Gönüller Bir Olsun Projesi Materyal Değerlendirme

Merhaba ben Ali KARATEPE,

Balıkesir/Gönen Atatürk Ortaokulunda Özel Eğitim Öğretmeni olarak görev yapmaktayım

Hello I am Ali KARATEPE,

I work as a Special Education Teacher in Balıkesir / Gönen Atatürk Secondary School.

Gönüller Bir Olsun e Twinning projesi kapsamında Ayşegül Korel Altınok öğretmenimiz rehberliğinde Milli İrade İlkokulu öğrencileri tarafından hazırlanan materyalleri değerlendirme amacıyla bu kitabı oluşturmaktayım.

As part of Gönüller Bir Olsun e Twinning project, I am creating this book in order to evaluate the materials prepared by the students of  Milli İrade Primary School under the guidance of our teacher Ayşegül Korel Altınok.

Materyallerin tanıtımı;

1. Sesleri Öğreniyorum
2. Alfabeyi Öğreniyorum
3. Zıt Anlamlı Kelimeler ve Tombala Oyunu
4. Acil Numaraları Öğreniyorum

Presentation of materials;

1. Learning Sounds
2. Learning the Alphabet
3. Antonyms and Bingo Game
4. Learning Emergency Numbers

1. Sesleri Öğreniyorum

1. Learning Sounds

Learning Outcome 1: Distinguishes sounds. (Tells what the source of the sound is)

Learning Outcome 1: Distinguishes sounds. (He tells the property of the sound.)

Learning Outcome 1: Distinguishes sounds. (Tells the similarities and differences between sounds.)

Learning Outcome 8: Expresses what he listens / watches in various ways. (Tells others what they listened to / watched.) Achievement 9: Sound information shows awareness. (He speaks the initial sounds of words.)

Gain 9: Phonological shows awareness. (Produces words that start with the same sound.)

Achievement 15: Confident. (Expresses himself in front of the group.)

LEARNING PROCESS: Sitting on chairs arranged in a circle. “My name is Esra; I’m like a diamond. ” and children are made to feel the rule of the game by reproducing examples. ‘My name is Tuna; I’m like a tray. ”

• Finds and displays an emulation that will evoke the word related to the first sound similarity found.

• After the examples, you are asked what needs to be done to play the game.

• Attention is drawn to sounds by emphasizing that our game material is our names.

• Findings and actions of the children are repeated with the whole class.

• Attention is drawn to our hearing through the game and the audio recording with nature sounds is played to the children. There is a conversation about the sounds in the sounds of nature in the recording.

• While listening to the audio recording, the children are told to go around the classroom to choose an object and drop the object they chose in the box on the floor.

• A circle and sit around the box.

• Children close their eyes and take turns picking an object from the box.

• Each object has a starting sound.

• Objects that start with the same sound are found and grouped.

• A sound corner is created in the classroom and objects are displayed in this corner.

EVALUATION

• What are the names and analogies you remember? (Ahmet-car etc.)

• What was the most interesting analogy in your opinion?

• What are the fruits that start with the A sound?

• What are the tools that start with Ö Voice?

• What are the names of friends that start with that sound?

• What are the animals that start with the E sound?

• What sound does your family’s names begin with?

• What sound does your favorite toy start with? Apart from these:

• A graphic can be created about the starting sounds of the names of the people in the class.

• Reading-writing preparation can be done with a worksheet consisting of objects starting with the same sounds.

FAMILY PARTICIPATION

• Families may be asked to create the necessary environment for their children to make name-voice examinations of those living with their children.

• An information text on early literacy skills can be sent to families.

ADAPTATION

• If there is a child in the classroom at risk of language and speech impairment; If enough time is given and the words cannot be made out completely, the sounds the child makes can be pronounced properly after the child so that the child can be a model for his next attempt.

SUGGESTIONS

• Do not ask children to find sound resemblance and emulation until you are sure they understand the game rule.

• At the point of removing consonants, care should be taken to make sounds as sounds, not letters.

• Reading and writing preparation studies are not intended to teach reading or writing.

Materyal eğitim öğretim sürecinde seslerin öğrenilmesi, yazıya aktarılması ve güzel yazı konusunda yardımcı olacaktır. Yazılıp silinme özelliğine sahip olduğu için dayanıklı ve uzun ömürlü bir materyaldir. Öğrencilerin dikkatini çekmiş ve merak duygularını arttırmıştır.

The material will help in learning the sounds, transferring them to writing and writing beautiful in the education and training process. It is a durable and long-lasting material because it has the ability to be written and erased. It caught the attention of the students and increased their curiosity.

2) Alfabeyi Öğreniyorum

Alfabede kaç harf olduğunu bilir.

Sözlük sırasına göre kelimeleri sıralar.

Söylenen sesten önce ve sonra hangi sesin geldiğini bilir.

2) Learning the Alphabet

He knows how many letters are in the alphabet.

Sort the words according to the dictionary order.

Knows what sound comes before and after the spoken sound.

