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Simon says…

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Alphabet, counting, puppet, teaching content through games.

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Simon says…

  1. 1. Year Level: Duration: Focus: Implementation Date: Lesson Name: Kindy 15 – 20 mins Consolidating literacy & numeracy knowledge learnt throughout the term Term 3 – Week 9 (09/09/16) Simon Says… The students have prior knowledge of:  The alphabet letters and some of the corresponding sounds  Count to ten  Use one-on-one correspondence to count to ten or less  Colours  Popular kids rhymes and songs Learning Objectives: Curriculum Links:  After this experience the children will be able to identify the letters l, i, c, t, j, g, a, q, d, f, and o.  At the end of this lesson the children will be able to express the sound of the letters l, i, c, t, j, g, a, q, d, f and o.  After the game of Simon says the children will be able to use one-on-one correspondence to identify the number of objects on the slide or how many jumping jacks to do. Building Waterfalls:  Children explore ways to use language/s  Children extend their understanding and engagement with texts  Children extend their understanding and engagement with symbols, pattern systems and numeracy concepts QKLG – Communicating:  Children explore and expand ways to use language, spoken and non-verbal communication  Children explore and engage with literacy in personally meaningful ways EYLF:  Children are effective communicators Resources:  IWB  PowerPoint Slides  What next? Poster
  2. 2. Assessable Standards: Australian Professional Standard 3.5 (use effective classroom communication) Strategies to meet this standard: - Use familiar or appropriate language with the children - Repeat important words or phrases when giving instructions – this will also enhance Ds understanding. - Minimise noise barriers by talking clearly and slowly - Complimenting non-verbal communication – pointing, gestures, facial expressions, tone etc. No too many as it can interfere with D’s ability to speech read. They must be meaningful and add to the communication. - Providing students with feedback - Use visual aids - Ensure that D is sitting directly across from me so that she has the best possible position to speech read. - Ensure that you are positioned where the light is on your face and not in D’s eyes as it will assist her to speech read. Australian Professional Standard 2.2 (organise content into an effective learning and teaching sequences) Strategies to meet this standard: - The learning experience is set out in an introduction, body and conclusion format. - The instructions to make the plane are provided in short simple directions. - The student’s prior knowledge is activated and their knowledge is built upon by introducing new information. Australian Professional Standard 4.1 (support student participation) Strategies to meet this standard: - Children are encouraged to participate in the yoga - Give students 5-10 seconds to think and formulate an answer – prevents certain children from dominating the lesson - Use as many visuals to assist D and visual learners - Speed or slow down the pace of the lesson depending on children’s mood and level of engagement - Address all the learning styles such as visual, oral and kinaesthetic. Australian Professional Standard 4.2 (Manage classroom activities) Strategies to meet this standard: - Set activities out in logical order - Directions – use a clear voice. Simple sentences and no more than 3 directions at a time.
  3. 3. Australian Professional Standard 3.5 (use effective classroom communication) Strategies to meet this standard: - Use of verbal and non-verbal instructions. - The use of a lesson schedule – verbal and visual - Clear, slow speech - Paraphrasing the children’s answers to get the intended message Australian Professional Standard 5.4 (Interpret student data) Strategies to meet this standard: - Use of verbal and non-verbal instructions. - The use of a lesson schedule – verbal and visual - Clear, slow speech - Paraphrasing the children’s answers to get the intended message Australian Professional Standard 2.6 (ICTs) Strategies to meet this standard: - ICTs are used to engage children and make the activity for interesting - Children use ICTs to express their ideas about bones Managing Behaviour: Addressing positive behaviour: - Set expectations using what it looks like and sounds like – I am looking for listening ears and closed mouths. Addressing undesired behaviour: - Nonverbal warning through a serious face Feedback on positive behaviour: - Now we are getting the hang of it. Feedback on undesired behaviour: - You are calling out at me.
  4. 4. - … you need to work on keeping your words inside your mouth when another person is talking. - Miss Val is speaking so we don’t interrupt Miss Val. Gaining children’s attention: - Count down from 5 verbal and nonverbal - 1 2 3 eyes on me. - Silent heads, shoulders, knees and toes. - If you are listening put your hands on your head… etc. - Breathe in, breathe out x3 Strategies to engage children: - Smiling and nodding at their efforts - I love the fact that … had a go even though they found it hard. That is the attitude I am looking for. - It doesn’t matter if me get it wrong, the main thing is that … had a go. - Good try
  5. 5. Time: Lesson Structure: Purpose: Assessment & Feedback 2 mins 10 mins 5 mins Introduction: What Next?  Game  Yoga Body: Yoga – Betsy the banana  ….. Conclusion: Game (Simon says …)  Introduce Simon and the rules to his game  Play Simon says… Gives children an idea of what they will be doing and informs children of the changes that will occur. Yoga is storytelling and movement combined. It gets the children moving and then brings them down to reflect. It helps the children to be calm and concentrate in the next activity. Playing an educational version of Simon says… is intended to help children to consolidate and practice literacy and numeracy knowledge in a fun way. Children’s ability to do what Simon says, will provide feedback about whether they have learnt and understand the intended concepts of letters and numbers.

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