jackie bungo, ma/ccc-slp building the preschool class language lesson

JACKIE BUNGO, MA/CCC -SLP

BUILDING THE PRESCHOOL CLASS LANGUAGE LESSON

COMPONENTS IN EACH LESSON

•1) Concepts• IEP goals• Curriculum• BIG Ideas pacing guide• CC pacing guide

• Developmentally appropriate• ELA (Early Learning Assessment)• Kindergarten readiness• Common Core• Weaknesses noted by K SLP/staff


•2) Literature• Contains targeted concepts• Vocabulary• Tier 1 vs. Tier 2

• Interests of students• De-mystifying a topic• Text to self connections• New experiences/review of experiences

expected• New skill sets/review of expected skill sets


•3) Movement• Examples• Actions within text of story• Manipulating object/photo• i.e., Sorting, sequencing, spatial, story retell,

etc.• Whole body


•4) Pre-literacy/articulation• Visual phonics• Margo Kinzer Courter

• Progression• Introduction• Addition of large letters• Alterations

• Benefits• Letter sounds, letter recognition, letter names• Stress-free articulation practice


•5) Take Home• Examples• “worksheets” (paper and pencil task)• Individual book• Class book to be shared• Similar activity for home• Recipe or other bridge activity

LESSON SAMPLES

• Mouse’s First Day of School by Lauren Thompson• Mouse’s First Day of Preschool (class book)• Muddypaws Goes to School by Peter

Bently• I Need My Monster by Amanda Noll• The Book with No Pictures by B. J. Novak• We’re Going on a Bear Hunt by Michael

Rosen

MODIFICATIONS AND ACCOMMODATIONS

•Assistive Technology• Voice output device with choices• Single message voice output device• Picture/photo card choices• TOBI’s (True Object Based Item)• Objects

• Need to consider how physically impaired children can access lessons

MODIFICATIONS AND ACCOMMODATIONS

•Gifted• Complex questions• Literacy questions• Tier 2 vocabulary

• Behavior• Structure/consistency • individualized

• “penalty box”

QUICK FIXES

•Options• Change the task using same manipulatives• Change the manipulatives• Alter the questions• Spend more time on vocabulary instruction• Spend more time in discussion of related

student interest(s)• Add gross motor movement(s)

DATA TRACKING

1) Visual phonics – participation and/or specific sound(s) for individual children

2) Topics targeted in lesson – recommend max of 6 – depending on structure of lesson and size of class

3) Individual IEP goal(s) may want to track4) When/how?

Students Target Responses

Vis

phonics

Indiv

sounds

SpeechSounds

Indiv

Language

Language Wh- ?’s Basic Concepts

Lesson Topics

Comments

1. A

/n, b, p, t/M or F/k, g, s, l/iso/

InferHappen nextWhat do if/when

Neg 3 addt’l in cat spatial

2. B

Resp to peer inter Choose labeled

Match identMatch sim

Resp nameResp inhibNovelroutine

3. C

pro Direct embed 1 conc Item from 2 conc

What where What do if…

Desc post-N elabSpatial inferAnal neg

4.

5. D

Plurals

Obj acts What where What would do…?

Quant (o, so re, a) Desc,10 funct

1-st w/ spatial1-st rout (aud)1-st nov to group

6. E

Obj acts Desc, 10 spatial sort

Novel1 & 2 routine

7.

8.

9. F*

Language in the Classroom Data SheetTeacher/SLP: Zeager/ Bungo Grade: Pw/D Time: 9:30-10:30am Date: W, ________

Lesson Title:*not on IEP, monitor

ADJUSTING FOR OLDER STUDENTS

• Kindergarten• Types of questions and targeted vocabulary may need to

be changed

• Early Elementary• Paper and pencil activity may need to be in word only

format

• Later Elementary• Manipulatives may need to be provided in individual sets

• Middle School and High School• Functional components added – how does this tie in to

real life?

TOMORROW

• 1) focused vocabulary instruction• Choose one word and use the questioning

method:• A) Have you heard _________?• B) Do you know what __________ means?• C) Give me an example of when you heard it.• D) Let’s all say the word ___________.• E) Everybody, what does it mean?

TOMORROW

• 2) Literacy skills• Presentation of book to class• “Where is the title?”• “Is it a short or long title?”• “Let’s count the words in the title”

• “Where is the author’s name?”• “What does the author do?”• “Is there an illustrator? What does the illustrator do?”• “Look at the cover, what can we guess the book may

be about?”• Read the title and discuss if the title matches the

“guess” about the content

TOMORROW

• 3) If completing group directed task(s) at the table, incorporate questions or directions from the worksheet “script”

• 4) Incorporate movement into your lesson • Actions from the story• Manipulatives – how else can they be

manipulated?

NEXT WEEK

•1) Visual phonics• Print it off• Learn it – anticipate changes you may need to

make to movements for your students• Teach it to your severe articulation and apraxia

students individually or in a small group• Prepare your letter cards for group, i.e., flip

cards, pocket chart, etc.• Write it into the following week’s lesson plan

NEXT WEEK AND BEYOND

•2) Review and/or investigate• Program curriculum• Pacing guide• ELA requirements• Kindergarten requirements• Tweak data sheets and or lesson plan forms if

necessary

• Order and read any cited books for research purposes

ONE MONTH FROM NOW

• 1) Introduce visual phonics to all students AND staff – practice during each lesson

• 2) Increase vocabulary instruction, both Tier 1 and Tier 2 words, in each lesson

• 3) Purposefully plan questions to be asked to individual students

• 4) Add movement opportunities to all lessons

REFERENCES AND CONTACT INFO

• Beck, Isabel L. McKeown, Margaret G., Kucan, Linda. (2013) Bringing Words to Life; Robust Vocabulary Instruction (2nd ed.). New York : The Guilford Press

• Marzano, Robert J. (2004) Building Background Knowledge for Academic Achievement. Alexandria, VA: ASCD

• McGee, Lea M., Richgels, Donald J. (2003) Designing Early Literacy Programs; Strategies for At-Risk Preschool and Kindergarten Children. New York: The Guilford Press

• Moline, Steve. (1995) I See What You Mean; Children at Work with Visual Information. Portland, ME: Stenhouse Publishers

• Zigler, Edward F., Singer, Doroty G., Bishop-Josef, Sandra J. (eds.) Children’s Play, The Roots of Reading. (2004) Washington, DC: Zero to Three Press

• Contact info: [email protected]

jackie bungo, ma/ccc-slp building the preschool class language lesson

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