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This is a spatial concepts, inferencing and retelling a story lesson for speech/language impaired students
K, 1, 2, 3
Title – Spatial Concepts and Story Retell
By – Danielle Commisso
Primary Subject – Language Arts
Grade Level – K-3
- This lesson is perfect for teaching spatial concepts, following directions, asking/answering questions, making inferences, sequencing/retelling a story, and more! It was designed for speech-language impaired students. It should be completed in a small group.
- During this lesson, the students will be able to:
- Demonstrate appropriate listening behaviors and turn-taking skills, such as raising hands to respond to questions and waiting appropriately for a turn;
- Listen for parts of the story containing locatives/locative phrases (above/below, on top, next to, side, back) and state target words verbally. Students will use a model to demonstrate understanding of locative terms.
- Recall at least 3 events in the story orally (more advanced students can sequence and retell the story in order);
- Listen for and utilize personal pronouns (she, he, they) appropriately;
- Answer various yes/no or wh-questions accurately;
Correlates with NYS Standards:
- Use knowledge of story structure and elements to interpret stories with assistance
- Work cooperatively with peers to comprehend text
- Identify story elements to understand the message
- Listen attentively and take turns
- Making text-to-self connections
- A review of the concepts (above, below, etc.) will be briefly conducted. Students can also review sequencing and be told they will need to listen, follow the directions, and will later be asked to put the story parts in order.
- Next, a read aloud of Robert Munsch’s Stephanie’s Ponytail will take place. Students will attempt to make a prediction about the story. Descriptions of the cover illustration will take place accordingly.
- Each child will receive a sheet of paper with a picture of Stephanie’s head, and a removable ponytail (one can laminate if desired). They will be asked to demonstrate the different hairstyles the character tried in the story as a guide to help reinforce concepts and recall events. Text illustrations will initially be withheld as the story is read, so that students can visualize and comprehend the message. When reading the story, the teacher will place emphasis on the spatial concept (e.g., “She wore a ponytail on the side of her head, just above her ear”). Then the instructor asks the students to show where they think the ponytail was, or how it looked using their interactive materials.
- Wh-questions will be asked throughout the story to elicit responses for comprehension purposes. Students will be encouraged to ask questions when they seem appropriate. Discuss feeling words in the story, and elicit text-to-self connections. Students can have discussions, ask questions, and identify similarities between the character and themselves if appropriate.
- Students will be provided with an organizational format for retelling the story from beginning to end. The instructor can review the story and assess comprehension of the concepts by asking questions (Where was Stephanie’s ponytail first?). They should be encouraged to use both receptive (using manipulatives) and expressive (saying the target word, such as “above her ear”) skills.
E-Mail Danielle Commisso !