
• The family explores the book and fills in the
details listed on the report card.
• The families will report on how they
managed to complete this activity during the
following session.

Note
Care should be taken to remember that not all
participating families could be familiar with
books or even own books at home. In such
cases where families do not have access to
suitable books and other literature, the tutor
has to make sure that there are some extra
books in the room used for the programme
which the families can borrow.

In Portfolio:

The report handout produced during the book exploration activity (photocopies, one per family if this service is possible), the library
card form when it is brought to the following session.