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LEARNING PROGRESSION
PREREQUISITE SKILL
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EXTENSION SKILL
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DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Picture cards with images of people, animals, places, and things (at least 20)
- Word cards with frequently occurring nouns (corresponding to the picture cards)
- Whiteboard and markers
VOCABULARY
- Person
- Animal
- Place
- Thing
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
WORKSHEET PACKS
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
No Games Available
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Review the meaning of the four categories: person, animal, place, and thing.
- Show picture cards and ask students to categorize each one.
INSTRUCTION
- Introduce the word cards and explain that students will determine the category of each word.
- Use an example word and picture card to demonstrate how to categorize the word.
- Guide the students through categorizing several word cards.
GUIDED PRACTICE
- Divide the students into small groups and provide each group with a set of picture cards and word cards.
- Instruct the students to work together to match each word card to the correct picture card category.
- Circulate around the room to provide support and guidance as needed.
INDEPENDENT PRACTICE
- Instruct students to work independently to match word cards to picture cards.
- Monitor students' progress and provide support as needed.
HOMEWORK
- Assign students to find and categorize five nouns from their home environment.
- Encourage students to share their findings with the class during the next lesson.
EXIT TICKET
- Provide each student with a whiteboard and marker.
- Instruct students to write a word and draw a picture that matches the category given.
ASSESSMENT
- Formative assessments will be conducted during the lesson to monitor students' understanding of frequently occurring nouns and their ability to categorize them.
- The exit ticket and progress monitoring assessments will be used to determine students' mastery of identifying and categorizing frequently occurring nouns.
CLOSURE
- Review the four categories and examples of words that belong in each category.
- Ask students to share one word they learned today and the category it belongs to.
EXTENSION
- Students can use adjectives to describe the nouns in each category.
- Students can create their own picture and word cards for others to categorize.
INTERVENTION
- For students who struggle with categorization, provide additional picture and word cards for practice.
- For students who need extra support, provide visual aids or prompts to help them identify the correct category.
VIDEOS
No Video Available
TEACHING TIPS
- Use real-life examples to help students make connections with the different types of nouns.
- Incorporate visual aids, such as pictures or objects, to help students understand and remember each type of noun.
- Provide ample opportunities for students to practice identifying and categorizing nouns in a variety of contexts.
STUDENT MISCONCEPTIONS
- Students may confuse adjectives with nouns, so it's important to clarify the difference between the two.
- Students may struggle with abstract nouns, as they do not represent physical objects.
- Students may have difficulty recognizing proper nouns, which are specific names of people, places, or things.
STANDARD
Common Core Standard:
L.K.1.B - Use frequently occurring nouns and verbs.
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