learning objectives teaching activities

LEARNING OBJECTIVES&

TEACHING ACTIVITIESPRE-EMERGENT LITERACY LEVEL NOVICE LITERACY LEVEL

LISTENING/SPEAKING LISTENING/SPEAKINGElementary ElementaryMiddle School/Junior High Middle School/Junior HighHigh School High School

READING/PRINT AWARENESS READING/PRINT AWARENESSElementary ElementaryMiddle School/Junior High Middle School/Junior HighHigh School High School

WRITING WRITINGElementary ElementaryMiddle School/Junior High Middle School/Junior HighHigh School High School

EMERGENT LITERACY LEVEL EXPERIMENTING LITERACY LEVEL

LISTENING/SPEAKING LISTENING/SPEAKING

Elementary ElementaryMiddle School/Junior High Middle School/Junior HighHigh School High School

READING/PRINT AWARENESS READING/PRINT AWARENESSElementary ElementaryMiddle School/Junior High Middle School/Junior HighHigh School High School

WRITING WRITINGElementary ElementaryMiddle School/Junior High Middle School/Junior HighHigh School High School

CONVENTIONAL LITERACY LEVELLISTENING/SPEAKING

ElementaryMiddle School/Junior HighHigh School

READING/PRINT AWARENESSElementaryMiddle School/Junior HighHigh School

WRITINGElementaryMiddle School/Junior HighHigh School

iv

Pre-Emergent Literacy Level

Students:• typically communicate in one to two-word verbal or picture symbol utterances to make simple

requests (e.g., for assistance, objects, and activities).• attend to completion of short activities (listen to a story, play a game, etc.).• understand and respond appropriately to some routine questions.• exhibit waiting and turn-taking.• attend more to pictures and the reader than to the print when stories are read aloud.• demonstrate minimal art/writing attempts.• identify familiar pictures and objects by name.• identify parts of a whole (e.g., parts of a book, body parts, etc.).• copy melodic speech patterns.

Learning Objectives: Listening/SpeakingThe student will:

1. listen with increasing attention.2. understand and follow simple, concrete commands with visual prompts.3. listen to simple stories and request familiar stories.4. show steady increase in listening and speaking vocabulary in everyday conversation.5. listen with increased wattention to information, rhymes, songs, conversations, and stories.


1. examine and label pictures in books and point to pictures to request that adult name te picture.2. repeat part of text on a page immediately after it has been read aloud by an adult.3. recognize favorite books by the cover.4. frequently request the re-reading of books.


1. randomly draw and scribble.2. use a variety of writing and art tools to create a finished product.

v

PRE-EMERGENTLISTENING/SPEAKING

vi

T.E.K.S. (K.1) The student listens attentively and engages in a variety of oral language experiences.

Area: Pre-Emergent Listening/Speaking

Pre-Emergent E-1

OBJECTIVE TEACHING ACTIVITIES

1. The student will listen with increasingattention.

1. Students will interact with teacher in smallgroups. Play games such as finger plays,Simon Says, Red-Light Green-Light. Readand re-read stories with repeated lines.Dictate stories about classroomexperiences. Increase duration of groupstory time as listening skills develop.

2. Provide a listening center with stories ontape. Give all students an opportunity tolisten to stories daily.

RESOURCES/MATERIALS Adaptations:

Various children’s booksBig booksFlannel board storiesPictures to sequence

• Large picture books with one or two objectson each page (i.e., picture of ball and word“ball”)

• Simple voice output devices programmedwith repeated lines from stories

Pre-Kindergarten Curriculum Guidelines: The student is able to comprehend what he/she hears inconversations and in stories read aloud.



2. The student will understand and followsimple, concrete commands with visualprompts.

1. Given a picture symbol, student will matchpicture to concrete object.

2. When presented a picture of an activity(walking, jumping, yawning, etc.), studentwill imitate activity.

3. Sing “Itsy Bitsy Spider” or other fingerplay. Students imitate teacher’s handmovements.

4. Student will learn to follow simple dailyroutine instructions (i.e., take off your coat,sit down, get your cup, etc.) Use picture orobject symbol cues when needed.


