Content: Speaking and Listening: Class Rules

Grade Level: Kindergarten

Theme: Creating Community

Common Core/Literacy Standards:

  • Students should participate in conversations and collaborate with partners
  • Students should have conversations in large and small groups
  • Students should follow discussion rules
  • Students should be able to hold a conversation and go back and forth (listening and talking)
NC.CC.K.SL.   Speaking and Listening Standards
 
    Comprehension and Collaboration
K.SL.1.   Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
K.SL.1.a.   Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
K.SL.1.b.   Continue a conversation through multiple exchanges.
 

Integration:

  • This lesson could be integrated with Common Core Standards:
    • SL.3 by having the students ask questions, ask for explanations when there is confusion, and seek help when they need it.
    • SL.4 by having the students describe familiar events, people, and places in their conversations with one another
    • SL.6 by having the students speak about their thoughts and express ideas clearly.

Alternate Text Resources: There is not one set text that the teacher listed to read, rather there is a list for a teacher to choose from. Therefore, there are several alternate text resources

Lesson Phases:

  • 3 Phases
  • Phase 1: Read book about friendships/relationships/community
  • Phase 2: Brainstorm and record why they come to school
  • Phase 3: Brainstorm and record how to reach the goals/achieve the purpose of coming to school/formulate class rules

Instructional Literacy Strategies:

  • Read a book off of the “Books about friends, relationships, and community” list that the teacher provided. This book will serve as a way to get students thinking, a reference point, and a means for having students listen and respond to a piece of writing.
  • Summarize information (class rules) written
  • Students will remember making a chart/table of their ideas as they see it throughout the year with the class rules
  • Using a book can help students remember what they talked about, as books are more memorable, and they can associate the class rules with parts of the book.

Student Engagement:

  • Listen to story about friendships and help summarize
  • Help create classroom rules
  • Brainstorm why they come to school
  • Brainstorm how they can reach goals that they have set for coming to school
  • Help set class expectations

Thinking Skills:

  • Listen to story and help summarize
  • Brainstorm why they come to school
  • Review items and ideas for why they come to school
  • Brainstorm how they can reach goals that they have set for coming to school
  • Ideas of what expectations may need to be in the classroom

What I like:

  • I like that there is a list of books that the teacher provided to choose from when a teacher is using this lesson. The book can be picked based off of the teacher’s preference and the classroom dynamics
  • I liked that there was a lot of student engagement. This keeps students interested and it makes them feel important- like they have a role in the classroom.
  • Students get to have a say in their classroom rules
  • I like that this lesson focuses on classroom rules and community building. This helps the students develop social skills (extremely important in a special education classroom) and it makes the classroom a safe space.
  • I like that students are instructed to brainstorm. This is a great way to teach them that their opinions and ideas matter and that they are capable of coming up with good ideas.
  • I like that students have to think of others and be considerate when calling out answers to the questions and when formulating rules.
  • I like that students take turns when talking and giving reasons for coming to school and how to reach goals/class rules.

Modifications/Adaptations:

  • When students are responding to the prompt “Why are we here?” I would have them record their responses on the paper, rather than doing it myself, if they are capable.
  • I may need to ask more prompting questions since I will be in a special education classroom and sometimes students need more information to go off of when brainstorming.
  • Students may not have the ability to read the list of rules that we create. I may need to read the rules to them when we summarize them and all that we have created.

Technology:

  • The teacher listed various books about friends and relationships that could be used as an introductory to the lesson. These books could have been pulled up on a Kindle/Computer/iPad/SmartBoard etc. to implement technology into this lesson.
  • Instead of writing class rules and how to follow them on paper they could have been written on the SmartBoard and then printed off.

Resources

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