Ella Cline Shear School of Education SUNY Geneseo LANGUAGE EXPERIENCE APPROACH LESSON PLAN Chelsey Barker Language

Experience Approach Grade 1 I. Objectives 3/10/11 Time Estimate: 1 hour

By creating the story and reading it through a few times, the first grade student will be able to independently read the story they created with 100% accuracy. During the word cards memory game, the first grade student will be able to recognize and pronounce each word with 100% accuracy. By reading the story, the first grade student will be able to recognize all the diphthongs in the story with 100% accuracy. II. Preparation A. Purpose or Rationale (and NYS standards)

The purpose of this lesson is to connect the students oral language and their written language. This lesson will help develop sight words that are in a students oral vocabulary and encourage the student to read what they had previously dictated. The child will also learn about diphthongs. First, the student will dictate a story about something of their choosing while the teacher records the story. The teacher will read the story to the child. The child will join in with the teacher on the second reading. They will read the story until the student can read it independently. The child will then illustrate each page to have a pictorial clue to the story. Then the teacher will review each word used in the story with the child. When the student is familiar and comfortable with reading the story, a memory game will then be played, using the words in the story. NYS English/Language Arts Standards Grade 1 Standard 2: Students will read, write, listen, and speak for literary response and expression. Engage in pre-reading and reading activities to - predict what might happen next in a story read aloud or independently - draw conclusions from a story - identify characters, settings, and events in a story - retell a story - distinguish between what is real and what is imaginary Standard 4: Students will read, write, listen, and speak for social interaction. Share reading experiences (e.g., reading together silently or aloud) to establish,

maintain, and enhance personal relationships with peers or adults Respect the age, gender, and cultural traditions of the writer Recognize the vocabulary of social communication (e.g., the language of salutations and closings) Standard 1: Students will read, write, listen, and speak for information and understanding. Dictate information Report information to peers and familiar adults Connect information from personal experiences to information from nonfiction texts Retell multiple pieces of information in sequence; for example, retell a story Share observations from the classroom, home, or community Ask questions to clarify topics, directions, and/or classroom routines Respond orally to questions and/or directions Share information using appropriate visual aids (e.g. puppets, toys, and pictures) to illustrate a word or concept

B. Modifications/Accommodations for Learners with Diverse Needs Tracking will be used, to allow struggling readers to associate the spoken word with the print. The focus may need to be shifted to a select few words in the story and those words should also be the focus of the memory game. For advanced readers/writers, the student can write the story into the booklet themselves. For a challenge, after doing the memory game with the word cards, you can choose various words from the story and ask the child to spell it back to you. C. Materials and Resources Booklet Word cards for memory game Markers/Crayons Pencil Lesson Plan D. Arrangement of Physical Space and Students Will be seated next to the student III. Procedures A. Anticipatory Set/Introduction Steps Talk to the student about an experience they enjoyed during the springtime. Ask various questions to get them thinking. Key Questions, Comments, Directions As you know, its been a really cold and snowy winter this year, but guess what? Spring is just around the corner! Now I want you to think of some things you like to do in the

springtime. What are your favorite things to do? What is your favorite memory of something you did in the springtime? Do you like to play sports outside? What do you like to do when you play with your friends? Do you have a porch that you like to sit out on? Is there a park or pond near your house that you go to? Where do you go with your parents in the springtime? Have you gone to any amusement parks or sports games? Keep thinking! Now I want you to tell me a short story about your favorite things to do in the springtime.

B. Body of the Lesson/Lesson Development Steps Explain the process and purpose of the lesson. Key Questions, Comments, Directions So weve been thinking of our favorite things to do in the springtime. In this lesson, you are going to tell me a story about something you like to do in the springtime, and I will write the story down, sentence by sentence in this booklet. Try to keep the story short, we will be able to learn to recognize all of the words. I will then read you the story. You will read it with me the second time around. Ill then give you a couple crayons and you will be able to draw a picture on each page. We will then play a game of Memory with words from your story. This lesson will help connect the story you told me to the words on the page. So tell me a story about your favorite thing to do in the springtime.

