Arkansas State Personnel Development Grant

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Lesson Two


 

Essential Element: Oral Language (Oral and Visual Communication)

 

Frameworks(s):

  • OV.1.5.2-8.2 Use standard English in classroom discussion

  • OV.1.5.3-6.3 Use appropriate oral communication for various purposes and

audiences

  • OV.1.7.3-8.3 Speak for and to various purposes and audiences

  • OV.1.5.6-8.6 Contribute appropriately to class discussion

  • OV.1.5.7-7.7 Deliver oral presentations using standard English and

appropriate vocabulary

 

Rationale:

Skilled oral language ability leads to a strong, confident ability to write. The ability to formulate an oral response from a reading assignment enhances the understanding of what has been read. (Harvey, Goudis, 2000)

 

Materials:

  • Reading assignments

 

Direct Explanation:

Today we are going to gather in our literature circles and discuss the literature selections you were assigned yesterday. Focus on the theme of the selection. Use our compass group format to ensure that everyone gets a chance to share. I will remind you when it is time to let the next person share.”

 

Model:

The class divides into assigned groups of four sitting at tables or on the floor at the different compass points – north, south, east, and west. Starting with the student in the north position, that student will begin sharing their thoughts about the assigned reading. The teacher signals at intervals for the discussion to move on to the next student. This ensures that all students will have a chance to take part in the discussion.

 

Guided Practice:

On the preceding day, the teacher had grouped the students and explained compass groups. The students were given a short reading assignment and practiced the compass group format in their literature circles. For today’s literature circles, the teacher wanders around the classroom listening to the group discussions.

 

Application:

Students will gain confidence and self-assuredness in oral presentations with their small groups. This will build confidence in their ability to deliver presentations using appropriate vocabulary and Standard English.

Tier II Additions/Accommodations:

  • Provide a list of questions to address in the discussion

 

Assessment: Student is responsible for only the questions on the list.

 

 

Tier III Modifications:

  • Reduce the number of questions to which the student responds

  • Shorten the reading assignment

  • Probe questions should be more concrete in nature rather than abstract, propositional questions

 

Assessment: Student is responsible for only the probe questions.

 

 

Tier IV Modifications:

  • Reduce the number of questions to which the student responds

  • Allow student to have multiple times to repeat this exercise with a peer, paraprofessional, parent volunteer or teacher

  • Shorten the assignment and have someone read the assignment

  • Probe questions should be concrete in nature

 

Assessment: Student is responsible for only the probe questions.

 

 

Tier V Modifications:

  • Allow student to use augmentative/alternative communication system to respond to questions

  • Allow student to use picture/icons to prompt a verbal response to specific probe questions

 

Assessment: Student responsible only for probe questions

 

 

Reference:

Harvey, & Goudvis (2000) Strategies That Work, Stenhouse Publishers

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for Commercial use or profit. ADE employees are not authorized to waive these restrictions.

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