Uses Language to Connect with Print

Reading lesson plans for using language to connect with print.

Uses language to establish a connection and interact with print.

1) Experiences/engages in retelling stories (brings personal experiences to stories)
Pick a certain element from the upcoming story. Example: The Giant. Teacher will ask, “How do you feel when you are in the dark?” The student will interact by telling a personal experience.
Cut a passage of a poem apart into sentences. Give students the cut out sentences and ask them to arrange them in order to form the passage of poetry. This may be repeated until each passage of the poem is assembled. The passages may then be arranged to form the complete poem.
Provide opportunities to listen to a story told by a teacher or child. Tape record the story. Illustrate (draw) scenes or characters in the story. Have students share and display their work.
Have students to look at a painting or a fine art print and make up a story to dramatize the scene or image (e.g., Winslow Homer’s “In the Mowing”).

2) Follows oral directions
Play the game Beach Ball. Sing key words selected by teacher from a story, poem, or musical lyrics. The teacher will print the words on a beach ball. The ball is tossed to the student. As the student catches the ball, he or she will read the word that is under the thumbs. The student must explain something about that word (to be decided by teacher).
Play Musical Chairs to reinforce new vocabulary words or terms. Example: Key terms will be attached to the back of chairs. Each student will read, define, demonstrate, or explain the term that is attached to the chair that they “land” in. This may be repeated several times during the week until each student has read or demonstrated all of the terms.

3) Processes language presented orally in stories and discussion
Have students to listen to a selection of music and make up a story to go along with the music. Illustrate a scene or event from the story with a drawing. Example: The teacher may choose music that is associated with a traditional story, such as Peter and the Wolf, Sleeping Beauty, The Nutcracker Suite, or an aria from a popular opera such as “The Triumphal March” from Aida. The original story that goes with the music may be kept as a secret until the children have completed their own stories. Then the original story may be told and compared to the student-created stories.
Produce a mural of a story. Divide children into groups. Each group may work together to draw or paint a different part of the story.

4) Expresses self through drawing/writing
Have students make up a short story while listening to a selection of music (e.g., Classical, Jazz, or Folk Music). Write down the title of the music. Write down the story. Do several of these to create a booklet of original drawings (e.g., (Jane’s) Booklet of Interpretive Stories and Illustrations).
Provide opportunities to write a short story and create a drawing to go with the story. Create a title and cover for the story and the illustration to form a booklet.
Allow time to practice journal writing. Illustrate each journal entry.

5) Demonstrates that reading is a process of gaining information
Illustrate the meaning of a printed story by encouraging children to paint or draw scenes, characters, or objects in a story. While reading the story, the children will look for images that they would like to illustrate.

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