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LESSON PLAN TITLE: Vocabulary DEVELOPED BY: Tobey Fields, CCC-SLP, ATP ABSTRACT: Unit focuses on prepositions, categorization, function and association concepts MATERIALS Videos: Where'Spot? ISBN: 1-558890-771-8 s Richard Scarry'Best Learning Songs Video Ever ISBN: 0679-84371-X s Barney'Colors and Shapes ISBN: 1-57132-049-0 s subscription site that includes printable books: Level aa: In, Out, On, Under Level a: In and Out Animals The Food I Eat At School My Clothes Books: What Can You Do With a Shoe? ISBN:0-689-81231-0 Where Are Maisy'Friends? ISBN: 0-7636-1119-0 s What Do You Need To Take A Bath? (included in unit under vocabulary boards- associations story) What Do You Do With A Hammer? (included in unit under vocabulary boards ­function story) Let'Play A Game (included in unit under vocabulary boards ­category story) s Communication Boards: Background Knowledge: Vocabulary Semantic Map Word Wall: Vocabulary Word Wall Music: Up and Down Song, Alien, Ghost and Troll Song Template, Cats Sleep Anywhere, Hands Way Up, My Cat, Sesame Street Opposite Song Joint Book Reading: What Do You Need To Take A Bath Story, What Do You Do With A Hammer Story, Let'Play A s Game Story, Maisy Story, Shoe Story Cooking: Vocabulary Food Writing/Art: I. PRE-STORY ACTIVITIES: A. BACKGROUND KNOWLEDGE: Activities the teacher creates as a scaffold for children connecting reading and a student'background knowledge and experiences with the theme. s Activation of Background Knowledge: Can include videos, hands-on activities, review of informational text, etc. Videos Semantic Map: Provides a graphic display of word/concepts relationships. Identify characteristics about a topic, write these characteristics in a list, and then organize the list of ideas by categorizing the ideas. In these lesson plans this typically occurs using picture icons to assist with organization and provides an output for nonspeaking students. Using paper plates to allow students to sort picture icons into a variety of different groupings: find drinks, things that are red, that are clothing (categories), that you eat, that you wear, that you ride (functions), that you need to make a snowman, that go with a baby, that go with a flower, things that go on a farm (associations) Venn Diagram Using two hula hoops make a Venn diagram. Sort picture icons from vocabulary semantic map into different categories such as things that are " , " red" food"and " food" , red


Red things

Red food


B. Word Walls: (Cunningham, Hall & Sigmon, 1999) Use word wall words to help students read and write words used for writing in each unit. Introduce the words and pictures. Have students identify the label, picture, initial letters, initial sounds, etc. The word walls for this unit are to help students write the word for the writing activities " What are These Things?" and " What Do You Do With It?"Have students write each of the words on a white board or paper to practice and then students can write the words when completing the writing activities. C. Concepts of Print: choose one of the following 1. Left-right orientation of English print. Show where to start reading on a single page of print. Shows you begin reading on top left of print on left page when prompted 2. Front-to-back directionality of book reading by asking, " Show me where I should start reading." 3. Different forms of writing (for example, a letter versus a recipe). 4. Demonstrates word concept 5. Spaces between words by pointing them out and talking about them. 6. Punctuation in printed materials and its influence on how we read questions and exclamations. 7. Can point to print when prompted 8. Shows return sweep when prompted 9. Demonstrates letter concept 10. Demonstrates first and last letter concepts 11. Demonstrates capital letter concept 12. Matches 1:1 as teacher reads, student points to words There are 3 homemade books in this unit that use squares for the students to fill in with picture icons. Teach the concept of words vs. the boxes to fill in. D. Phonemic Awareness: choose one of the following: 1. Begin with activities that build awareness of rhyming. 2. Move to activities that require comparison of phonemes in groups of words, such as identifying whether two words start or end with the same " sound." 3. Proceed to activities that require more explicit levels of phonological awareness-for example, teaching children to move tokens in and out of boxes to represent the number of " sounds" a particular word. in 4. Culminate in activities aimed directly at teaching children to segment words into phonemes and to blend phonemes into words for the purposes of word decoding and spelling of words with relatively " regular" graphophonemic patterns. 5. Helping children at the same time to recognize that even " irregular" words have patterns and teaching them to associate syllabic and morphological structures with those patterns in emergent writing as well as emergent reading. Make a large grid with 2-4 columns. Place a picture of one of your students on the top of each of the columns. Have students find words from vocabulary semantic map picture icons and have students sort picture icons based on matching beginning sounds of the student'names with the picture icons. You may want to start with only two s columns.

