Engaging Students with Listening, Speaking, and Writing (Dr.Manahill only)

ELA State Standard(s):

CCSS.ELA-LITERACY.SL. K.1.A – Follow agreed – upon rules for discussions (listening to others and taking turns speaking about the topics and texts under discussion)

Learning Objective(s):

Students will learn who is in their school community and write down agreed upon rules for the classroom and school community to ensure we are safe and happy.

Activity:

Instructor will discuss with students what a community is. Students will discuss what components are apart of a school community. For example, the teacher forms lesson plans, to make sure students learn and their brain grows with knowledge. To contribute means to help. As a class students need to help form rules to ensure the learning process runs smoothly and that everyone is safe. The instructor will show the classroom a PowerPoint presentation of a classroom and school with no rules to show how the environment is chaos. The PowerPoint presentation will go over all the school helpers and how they contribute and what the person does to help the school. Students will be prompted to write some classroom rules they seem fit to help the classroom and school. Examples are turn and talk, no running walking, no bullying, if a friend gets hurt ask if they are okay for the school helper of the nurse etc.

Differentiation:

For students who need support they can watch a video of community helpers and classroom rules and answer questions virtually on how to help in the classroom. Students will allow be allowed to use notes if they need extra support to come up with ideas for their writing. Instructor will go over with those students who need extra assistance of their ideas and have them write it on paper and draw. Teacher can supply sentence stems orally or written.

ELA State Standard(s):

CCSS.ELA-LITERACY.SL. K.6 – Speak audibly and express thoughts, feelings, and ideas clearly

Learning Objective(s):

Students will speak on their thoughts, feelings, and ideas clearly. The big idea will be if I speak well people will love to listen!

Activity:

As a class the instructor will go over a “Common Core Speaking List” made intentionally just for younger students. The checklist will consist of When I Speak, I Make Sure:

· I speak clearly

· I look at my audience

· I speak so I can be heard

· I speak slowly

· I answer questions that are asked

· I stand/sit still

Students will be set up on the rug to go over the speaking side. Students will learn good speakers use good strong inside voices, respect the people who are listening, speak confidently and well, along with paying attention to who is listening. After the outlines of a good speaker students will learn about being a great listener. Students will then be asked to go around in a group one by one and speak about their feelings and thoughts of their favorite learning center at school and why it is their favorite subject / center. All students will practice and master how to speak well and listen. Posters and guidelines will be posted around the classroom daily such as think before you speak,

After, whole group discussion students will enter partners and discuss with their partner what makes a great speaker and practice (ex. look at me and follow the rules of speaking). Students will work on being great speakers and listeners together. Each partner will share one special thing about them. Students will keep switching partners until they heard all special things about the classmates. I will have each student come individually and share what they heard about their friends and speak to me following guidelines of a goo speaker. This assignment will be graded under a speaking and listening assessment.

Differentiation:

For those students who need support, I will help remind them of a topic there friend shared to bring back memory of their discussion if they need support in listening. For speaking I will go over the notes and then have students verbally share their ideas and thoughts of their own and what their friend shared.

ELA State Standard(s):

CCSS.ELA-LITERACY.WK.1 – Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (ex: My favorite book is..)

Learning Objective(s):

Students will be able to speak audibly and clearly about an opinion or preference about a book.

Activity:

The instructor will read Dolly’s Drama Queen Day out loud as a read aloud. Students then will be encouraged to discuss the parts of the story they liked and did not like with a friend. Students will be reminded to speak clearly and loud enough for their partner to hear their thoughts, feelings, and ideas about the book. Instructor will tell students to give reasons why they did not like certain parts of the story (ex: Dolly was disrespectful to her dad, she screamed, kicked, etc.). Students expressing their thoughts are their opinions. The teacher will then tell the students to convey those ideas into sentences and provide sentence structures. Examples of sentence structures for the literacy book assigned will be:

· I like the part of the story when ____ because _____.

· I don’t like the part of the story when ______ because _______.

The instructor in whole group will form a graphic organizer of what students liked or didn’t like, and have the class share their opinions. Instructor will demonstrate to students what her / his preference of the book was and share their personal ideas , and persuade them to like her/his favorite part of the story (ex: rereading your favorite part of book, refer to silly illustrations, or connect the book to your own life). Students will then write sentences of why they personally liked the story or didn’t write their opinion and go write a friend’s opinion. Students will share their sentences in partnership, along with drawings. When students go up to share, they will speak clearly and audibly share their opinions about their partners presentation. The class will discuss if they were persuaded by their partners response.

Differentiation:

Advanced students can write multiple sentences of their opinion on the story. Struggling students who need support can let struggling students dictate their sentence to instructor and the instructor can write it on a sheet of paper and they copy it.