Working Memory and Vocab Web viewWhat’s the word Mr Wolf?10. Rhyming Book Reading11. Following...

T/1Speaking and Listening

Program

Stuart Park Primary School 2014

1 | Created by Amber Brooker (Speech Pathologist)© Sue Wilks 2014 – Educational Speech Pathology and Therapy Services Ptd. Ltd.

Table of ContentsWorking Memory and Vocab.................................................................................................3

Remember this…...................................................................................................................4Sentence Building and Vocabulary.........................................................................................5

This is my friend…................................................................................................................6Criss Cross, Yes/No, Left/Right.............................................................................................7Acting Animals and Emotions...............................................................................................8

Phonological Awareness..........................................................................................................9What’s the word Mr Wolf?..................................................................................................10Rhyming Book Reading.......................................................................................................11

Following Instructions and Listening Skills........................................................................12Stop. Listen. Wait. Go..........................................................................................................132 Step Instructions with ‘and’ & ‘then’................................................................................15

Complex Questions.................................................................................................................17Answering Blanks Level 4 Questions..................................................................................18How could you get your ball down from the tree?...............................................................19Who is the best person to get the sword from the castle and why?.....................................20


Working Memory and

Vocab

Remember this…Working memory


Goals: For Students to remember a word/phrase/action during a lesson For Students to use techniques to remember a word/phrase/action

Required Materials: None

Description:

1. Tell Students they will need to remember a word/phrase/action for the lesson.2. Tell the Students the phrase – e.g. ‘ball’. 3. Have the Students close their eyes and picture the object, thinking about the colour,

texture, size etc. 4. Tell the Students to ‘think, pair, share’ their description. 5. Use other cues (such as initial sound, rhyme etc) to help remind the Students.6. Have the Students repeat the word/phrase/action after you.7. At the end of the lesson, have the Students think about the word/phrase/action and

whisper it to their friend/do the action. 8.Step Up:

If the Students are finding this too easy:- Increase the difficulty of the action/phrase- Reduce the hints for remembering the phrase

Step Down:

If the Students are experiencing difficulty with this task:- Remind the Students of the prompts- Work as a class


Sentence Building and Vocabulary


This is my friend….Introductions

Goals: For Students to understand ‘introductions’ For Students to understand how to meet a new person through introduction For Students to ‘meet’ a peer through introductions For Students to introduce a peer to the class For Students to demonstrate appropriate presentation skills

Required Materials: None

Description:

9. Explain that the Teacher wants to know something special about them (e.g. favourite food)

10. Demonstrate by introducing yourself, and choosing a Student from the class to introduce themselves (e.g. Hi my name is Miss A, and my favourite food is X)

11. Explain to the Students that they need to introduce themselves to their partner (e.g. Hi my name is…. ) and tell them their favourite food.

12. The Students will then sit back down and the Teacher will choose pairs to introduce their partner (e.g. This is X, and her favourite food is…)

Step Up:

If the Students are finding this too easy:- Ask them to learn and introduce 2 facts about their friend.

Step Down:

If the Students are experiencing difficulty with this task:- Ask them to introduce themselves and their interesting fact only


Criss Cross, Yes/No, Left/RightQuestions

Goals:

For Students to learn to attend to and think about answers to yes/no questions For Students to practice midline crossing with the legs For Students to practice left and right

Required Materials: List of Yes / No questions Something to make a line (masking tape, wool, rope, chalk etc)

Description:

13. Place a line down the centre of the classroom.14. Have Students stand with one foot on either side of the line.15. Explain to the class that you will ask them questions and if the answer is yes, they stand

as they are, with one foot either side of the line, and if the answer is no, they need to cross their legs so the opposite feet are on the other sides of the line.

16. Practice with the class by starting with some very simple questions that have the same answer for everyone eg. “Are you in preschool?”, “Is my name Santa Clause?” etc. and assist the class with the answers.

17. Continue with increasingly difficult questions where Students may have different answers.

Step Up:

If the Students are finding this too easy:- Have one Student ask the yes/no questions to the class- Bring in ‘left’ and ‘right’ as alternative options to teach concepts of Left and Right

Step Down:

If the Students are experiencing difficulty with this task:- Have Students repeat the question- Use visuals to assist with responses.

Example Questions:

- Is today Monday?- Are we at ________ school?- Is my hair purple?- Do you have a hippopotamus for a pet?


