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Doodle definition

doodle (verb): to draw something without thinking what you’re doing

doodle (noun): a line or shape that you have drawn when you aren’t thinking about what you’re doing

Phonemic script: /duːd(ə)l/

Synonyms: draw, scribble

Rhyming words: noodle, oodle, Google

Try this tongue twister!

Meg doodles oodles of noodles.

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Auditory learners use doodling in a listening situation to focus on what’s being said and demonstrate better recall.

Visual learners use doodling to process information, ideas and concepts through images and visualisation.

Kinesthetic learners like to move their hands, such as through drawing or doodling, to accompany their learning, which means they think better and this in turn facilitates ideas.

Reading/Writing learners use doodling, often repeating one word on the page, to highlight their focus and thinking.

The four learner types and doodling

“Doodles are like fragments of a map that show how someone’s

mind works”

“Doodles show

individuality”

“It’s a thinking

tool”

Why do we doodle?

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CRITICAL THINKING

doodling deepens knowledge exploration,

doodling is thinking in disguise

CLASSROOM MANAGEMENT

doodling is like a safety valve that

allows pressure to be dispelled in a

playful and creative way

CONCENTRATION doodling is the body’s

way of helping the mind stay focused, boosting

concentration. In a study, participants retained 30% more information whilst

doodling

COMMUNICATION doodling is a first attempt

at communication x Drawing offers the opportunity to make

thinking explicit and for the exchange of ideas

and meaning.

PROBLEM SOLVING

doodling allows a different access

into problem solving and

insights

MEMORY doodling is helpful for memory retention

EXPERIENCE doodling improves

the capacity to think and process

information visually

OBSERVATION/LEARNING

doodling helps to visualise the

material

IMAGINATION/CREATIVITY

doodling exercises

imagination and therefore boosts

creativity

Benefits of doodling

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The science behind doodling and drawing

‘When students draw they are more motivated to learn.’Ainsworth et al (2011)

‘Recent research in neuroscience, psychology and design shows that doodling can help people stay focused, grasp new concepts and retain information.’Shellengarger (2014)

‘The doodling group performed better on the monitoring task and

recalled 29% more information on a surprise memory test. Unlike many dual task situations, doodling while working can be beneficial.’Andrade et al (2009)

There’s a reason why doodles show up in the notebooks of our most celebrated thinkers, scientists, writers, and innovators. […] A doodler is concentrating intently, sifting through information, conscious and otherwise and – more often than we realise – generating massive insights. Brown (2015)

Capturing important ideas by hand, whether writing words or creating images, stimulates neural pathways between motor, visual, and cognitive skills. In other words, writing and drawing can make us smarter.Muleller (2014)

‘Picture superiority effect’ means that images are better remembered than words. Studies show ‘Drawing a to-be-remembered stimulus was superior to writing it out’. ‘Drawn words were better recalled than written.’Wammes et al (2014).

Find article links and references for further reading at www.macmillanyounglearners.com/doodletown

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Everybody doodles!

1. Leonardo Da Vinci

Painter and scientist

2. Bill Gates Entrepreneur

From celebrities and scientists, to royalty and CEOs, everybody doodles! Can you match the people to their doodles?

3. George Clooney

Actor and filmmaker 4. Elizabeth IIQueen

B

A C

D

Answer Key 1-C, 2-A, 3-D, 4-B

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Doodle Decoder: What do your doodles mean?

What?Lines/objects in rows: An organised person

Circular/rounded shapes: An emotional person

Square shapes: A down to earth, practical person

Triangular/pointed shapes: A determined person

Arrows and ladders: An ambitious, impatient person

Shading in of letters: An anxious, tense, person

Intricate patterns: A stressed and conflicted person

Single object/pattern: An active, busy person

Large objects: An outgoing, confident person

Small objects: A shy, reserved person

Where?Top of page: Reflects dreams and aspirations

Bottom of page: Reflects security and material concerns

Right of the page: Reflects future and outside world

Left of the page: Reflects past and family

How? Heavy strokes: Shows signs of frustration, obsession

Medium strokes: Shows a well-balanced person

Light strokes: Shows sensitivity

Irregular strokes: Shows restlessness and impatience

Take our quiz at www.macmillanyounglearners.com/doodletown to find out what your doodles say about you!

