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Engaging Oral Communication Activities and Vocabulary Development for Young Learners

lesley avatar
lesley
25 diapositives · 391 Views · Oct 10, 2014

This lesson plan focuses on enhancing oral communication skills and vocabulary for young learners. Students will engage in fun dialogue exercises about sea animals, respond to poetry through music, and practice high-frequency words using interactive games. Key objectives include phonemic awareness techniques like phoneme deletion, story comprehension through character and setting analysis, and robust vocabulary development through discussion. By integrating creative activities, students will learn to express their thoughts and feelings effectively while expanding their language skills.

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  1. Wednesday April 8th Lesson 27, Day 3 Monday February 17th Lesson 22, Day 1

  2. Objective: To listen and respond appropriately to oral communication. Question of the Day: If you could be a sea animal, which one would you be? Tell why. When I give you the signal, turn and talk with your partner using the stem below. I’d be a __________ because __________.

  3. Read AloudWay Down Deep Objective: To respond to a poem through music. Underneath the water Way down deep In sand and stones and seaweed Starfish creep Snails inch slowly Oysters sleep Underneath the water Way down deep. *Let’s sing to the tune of “I’m a Little Teapot”

  4. Objective - To read high frequency words. Word Wall answered heard done together baby pools pushed earth table clear

  5. Review Words became mother dear remember because tired brown right loudly talk listen

  6. Objective: To delete phonemes to make new words. Phonemic Awareness Phoneme Deletion

  7. raining painted waited voting posed roping played staying hiked riding timed talking walked jumped skipping running Review

  8. Objective: To use /ou/ ow, ou and other known letter-sounds to decode words. Word Blending l ou d p r ou d c r ow d g r ow l g r ou n d a r ou n d d r ow n

  9. Objective: To use /ou/ ow, ou and other known letter-sounds to decode words. Word Blending s c ow l s c ou t s p ou t p ou t

  10. You read the words in red. Vowel Diphthong /ou/ow, ou Objective: To words with /ou/ ow, ou. Dad said, “It does no good to pout. You and I can go out.” Dad and I walked around the farm. I saw a brown cow. Then I saw a pink sow with a big snout. What a loud sound it made! I gave a shout. WOW! I forgot what had made me pout!

  11. Objective: To use common vowel spelling patterns to read words. Spelling Words • how • cow • down • out • found • round 7. try 8. light 9. earth 10. table

  12. Objective: To read high-frequency words. High-Frequency Words answered baby done heard pools pushed together

  13. Story Elements- Comprehension Remember that a story has characters, a setting, and a plot with a beginning, middle, and ending. “Well Done, York” Characters: Setting: Beginning: Middle: Ending: “Ebb and Flo and the Baby Seal” Characters: Setting: Beginning: Middle: Ending: Objective: To use story elements as a tool for comprehension.

  14. Objective: To listen to teacher read aloud and answer questions for comprehension. Small Groups Let’s Read “Fellini the Fur Seal” When called go to your first rotation! Group 2 Group 1 Group 3

  15. Objective: To develop robust vocabulary by discussing ideas and situations. Robust Vocabulary • lonesome • elated • hopeless

  16. lonesome If you are lonesome, you feel lonely and want company. The girl was lonesome without her friends.

  17. Objective: To develop robust vocabulary by discussing ideas and situations. Sometimes I get lonesome when my family is away, so I call a friend. In one voice answer, when you get lonesome would you rather sit around or find something fun to do by yourself? Turn and talk with your partner about what you do when you feel lonesome. *When I’m lonesome, I __________________.

  18. elated If you are elated, you are very happy and excited about something. The baby was elated because of his new teddy bear.

  19. Objective: To develop robust vocabulary by discussing ideas and situations. I would be elated if I were to win a game. Answer in one voice, would you be more elated if it were your birthday or if it were your friend’s birthday? Show how you might look if you were elated.

  20. hopeless If something seems hopeless, you feel as if there is no chance that what you want to happen will happen. Winning the game seemed hopeless now that they had an injured player.

  21. Objective: To develop robust vocabulary by discussing ideas and situations. Learning to skateboard would seem hopeless if I fell every time. Answer in one voice, If learning to do something seems hopeless, are you likely to keep trying or to give up? Turn and talk with your partner about what you would say to a friend who feels hopeless.

  22. Grammar- Using Am, is, and are Objective: To use am, is, and are in sentences. Let’s fix the mistakes: What We Are Doing Now I am sitting at my desk Joan is getting a pencil. Miss clark’s class is going to the lunchroom. You are teaching us about verbs. I are standing up now. she is answering a question. They is helping.

  23. Objective: To use words that add color and interest to writing. To write a book review. • Book Report • The title and the author of the book are given. • The review tells what the book is about. • It tells what I think about the book.

  24. Objective: To use words that add color and interest to writing. To write a book review. Draw a small picture of your favorite part of It is the Wind. Write a book review about it.

  25. Objective: To use words that add color and interest to writing. To write a book review. Example: It Is the Wind By Ferida Wolff Some noises wake a boy up. He is curious about what the noises are. It was fun finding out what each sound was. I Liked the rhythm of the words.