Acting Animals and EmotionsAdjectives

Goals:

For Students to generate, understand and use emotions as adjectives in sentences and questions

Required Materials: List of emotions Emotions ESP symbol

Description:

1. Brainstorm with the class a variety of different emotions you could use to describe a person.

2. As you generate each word, pair it with an action or a gesture and write the word on the board.

3. After a number of adjectives have been brainstormed, pair Students, give/let them choose an animal from a specific category (eg. Farm animals) and encourage them to choose an emotion word they didn’t know.

4. In pairs act out their animal and emotion.5. Class will be scaffolded to ask the question to guess the adjective and animal eg “are

you an angry cat?” 6. Repeat until all Students have had a turn.

Step Up:

If the Students are finding this too easy remove all modelling and prompting and allow them to generate their own emotion adjectives and animals.

Step Down:

If the Students are experiencing difficulty with this task, simplify the activity by allowing them to respond in single words and scaffolding their responses afterwards.

Carry Over Activities:

Create a word bank of all the adjectives discussed during the lesson and place them in a prominent location around the room paired with the ESP symbol.


Phonological Awareness


What’s the word Mr Wolf?Syllables

Goals:

For Students to identify the number of syllables in a word

Required Materials: List of mono- and poly-syllabic words

Description:

1. Sit the Students in a circle with the teacher2. Recap that words can have smaller parts discuss meanings of syllables and 1,2,3, and

4 syllable words3. Tell the Students that today we are going to play a different version of what’s the time

mister wolf, called “what’s the word mister wolf?”4. Line the Students up at one end of the classroom and stand with your back facing the

class.5. Encourage the class to chant “what’s the word Mr Wolf?”6. Respond with a word (the category ‘animals’ is a great help for Students to generate

their own words).7. Students repeat the word. Clap the syllables in the word and then take steps to indicate

the number of syllables in the word.8. When the Students reach the ‘wolf’ the wolf shouts ‘dinner time’ and catches another

Student as per the game ‘what’s the time Mr Wolf’.9. Repeat with new Student as the wolf.

Step Up:

If the Students are finding this too easy remove all modelling and prompting.

Step Down:

If the Students are experiencing difficulty with this task ensure that they watch you model first and clap before taking any steps.


Teachers can repeat this activity playing hopscotch or using playdoh to count out the syllables in the words.


Rhyming Book ReadingRhyme Identification/Creation

Goals:

For Students to identify rhyming words in a sentence/phrase For Students to produce rhyming words at the end of a sentence/phrase For Students to remember rhyming words For Students to produce rhyming words when given a pair to begin

Required Materials: Book with rhyming words (e.g. Dr Seuss; Mem Fox etc)

Description:

1. Sit the Students on the mat.2. Tell the Students that today you will be listening for and saying rhyming words.3. Tell the Students you will read the book, and when you pause, there should be a

rhyming word – they need to guess what the word is! (You may wish to start with a book the Students already know)

4. Begin reading the book, pausing at the second word in a pair of rhyming words. Put emphasis on the first rhyming word to begin with.

5. Have the Students identify the rhyming word, and then repeat the rhyming pair as a class.

6. Continue to read the book in the same manner.

Step Up:

If the Students are finding this too easy: Have Students tell you other words to rhyme with the pair (nonsense or real) Reduce all modelling/prompting Have Students work in a pair to identify the rhyming words

Step Down:

If the Students are experiencing difficulty with this task: Assist Students to break words into onset and rime Have the Students repeat the words back to you Write the words on the board. Say the sentence (with both rhyming words) and then say the first rhyming word Work as a class.


Following Instructions

and Listening Skills


Stop. Listen. Wait. Go.Following Instructions

Goals:

For children to learn a technique of attending to verbal information before carry out instructions

Required Materials: ‘Stop. Listen. Wait. Go.’ visual material.

Description:

1. Introduce and explain the “stop, listen, wait and go” technique to the Students. 2. Discuss the 6Ls of listening. Remind the Students that they need to listen with their whole

bodies, not just their ears.3. Use a visual stimulus to prompt the Students to follow the four-step technique.4. Encourage Students to move around/talk to each other until teacher points to the ‘stop’

card. When the teacher points at this card, the Students will freeze like statues/show the 6Ls.

5. Point to the ‘listen’ card, reminding the Students to use whole body listening.6. Provide a simple one/two-step instruction. The Students will be required to recite the

instruction in unison with the teacher.7. Point to the ‘wait’ card, reminding the Students to wait until I say go.8. Point to the ‘go’ card, instructing the Students: “you may do it now, GO!”9. Provide one-step verbal instructions to the Students. For example: “Touch your nose”,

“Put your hand up”.

