Slips and engobes

Description

• cours magistral - matière potentielle : engobes

Slips and engobes Lecture _11

• relative color
• wide pallet of colors
• fine particles
• clay body
• body • cte
• buffer layer
• terra sigillata
• slip
• slips
• clay

Sujets

• Europe
• Particle
• Pallet

Informations

• Publié par: ribul
• Nombre de lectures: 30
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Introducing The Spanish Animated-Alphabet™ Handbook
The Spanish Animated-Alphabet™ The Spanish Animated-Alphabet™
Handbook introduces letter sounds andHandbook was created in response to
symbolsthroughstorytellingandsongs.requests from Spanish reading teachers
Each letter and sound is accompaniedwho had observed the joy and success of
byagesture.ThegestureshelpstudentsstudentslearningtoreadandwriteinEnglish
rememberandusethesoundsandletterswithAnimated-Literacy™ and theAnimated-
toreadandwritewords.AslettersandAlphabet™. After searching and fnding no
soundsareintroduced,theyareusedtosimilarmaterialsavailabletoteachinSpanish,
labelobjects.Theobjectsthatstudentsagroupofteachersaskediftheycouldhelp
labelareintroducedthroughasequencedevelop a Spanish version of Animated
ofguideddrawingandlabelinglessons.Literacy™.The Spanish Animated-Alphabet™
Handbook represents the hard work and
After learning to draw and label ancontributionsofmanydedicatedteachers.
object, the students write about their
picturesandusethenamesoftheobjects
to replace key words in pattern word
substitutionsongs.
The methods and materials in this
handbookarebothfunandeffectivewhen
usedwithSpanishspeakingstudentsand
withstudentswhoarelearningSpanishas
asecondlanguage.
The Spanish Animated-Alphabet™
Handbook Includes:
27 Spanish Animated-Alphabet™ Reproducible Animated-Alphabet™
Stories Designed To Introduce Pictures With Words To The Songs
& Reinforce Letters & Sounds
A Suggested Sequence That Enables
27 Spanish Students To Start Reading & Writing
Characters & Songs Words After Learning Only Two
Letters & Sounds
A CD Of The Spanish
Animated-Alphabet™ Songs A Sequence of Drawing and Labeling
Lessons For Teaching Decoding Skills
Suggested Themes & Topics For
Integrating Literature With Sample Pattern Songs For Key
The Alphabet Stories & Songs Word Substitution Activities
©2010byJ.StoneCreations 1 P.O.Box2346LaMesa,CA91943Andrés Ardilla Beto Borrego Carlos ConejoEL
ABECEDARIO
Aa BbANIMADO Cc
©2000byJ.StoneCreations
P.O.Box2346
LaMesa,CA91943 avion beber coger cuerdas
Edgar Elefante Fif FocaChon Chango Daniel Dragón
Ch Dd Ee Ff
dar estirar fotarchillar
Gerardo JaguarGaspar Gato Hilda Hormiga Iván Iguana
Gg Hh Ii Jj
Gg
jalarno hablar ir a piegritar
Leonardo LeónKen Koala Llami Llama Martín Mapache
Kk Ll LL Mm
kayak “mmm” mielllave mágicaleer
Oscar Oso Patricia PandaNicolás Nene Doña Ñandú
Nn Oo PpÑ
pintarnadar ñandú “ooo”
Queta Quechol Rita Rana y Ricardo Sylvia Sirena Tomás Tigre
Rinoceronte
TtQq Rr Ss
quejido regañar sonreir tirar
Ulises Unicornio jardín zoológicoYolanda YakVerónica Vaca
Zz
Vv YyUu
Cc
yoyoviolínuvas cenar en el circo
©2010byJ.StoneCreations 2 P.O.Box2346LaMesa,CA91943SamplesFromTheSpanishAnimated-Alphabet™Handbook
Letra “O” Oscar Oso
Habíaunavezunosoquesellamaba gruesoquelasabejasnolopudieron
Oscar.AOscarlegustabacomermiel picar.Entoncesochoabejassalieron
deabejas.UndíaOscarestababus- delhoyoylepicaronenlanariz.
candomielenelbosque.Encontróa
unaovejaqueledijoendondepodía Cuandolepicaronenlanarizledolió
encontrar un árbol con un panal de muchoaOscarydijo:“OOOO!”Se
abejas. Encontró el árbol y puso la tapólanarizconlamano.Desdeese
manodentrodelhoyoenelárbolpara día Oscar se cubre la nariz cuando
buscamielparaquenolevayanapicarsacarlamiel.
lasabejas.Cuandoveanlaletra“O”
Lasabejasqueestabandentrodel piensenenOscaryhaganlaseñalde
panalseenojaronyempezaronapicarle cuandolepicaronlasabejasenlanariz
aOscar.Peroelpelodelosoeratan yéldijo“OOOOO.”
The “Phonetic Sign” For “Oo”
“OOOO”(apainfulsound)PuthandovernoseandsayOscar’ssound.
More Actions To Accompany The Story
OscarOso(bear)Holdarmsouttosidesand“lumber”orpretendtowalklikeabear.
oveja(sheep)Movehandinastrokingmotioninfrontofbodyasifpettingasheep.
hoyo(hole)Makeacirclewithhandsand“look”throughit.
ocho (eight) Hold up eight fngers.
Oscar Oso’s Song(Tune:FrayFelipeor“FrèreJacques”)
Viene una abeja, Oscar Oso, Oscar Oso
viene una abejaPlacebothhandsaroundeyes
Placeonehandontopoftheotherhandformingtheletter“O.”
andmoveyourthumbslikewings.Busca miel, Busca miel
