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K-5 Oral Language #4

Using Language For Real World Purposes:

Telephones In Dramatic Play

Grades K-2

 

Oral Language

 

Common Core State Standards

• SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
b. Continue a conversation through multiple exchanges.
• SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
• SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.

 

 

Rationale

A pretend telephone experience fosters the use of language for a specific purpose. Children gain practice in using language for real world purposes, practice in asking and answering questions, and conversing with other children and adults.

 

Materials

Two telephone earpieces or PCV pipe phones or cardboard telephone earpieces for modeling.

Multiple cardboard telephone earpieces, one for each student

 

Direct Explanation

Talking with people on the telephone is very important in our lives. Sometimes we need to order food, or call to find out something, or call to make a doctor’s appointment or an appointment to get our hair cut. When we call someone we have to be very clear about who we are and what we need. If someone is calling us, we need to take turns talking and listening carefully, so we can answer their questions.

 

Model

With a student helper, pretend to call a pet shop. Tell what your name is and ask if certain kinds of pets are available. Give a description of a kind of animal you are looking for and ask if they have one. Ask how much it costs. Ask what to feed it and how often it should be fed.

With a different student, make another pretend call to a beauty shop operator. Say what your name is and ask if you can come in for a haircut and what time you should come. Ask how much a haircut will cost.

 

Guided Practice

Using the cardboard telephone earpieces, ask a few individual students to call

you, as if you were a pet store owner, and ask about buying a pet they are

interested in. Prompt them to state their names and prompt their questions, as

needed.

 

Independent Practice

Each student will have a cardboard telephone earpiece. With a partner, children

will take turns calling

  • a toy store and asking for a particular toy

  • a restaurant and ordering food

 

Assessment

Teacher observation of partner conversations

 

Tier II Additions

  • Allow student to use a script when making the calls

  • Allow for multiple practices

 

Assessment

Same as Tier I

 

Tier III Accommodations/Modifications

  • Allow student to use a script – using simplified language

  • Have more repetitions in guided practice

  • Have student practice with a peer buddy

 

Assessment

Same as Tier I with the student using the script

 

Tier IV Modifications
  • Using simplified language, have student use a script to make the calls

  • Allow student to use a buddy to make the call

  • Use pictures/icons to help student with questions that are needed for clarification

  • Limit the number of questions needed to finish the phone call

 

Assessment

Have student make call using the script and the pictures/icons

 

 

Tier V Modifications
  • Pre-teach the unknown vocabulary

  • Allow student to make the call using augmentative/alternative communication source

  • Allow student to use pictures/icons to signal to a speaking peer buddy what questions need to be asked

  • If the student is hearing impaired, teach this task with a TTY or relay system

 

Assessment

Determine if student can use any means to make a call and have specific

questions answered

 

Resources

Education Department of Western Australia (2004). Oral Language Resource Book. Salem, MA: Steps Professional Development & Consulting

 

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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