Uses Language to Connect with Print
How to Teach Reading Lesson Plans: Uses language to establish a connection and interact with print.
1) Follows oral and written directions
Have students to follow oral directions that teacher gives, such as draw a boy in the middle of the page, draw a circle on top of the boy, put a dot between the circle and the box, and put an x on the bottom of the box.
Guide students to use vocabulary words to write their own sentences.
Have students work in cooperative groups to write sentences and then act out the sentence for the rest of the class.
Provide opportunities to match vocabulary words with the definition of the word. Vocabulary words are placed on one card. Definitions are placed on another card. Pass out cards. Students then find a match for their definition or vocabulary word. Share with the class the vocabulary word and its definition.
2) Demonstrates comprehension of words, sentences, directions, and stories
Have students listen to a story that the teacher has read, listen to several pieces of music of varying styles (e.g., Classical, Baroque, Romantic, Jazz, Contemporary, Folk, or music of another culture, etc.). Select the piece of music that best matches or interprets a character, setting, or event of a story. Discuss and elevate the selection(s).
Have students read or listen to a story from beginning to end. Students will take turns improvising or pantomiming the actions and characters as the teacher reads the story. Change student actors periodically to ensure that everyone’s attention remains focused on the story, and each student has an opportunity to improvise.
Choose an historical event or story about an historical figure. Retell the story through pictures without using written words. Example: Students will draw, color, paint, or use cut/torn paper to create an illustration of a story from history. Students may choose a specific story event, or the teacher may ask small groups to work together on different story events. After completing the pictures, they may be joined together to form a big book or a mural that illustrates the entire event from beginning to end.
3) Communicates in written form
Ask students to write a detailed description of the art and look at a painting or fine art print. The teacher may ask the students to describe specific elements of the work, including all details. The use of accurate terminology should be encouraged. Vocabulary words from the Visual Arts Glossary or other art references may be used in this activity.
Have students write a poem about a subject that the teacher selects. After each student completes writing the poem, divide the class into groups. The groups will then work together to create dance movements or perform music to interpret the poems as they are read aloud.
Have students create a dance sequence to go along with a story or poem, describe the dance movements in writing. Write a description of the movements so that another student could follow the written instructions.
Have students listen to a short musical selection. Choose from Classical, Baroque, Folk, etc. The students will listen to the piece several times and then write a detailed description of what they hear. The teacher may ask the students to identify the musical instruments they hear, or to describe the tempo or the melody, etc. The use of accurate musical terminology should be encouraged. Vocabulary words from the Music Glossary of The Mississippi Fine Arts Framework or other music reference may be used.
Write a detailed description of two different selections of music. Discuss the observations described. Ask students to compare descriptions and write the likeness and differences.
4) Identifies/spells many words
Use music tempo to clap the syllables as they speak the words aloud. Identify words having the same number of syllables.
Improvise movement as words are spelled aloud. Example: The student will perform movements, or act out the word to describe or interpret a word as it is stated and spelled.
Guide students to form letters with students’ bodies. Example: Three students will spell C-A-T while students observe and try to guess the word.
5) Spells frequently-used words correctly
Play Throw the Ball. As a student throws the ball, he/she calls out a spelling word. Whoever catches the ball must spell the word correctly to remain in the activity.
Use plastic bottle caps with letters printed on the caps, (upper and lower case), to form spelling words.
6) Expands sight vocabulary
Have students pantomime sight words.
Have students make a word mural of sight words.
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