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Integrated Lessons - Who Sank the Boat? By Pamela Allen
Transcript of Integrated Lessons - Who Sank the Boat? By Pamela Allen
By Pamela Allen
MINDS ON/ WHOLE GROUP LESSON
-Talk as a Class
- Concepts of Print
- Vocabulary/ Concept Development
- Story Predictions
-Name cards on chart (links to math, tallies, graphs, counting)
Activity 2- Learning Centre
Sink and Float: Prediction
4 students at the centre at a time
Can also work in pairs, on their own, or with my assistance if needed
Guess & test method
Synopsis of story & The Kindergarten Program
Concepts that could be introduced or enhanced using this book:
• Sink and float
• Retelling as it is repetitive
• Predictions (the phrase “Do you know who sank the boat?” is asked before each animal gets in)
• Text-to-text connections
• high frequency words could be highlighted using this book (e.g., who, know, the, you, do, was)
• the use of question marks
Activity 1 Curriculum Expectations
The focus of assessment would be on what they child CAN do!!!!!
Testing it out!
Hands on Fun!!!
Participating as a Class
Assessment and Evaluation
Children could make predictions and describe their thinking orally, draw and explain pictures, draw and label pictures or write sentences. I could also ask questions to support students as they explained their thoughts about who would sink the boat. I could scribe ideas using words, labels or sentences if students wanted me to.
Assess orally wherever possible, or through actions.
I could use a checklist with room for anecdotal comments to gather information as I chatted and worked with children as they made predictions. In the comments section I could add further information.
DAYS 3 - 5
More Differentiated Early Literacy Activities............
- Small Group Predictions
- Data Management/Numeracy (counting our predictions, math word wall “tallest”, “shortest” and “same height)
- Read aloud using the document camera
-Retell: using Magnetic Board, the story, or their memory
* I would take pictures or videos of students using the props at the reading centre to retell the story.
* I would also make anecdotal comments using an at-a-glance sheet as I observed and interacted with students retelling the story.
* I would make note of the strategies they used to retell the story (e.g., props, memory), whether they retold the story in sequence, with detail and expression, on their own or with a friend.
* I could also use the checklist for prediction shown earlier (slide 14)
Assessing a Kindergarten Story Retell using DI
Further Modifications for Special Needs
preferential seating extra time
dictation hands-on activities
mixed groups change materials to fit goals
offer challenges at all levels pretests
role-plays visual aids
big books/larger print reduce size of tasks
recording answers assistive technology
books printed in Braille calculators
oral tasks/assessments choices
word processors manipulatives
work in pairs/groups alternate forms of work
literature response journals
talk directly to students with hearing impairments