Kindergarten Oral Language



English Standards of Learning

ENHANCED SCOPE and SEQUENCE

Kindergarten Oral Language

Sample Lesson Plans

Introduction

The sample lesson plans included in this document are expansions of the Virginia Department of Education’s Enhanced Scope and Sequence oral language lesson plans. They include TTAC suggestions for differentiation.

This resource is intended to help teachers align their classroom instruction with the content found in English Standards of Learning. The sample lessons are based on sound research and provide a variety of ways to actively involved children in their learning. The lessons serve to supplement the instructional suggestions in the Houghton Mifflin Teacher’s Edition.

While the sample lessons are exemplary, they by no means represent the scope of instruction that MCPS teachers are implementing in their classrooms. Teachers are invited to follow the lesson format in this document and write additional lessons to include in next year’s Curriculum Guide update.

To submit an additional lesson, copy a page from this word document to your hard drive. Use the format to guide you as you type over it the appropriate information for your lesson. Submit the lesson by sending it as an attachment to bwojo@mail.. Please submit your lessons throughout the year so that the Office of Curriculum can compile them for review by groups of teachers next summer.

ORAL LANGUAGE Lesson Plan ( It’s Round, Fuzzy, Yellow, and It Bounces

Organizing Topic Oral Communication

Related Standard(s) of Learning K.2, K.3

Objective(s)

• The student will be able to use descriptive words.

Prerequisite Understandings/Knowledge/Skills

• The students are expected to have practice using descriptive words.

• The students will be able to identify familiar objects from the box.

Materials needed

• A box filled with objects found in the classroom, such as small blocks, pencils, and markers

Lesson procedure

1. This lesson can be done in both large and small group settings. Have the students sit in the group area. Explain to the students that in the box are items collected from the classroom with which they will be playing a game.

2. Explain that one student at a time will choose an item from the box while the other students have their eyes closed. The student with the object must describe it so others can guess its name.

3. Model the process. Provide clear clues, such as the shape, the color, and a possible use of the object.

4. Ask the students which clues were helpful and why.

5. Have the students take turns choosing an item from the box and describing it. Over the course of a week, each student should have an opportunity to choose an item to describe.

Cross-curricular connection

• Mathematics

• Science

• History and Social Science

Specific options for differentiating this lesson

Technology:

• Provide prompting or cues using computer-generated pictures of objects representing descriptive words or phrases. For example, the size of the object may be described as large or small, soft or hard.

Multisensory

• Provide an assortment of objects with a variety of textures for sensory exploration.

Community Connections

• Arrange for the class to visit a local museum or art gallery to listen for the many ways the leader describes artwork.

• Invite a local storyteller or librarian to the class to model descriptive language.

Small Group Learning

• Have students work in pairs to generate descriptive words for the objects pulled from the box.

• Have students select their own objects to describe in small groups or at a learning center.

Vocabulary

• Provide many opportunities for reading aloud literature involving descriptive language.

Student Organization of Content

• Have students refer to a picture chart of objects that are used in the exploration box.

• Develop a class-generated book using pictures of the objects and descriptive words. Send the book home for families to enjoy.

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