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Welcome to

Doodle Town is our new four-level pre-primary course! Its language-rich syllabus uses artwork and drawing to improve memory, experience, imagination, and observation.

Drawing and doodling allow young children to express emotions, experience autonomy, and build confidence.

The creation of a drawing involves all of the child’s past and present experiences and gives the child a way to

document his or her thoughts.

Doodle Town encourages communication and creative thought processes through its colorful doodle artwork and by encouraging children to draw as they learn.

Students are introduced to new vocabulary items with bright images and dialogue, doodling an item of vocabulary onto the scene in Lesson 2 of their Student Book.

Unit

Let’s Talk

Key language: gloves, garden. Review. Activities: 1 Listen and say vocabulary. 2 Listen

and point. 3 Talk about the picture. 4 Let’s doodle: Listen and draw. 5 Sing Let’s Go

Outside with Pocket Chart. AB 43

Key language: flower, leaf, rock, frog, outside; What do you see? I see a (flower).

Activities: 1 Listen and say vocabulary. 2 Vocabulary check: Listen and circle. 3 Listen

and say dialog. 4 Sing Let’s Go Outside.

What do you see?

frogrock

leafflower

Unit 6Lesson 2

Unit 6Lesson 1

Look Outside6

AB 42

I see a .

47

46

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Sign-off Proofs

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For young children, doodling and drawing engage the mind and, when used in a communicative and collaborative manner, helps them • understand and define words.• make cognitive connections

between different objects — moving incoming information into a bank of knowledge for everyday use.

• develop greater communication skills.

The Teacher’s Edition provides ideas in every unit for drawing activities that support cognitive development.

The Activity Book promotes the drawing of lines, circling vocabulary, and coloring, which aide fine motor skills development.

Help for parents and getting the most out of doodling is provided in the Nursery Student Book through footnotes at the bottom of the page.

Fold

Unit 1For parents: 1 Listen to the story� 2 Ask your child to point to the girl, boy, book, and crayon� 3 Ask your child to

draw with a red crayon�

Lesson 6Key language: hello, teacher, girl, boy, book, crayon, red.

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1Unit

Unit 1Lessons 1–2

Language: Meg, Gus, Kit, marker, tape, picture.

Activities: 1 Point to Meg, Gus, and Kit and say hello. 2 Trace and say.

3 Sing My Cool New Marker.

School Is Cool!

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Unit 1

OverviewT1A

Unit Objectives

At School

Unit Language

Content Areas

Overview

T1BUnit 1

1Unit

RedNova Learning Doodle Town 2016 TE3

Jul 28, 2016

RedNova Learning Doodle Town 2016 TE3

Jul 28, 2016

Second Proofs

Second Proofs

For Teachers

Have the children tell you which two

items they drew in their journals

in the activity above. Draw all the

children’s ideas and suggestions

on the board so that the whole

class understands what they

are saying.

Doodling for Critical Thinking

For Students

Start the new year with a doodle game.

Have the children draw in their

journals two items they know the

names of in English. Have them

go around the class comparing

their items with other children’s.