Le pica a él, le pica a élPlacerighthandovereyebrows
Touchthetipofyournoseasiflookingintothedistance.
with your index fnger.Encuentra un hoyito,
Oscar echa un grito, Mete la manita
Oscar echa un gritoMaketheletter“O”withhandsoverhead.
Place the fnger tips of both hands Come miel, Come miel
onyournose.Withonehand,reachintothecircleformed
Ooo, Ooo, Ooo Ooo, Ooo, Ooooverhead,removehoney,
Holdyourinjurednosewithbothhands.andeatit.
©2010byJ.StoneCreations 3 P.O.Box2346LaMesa,CA91943Samples From The Spanish Animated-Alphabet™ Handbook
Oscar Oso
Tune:FrayFelipe(FrèreJacques)
Oscar Oso, Oscar Oso
Busca miel, Busca miel
Encuentra un hoyito, Mete la manita
Come miel, Come miel
Viene una abeja, viene una abeja
Le pica a él, le pica a él
Oscar echa un grito, Oscar echa un grito
Ooo, Ooo, Ooo Ooo, Ooo, Ooo
©2010byJ.StoneCreations 4 P.O.Box2346LaMesa,CA91943The Animated-Alphabet™
“Spanish Word Wall”
Historically,therehasalwaysbeenastrong previousonestoread,write,drawandlabelobjects.
link between art and print. Pictures on cave Thenewpictureandwordcanthenbeaddedto
walls may have been the frst form of written the classroom “Picture Word Wall.” Throughout
communication.Theearliestcalligrapherswere theyear,wordsfromthewordwallcanbeused
artists. Teaching printing as an extension of to replace people, objects, and animals in the
drawing,combiningencodinganddecodingskills patternsongsandstoriesthattheclassrewrites
withdrawing,anddevelopingavocabularyof andillustratesthroughwordsubstitution.Students
objectsthatstudentscandraw,label,writeabout, alsoenjoywritingsentencesandstoriesabouttheir
andusetorewriteandillustratepatternsongs pictures.
andstoriesisapowerfulandexcitingaddition
toanylanguageartsprogram. Atotalof140step-by-stepdrawingactivitiesare
providedtoreinforceeachsoundandgestureand
Through the following sequence, students develop word recognition skills. Once students
beginencoding,decoding,drawing,andlabeling become confdent at labeling objects with one word,
objectsafteronlytwolettersandsoundshave theymoveontolabelingthepartsofeachpicture.
beenintroduced.Aseachadditionalsoundand Wordsthatdescribethepartsoftheobjectsand
lettersymbolorpatternisintroduced,students actionsperformedbytheobjectsandtheirpartscan
combine the new sound and symbol(s) with thenbeaddedtoformnounandverbphrases.
A Sample Suggested Sequence
With Sample Drawings
A, M, P, T, R, “hard” C, S, O, G, B, L, F, RR, N, E, V, D, U, Z, Ñ,
I, LL, H, J, CH, “soft” C, “soft” G, QU, Y, K
1. Introduce the sound and gestures for “A” and “M.”
Teach students to draw and print “mamá.”
2. Introduce the sound and gesture for “P.”
T “papá.”
3. “T.”
T “pata.”
4. Introduce the sound and gesture for “R.”
Teach students to draw and print “rata.”
5. Introduce the sound and gesture for hard “C.”
T“cara”
and “cama.”
6. Introduce the sound and gesture for “S.”
Teach students to draw and print “casa.”
7. “O.”
T“oso”
“sapo” and “mosca.”
8. Introduce the sound and gesture for “G.”
Teach students to draw and print “gato.”
©2010byJ.StoneCreations P.O.Box2346LaMesa,CA91943✄
Animated-Alplhabet™Drawing&LabelingActivitiesTheSpanishAnimated-Alphabet™Handbook
mamá
papá
✄
pata
rata
©2010byJ.StoneCreations 6 P.O.Box2346LaMesa,CA91943Adding More Labels To The Drawing & Labeling Process
When frst starting the drawing and labeling As students become more skilled at printing and
process, the students copy as the teacher draws word recognition, the teacher can begin adding
and labels each picture one step at a time. As words to describe the parts of each drawing as
the process continues, the teacher may add more illustrated below. Verbs can also be added to name
labels to each picture as the students follow along ways that the parts of each picture might move or
on their papers. Teachers frst expand the labeling actions that they might perform. After the guided
process by modeling the printing of words that portion of the lesson has been completed, the
name the parts of each drawing. This provides students add more labels independently and write
many more opportunities to work on decoding stories about their pictures. In later stages, the
and word recognition skills as the students gesture students draw independently, label their pictures,
and blend the sounds to decode each word or and write about their pictures. Here students can
gesture the sounds and name the letters needed to either draw by using the steps from the handbook or
spell a word. they can create their own illustrations.
dama
cabello ⇐ café<