Single Subject Curriculum with Nested Social Skills Content Area or Developmental Focus: Literacy Nested Skills: Social Skills Age of Children: 5 to 7 years old (Kindergarten) Length of Lesson: 30 minutes over several different days Goal: To teach the beginning, middle, and end of the story Objective: Each child will be able to retell and recognize the beginning, middle, and end of the story while socially interacting with each other to work on social skills. Pre-Assessment: We will assess if the children understand the different parts of the story by reading a book, and questioning what happened in the beginning, middle, and end. The class will do this together before breaking down into smaller groups to complete the lesson. Standards Included: Standard 1: With prompting and support, ask and answer questions about key details in a text (NCSCoS-ELA). Standard 2: With prompting and support, retell familiar stories, including key details (NCSCoS-ELA). Materials: Book "The Little Red Hen", pictures of farm, red chicken/hen, dog, cat, duck, seeds, wheat, bread, etc., felt story board, pointer, crayons, coloring pages from the book, glue, and construction paper. Introduction: Hello class! Today, we are going to read "The Little Red Hen" while focusing on the beginning, middle, and end of the story through retelling. We will be working in small groups of six to complete our lesson. Those not working on "The Little Red Hen" will be assigned to another center Lesson Development: We will read through the story completely one time. Then we will reread each part of the book, (beginning, middle, & end). We will use the felt story board to retell the story with the pictures. After reconstructing the story on the story board, each child will use the pointer to retell the story using their own words after of the story board. The children will be working on social skills of listening to others, taking turns, and engaging one another by offering peers help if they need it. Differentiation: To help Johnny, he could recreate the story by drawing the pictures out instead of coloring the pages. For Maya and Jane we will focus on putting whole sentences together while retelling the story. Caleb can help each child that may need help. Kayla and Jack will have to put more focus and time on social skills, and I will help with that by modeling the desired behavior of working with others. Asking them questions to get them to interact with each other, while working with one another. Assessment (Checking for Understanding): The children will use the crayons to color the coloring pages from the book. After coloring, they will glue their pictures on construction paper in the correct sequence from the story. They will share the story they put together on the construction paper, and I will be checking for accuracy. Closing: At the end of each day each group will share their stories they reconstructed on the construction paper for everyone to see. Sharing with the class will help build self-confidence in each of the children, and give them the chance to interact with each other to help build their social skills. Reference State-by-state [Interactive map]. (2014). Retrieved from the Center on Enhancing Early Learning Outcomes website: http://ceelo.org/state-information/state-map/ Respond |