Student Name Same initial sound picture icons

Student Name Same initial sound picture icons

Student Name Same initial sound picture icons

Student Name

Same initial sound picture icons 2

E. Introduce Picture Icons related to story: Familiarize students with different pictures from story, identifying important characteristics of each picture and comparing the story pictures with the picture icons. Choose the story to begin working with. Teach the vocabulary words from the picture icon symbols developed for each story. Identify labels, functions, associations, categories, and relate the picture icon with the objects from the picture book. F. Picture Walk: improves comprehension skills. 1. Point out author and illustrator. 2. Show book'cover, read title. s 3. Look at story pictures (prior to reading text). 4. Name things in each picture 5. Correlate picture icons with the story pictures 6. Make predictions about book'content. Stop before the end of the story. s What Can You Do With A Shoe? As you walk students through each page point out where the key objects are (shoes on the ear). Talk about what is silly and which one is correct. G. Music: Students learn language through the rhythm and lyrics of songs, chants, and rhymes. Picture icons are provided for most songs. Don' the music icons apart. Post them as a chart. Use a pointer to move through the t cut sequence of the song. Allow the students to use the pointer to sing through the pictures. They love it. Alien, Ghost and Troll Song - This song is a little different. The bogglesworld site has some great preposition flashcards that you can print. Copy and paste each flashcard into the " Alien, Troll and Ghost Song Boardmaker Template" found in the Vocabulary Boards. Sing to the words " Jolly Good Fellow." You can sing one picture to each line or repeat each picture through a complete verse. Example: A troll in front of the sofa, A troll behind the sofa, An alien under the sofa, A ghost next to the sofa OR A troll in front of the sofa, a troll in front of the sofa, a troll in front of the sofa, A troll in front of the sofa, etc. Midi File: Sesame Street Opposites Song (chant)

I go up, you go down I go in a straight line You go round and round I go over and under, you go through Tell me why do you always do the opposite? I go left, you go right I travel in the daytime You travel in the night Wherever I go away from, you go to Tell me why do you always do the opposite? Hands Way Up (chant) Put your hands way up, Put your hands way out, Put your hands way down, And give a clap, clap, clap. Put your right foot out and in, Put your left foot out and in, Now put both your feet out, And kick, kick, kick. Cats Sleep Anywhere (chant) Cats sleep Anywhere, Any chair, Cats sleep Anywhere, Any chair,


Top of piano, Window ledge, In the middle, On the edge, Open drawer, Empty shoe, Anybody's lap will do, Fitted in a Cardboard box, In the cupboard With your frocks-Anywhere! They don't care! Cats sleep Anywhere. My Cat (chant) My cat runs under the bed. My cat runs over it too. My cat runs around the bed. My cat runs across and through. My cat runs between the sheets. My cat runs along the edge. My cat runs to the pillows and My cat runs from the "head".

My cat dives into the covers And while my cat is still in bed, my cat asks when's the next time that she will be fed. Up and Down (chant) Up and down, round and round (draw circles in the air), put your fingers on the ground. Over (hold hands above lap) Under, (below legs) In between (you've hidden your hands in between your legs) Now my fingers can't be seen! Hands in front, Hands behind Now my hands I cannot find. Here's my left hand, here's my right, Hands and fingers back in sight (wriggle fingers). II. DURING STORY ACTIVITIES A. Joint Book Reading: Read-aloud 1. Teacher reads the story to the students. 2. Teaching assistant models oral retelling/formulation of picture icons models to retell the story and answer questions. B. Shared reading 1. Teacher and students retell each event in the story page by page either by formulating picture icons and/or orally retelling the event. 2. Stories should be reread numerous times over the month to allow students to learn story sequence, practice new vocabulary, and produce story retellings.