Students tells their story to the teacher The student dictates the story while the teacher writes it down, sentence by sentence.

First Reading Read the story to the student.

Im going to read the story back to you now. Make sure youre looking at each word as I point to it.

Throughout the reading, the teacher mentions vowels and diphthongs when they come up in (example) Lets look at the word towel. Can the words. you think of any other words with that same A diphthong is a blend of a vowel and a /ow/ sound?

semivowel that makes one sound. (example) The /ow/ sound in towel. (example) At the end of this sentence we have a weird squiggly mark (question mark). What is this called? When do we use it?

The teacher should ask questions related to the concept of print (CAP). For example, the teacher can ask what forms of punctuation there are when you come across them and what theyre used for.

Second Reading Have the student read the story along with the teacher. Encourage the student to read as much as they can.

Now we will read this story again but you will read along with me! I want you to read as much as you can with me.

Throughout the reading, the teacher mentions (example) I notice you used the word, bought. vowels and diphthongs when they come up in Can you think of any other words with that the words. same /ou/ sound? A diphthong is a blend of a vowel and a semivowel that makes one sound. (example) The /ou/ sound in bought. The teacher should ask questions related to the concept of print (CAP). For example, point out in what direction you write (top to bottom and left to write) and what you need to do at the beginning of a sentence (capitalize). (example) Lets look at the way I wrote this sentence down. Did I start from the left and go right or the other way around? Did I work from the bottom up or from the top down? Also, what did I do to the first word of each sentence?

Read the story again and again until the student Were going to read through the story a can read it independently couple more times. Make sure you pay attention to each word as we go along! While I create some word cards, Id like you to illustrate each page of the story with these crayons. Draw a picture of something that goes along with each sentence.

Illustrate Have the student illustrate the story, while the teacher makes word cards for the memory game (words used in the story should be written on two separate cards)

Review words

Im going to give you each word card, one by

Go through the word cards, reviewing each word used in the story. If student does not recognize word, give them assistance. C. Closure/Concluding Activity Steps Have the student read the story for the last time, independently Posttest with the word cards = Memory Game Word cards (2 of each word) are scrambled and turned face down in a formation of columns and rows. The student will pick up two cards at a time with the hope of getting a match. Once a match is made, the student puts the matching cards to the side. If the student picks up two cards that are not a match, they place the cards face down back in their original spot.

one, and Id like for you to read the word printed on it.

Key Questions, Comments, Directions Ok, Id like to hear you read the story once more, all by yourself. Now that weve read through the story many times, were going to play a memory game with the words that we saw in our story. You will pick up two cards at a time, hoping to get a match. If you find two matching words, you put the matching words to the side. If you pick up two cards that are not a match, place the cards face down back in their original spot. Keep playing until you find all the matching word cards! Today, you told me a story and learned how to read the story all by yourself! We also went through all the words in your story and know that you can recognize each word in the story! Great job! Thank you so much for working with me today! You did an awesome job and now you have your own picture book to take home with you!

Review

Close the lesson with a thank you and closing comment

IV. Possibilities for Follow-Up Activities: Independent Practice, Enrichment, or Reinforcement As you are talking with your student about things that they like to do in the springtime, write down some additional words that they may not include in their story. Create 2 word cards for each additional word. The child can take these words, along with the ones used in their story, and play memory at home with their parents. The student can also take their story home with them and read it to an older sibling or parent. The parent or older sibling can sign to prove that the student did indeed read the story to someone at home. You can also have your student look through a wordless picture book and write his or her own version of the story. This activity provides motivation to tell stories and successfully reread them. This is just another way of reinforcing the concept of Language Experience Approach.

V. Evaluation A. Of Student Learning During the posttest, the student will be able to successfully read the story he or she dictated. The student will also be able to recognize all the words on the word cards during the memory game activity. B. Of Teaching Processes I will make the action of writing and reading your own story sound appealing so the student will be motivated to participate and want to learn to read their own story. My instructions for the lesson and accompanying memory game will be clear and concise so the student understands the directions and purpose of the lesson. I will be careful to only use words from the students dictation and to not suggest words for the students use in the story, so the story is exclusively the students own work.