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Link meaning to new vocabulary
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Link new vocabulary to already existing schema
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Categorize
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Discriminate between different and same characteristics
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Increase speech/sign/fingerspelling vocabulary
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Reinforce question-answer discourse
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Develop sign/speech relationship to meaning of English printed words
Strategy
Teacher actions are highlighted in gold.
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Focus on concept of colors as descriptor/ characteristic (e.g. red, yellow, blue, black)
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Have many red objects visible in the classroom.
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For example: Teacher dresses all in red. Have a red tablecloth on a table with a red bowl and red apples in bowl.
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Ask students if they see something funny?
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Show clothes, tablecloth, bowl, apples.
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Tell the students these are all the same color. Red is the name of the color.
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Write the word 'red'; have the students select a red marker and color a box red next to the word.
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Sign/say/fingerspell red with the students.
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Write the word on the board
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Place objects in a bag (e.g.4 red, 2 others). Pull out an object.
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Ask: Is this red?
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Match to red box on chart and other red objects.
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Guided Practice
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Show students other familiar red objects e.g. paper, crayon, toys.
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Ask what the object is and elicit response.
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Ask students to name the color
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Write 'a red paper' or 'I have a red paper' (depending on which is appropriate for your students).
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Say/sign/fingerspell the phrase, then have students say/sign/fingerspell it with you.
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Give each student a paper bag with a red object in it.
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Each student feels in bag.
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Ask: What do you have? 'Student names the object.
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Ask: Were you correct? What is that? and then, What color is (the car) ?
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Show the student’s answer on board:
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N has a red car.
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Read to the students.
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Students identify the word 'red'. Encourage students to say/sign/fingerspell the word.
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Go on a scavenger hunt for red objects that were previously “hidden.”
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Ask: What did you find?
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Elicit response: A red ball.
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Reinforce response: Yes, you found a red ball!
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Show student’s response on the board
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N found a red ball.
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Read, sign/say the sentence and then ask the students to read it.
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Advancing the Strategy
Concept contrast red / yellow
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Review previous work and introduce a new color concept
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Review concept of red by having children show and discuss their “red” pictures they brought from home and put them on the bulletin board.
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Use these color concepts in language experience stories.
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Begin concept development of yellow using steps similar to those described previously.
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At the end of the section on yellow, have each student show a picture of favorite yellow object.
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Give each student a paper bag with a red or yellow hat made of paper in it.
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Put up sign on red/ yellow papers: “Red Hats” and “Yellow Hats”.
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Each student opens bag and says/signs, “I have a red /yellow hat” and then goes to the correct sign.
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Red group and yellow group work together on problems.
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Give each student red or yellow math markers, such as tiles or rods and tell how many yellow or red items they have.
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Present math problems for them to solve with the sticks. For example:
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Say/sign: Luis has 3 yellow tiles.
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Say/sign: Jen has 2 red tiles. (
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Ask: How many tiles do Luis and Jen have all together?
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Write problem and answer on board (3+ 2 = 5).
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Give each group a stack of pictures or objects that are red or yellow, sort pictures into appropriate stacks.
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Develop concept of color blue using similar steps and procedures.
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Develop concept of color black using similar steps and procedures.
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Present discrimination activities for the colors blue and black.
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Many concepts can be developed using a similar format (e.g. adjectives of size: big, little; descriptive adjectives: glad, sad, mad).