What Can You Do With A Shoe? Students generate simple sentences telling the functions of items on each page. There are silly questions on each page of what you don' with the item. Students can respond with t do " No, No." No, Where Are Maisy'Friends? Simple story for students to generate sentences with basic concept words. s Let'Play A Game - Students identify names of picture icons and categorize. This book focuses on a s variety of categories (green, hot, sweet, things on a farm) and things that do not belong to a category class.. The picture icons are color coded. What Do You Need To Take A Bath? Students identify names of picture icons and associations. The book says, " What do you need to ___? Organize the picture icons to answer the question. Then the question is, " Do you need ___? These questions identify things that are not associated. Example: Do you need a hammer? No, no, no. What Do You Do With A Hammer? Students identify names of picture icons and functions. C. Extensions: clarifying word meanings when reading a story. Students can provide examples from their own experiences. Extensions for the severe population may include activities using the picture icons. For a unit on animals you could talk about the body parts, animal sounds, where the animal lives, etc. For all of the books you could talk about the students personal experiences with the vocabulary. Have you ever eaten a pickle? Was it sweet? How does watermelon taste? D. Conventions/concepts of print: see pre-story activity. Integrate into the joint reading activities E. Phonemic Awareness: see pre-story activity. Integrate into the joint reading activities III. POST-STORY ACTIVITIES A. Experience with writing materials: 1.Select activities that provide students with a further means of understanding the stories and for expressing their understanding. Students at all ability levels benefit from drawing, painting, or creating something associated with the story and then explaining their creations in oral or written form (Strong & Hoggan North, 1996). For students with severe disabilities accommodations can be made using stamps, stencils, pre-made pictures, catalog pictures, etc. We often found that student'drawings were difficult to interpret and they did not always have enough s expressive language to explain to caregivers at a later time. By completing art/writing activities that have supports built in (such as completed drawings) the students have been more successful and they are quite enthusiastic. Parents and caregivers can interact with the students regarding the supported activity. Provide materials that permit children to write by themselves to support their emergent literacy. 2.Literacy learners benefit from consistent and frequent opportunities to observe adults in natural interactions with written language. Teachers can model by writing on a white board or butcher paper, thinking outloud what they write about, the formation of letters, the sound each letter makes, which letter makes the related sound, etc. 3.Adaptations: Tape art paper to the table preventing it from sliding. Use of large pencils, pens, and crayons with grips. Adaptive holders for writing implements may be purchased commercially. Pati King-DeBaun (1999) provides instructions for making your own adaptations. Symbols may be presented so that the child may request the necessary supplies (i.e., pencil, crayons, glue). B. Student Writing Stages 1.Scribbling or drawing 2.Writing letters or letter-like characters and numbers (e.g., the first letter in the child'name) s 3.Writing pretend notes (e.g., to the tooth fairy) 4.Copying environmental print 5.Dictating a story to a wordless picture book 6.Using children'writing software programs s 7.Journals: C. Teacher Writing Stages 1.Modeled Writing: Teacher writes " outloud."Using " think-alouds" demonstrate how you decide what to write to (Today I am going to write about George, the dog from our story. He was so funny. Here is how you write George' s name). Use an easel or large writing paper, teacher models writing. High level of support. 2.Shared Writing: Teacher and Student write together. Teacher acts as scribe. 3.Interactive Writing: Teacher and Student compose together. Students " share the pen" keyboard. or


4.Guided Writing: Teacher provides mini-lessons, individual conferences with writers, and guidance and feedback. 5.Independent Writing: Students write their own pieces including stories on self-selected topics, informational pieces, retellings, labeling, lists, and responses to prompts. Remember to have students write their names, write the names of the pictures they are coloring or drawing, write sentences, etc. related to their completed art activity. Picture Dictionary - Each child will complete the sentence for their page, following the pattern as follows, (page one)"Maddie found an apple. Apple begins with A." (page two) "Matt found a book. Book begins with B." Featured on each page will be a digital photograph of each child with his/her object. Dictionary Book ­Using My First Incredible Amazing Dictionary or other clip art type software program create category books, ABC books ­students write labels for pictures chosen to make their book. On each page student writes their names and then what they found. Student can print off clip art or pictures and paste them on each page and write the label. You could also use magazine pictures. Free sites for pictures for the above activity include: Rhyming Words Book - - membership fee What are These Things? Under Vocabulary Activities. Copy 6 pages of page 2 for each student to fill in the blank. Use vocabulary word wall 1 to fill in the blanks on each page ­" These are sweet things," These are soft things," etc. Find magazine pictures to glue onto each page for the different categories. What Do You Do With It? Under Vocabulary Activities. Copy the book for each student to complete. Use the vocabulary word wall 2 and 3 to answer the question " What do you do with a ___?" Worksheets - pages - pages 3, 4, 7, 98, 137, 138, etc. D. Computers: Includes commercial software that relate to a monthly theme, Intellitools overlays and games and activities that can be downloaded from the Internet. Commercial Software: My First, Incredible Amazing Dictionary, Maisy'Playhouse, Early Learning Software s Intellitools: Basic Food Groups Fix It Activity, H Color Game, M Color Game, E Color Game Downloads/Online: E. Cooking: 1.Have the children request the materials they need. (You may want to make other students responsible for certain items so that it is necessary for students to interact with other children rather than only the teacher). 2.Model the cooking page that shows the food preparation sequence. 3.Repeat the food activity one time each week for a month so that children can become more independent in reading the recipe, requesting of items and preparation of the food (and so we aren' t wild getting ready for a new food activity each week). Creamy Jigglers Ingredients: 2 1/2 c Boiling water, 2 package (8 oz) or 4 packages (4 serving size) Jello Gelatin Dessert any flavor,1 c Cold milk, 1 package (4 serving size) Jello Vanilla Instant Pudding Directions 1. Stir boiling water into gelatin in large bowl at least 3 minutes until completely dissolved. 2. Cool 30 minutes at room temperature. 3. Pour milk into medium bowl. 4. Add pudding mix. 5. Beat with wire whisk 1 minute. 6. Quickly pour into gelatin. 7. Stir with wire whisk until well blended. 8. Pour into 13 x 9 inch pan. 9. Refrigerate 3 hours or until firm. 10. Dip bottom of pan in warm water about 15 seconds.



