Reading Lesson Plan

78 Florida Early Learning and Developmental Standards for Four-Year-Olds

IV. LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY FOUR-YEAR-OLDS Related Skills Within The Standards I. Physical Development

A.3., A.5.

III. Social and Emotional Development

A.b.1., A.b.3.

IV. Language, Communication, and Emergent Literacy

E.3.a., E.3.b., E.3.c.,F.1.a., F.1.b., F.1.c., F.2.a., F.2.b., F.2.c., F.2.d., F.2.e., F.2.f., F.4.a., F.4.b.

V. Cognitive Development and General Knowledge

D.a.1.

Teacher Tips Children this age may need help with generating responses to “why” questions. Environmental Considerations Provide a variety of books, tapes, and CDs for individual and group listening.

A. Listening and Understanding 1. Increases knowledge through listening Four-year-olds are eager to communicate with others. During the prekindergarten year, their listening skills are becoming further refined through experiences in the classroom setting, which can include peer interactions one- on-one or in small groups, teacher-child interactions, and large group activities (e.g., large group time). Over the course of the prekindergarten year, with teacher support, the children’s ability to sustain a conversation and listen for longer periods should increase. Benchmark a: Child shows understanding by asking and answering relevant questions, adding comments relevant to the topic, and reacting appropriately to what is said. Examples illustrating this benchmark include:  responding to a friend appropriately (e.g., Jeremy says, “Let’s put the

gorillas in the jungle next.” Addie responds, “Yeah, I think the gorillas should live in this part over here.”)

 singing/chanting during group time and adding hand and body motions to the song/chant at the appropriate time

 acting appropriately in response to a game (e.g., Simon Says)  providing ideas relevant to context, when the teacher asks “What will

happen next?” while reading a book during large group time. Supportive Instructional Strategies:  Ask children recall questions and expansion questions during Show and

Tell, read alouds, and similar large group discussions about their experiences.

 Ask children “who”, “what”, “where”, and “why” questions during shared reading.

 Engage in daily conversations with children on themes and content-related topics or in social conversations where children take multiple turns listening and responding.

 Create an environment where teachers and children listen attentively to all ideas expressed.

 Use props and modeling to demonstrate and reinforce active listening (e.g., talking stick, giant ear prop).

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