Magazine pictures showing actionsFlannel board/magnetic boardPictures for “Itsy Bitsy Spider”Picture symbols and associated objects

• Object/character props on Popsicle sticks /tongue depressors for students (as needed)

• Picture or object symbols

Pre-Emergent E-2

Pre-Kindergarten Curriculum Guidelines: The student communicates by putting thoughts, feelings andrequests into words, signs or symbols.


Pre-Emergent E-3


3. The student will listen to simple stories andrequest familiar stories.

1. Teacher and students will engage in readingBig books, poems, charts, and storybookson tape.

2. Students can request stories by name ormain character. For students who are non-verbal, teacher can reproduce a picture of astory character from a specific book (i.e.,Arthur or Clifford) or reproduce bookjacket or title page, as needed. Maintain a“file” for students to make selections.


Big booksStorybooksStorybooks on tapeSymbols/pictures to represent book titles

• Plastic/plush character to represent bookcharacter.

• Program multi-location voice outputdevices with titles of familiar books.

Pre-Kindergarten Curriculum Guidelines: The student develops new concepts, acquires new words, andincreasingly refines his/her understanding of words that he/she already knows.


Pre-Emergent E-4


4. The student will show steady increase inlistening and speaking vocabulary ineveryday conversation.

1. Provide opportunities for dramatic play.The student will practice conversationskills, taking turns, providing information,and making requests when role-playingpretend activities such as dress-up, usingthe telephone, playing store, etc.

2. Provide Community Based Instructionhaving students practice ordering, makingchoices, requesting specific items, etc.


TelephonesProps for role-playing

• Simple voice output devices and/or picturesymbols for non-verbal students to showunderstanding, comment, ask questions,etc.



Pre-Emergent E-5


5. The student will listen with increasedattention to information, rhymes, songs,conversations and stories.

1. Share the story “Old McDonald Had aFarm”. Introduce farm vocabulary andanimal noises. Have students sit in a circle.Give each student either an animal pictureor plastic animal in correct sequence of thesong. As the song is sung, each studentgets to sing out his/her animal noise.

2. Students will learn to recite the Pledge ofAllegiance with teacher prompts and visualcues. Writing with Symbols 2000 (Mayer-Johnson) may be used to write and addsymbols to the Pledge of Allegiance.

3. Student will take attendance/lunch count tothe office or cafeteria. Student will greetthe person they are addressing, tell whatthey are bringing, tell who sent them, andgive a proper salutation upon leaving.


Animal PicturesPlastic animalsSimple speech output devices

• Use recordable picture frames or othersimple voice output devices with animalsounds and pictures for student withphysical/communication limitations.

• Use recordable voice output devices toallow students to “say” the Pledge ofAllegiance.



Pre-Emergent M-1



1. Seat students in a circle. Whispersomething to student on the left. Thatstudent then whispers something to thestudent on his/her left, and so on. Thewhispering continues, student to student, inclockwise order until it reaches the laststudent, who says out loud what he/she hasheard.

2. Prior to a story being read aloud, teacherassigns a word for each child to listen for,or a sound for them to identify. When theword is heard, the student indicates hearingthe word in some manner (such as raisinghis/her hand, making a sound, saying“That’s my word”, etc.).

Note: This game is difficult for a variety ofreasons. The youngest students may needpreliminary practice in passing to the left. Thiscan be done by asking students to tap eachother in turn or to pass an object from one tothe next. To make the game easier, put studentsin small groups of five or less. Begin withsingle words, then phrases, and then fullsentences as students develop skills.

Since auditory information is not alwaysprocessed immediately. Providing visualinformation through pointing to specificrelationships in the pictures, signs, drawings,may be needed to encourage attention.


Pre-Emergent M-1


(Continued)

RESOURCES/MATERIALSAdaptations:

Phonemic Awareness in Young Children(Adams, 1998)

• Activity #1: Program the message into asingle message voice output device. Attachearphones to the device for the secondstudent in the circle to wear. The studentusing the voice output device should be thefirst one to “speak” the message to thesecond student in the circle.