Cut into decorative shapes with cookie cutters all the way through gelatin or cut into 1 inch squares

Yogurt Banambrosia Ingredients: 1 banana peeled and sliced; 1 red apple, cored and diced; 1 eating orange, peeled, seeded, in chunks, 1 c canned unsweetened crushed pineapple, well drained; 1 c seedless green grapes -sliced in half; 1 c low-fat vanilla yogurt Directions: 1. Combine banana and apple in a bowl. 2. Cut the orange over the bowl to catch any juice. 3. Add orange chunks; stir well (the juice will delay browning of the apple and banana). 4. Stir in pineapple, grapes, and yogurt. 5. Chill at least 1 hour before serving.

Getting to Know You Pudding Ingredients: Instant pudding, milk Materials: large coffee can or plastic jug with tight sealing lid. Directions: 1. Take a large coffee can, clean and decorate. 2. Chill the can. 3. Add the ingredients for Instant pudding and seal lid with tape. 4. Have the children sit in a circle. 5. Have them take turns saying their names as they roll the can across the circle to another student. 6. After a few rounds, have the children call the name they are rolling to. 7. In no time you have a yummy snack to share

F. Play: Learning to play is very important as a way to socially interact with peers, to explore, to develop language and as an emergent literacy task. The following is a great sequence both for observation of present play skills in a child and also to determine an appropriate level of intervention PLAY INTERVENTION 1.Physical Intervention ­adult introduces a new prop to encourage further play or assumes a part and inserts herself into the play. Example: you pick up the telephone and call the doctor 2.Directive Statements - Adult helps children select, start or further develop their play themes by directly assigning roles. Example: " re the mommy"" re the doctor" You' You' OR: Adult directly describes a new development in their play theme Example: " that you' finished setting the table, now ve the doorbell rings and the mail carrier has a special delivery letter" 3.Questions ­adult uses questions to play out and further develop fantasy themes. Example: " that the table is now set, what'going to happen next?" s 4.Nondirective Statements ­ adult verbally mirrors the beginning play actions of the child. Examples: "see you have I the dishes and are ready to set the table." 5.Visually Looking On­adult does supportive looking to encourage children to play out a variety of fantasies, which might potentially be frightening--the adult stands by to assist those children who get over-excited or lost in a fantasy. (Wolfgang, B. Mackender, and M. E. Wolfgang, 1981) Language Play: choose three different toy activities that relate to the theme such as playing with a baby (dressing, feeding) Choose 3 different play items with multiple parts such as bus with little people, kitchen set with pots, pans and make believe food, etc. Work with students to play with the items, label item names and learn item functions, associations and categories (e.g., these are all food, all the pots, pans and food go together in the kitchen). Group Activities: Activities designed to relate to the monthly theme and to develop social interactions between peers rather than always being adult directed. These activities have really increased our student'awareness of other children. s


Surprise Jar Game ­using picture icons from " vocabularyplay1" have students pick a picture icon card from a plastic jar. The students then have to act out the action in the picture. (Creative Play Activities for Children with Disabilities by Morris and Schulz, Human Kinetic Books, 1989) Chain Tag ­The player who is " chases everyone until he catches one person by touching them. The person who it" is tagged joins hands with " and both try to tag another player. Each player who is tagged joins the chain. If the it" chain breaks, no one can be tagged until all join hands again. (Creative Play Activities for Children with Disabilities by Morris and Schulz, Human Kinetic Books, 1989) Preposition Concentration - Print off 2 copies of each preposition card. Play Concentration by having students match the cards.


What do you do with it?



What do you do with a hammer?



What do you do with an ice cream cone?



What do you do with a stuffed bear?



What do you do with a bus?



What do you do with a sleigh?



What do you do with a pencil?



What do you do with scissors?


What do you do with milk?



What do you do with a ball?

Clipart resource:








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Vocabulary lesson plan

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Vocabulary lesson plan