1. Topic-
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| The Gingerbread Man and The Language Experience Approach. |
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2. Content-
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Teacher and students read The Gingerbread Man out loud using the
Language Experience Approach.In this lesson, the teacher will:
(1) provide a shared experience, (2) invite the children to retell
a story about the experience, (3) write what the children say, and
(4) teach the children to read what
s/he wrote by repeatedly reading the story to and with them while
pointing to the words as s/he reads until they can read it together
with the teacher. Reading. Lexile of 360L, suitable for first grade
students. |
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3. Goals: Aims/Outcomes-
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1.Enables children to have a "can do" attitude towards learning
how to read.
2. Students will be able to understand the writing-reading connection.
3.Students will be able to see themselves as readers. |
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4. Objectives-
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| To record learners' own ideas and oral language and use the stories
to increase literacy skills. |
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5. Materials and Aids-
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1.Large pieces of paper (e.g., poster paper or butcher paper cut
to the size of poster
paper).
2. A broad-tipped black marking pen.
3. Tape
4. A story book appropriate for the students Lexile level. |
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6. Procedures/Methods-
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A. Introduction-
1.Begin the lesson by telling students that a book will be read
to them. In class, provide the whole class with a shared experience,
a Read Aloud.
2.Hang a large piece of paper on a vertical surface in the instructional
circle such as on
an easel or on the black board or white board so that you can write
on it in full view of
the children. If you are going to ask the children to retell a story
you have read to them,
leave the book visible and accessible to the children.
3.Read the story out loud to children, and define any words that may
be unfamiliar to them. Allow the children to engage with the story
and be active participants in the reading process. |
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B. Development-
1. Orientation: Tell the children you are going to have them retell
the shared experience
and that you will write down what they say and then teach them to
read it. For example, if
you have just read a story about John Henry to the whole class, you
might say, "Now that
you know about John Henry, I want you to tell me about him. I'll write
down what you say and then I'll teach you to read what you said."�
Demonstration: Have the children retell the shared experience by asking
"What happened first?"
2.Once the children agree on how the story begins, say the whole sentence,
counting the words on your fingers as you say them. Then say each
word as you write it on the paper. Write large enough for everyone
in the group to see the print easily
3. |
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C. Practice-
1.After you write each sentence, read it to the children, pointing
to the words as you read. Pointing to the words as you read to the
children is essential to teach them spoken word/print-word connections.
2.As you read while pointing to the words, be careful that your body
does not block the children's view of the story.
3.After you have read the sentence to the children as you point to
the print, have them read it with you as you point to the words ("Let's
read this together."�) |
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D. Independent Practice-
| Guided practice: After you have read the story in its entirety at
least once, check if they have memorized the text. Do this by reading
the beginning of the first sentence with the children and then fading
away and letting them continue reading without you |
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E. Accommodations (Differentiated Instruction)-
| If a student a SLD, use shared reading instead of the Language Experience
Approach. |
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F. Checking for understanding-
1.Observe if the children can independently read
the story you have taught them to read through the Language Experience
Approach. If the children learned to read a story independently, the
lesson was a success.
2.Once the children are able to read the story you have taught them
to read through LEA, post the story in the room so the children can
refer back to it later. After the children can read each story by
themselves with one-to-one spoken word/
print-word matching, use the story to teach phonics and phonemic awareness.
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G. Closure-
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7. Evaluation-
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The sharing of the experience and the language experience approach
activity itself can give the teacher an idea about how comfortable
learners are feeling with the class, other learners, and the topic.
An individual's part of the group story can give a little bit of information
about oral proficiency. Teachers can monitor reading and writing skills
as learners complete follow-up activities.
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