Oral Language

Kindergarten Reading Lesson Plans: Exhibits Developmentally Appropriate Oral Language for Communication Purposes

1) Retells a personal story

Ask students to choose a favorite story or an event that happened to them to share with the class. The teacher will demonstrate by sharing a story about himself or herself with the class. The students will then take turns telling their stories. Student-created props or props that they bring from home such as books, puppets, or other objects may be used as they tell the story.

Ask students to select background music to go with a story that they will tell to the class.

Have students draw a picture about a personal event and describe the picture and the event to the class.

2) Responds to questions in conversation using words and phrases in the primary language

Ask “what if” questions.

Ask common questions using the “w” words (e.g., what, where, when, why, who).

Elicit students’ responses in complete sentences to “w” questions.

Use rhythm to provide opportunities to recite answers aloud. Example: Teacher will ask the question with a clapping rhythm and students will respond with a finger-snapping rhythm (e.g., the Category game).

3) Participates in conversation with peers while interacting with others

Provide opportunities for the student to communicate with peers (e.g., encourage interaction in playtime, groups, recess).

Provide students with a time to talk.

Make up an imaginary time, place, or event to role play a conversation or dialogue.

4) Can sequence in proper order

Have students to draw pictures of daily events and dictate to the teacher the sequence (e.g., coming to school, making a cake, getting dressed).

Put cartoon strips in proper order.

Have students create a machine with their bodies. The students will demonstrate the sequence of movement of the machine. Example: paper going through a copying machine or printing press.

Characterize different parts of a story with different musical instruments. Example: Characterize Why Mosquitoes Buzz in People’s Ears? using different African instruments for the beginning, middle, and ending.

Identify sequence of events in a musical program, like Peter and the Wolf or a ballet performance such as Swan Lake, or The Nutcracker Suite by making a simple non–objective “Timeline Collage” of main characters and events. Use colorful paper, paint, string, lace, aluminum foil, etc. to represent main characters and events.

5) Recalls sequence of events

Read a story and the student will recall sequence first, middle and last (e.g., tell or show story).

Use movement and drama to demonstrate the sequence of events of a story. The students may act out the main events of a newspaper story, a book that the teacher has read to them, or a story that a student has previously shared with the class.

Use movement and drama to demonstrate the sequence of events of everyday activities. The students may act out the sequence of events in activities such as growing a flower, baking a cake, or getting ready for bed, school, etc.

6) Uses positional words

Play Simon Says using positional words (e.g., over, under, beside, in, out, under, below, above, between, front, back, etc.).

Play Teacher Says. The teacher will give specific tasks to be performed by the student.

Use a drumbeat or various sounds to represent a specific positional word. Example: The teacher will play a steady beat (using whole notes) and students will demonstrate up. The teacher will play a syncopated or off-beat rhythm (using eighth notes or short notes) and students will demonstrate down, etc.

Provide opportunities to take turns demonstrating position words as the teacher calls them out. Example: Set up an obstacle course of chairs, sticks, boxes, etc. Teacher will call out “over the box,” “around the stick,” “beside the stick,” etc. Students will practice locomotor skills as they move through the course.

7) Speaks in sentences

Use a book without words to let the students tell the story in complete sentences.

Provide sentence starters and let the student complete sentences (e.g., Today I ; Go ; Anyone can ).

Have students compare and contrast works of art. Ask guiding questions (e.g., How are these alike? How are these different?)

Have students dictate to the teacher in complete sentences a description of a work of art. The students should be encouraged to use appropriate terminology in describing the artwork. The teacher may refer to the Visual Arts Glossary of the Mississippi Fine Arts Framework or other art reference book for terms.

8) Expresses wants, needs, and thoughts in primary language

Assist the student in expressing complete thoughts (e.g., May I use the rest room? or May I sharpen my pencil?).

Provide opportunities to retell stories or poems as the teacher records reaction to the story.

Allow students to draw picture in a daily journal. (Teacher records.)

Participate in show and tell.

Provides opportunities to create an art project (e.g., mural, collage, picture, etc.), expressing thoughts about things they like.

Provide opportunities to dramatize or role play “Who Am I?” Create short student skits showing things that describe individual characteristics, favorite activities, favorite possessions, things students want, need, or have.

How To Thrive And Survive In The Classroom

Guide To Getting A Teaching Job

ETeach: A Teacher Resource. A Teacher Resource For Learning The Strategies Of Master Teachers.