VERB-alize

Length of Lesson: 15-20 min. session 2-3 times a week (
Setting: Self-contained classroom; whole group, small group, and one-on-one
Prior to the lesson:
1. Make a list of top 10-20 verbs/actions used at school and home. (look, want, walk, play, eat, sit, stand, stop, go, take off, put on, clean up, etc.)
2. Determine best location/environment for the setting.
3. Take still shots and video clips using peer students as models
4. Add label to still shots and videos using Boardmaker Plus! software.
5. Print labeled still shots and place in student vocabulary books (in-house donation).
6. Identify picture books or other stories that highlight the target verbs/vocabulary.
7. Develop Smartboard file for target verbs and vocabulary.
Standards: (in addition to IEP goals and objectives)
1. K-3 Learn to read by applying appropriate skills and strategies.
2. AL 5 Extend their learning through the use of memory, reasoning, and problem-solving skills.
3. ELA-4K-2.3 Relate information from texts to personal experi¬ence.
Materials: vocabulary books, Smartboard files, props, Boardmaker worksheet, related songs; related picture book (Tumble, Bumble; Let’s Go Walking; Going on a Bear Hunt)
Method: EDI (Explicit Direct Instruction)
Activate Prior Knowledge:
When it is a pretty day I like to go on a walk. Sometimes I take my do walking with me. She likes to run. Maybe I will go walking today.
Mini-Lesson:
Today I will teach you about moving words. Moving words tell us how we move our bodies or how other things move. We sing two songs about moving (Bean Bag Touch and Stand Up, Sit Down). Let’s sing these songs. (Songs can change for each verb/session.)
Activity:
1. Today I am going to read a book about walking (change verb and book for each session). (Show the sign/s for the target verb. Have student/s repeat the sign/s.)(Read the book.) In the book the boy went walking. Where did he walk? What did he see?
2. Let’s look at ‘walking’ (on the Smartboard) (verb changes w/session). Our friend is walking in the hall (or other setting). He is walking fast/slow. (Continue showing illustrations of the target verb modeling the correct sign and having student/s repeat the sign/s.).
Guided Practice:
Now let’s look at your vocabulary book. I have added a picture showing (verb). What is our friend doing? Can you (verb)? Let’s (verb)together.
On a worksheet: (Pointing to the pictures made w/Boardmaker program) What is this boy/girl doing? Or Is this boy/girl walking? (look for correct sign and vocalization attempt).
Closure:
What am I doing? Yes, I am walking. Today we learned about the moving word ‘walking’. (Ask students individually to walk (or other target verb).
Assessment:
Student points to picture illustrating target verb four out of 5 times; student will model the requested target verb; student will demonstrate or approximate the correct sign and verbalization.