Title – Language Experience Approach

By – Anjanee

Valsayn Teachers’ College – Trinidad and Tobago

Primary Subject – Language Arts

Grade Level – 2-3

Subject: Reading

Topic: Picture Interpretation

Duration Of Lesson: 20-25 minutes

Previous Knowledge and Experience:

Pupils have limited sight vocabulary. They have some practice in oral sentence construction. They have seen clowns on television. Some have gone to the circus.

Behavioral Objectives:

Given a picture depicting a clown juggling, pupils will engage in oral language practice by:

1. dictating sentences about the picture.

2. reading orally.

3. sharing ideas with class.

Teaching Aids:

Picture of clown juggling, classroom equipment, word cards.

Lesson Introduction:

Teacher leads children to predict what a certain person does by revealing one by one, from the least to the most obvious, some of the parts of the clown picture, i.e. balls, a large hat with a pompom, big floppy shoes and a red nose.

Content/Skills Development

Teacher’s Strategies

SECTION 1


Dictation and Oral Reading

Teacher:

• presents picture for observation.
  
• initiates a short discussion.
  
• questions to elicit specific details, e.g. “What is the clown doing?”
  
• models S.E structure re: pupils’ response where necessary.
  
• records each response on clipboard and models the reading while doing so.
  
• guides the oral reading (individual and group) after each sentence is written.
  
• questions to generate interpretative & critical level responses: e.g. “Where do you think we can find the clown? What would you be doing if you were the clown?”
  
• probes where necessary.
  
• records as many responses as time would allow.
  
• models the reading of the entire passage.

  Pupils:
  

• observe picture with a view to sharing ideas.
  
• relate activity in picture to background experiences.
  
• look at picture and respond accordingly.
  
• rephrase sentence in Standard English.
  
• look and try to read along with teacher.
  
• read the given sentence.
  
• reread where necessary.
  
• respond accordingly in sentences.
  
• echo read line by line

SECTION 2


Group oral practice and word(or sentence) matching

Teacher:

• leads large group reading of passage.
  
• leads small group reading for specific ideas e.g. “Read the sentence that tells us how many balls the clown is juggling.”
  
• reinforces word recognition by having pupils match selected words with word cards on chalkboard.

  Pupils:
  

• read entire passage as a class.
  
• read sentence in groups as required.
  
• come to the board individually, pronounce word and do word matching activity.

Closure: Teacher guides reading of entire passage once again.

Evaluation: On-going observation of pupils’ participation in discussion and oral reading.

Continuation: Writing of favorite and new sentences related to picture.

Word Recognition: Sight Words.

E-Mail

Anjanee

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