Kindergarten Teacher and Speech-Language Pathologist. Co-Teaching Lessons. Developed by Debby Byram, Barbara Johnson, and Kelly Smagacz

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1 Kindergarten Teacher and Speech-Language Pathologist Co-Teaching Lessons Developed by Debby Byram, Barbara Johnson, and Kelly Smagacz Orchard Hill Elementary School South Windsor, Connecticut Co-teaching model: Team Teaching Monkey Mischief FOCUS: vocabulary Caps, sequencing, math concepts (sorting, graphing, quantity concepts) *prep Be sure to have differing number of caps in the colors that are in the story for graphing activity involving concepts: most. least, same Teacher or SLP will introduce unfamiliar vocabulary as she reads the story, Caps For Sale. Teacher will pass out colored caps (cut from paper) to students. Students will sort themselves by cap colors. Whole group will recall sequence of colored caps from story. Next, caps will be placed on the floor to make a line graph. We will interpret the graph, including using the concepts most, least and same. Other concepts such as how many more may be used. Follow-up: Using large caps, teacher may line up 3 caps, L-R and go over BME concepts from the story. Follow-up: Split class into 4 groups and give each a question to tackle regarding Character, setting, problem and how problem was solved. CO-TEACHING MODEL: Teaming Farms FOCUS: Vocabulary, categorizing, phonemic awareness 1

2 Part 1 Teacher or SLP reads The Day the Goose Got Loose by Reeve Lindbergh. 1. Students will be encouraged to be aware of the rhyming prose by finishing sentences with the correct rhyming word. 2. Students will dictate a list of animal names by categories of animals, including male, female and baby. (E.G. Chickens: hens, rooster, chicks). Teacher or SLP will record animal lists. Teacher and SLP will provide vocabulary that is not included in the book. (e.g. Horses: stallion and mare are not mentioned in the story, but colt and filly are.) 3. Students will dictate a list of emotion words included in the story. Discussion will take place regarding the meaning of the words (e.g. tense ) and naming synonyms as appropriate. 4. Discussion of wild vs. tame (or domesticated). Part 2 1. Assign students to act out the parts of the animals in the story. Chickens Sheep Horses Cows Wild Geese? Each student will be a male, female or baby. Discussion will be held about what each group will do and how they will demonstrate their feelings. 2. Teacher or SLP will reread the story as the students act out the parts of the animals. CO-TEACHING MODEL: Parallel Teaching Vacation Stories FOCUS: Oral Language, using complete sentences, correct grammatical forms, articulation, staying on topic 2

3 Divide class into two groups. Use winter item as cue for the children to take turns talking. Prompt for sharing will be: Share a fun activity or experience that you did over the vacation. Children will be reminded to speak in sentences. Prompts and modeling will be given for correct articulation. Follow up activity: Journal writing on same topic. Co-teaching Model: Teaming Before and After FOCUS: Concepts: before/after with picture cards 1. Teacher or SLP will review the concepts before and after. 2. With one pair of before/after cards, teacher or SLP will show one picture at a time and ask students to describe what they see. 3. Then apply the before/after concept to the pictures and place in appropriate spot on before/after chart. 4. Pass out individual pictures to students. 5. Have them find their partner. 6. Talk with partner about what is happening in their picture and as a team decide which should be before and after. 7. Each pair will have an opportunity to share with class and place on chart. Follow-up: At an independent center, teacher will place before/after cards for children to continue to practice. CO-TEACHING: Station Teaching How a Pumpkin Grows FOCUS: building vocabulary, introduction to life cycles, following directions, sequencing, describing in proper sequence minutes per station.use signal cards put up as nearing end of your station. 3

4 Station 1: Teacher or SLP will read the Big Book, How a Pumpkin Grows. Focus on developing language, activating prior knowledge, predicting. Station 2: Kids will recall lifecycle from various books read over course of week and experiences at farm. They will cut a paste the picture in the proper sequence. Teacher or SLP will work on building language and check for direction following. Station 3: Independent - Students will begin to color in their book and will complete at home. Follow-up: Students will share their class made book about how pumpkins grow with their parents at home. Families and Travel CO-TEACHING MODEL: Parallel Teaching, Teaming FOCUS: Introduction to families and transportation, building vocabulary (transportation, quantity concepts), comparing 1. Teacher or SLP will read Six Hogs on a Scooter by Eileen Spinelli to entire class. 2. Divide class into two groups. Set timer for 6 minutes. Chart paper will be divided into 3 columns with title Transportation at top. Groups will brainstorm types of transportation and teacher will write them in the appropriate column on chart paper based on whether they are land, air or water forms of transportation. With prompting from teacher, groups will state titles for sub-categories (air, water and land) by determining why items are grouped together in each column. 3. Groups will come back together to compare and combine lists. Ask the class which group had most and least transportation items all together and which sub-category had the most and fewest items when lists were combined. FOLLOW UP: Center time activity-sorting pictures by categories. 4

