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Oral Language/Reading Comprehension

Understanding and Following Directions in Functional Text

 

 

Oral Language and Reading Comprehension

 

Common Core State Standards

• RI.K.10 Actively engage in group reading activities with purpose and understanding.

 

Rationale:

To determine what a student knows, it is important for the student to be able to follow oral and/or written directions. Functional text is used for everyday information. It is called functional because it helps people function in their day-to-day life. For example, if we wanted to make chocolate chip cookies, we would read a recipe. If we wanted to know a phone number, we would look in a phone book. If a teacher gave a test, we would need to read the directions.

 

 

Materials:

  • Various traffic signs

  • Simple symbols that represent activities

  • Recipe cards with simple to more complex recipes (use more complex for older and/or more advanced students)

 

 

Direct Explanation:

We are going to follow directions today. First of all, we will look at some signs that tell us what to do. The signs for today are: stop, green (go), turn left, and turn right, go around, and hop. I will show you a sign and you tell me what it means.”

 

Model:

Teacher marches in place and then holds up sign and demonstrates the meaning of the sign.

 

 

Guided Practice:

Play a game with the signs. Students are asked to march in place, and then teacher holds up various signs and students follow the signs. With older students more signs can be used and the written words may be substituted for the symbol.

 

Independent Practice:

Students will be given a short passage and asked to choose which picture represents the sign/symbol. For example, the student sees the stop sign and sees a picture of a boy standing and a boy running. Which shows the boy is stopped? The student will practice with all of these.

 

The students will then practice following directions orally by playing “Simon Says”. Older students may practice by having a Simon Says card with multiple step directions written on it. For example, the card might say, “First hop, then go around, then turn right and stop.”

 

Assessment: Teacher observation of “Simon Says.”

 

 

Tier II Additions/Accommodations:

  • Allow student to practice the combinations prior to playing

  • Allow for multiple practices

 

Assessment: Same as Tier I

 

 

Tier III Modifications:

  • Have more repetitions in guided practice

  • Have student practice with a peer buddy using fewer directions

 

Assessment: Same as Tier I counting correct the number of directions (steps)

determined to be appropriate for student.

 

 

Tier IV Modifications:
  • Allow student to use a buddy to imitate

  • Use pictures/icons to help student with the directions

 

Assessment: Teacher observation of student playing “Simon Says” with a
buddy. (This is the data that is kept for documentation; however, also allow

student to participate with the entire group.)

 

Tier V Modifications:
  • Allow student to use a buddy to imitate

  • Allow for extra practice

  • Use pictures/icons to help student with the directions

 

Tier V Assessment: Teacher observation of student playing “Simon Says” with

a buddy. (This is the data that is kept for documentation; however, also allow student to participate with the entire group.)

 

 

 

Resources:

 

Utah Education Network: http://www.uen.org

 

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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