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1.1 The student will develop oral communication skills.

a) Listen actively and speak using agreed-upon rules for discussion.

b) Initiate conversation with peers and adults.

c) Adapt or change oral language to fit the situation.

d) Use appropriate voice level, phrasing, and intonation.

e) Participate in collaborative and partner discussions about various texts and topics.

f) Follow rules for conversation using appropriate voice level in small-group settings.

g) Ask and respond to questions to seek help, get information, or clarify information.

h) Restate and follow simple two-step oral directions.

i) Give simple two-step oral directions.

j) Express ideas orally in complete sentences.

k) Work respectfully with others.

l) Increase listening and speaking vocabularies.

1.2 The student will demonstrate growth in oral early literacy skills.

a) Listen and respond to a variety of print and media materials.

b) Tell and retell stories and events in sequential order.

c) Participate in a variety of oral language activities, including choral speaking and recitation.

d) Participate in creative dramatics.

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Activity: The first center focuses on shared reading with a buddy.  The students will use the same book (can either have one book or two of the same books) and take turns reading each page.  The student who is not reading will actively listen and can even provide comprehension prompts for the reader.

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1.1 The student will develop oral communication skills.

a) Listen actively and speak using agreed-upon rules for discussion.
d) Use appropriate voice level, phrasing, and intonation.

e) Participate in collaborative and partner discussions about various texts and topics.

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Book (or two copies of the same book)
Comprehension questions (check for understanding)

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This activity can be differentiated through the use of text levels and comprehension questions.
Students can also be paired with an above level and below level reader.

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Students will use the "knee, knee, elbow, elbow" position while reading.  Students will be facing each other with their knees and elbows facing each other.
Students will take turns reading/listening and use appropriate voice levels.

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This center can be assessed through the use of comprehension questions or a story map. The teacher could also observe students in active reading/listening.

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Sharing wordless books is a terrific way to build important literacy skills, including listening skills, vocabulary, comprehension and story structure.
Students will tell the story in their own words using the picture clues in the story. Students will practice telling stories and events in sequential order.

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1.2 The student will demonstrate growth in oral early literacy skills.

a) Listen and respond to a variety of print and media materials.

b) Tell and retell stories and events in sequential order.

c) Participate in a variety of oral language activities, including choral speaking and recitation.

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Wordless Picture Book

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One way to differentiate this activity is with the book chosen.  One book can be shorter or longer based on student level.
Students may also be required to tell the story orally or write out their story.

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The teacher will remind students that they must use complete sentences and their sentences must match the pictures in the story.

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This activity could be assessed by an oral retelling, written retelling or reenactment of the story.

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Students are asked to draw a map of an imaginary place they would like to explore. Students will be asked to tell about the setting and who might live there.
As an extension:  Students, can dress up  and set out on their adventure.
Students will  tell you all about the journey and what they are experiencing.

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1.2 The student will demonstrate growth in oral early literacy skills.

b) Tell and retell stories and events in sequential order.

c) Participate in a variety of oral language activities, including choral speaking and recitation.

d) Participate in creative dramatics.

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Paper, pencil, crayons, recycled materials for "costume," index card (for post cards).

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Below level: student can be given a story and they must develop a map, or they can be given a map and create the story.
Advanced: They can reenact the story as a presentation for the class.

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Students will restate oral directions.
Students will express ideas orally in complete sentences.

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Students could be assessed on their story, or reenactment of the story. This can be done as a presentation or written assignment.

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After a read aloud, one of the best and easiest ways to check for understanding is to ask students to summarize what the book was about in their own words. The teacher can ask a question or two to help students clarify their thinking or to add more detail.

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1.1 The student will develop oral communication skills.

a) Listen actively and speak using agreed-upon rules for discussion.

b) Initiate conversation with peers and adults.

c) Adapt or change oral language to fit the situation.

d) Use appropriate voice level, phrasing, and intonation.

e) Participate in collaborative and partner discussions about various texts and topics.

f) Follow rules for conversation using appropriate voice level in small-group settings.

g) Ask and respond to questions to seek help, get information, or clarify information.

h) Restate and follow simple two-step oral directions.

i) Give simple two-step oral directions.

j) Express ideas orally in complete sentences.

k) Work respectfully with others.

l) Increase listening and speaking vocabularies.

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Book for read aloud
Story maps (if preferred)

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The teacher could use guiding questions to help the conversation/comprehension.
This activity could be done in whole/small groups.
Teachers could provide a story map to help students answer questions based on the text.

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The teacher will reinforce how to be an active listener.
The teacher may use peer conversations to guide comprehension (think-pair-share or turn and talk).

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Assessment could take place informally through discussion, or more formally through the use of a story map.

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Share a story with a repeating pattern like Mary Wore Her Red Dress. Then, have each student recreate a page (using a digital platform) with the same pattern. Combine the student projects into a class book.

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1.2 The student will demonstrate growth in oral early literacy skills.

a) Listen and respond to a variety of print and media materials.

b) Tell and retell stories and events in sequential order.

c) Participate in a variety of oral language activities, including choral speaking and recitation.

d) Participate in creative dramatics.

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Web programs such as Jamboard, Wixie, webcam.
Wixie: https://t4l.wixie.com/o3185
Jamboard - Google
https://jamboard.google.com

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Differentiation could take place depending on the text being used and the amount of teacher created prompts.

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Students will work respectfully with others, or independently.  Students will follow rules for conversations during small group settings.
Teachers can use web-programs such as GoGuardian to monitor digital resource use for students.

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Students will be assessed on their mastery of expressing ideas, following directions, and creation of project.