• Activity #2: Allow students to use a buzzerto indicate when a key word is read.



Pre-Emergent M-2


2. The student will understand and followsimple, concrete commands with visualprompts.

1. Begin with simple instructions, such as“Simon says, ‘Stand up’; Simon says, ‘Hopon one foot’”. Progress to more difficultinstructions, such as “Simon says, ‘Do thesame’; Simon says, ‘Do somethingdifferent’”.

2. Teacher gives simple, basic directionsduring Community Based Instruction. Forexample, “Tim will walk in front of thegroup’; “Open the door please”; “Waithere”.

3. Using a simple, basic recipe, teacher readsdirections in sequential order. Teachermonitors comprehension as the activityprogresses. For example; “Wash yourhands with soap and warm water; “Dryyour hands,” etc. Keep instructions simpleand concrete.


Simple recipes• Program different “Simon Says” directions

into a multi-location voice output device.Allow the student using the device to be the“caller” for “Simon Says”.

• Program simple activity directions orsequential activity steps into multi-locationvoice output devices.



Pre-Emergent M-3


3. The student will listen to simple storiesand request familiar stories.

1. The teacher reads the title of four simplebooks and lays them on the table in front ofthe students. The teacher asks students tovote on the book they want read to them.The student selects by picking or recallingthe title of the book he/she wants to read.

2. The teacher prepares a “feeling” handout togo with the main character in a simplebook. Students mark or color the “face”that describes the character’s feeling invarious points of the story. The teachermay ask what body language the studentuses to show that same feeling.

3. Give students a choice of comic strips toread.


Simple, high interest storiesFeelings handoutComic strips

• Activity 1: Make a communication boardwith choices of book titles and associatedsymbols for students who need assistancecommunicating a choice.

• Activity 2: Provide a communication boardwith symbols for feelings.



Pre-Emergent M-4



1. The teacher will introduce new words tostudents by using a word bank or a wordwall paired with picture symbols. Studentwill be given opportunities (prompted bythe teacher) to say new words and toidentify the picture symbol. The teacherwill say, “Today, we will learn a newword. I want you to listen carefully as Isay the word. I want you to say the wordto me. (Pause) ‘DANGER!’ Now, yousay the word.”

2. To prepare for Community BasedInstruction the teacher will provide a menuwith both pictures and print from a fastfood restaurant. Students will be givenopportunity to select items from the menu.Have students role-play giving their orderto the teacher.

3. Students will participate in a show and tellgame in which they are encouraged to usenew vocabulary words to help describespecific objects that the teacher providesfor them.

4. Utilize both the school and communitylibrary. Have students ask the librarian forbooks, magazines, or videos in which theyare interested.


Show and Tell objects provided by the teacherIndex cards and picture symbols for word wallFast Food menu with picturesLibrary

• Simple voice output devices with 4-8locations.

Pre-Kindergarten Curriculum Guidelines: The student listens attentively and engages in a variety of orallanguage experiences.


Pre-Emergent M-5


5. The student will listen with increasedattention to information, rhymes, songs,conversations, and stories.

1. Set aside a time each day to read a chapterof an age appropriate book (Boxcar Kids,Hardy Boys, Nancy Drew, Goosebumps,Hank the Cowdog). Check for studentcomprehension by asking questions aboutthe material that is read. Have studentsrecall what was read the day before andpredict what will happen next in the story.

2. Have students visit the school library andthe community library. Request that thelibrarians provide meaningful activities topromote enjoyment of literature. Ask thestudents to recall what was read, who thecharacters were, what the characters did,etc.


Age-appropriate chapter books• Provide communication boards or multi-

location communication devices withcontent related to events in the book beingread.



Pre-Emergent H-1



1. As a class listen to daily announcements atschool.. Review and discussannouncements that pertain to the students(i.e. football games, pep rallies) usingwritten and/or pictorial representations forthe announcements. Insert symbols for thespecial activities into classroom calendar.