5 Insects and Positional Words CO-TEACHING: Teaming FOCUS: positional words and insect vocabulary Lesson: 1. Students will be put into pairs and each pair will be given one picture that illustrates a positional words (next to, beside, in front of, in, out of, under, over, above, behind, in back of, on). They will discuss which word is illustrated in their picture. They will decide how to describe the picture in a sentence using the positional word. Each pair will stand in front of the class, show their picture and describe it. They will be asked if another positional word could be used (e.g. beside, next to). 2. Children will complete the book, Ladybug Where Are You. CO-TEACHING MODEL: Teaming Spring FOCUS: Introduction to Spring, activate prior knowledge, building vocabulary, oral language, categorizing 1. Discuss that Spring has sprung. What do you know about spring? What do you see? Smell? Hear? What does it feel like (touch)? 2. Pass out spring and winter pictures Whole sentence answers. Students will place picture card under correct category (Winter or Spring) and sub-categories, (clothes/weather/food, etc FOLLOW UP: Signs of Spring work sheet 5

6 Winter Snow Co-teaching Model: One Teach, One Observe and Parallel Teaching FOCUS: Concepts: before/after in relation to an upcoming snow storm. Vocabulary: attic, plow, mounds, cardinal, finch, etc. Math concepts: measuring one foot, estimating 1. Teacher or SLP will read the story Geraldine s Big Snow and discuss unfamiliar vocabulary. Discuss Where do you think a foot of snow would come up to on you? 2. Divide the class into 2 groups. Each group will complete a chart with two columns labeled before and after concerning what people do inside and outside, before and after a snow storm. Follow-up: Discuss the quantity concept foot. Distribute rulers to pairs of students. Have the pairs of students search the room to find something that is about a foot long. Each pair will share with the class the foot long thing they found. CO-TEACHING: Station Teaching Stories from Long Ago FOCUS: story recall, answering wh questions, building vocabulary, sequencing, re-telling in proper sequence Before co-teaching time, teacher will read selected fairy tale to class minutes per station.use signal cards put up as nearing end of your station. Station 1: Teacher will direct students in cutting apart and gluing pictures from the fairy tale to a piece of construction paper in the correct sequence. Focus on developing language, reviewing concepts such as before, after, next to, beside, under, below. Station 2: SLP will ask wh questions related to the story. Station 3: Independent - Students will begin to color their sequencing pictures. Will complete at home. Follow-up: Students will share their story pictures with their parents at home. 6

7 CO-TEACHING: Station Teaching If You Give a Mouse a Cookie FOCUS: story recall, answering questions about the story, phonological awareness, building vocabulary, sequencing, re-telling in proper sequence Before co-teaching time, teacher will read If You Give a Mouse a Cookie by Laura Joffe Numeroff to class. Divide children into 3 groups. 10 minutes per station.use signal cards put up when nearing end of your station activity. Station 1: Independent Students will cut apart and glue pictures from the story to a numbered table (1-8) in the correct sequence. Students should work cooperatively to determine the correct sequence of the pictures. The book will be on the table so that students can consult the book to check sequence. Station 2: SLP will ask questions related to the story. Station 3: Teacher will use Sounds Abound activities related to the book to improve phonological awareness. Follow-up: Students will share their story pictures with their parents at home. Co-teaching Model: Parallel teaching Nighttime/Space II FOCUS: Concepts: vocabulary and wh- questions 1. Teacher or SLP will read Alistair in Outer Space by Marilyn Sadler and discuss the vocabulary. 2. Split the class into 2 groups and use the wh- question box to review the story. Questions: What did Alistair like to do every day? 7

8 Where did Alistair put his shoes each day? What did Alistair do before he read his books? Why did he wash his hands? When did he return his library books? What unusual thing happened to Alistair? Where was Alistair going when the spaceship picked him up? Who were the Goots? Why did the Goots want to take Alistair home with them? Why didn t Alistair want to go with the Goots? When Alistair tried to wash his hands, where did he end up? What was Alistair worried about as he floated in outer space? Why did the Goots turn the ship around? Who did he show his library card to? Who did the Trollabobbles give Alistair to? Why was Alistair looking at his watch and getting worried? Why did Alistair fly the spaceship? Will Alistair be able to return his books on time? Why not? Where does Alistair end up at the end of the story? 8