Fall 2007 EDUC 333 Oral & Written Language

Instructor: Coila A. King

College: University of New Mexico

Farmington Branch, New Mexico

I thought the most valuable experience I received in Oral and Written Language was the opportunity to step into the classroom for the first time as a teacher. This finally put the many hours of classroom preparation into a real life learning experience. These first enjoyable teaching experiences will forever be imprinted in my mind, along with the sweet smiles and warm hugs from a wonderful first grade class at Ladera Elementary.

I have always wanted to have the opportunity to work with the younger children. I knew that after my first teaching experience at Ladera the first grade classroom would be a perfect match for me. With each teaching experience I looked forward to meeting the challenges of helping each child learn.

I thank Coila King for all her guidance and wisdom she shared throughout this class. She has taught me that just as every child has their own personality, they will have their own way of learning. As a teacher I must become a facilitator and always be open to offering a variety of methods to assist each child’s learning style. The ultimate goal is to direct every child down an enjoyable path of learning and motivate them into becoming life long learners .

Teachers: Christine Hubbell

                  Vickie Driskell

Lesson Title / Topic: Speaking Lesson

Grade Level: First Grade

Standards/Benchmarks:

Strand: Writing and Speaking for Expression

Content Standard II: Students will communicate effectively through speaking and writing.

K-4 Benchmark II-A: Demonstrate competence in speaking to convey information.

Objective:

·      To enrich students in their vocabulary through oral language as they work collaboratively in groups.

·      To help students to become aware of story sequence: “first,” “next,” and “end.”

·      To help students to re-tell the story.

Desired Goals / Student Learning Outcome:

            The students will use the story “The Little Red Hen” to practice story sequence skills.

            The students will discuss first, next, and last in the story.

            The students will complete hands-on activity.

            The students will re-tell the story in their own words.

Material:

            Little Red Hen

            Little Red Hen little books (enough for 4-5 children)

            Little Red Hen character mask

            Barn

            Wheat

            Art Materials (crayons, markers, scissors, feathers, puff balls, glue)

            Dramatic Play materials (scarf, hat, apron, story props – wheat, barn)

            Actions Words Worksheet (Center)

            Writing Worksheet (Center)

Procedures/activities/methods:

            HOOK: Simon Say
   Discuss how bread is made (sequence)

            Play a sequence game

            Discuss and review the story: first, next, and last questions.

   Divide students into two groups, each teacher will work with one group discussing characters, lines in the story, story sequence,   first, next, and end.

   Students will work in centers on various activities (Writing, Ponics, Art I, Creative Arts, and Library Center).

Accommodations:
Students will work in cooperative groups.
Pictures of the story will be provided for non-readers and emergent readers to place in sequential order.
Provide a sentence sequence chart for students to place the order that bread is made (provide pictures for assistance if needed).
Pantomime /Charades

Assessment / Evaluation

            REVIEW: Re-tell the story “Little Red Hen”.

                            Rubric to assess the student’s performance in speaking.

                           Story sequence worksheets to assess students understanding of lesson.