Provide a chart with symbols representing yesterday,today and tomorrow. Review withstudents announcements from yesterday,list announcements for today and predictwhat announcements might be madetomorrow.

2. Play “Name That Tune”. Use songsfamiliar to the students such as the schoolsong, the school fight song, the “StarSpangled Banner,” “My Country ‘Tis ofThee,” “Happy Birthday,” holiday songs.

3. Create a bulletin board using pictures of thestudents. Mount the pictures in a talkingpicture frame. Have students record a briefmessage about themselves. This would bea good bulletin board to use as anintroduction of students to the school at thefirst of the year.

RESOURCES/MATERIALS

Picture symbols and calendarPoster boardRecord music and tape/CD playerTalking picture frame (Enabling Devices, RadioShack)Photographs of students

Adaptations:

• Simple voice output devices may be usedfor students who are unable to verballyindicate “yesterday, today and tomorrow”.



Pre-Emergent H-2


2. The student will understand and followsimple concrete commands with visualprompts.

1. Send students on errands within school todo specific tasks. Errands that areappropriate include going to the office forpaper clips, going to the library for aspecific book, delivering messages, etc.

2. Students will follow simple, sequentialdirections for activities such as using avending machine.


• Provide picture symbols for students whoare unable to verbally communicate theirresponsibilities during errands.



Pre-Emergent H-3


3. The student will listen to simple stories andrequest familiar stories.

1. Develop a classroom library aroundinterests of the students. Provide storiesmade from Reading Activities Project forOlder Students: RAPS(Musselwhite, 1993),teen magazines, classroom experiencestories about Community Based Instructionor job sites. Encourage students to readduring their leisure time.

2. Read to students on a daily basis. Allowthe class to choose chapter books such ashigh interest/low vocabulary classics aswell as fiction and non-fiction storiesappropriate for students in high school.

RESOURCES/MATERIALSAdaptations:

Simple Symbol Stories for Beginning Readers(S. Watt & J. Steinberg, 1998)

Teen magazinesNew bridge “Discovery Links” seriesSundance PublicationsWright Group series

• Program the titles of books into multi-location voice output devices for studentswho do not speak.

• The lines from short stories may beprogrammed into multi-location voiceoutput devices for “re-reading”.

• IntelliKeys and IntellipPics (IntelliTools)may be used to create revisions ofelectronic books for “re-reading”.



Pre-Emergent H-4



1. Provide students an opportunity to play avariety of games which require them toshare information. Some examples ofboard games that reinforce this skill are“All About You” and “You Tell Me”,(PCI). Games such as “Guess Who”(Milton Bradley) give students anopportunity to listen for descriptiveinformation, to request descriptiveinformation and to respond to thatinformation.

2. Play the “suitcase” game from the PersonalHealth Module: Dressing M-1, activity #3.This game can be adapted to any newvocabulary topic students may be learning ,such as hand tools, cooking utensils, etc.

3. Use the “Near and Far” game or commonclassroom objects to address positionalvocabulary (over, under, beside, in, in front,behind, on, through).

RESOURCES/MATERIALS

Far and Near Game (Buki, Ltd.)Various board games published by PCI“Guess Who” (Milton Bradley)

Adaptations:

• Multi-location communication deviceprogrammed with specific game-relatedvocabulary may allow students who areunable to speak an opportunity toparticipate in various board games.

• All-Turn-It spinner (AbleNet) may assiststudents who have physical disabilities.



Pre-Emergent H-5


5. The student will listen with increasedattention to information, rhymes, songs,conversations and stories.

1. Students will listen and perform appropriateactions as they participate in school peprallies or other activities, (i.e. schoolcheers, school song, Pledge of Allegiance).

2. While listening to a variety of resources,including speakers, books, videos,newspapers, and music, students willrespond to questions and/or requestsappropriately.


VideosBooks

• Program voice output devices with thewords from school cheers, songs, or Pledgeof Allegiance to allow the student who isunable to speak a way to participate inthese activities.

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