Early Literacy

Early Writing Skills: Labeling a picture; name

writing, doodling; writing A/a, C/c, T/t, L/l, and

P/p; writing lap

Early Reading Skills: Name recognition; oral

segmenting and blending; speech bubbles and

captions

Documentation: Completing a sentence

Narrative Skills: Talking about a picture;

talking about belongings; discussing

questions; talking about new language and

preferences

Building Phonological Awareness: Short /a/,

/c/, /t/, /l/, and /p/; words with short /a/

sound

Building Print Awareness: Word labels;

reading rebus sentences; speech bubbles and

captions

Communication

Oral Skills: Singing a greetings song; practicing

greetings; singing counting songs

Listening Skills: Doing a listening

comprehension; playing a listening game

Performing Arts: Role-playing a dialog; role-

playing greetings; acting out a reading

Sentence Building: Completing sentences

Physical Education

Action games

Science

Weather; animal behaviorMath

Number and place value to 10;

numeral and quantity correlation;

adding number bonds to 10

Social Studies

Greeting each other; taking

turns

Art

Drawing a classroom picture;

making a collage

Vocabulary: clock, calendar, door, window, board, computer,

room, pencils, markers, paper, picture, table, pencil cup, draw,

in, on, bookmark, lunchbox, pencil box, desk, Sunday, Monday,

Tuesday, Wednesday, Thursday, Friday, Saturday, sunny, rainy,

cloudy, windy, weather dial, apple, cat, turtle, lion, yell, pat,

lap, clap, tap, cup, word, box, sentence, bat, cap, friend, wave,

shake hands, bow, high five, smile, rulers, orange, green,

letters a, c, t, l, p, numbers 1–10

Structures: Where is the (clock)? It’s over there. What do

you see? I see (markers). How many (markers) do you see?

I see (three) (markers) (in) the (pencil cup). Where is my

(bookmark)? Is this your (bookmark)? It has my name on it.

They look the same. That’s mine. What day is it today? What’s

the weather like? What’s that? It’s my word box. What does the

sentence say? It says “I see a cat.” How are you? Fine, thank

you. It’s nice to meet you. How many (rulers) do you see?

Receptive: Where are they? Show me. feel, touch; Look out

of the window. What was the weather like on (Monday)? What

sound does it make? What words start with (a)? Read this

word, please. Let’s read. What does this word say? What letter

does it begin with? When do you say “Hello”? How do you say

“Hello” without words? How are they saying “Hello”? What are

they doing? Do they say “Hello” with or without words? Clap

(five) times. Go to Page (2).

learn vocabulary and language through a unit

focusing on school, classroom items, and

belongings

review language, including days of

the week and weather

learn the short /a/, /c/, /t/, /l/, and /p/

sounds and the corresponding letters

orally segment and blend words

with a short /a/ sound

learn the value of being friendly

and greeting friends

review counting to 10

Project

Make a word box.

Values

Be friendly and

greet each other.

Digital Tool Box

Presentation Kit: Unit 1 SB & AB with

integrated audio, videos

TRC: Unit 1 downloadable audio,

videos, and Print and Play materials

SPK: Unit 1 songs, videos, and language

practice activities to play at home

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Think, explore, create, and learn with Doodle Town!

Welcome to the exciting new world of Doodle Town! Children will explore English through music, movement, dialogs, stories, values, and creative thinking. They will also be exposed to a rich variety of subject-based content based on the US English Language Arts and Math Common Core State Standards adapted for kindergarten. Doodle Town is designed to support you and your class across the key areas of preschool development.

Think

Doodle Town supports cognitive development through dedicated math and literacy focused

lessons, and by providing opportunities for

children to talk about what they see on the page.

Explore

Doodle Town encourages children to learn about the world around them through science, math,

art, social studies, and physical education.

Create

Doodle Town includes drawing and role-play

activities to nurture memory, experience, imagination, and observation, which help

children understand new words and make

learning connections.

Learn

Doodle Town develops the whole child by

fostering social, emotional, cognitive, and

physical development, which gives children

the tools to succeed in the next stages of their

education and lives.

Components:

Student Book with digital Student

Practice Kit

Activity Book

Literacy Skills Pad

Math Skills Pad

Teacher’s Edition

with digital Presentation

Kit and Teacher’s

Resource Center

Pocket Chart

Photo Cards

Doodle Bunny puppet

Posters

For more information and to download samples visit www.macmillanyounglearners.com/doodletown