I Made a Wiki!! But Do I Know How To Use It?

Hey Y'all!

I uploaded my lesson plan using a wiki. I was disappointed that blogger would not upload the photos that I had in my lesson plan, so I had no other choice but to create a wiki!

Please let me know if you can find my lesson plan! The Wiki version is a lot better than the blogger version because of the visual aids :)

You can locate my lesson plan on the right hand side under recent activity :)
http://sabrinaellison.pbworks.com/

Sabrina

PWIM Lesson Plan

• Sabrina Ellison
  Ouabache Elementary
  Developmental Preschool Teacher
  sme@vigoschools.org
  sellison@indstate.edu
  missellison2007@yahoo.com

Information Processing Model / The Picture-Word Inductive Model
As a developmental preschool teacher, it is crucial for me to prepare learning activities that will develop the students understanding about printed language. All of my students have been diagnosed with developmental delays that put them at-risk for school failure. With intense intervention, it is the hope of the preschool program that some of these children will outgrow their developmental delays. Unfortunately, some of the children will be diagnose with more severe disabilities such as autism and cognitive delays.

The picture-word inductive model bridges the achievement gap by immersing students in a print-rich environment through natural language and stimulating photos. Implementing the PWIM will afford me the opportunity to observe my students' natural acquisition of language and approximate each child's speaking vocabulary. Vocabulary development is a major focus for students with developmental delays, so the PWIM is a perfect strategy to incorporate into my preschool classroom. Using pictures of relatively familiar scenes, the children will "shake out" words from the picture by identifying objects, actions, and qualities they recognize (MOT 131). As the children "shake out" words, I will immediately label their spoken language onto butcher paper. Hopefully, the children will connect the spoken language with the written text. Since I am working with students with developmental and speech delays, direct instruction and scaffolding responses are definite modification possibilities.

Benchmarks

1.A.ECa Understand that pictures and symbols have meaning and that print carries a message.

1.A.ECb Understand that reading progresses from left to right and top to bottom.

1.A.ECc Identify labels and signs in the environment.

Objectives

With some prompting and scaffolding, the preschoolers will identify (or "shake out") words from the winter scene to the best of their ability.

After discussing and labeling the winter scene, the students will follow my finger and echo read the identified words in the picture with 100% participation.

Materials

• Enlarged Winter Scene Photograph
  
• Vocabulary Cards
• Elmo
• Butcher Paper
• Black Marker
• Audio Cassette Story Book
  

Background Reading

In order for this lesson to be a complete success, one should be familiar with PWIM model. Joyce, Weil, & Calhoun discuss the PWIM model in great length in chapter 7 of Models of Teaching.

One should understand the developmental progress of children with disabilities before teaching a lesson and expecting 100% success rate. The following website outlines the characteristics of students with disabilities: http://www.howkidsdevelop.com/developDevDelay.html

Important Concepts

• Language Development
• Exposure to Printed Language
  Exposure to a formal lesson
• Quietly sitting for circle time
• Attending & following directions
  

Depending on the child's disability, some children will absorb more information and knowledge than other students with more severe disabilities. For some preschoolers, attending to a formal lesson for 5 minutes might be a major accomplishment. Despite the disability, we have high expectations for all learners. A consistent routine goes a long way in a preschool classroom. Despite how difficulty the concept may be at first, the children gradually learn what a teacher expects them to learn. If a teacher sets high yet attainable standards, then those students will meet those standards! I have no doubt in my mind that all my students will achieve the objectives mentioned above in the lesson plan.

Procedures

1. Motivational/Attention-Getting Strategy: Introduce the word cold. Let the children put their hand in a bowl of ice.
2. Activating Prior Knowledge: Ask the children what they wear when the weather gets cold outside. Let the children take turns dressing Froggy for the winter weather.
3. Tell the children that we are going listen to a story about children playing in the snow, and then we are going to discuss/label a winter scene.
4. Introduce winter vocabulary cards using the Elmo projector. Hold the cards under the projector and say "This is ____. What is this?" The children should state in a complete sentence. "This is ____." (Vocabulary Words Include: snow, dog, earmuffs, scarf, winter coat, snowman, snowball, boots)
5. Listen to The Wild Toboggan Ride by Susan Reid.
6. Let the students identify what they see in the picture.
7. Label the picture parts as identified. (The teacher draws a line from the picture to the word, says the word, spells the word and points to each letter with her or his finger or the marker; says the word again, and students spell the word with the teacher.) If children struggle identifying words, then the teacher will prompt and scaffold responses. If necessary, the teacher will use direct instruction to explicitly state words as he/she labels the picture.
8. Read/review the picture-word chart. Continue to read/review words the entire week. Teacher read the word first and students respond back with an echo response.
9. To close winter scene PWIM, let the students put their hand in ice one more time. This time let the children use the pointer to show and tell the fun things one can do when it is cold. Then the children can dress themselves up in scarves and mittens for a music and movement activity. Show the students a photo of ice skates—then pass out paper plates and tell them we are going to pretend that the plates are ice skates. Turn on some classical music and let the children "skate" on ice.