Materyal eğitim öğretim sürecinde alfabenin öğrenilmesinde, alfabede kaç tane harf olduğu, harften önce ve sonra gelen harfleri bilme konusunda yardımcı olacaktır. Görsel materyal olma dışında bilgi verici de bir materyaldir. Yazılıp silinme özelliğine sahip olduğu için dayanıklı ve uzun ömürlü bir materyaldir. Öğrencilerin dikkatini çekmiş ve merak duygularını arttırmıştır.

The material will help in learning the alphabet, how many letters are in the alphabet, and knowing the letters before and after the letter. Apart from being a visual material, it is also an informative material. It is a durable and long-lasting material because it has the ability to be written and erased. It caught the attention of the students and increased their curiosity.

3)Zıt Anlamlı Kelimeler ve Tombala Oyunu

Zıt anlamlı kelimelerin işlevini belirler.

Bu kazanımın işlenişinde;
. Eş anlamlılık ve zıt anlamlılığın kelime boyutuyla sınırlandırılmayıp anlam alanı boyutunda düşünülmesi gerektiği vurgulanır.
. Kelimenin olumsuzluk ifade eden eklerle kazandığı anlam değerleriyle zıt anlamlılığın farkı belirtilir.

Antonyms and Bingo Game Determines the function of antonyms.

In the processing of this gain;

It is emphasized that synonyms and antonyms should not be limited to the word dimension but should be considered in the meaning domain dimension. .

The difference of antonyms is indicated with the meanings that the word gains with negative affixes.

ETKİNLİK PLANI

ETKİNLİK TÜRÜ      : Eşanlamlı- zıt anlamlı kelimeler

YAŞ GRUBU             :Özel Eğitim (10-14)

KAZANIM VE GÖSTERGELER
Dil Alanı:
Kazanım 4: Konuşurken, dilbilgisi yapılarını kullanır. (Göstergeleri; Cümle kurarken sıfat  kullanır.)
Kazanım 6:Sözcük dağarcığını geliştirir.(Göstergeleri:Zıt anlamlı sözcükleri kullanır.)
Kazanım 8: Dinlediklerini çeşitli yollarla ifade eder. (Göstergeleri; Dinledikleri ile ilgili sorulara cevap verir.
Bilişsel  Gelişim:
Kazanım 1:Nesne, Durum, Olaya dikkatini verir. (Göstergeleri; Dikkat edilmesi gereken nesne, durum ve olaya odaklanır. Nesne durum ve olaya yönelik sorular sorar.Nesne durum ve olayı ayrıntıları ile açıklar)
Kazanım 2: Nesne, durum ve olayla ilgili tahminde bulunur. (Göstergeleri; Nesne durum ve olayın ipuçlarını söyler. İpuçlarını birleştirerek tahminini söyler, gerçek durumu inceler. Tahmini ile gerçek durumu karşılaştırır.

MATERYALLER
Kitap, kendi bedenimiz, zıt anlamlı materyal kağıtları
SÖZCÜK VE KAVRAMLAR
Eş anlamlı-zıt anlamlı,Büyük küçük, hızlı yavaş, ağır hafif, uzun kısa,,
ÖĞRENME SÜRECİ
-Çocuklar yarımay şeklinde sandalyelere otururlar. Öğretmen şimdi sizinle bir oyun oynayacağız ,oyunda ben ne dersem siz tersini yani zıttını yapıp söyleyeceksiniz der.Çocuklar öğretmenin söylediklerinin zıttını yapıp söylerler .Hata yapıldığında öğretmen tarafından düzeltilir.Sonra ‘Var yok’ tekerlemesi söylenir.’Büyük mü küçük mü?’ hikayesi kitaptan anlatılır. Çocuklara hikaye ile ilgili sorular sorularak hikaye özetlenir. Ardından eş anlamlı kelimeler ve hareketler yapılır.
DİKKAT EDİLMESİ GEREKEN NOKTALAR
-Zıt sözcükleri bulamayan öğrenciler gözlemlenip daha sonra onlarla bireysel çalışma yapılmalıdır.
DEĞERLENDİRME
Değerlendirme Soruları
-Zıt sözcük bulma oyunu hoşunuza gitti mi?
-hangi kelimenin zıttını bulmakta zorlandınız?
-Hikayede hangi zıt kelimeler vardı?
-En çok hangi bölümünü sevdiniz?

