Professional Documents
Culture Documents
Farms
CO-TEACHING MODEL: Teaming FOCUS: Vocabulary, categorizing, phonemic awareness
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LESSON: Part 1 Teacher or SLP reads The Day the Goose Got Loose by Reeve Lindbergh. 1. Students will be encouraged to be aware of the rhyming prose by finishing sentences with the correct rhyming word. 2. Students will dictate a list of animal names by categories of animals, including male, female and baby. (E.G. Chickens: hens, rooster, chicks). Teacher or SLP will record animal lists. Teacher and SLP will provide vocabulary that is not included in the book. (e.g. Horses: stallion and mare are not mentioned in the story, but colt and filly are.) 3. Students will dictate a list of emotion words included in the story. Discussion will take place regarding the meaning of the words (e.g. tense) and naming synonyms as appropriate. 4. Discussion of wild vs. tame (or domesticated). Part 2 1. Assign students to act out the parts of the animals in the story. Chickens Sheep Horses Cows Wild Geese? Each student will be a male, female or baby. Discussion will be held about what each group will do and how they will demonstrate their feelings. 2. Teacher or SLP will reread the story as the students act out the parts of the animals.
Vacation Stories
CO-TEACHING MODEL: Parallel Teaching FOCUS: Oral Language, using complete sentences, correct grammatical forms, articulation, staying on topic LESSON:
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Divide class into two groups. Use winter item as cue for the children to take turns talking. Prompt for sharing will be: Share a fun activity or experience that you did over the vacation. Children will be reminded to speak in sentences. Prompts and modeling will be given for correct articulation. Follow up activity: Journal writing on same topic.
Station 1: Teacher or SLP will read the Big Book, How a Pumpkin Grows. Focus on developing language, activating prior knowledge, predicting. Station 2: Kids will recall lifecycle from various books read over course of week and experiences at farm. They will cut a paste the picture in the proper sequence. Teacher or SLP will work on building language and check for direction following. Station 3: Independent - Students will begin to color in their book and will complete at home. Follow-up: Students will share their class made book about how pumpkins grow with their parents at home.
CO-TEACHING: Teaming FOCUS: positional words and insect vocabulary Lesson: 1. Students will be put into pairs and each pair will be given one picture that illustrates a positional words (next to, beside, in front of, in , out of, under, over, above, behind, in back of, on). They will discuss which word is illustrated in their picture. They will decide how to describe the picture in a sentence using the positional word. Each pair will stand in front of the class, show their picture and describe it. They will be asked if another positional word could be used (e.g. beside, next to).
Spring
CO-TEACHING MODEL: Teaming FOCUS: Introduction to Spring, activate prior knowledge, building vocabulary, oral language, categorizing LESSON: 1. Discuss that Spring has sprung. What do you know about spring? What do you see? Smell? Hear? What does it feel like (touch)? 2. Pass out spring and winter picturesWhole sentence answers. Students will place picture card under correct category (Winter or Spring) and sub-categories, (clothes/weather/food, etc FOLLOW UP: Signs of Spring work sheet
Winter Snow
Co-teaching Model: One Teach, One Observe and Parallel Teaching
FOCUS: Concepts: before/after in relation to an upcoming snow storm. Vocabulary: attic, plow, mounds, cardinal, finch, etc. Math concepts: measuring one foot, estimating LESSON: 1. Teacher or SLP will read the story Geraldines Big Snow and discuss unfamiliar vocabulary. Discuss Where do you think a foot of snow would come up to on you? 2. Divide the class into 2 groups. Each group will complete a chart with two columns labeled before and after concerning what people do inside and outside, before and after a snow storm. Follow-up: Discuss the quantity concept foot. Distribute rulers to pairs of students. Have the pairs of students search the room to find something that is about a foot long. Each pair will share with the class the foot long thing they found.
Nighttime/Space II
Co-teaching Model: Parallel teaching FOCUS: Concepts: vocabulary and wh- questions LESSON: 1. Teacher or SLP will read Alistair in Outer Space by Marilyn Sadler and discuss the vocabulary. 2. Split the class into 2 groups and use the wh- question box to review the story. Questions: What did Alistair like to do every day?
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Where did Alistair put his shoes each day? What did Alistair do before he read his books? Why did he wash his hands? When did he return his library books? What unusual thing happened to Alistair? Where was Alistair going when the spaceship picked him up? Who were the Goots? Why did the Goots want to take Alistair home with them? Why didnt Alistair want to go with the Goots? When Alistair tried to wash his hands, where did he end up? What was Alistair worried about as he floated in outer space? Why did the Goots turn the ship around? Who did he show his library card to? Who did the Trollabobbles give Alistair to? Why was Alistair looking at his watch and getting worried? Why did Alistair fly the spaceship? Will Alistair be able to return his books on time? Why not? Where does Alistair end up at the end of the story?