Step Up:

If the Students are finding this too easy:- See next following instruction activity

Step Down:

If the Students are experiencing difficulty with this task:- Model the instruction first and have Students copy


Where possible, incorporate the ‘Stop. Listen. Wait. Go’ technique into all instruction giving in your daily routine.


Resources:

STOP LISTEN WAIT

GO14 | Created by Amber Brooker (Speech Pathologist)© Sue Wilks 2014 – Educational Speech Pathology and Therapy Services Ptd. Ltd.

2 Step Instructions with ‘and’ & ‘then’Following Instructions

Goals:

For Students to learn a technique of attending to verbal information before carry out instructions

For Students to understand and follow 2 part verbal instructions using ‘and’ and ‘then’

Required Materials: ‘Stop. Listen. Wait. Go.’ visual material. List of instructions

Description:

1. Reintroduce the “stop, listen, wait and go” technique to the Students. 2. Discuss the 6Ls of listening. Remind the Students that they need to listen with their whole

bodies, not just their ears.3. Use a visual stimulus to prompt the Students to follow the four-step technique.4. Encourage Students to move around/talk to each other until teacher points to the ‘stop’

card/calls stop. When the teacher points at this card, the Students will freeze like statues/show the 6Ls.

5. Point to the ‘listen’ card, reminding the Students to use whole body listening.6. Provide a simple two-step instruction using the words ‘and’ or ‘then’. The Students will

be required to recite the instruction in unison with the teacher.7. Point to the ‘wait’ card, reminding the Students to wait until I say go.8. Point to the ‘go’ card, instructing the Students: “you may do it now, GO!”

Step Up:

If the Students are finding this too easy:- See next following instruction activity

Step Down:

If the Students are experiencing difficulty with this task:- Model the instruction first and have Students copy- Have Students repeat the instruction back to you before completing it- Explain that there is a difference between the words ‘and’ and ‘then’

Resources:


List of Instructions

- Put your hands on your head (remind Students that 1 hand is incorrect)

- Sit on your hands

- Rub your tummy (remind Students that also patting your head is incorrect)

- Clap twice (discuss and repeat as necessary so that Students only clap two times)

- Do 1 star jump (discuss and repeat as necessary so that they only do 1)

- Click your fingers once

- Count to 5 (encourage Students to self-identify/admit if they made a mistake. Do not repeat the instruction yourself. Ask Students “what was the instruction?” then say “Go.”)

- Say elephant/hospital/hippopotamus/helicopter/hamburger (use multisyllabic words for Students to practice sequencing the sounds in these words)

- Do the chicken dance (model this for the Students after you give the instruction, but before you say go)

- Show me your muscles

- Pretend to be a duck/monkey/pig/Spiderman

- Sing Happy Birthday

- Say your name

- Touch your nose, ears, eyes, eyebrows, elbows, shoulders, knees, ankles, wrists, neck, back, lips, teeth etc. (demonstrate the body part after you give the instruction, but before you say go, use this to teach body part vocabulary)

- Take a bow/curtsy (demonstrate this action)

- Do a ballet spin

Do 10 pin jumps (Students stand ‘straight like a soldier’ and jump up and down only using their toes, without bending their knees)


Do 10 wall pushups

Do 10 Crab stomps (Students lean back on their hands and lift their bottoms off the floor, then lift one foot off the floor at a time)

The last 3 actions are good to calm Students down who are too excited, and wake Students up who are disengaged.

Complex Questions


Answering Blanks Level 4 QuestionsQuestions

Goals:

For Students to learn to answer complex, Blanks Level 4 questions

Required Materials: As needed for each question

Description:

18. Introduce a complex question to the class.19. Split the class into teams and facilitate teams to answer the question20. Scaffold the Students’ responses to the question as necessary for them to answer it

correctly. 21. Each week Target a new question/question type

Step Up:

If the Students are finding this too easy:- Move up to a harder level of questions and remove support

Step Down:

If the Students are experiencing difficulty with this task:- Ask the question, provide visual cues for responses; scaffold responses by asking

questions to follow the thought process needed to answer.

Types of Questions:

- Problem Solving.- Problem solving from someone else’s point of view- Justifying a decision- Justifying a prediction- Inference


How could you get your ball down from the tree?


Who is the best person to get the sword from the castle and why?



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