EVENT PLAN ACTIVITY TYPE: Synonym- antonyms

AGE GROUP: Special Education (10-14)

GAIN AND INDICATORS Language Area: Outcome 4: Uses grammatical structures while speaking. (Indicators; uses adjectives when constructing sentences.) Learning Outcome 6: Improves vocabulary. (Indicators: Uses antonyms.) Learning Outcome 8: Expresses what he listens in various ways. (Indicators answer questions about what they listen to. Cognitive Development: Achievement 1: Gives attention to Object, State, Event. (Indicators focus on the object, situation and event that need attention. The object asks questions about the situation and the event. The object explains the situation and the event in detail) Learning Outcome 2: Predicts about the object, situation and event. (Indicators; The object tells the clues of the situation and the event. It tells the guess by combining the clues, examines the real situation. It compares the forecast with the real situation. MATERIALS Book, our body, antonyms material papers WORDS AND CONCEPTS Synonym-antonyms, large small, fast slow, heavy light, long short ,,

LEARNING PROCESS Children sit on chairs in the shape of a crescent moon. The teacher says we will play a game with you now, whatever I say in the game, you will do the opposite, say the opposite. Children say the opposite of what the teacher said. When the error is made, the teacher is corrected. Then the rhyme ‘There is no’ is said. The story ‘Big or small?’ Is told from the book . The story is summarized by asking children questions about the story. Then synonyms and gestures are made.

POINTS TO BE CONSIDERED -Students who cannot find the opposite words should be observed and individual work should be done later.

EVALUATION Evaluation Questions -Do you like the opposite word find game? -Which word have you had trouble finding the opposite? What opposite words were in the story? -Which part did you like the most?

Materyal eğitim öğretim sürecinde zıt anlam nedir, zıt anlamlı kelimeler nelerdir konusunda yardımcı olacaktır. Görsel materyal olma dışında bilgi verici de bir materyaldir. Hem eğitim hem de oyun özelliğini bir arada barındırmaktadır. Yazılıp silinme özelliğine sahip olduğu için dayanıklı ve uzun ömürlü bir materyaldir. Öğrencilerin dikkatini çekmiş ve merak duygularını arttırmıştır.

The material will help you about what is the opposite meaning and what are the antonyms in the education and training process. Apart from being a visual material, it is also an informative material. It includes both education and game features. It is a durable and long-lasting material because it has the ability to be written and erased. It caught the attention of the students and increased their curiosity.

4) Acil Numaraları Öğreniyorum

4) Learning Emergency Numbers

Learning Outcome 17: Establishes a cause-effect relationship. (He looks at the end of the story and tells what happened at the beginning.)

Learning Outcome 8: Expresses what he listens / watches in various ways. (Tells others what they listened to / watched.) Learning Outcome 8: Expresses what he listens / watches in various ways. (He exhibits what he listens / watches through drama.)

Learning Outcome 2: Introduces the family characteristics. (Tells the phone number.)

Learning Outcome 2: Introduces the family characteristics. (He tells his home address.)

Gain 10: Fulfills its responsibilities. (Tells the possible consequences when the responsibilities are not fulfilled.)

Gain 7: Protects himself from dangers and accidents. (He tells about dangerous situations.)

Gain 7: Protects himself from dangers and accidents. (He tells what needs to be done to protect himself from dangers and accidents.)

Gain 7: Protects himself from dangers and accidents. (Knows the basic safety rules.)

Gain 7: Protects himself from dangers and accidents. (Stay away from dangerous situations, people and habits.)

Gain 7: Protects himself from dangers and accidents. (Seeks help in case of any danger or accident.)

Materyal eğitim öğretim sürecinde kazaların ve acil durumların ne olduğu, hangi durumlarda nereleri arayacağımız konusunda yardımcı olacaktır. Görsel materyal olma dışında bilgi verici de bir materyaldir. Hem eğitim hem de oyun özelliğini (kart eşleştirme) bir arada barındırmaktadır. Yazılıp silinme özelliğine sahip olduğu için dayanıklı ve uzun ömürlü bir materyaldir. Öğrencilerin dikkatini çekmiş ve merak duygularını arttırmıştır.

The material will help us in the education and training process about what accidents and emergencies are, and where to look for in which situations. Apart from being a visual material, it is also an informative material. It contains both training and game features (card matching) together. It is a durable and long-lasting material because it has the ability to be written and erased. It caught the attention of the students and increased their curiosity.

Teşekkür ve kapanış;

Bu projeye hayat veren kurucularımız Şükran Yenigelen’e ve Özlem Göncü’ye teşekkür ederim.

Bu projede bize materyal hazırlayıp gönderen Milli İrade İlkokuluna, sevgili öğrencilerine ve Ayşegül Korel Altınok öğretmenime teşekkür ederim.

Bu projede birlikte çalıştığım Semra Mansuroğlu’na, Cemile Avcı’ya, Yasemin Al’a, Olaru Lacramioara’a, Carla Cordeiro’ya ve Nazan AKSOY’a teşekkür ederim…

Sizin gibi değerli ve kıymetli insanlarla çalışmaktan büyük mutluluk ve onur duydum…

Thanks and closing;

I would like to thank our founders Şükran Yenigelen and Özlem Göncü, who gave life to this project. 

I would like to thank Milli İrade Primary School, their dear students and Ayşegül Korel Altınok teacher who prepared and sent us materials for this project.

I would like to thank Semra Mansuroğlu, Cemile Avcı, Yasemin Al, Olaru Lacramioara, Carla Cordeiro and Nazan AKSOY with whom I worked on this project …

I am very happy and honored to work with precious and precious people like you …