The Rainbow Fish Essays

The Rainbow Fish Essays The Rainbow Fish Paper The Rainbow Fish Paper The Rainbow Fish has lots of dialogue to demonstrate interaction, whereas Rumpus at the Vet has none. Pfister, plays on the readers feelings to make the story emotive. Feelings of, loneliness, selfishness, sadness and happiness play a big part in the story. Whereas the Author used the theme of humour in Rumpus at the Vet to enrapture his audience. The vocabulary in both books is used with children in mind; the words are easy to understand, even though some are difficult to read. Conclusion  The books are very different in many ways. However, in my opinion they are both excellent examples of enchanting texts for children. Both authors capture their audience using contrasting styles of writing. Although both texts were written to be read to children, I feel that older ones could enjoy reading them by themselves, especially Rumpus at the Vet.  I have selected The Rainbow Fish to discuss how I would use this piece of text in the classroom.  The learning objectives that I would use for the lesson are taken from The National Literacy Strategy, Year 2 term 1. Although there are many ways that this text could be used I have chosen these objectives:  Word Level Work  Word recognition, graphic knowledge and spelling:  7 To use word endings e.g. s (plurals) ed (past tense) ing (present tense) to support their reading and spelling. Sentence Level Work  Grammar and punctuation:  2 To find examples in fiction and non-fiction, of words and phrases that link sentences e.g. after, meanwhile, during, before, then, next, after a while.  Text Level Work  Comprehension and Composition:  5- To identify and discuss reasons for events in stories linked to plot.  The learning objectives should be written on the board so that all pupils are aware of them. Furthermore, the teacher should read the objectives out so that all pupils are aware of what they are. The Lesson During the focused word part of the lesson, the teacher would discuss plurals and how they are distinguished. Explaining that when there is more than one object it is called a plural and quite often, we just add ans or es depending on how the word is spelt. The teacher could ask the children to give some examples which she could write on the board for reference, using two columns to see if the children could see any patterns between adding s and es. Then in another column, the children could give examples of verbs, giving their past and present tense. She could then go on to consolidate that words in their root form can have different endings added, according to how many there are, or by their tense. Next, the teacher could go on to explain that she would read The Rainbow fish to the children and they should try to listen out for words that are plurals and have endings to show which tense the story is in. Also during the reading of the story, the teacher would like the children to think about how the story is linked together by using adverbs of time. The teacher could explain that rather than use and then as children quite often do, there are alternatives such as meanwhile, during, after and next. These links make the story more interesting and flow chronologically.