Dining Your Way into Reading

Transcription

1 Dining Your Way into Reading ~ A Returning Developer ~ For further information contact Elizabeth Phillips Lakeland Highlands Middle School 740 Lakeland Miriam Dr Lakeland, FL Route D (863) Elizabeth.phillips@polk-fl.net n PROGRAM OVERVIEW Dining Your Way into Reading is a unique program designed for middle school students with Intellectual Disabilities that gives non-reader students an opportunity to see the importance and need for reading. Students learn words found on restaurant menus in clusters and use those words to create a menu, order food from a waiter, and work as a waiter. The handson approach creates motivation and a need for reading. First, I teach the new words using Edmark Functional Word Series Fast Food/Restaurant Words Program by Pro-Ed Inc. After students have learned all the words in the cluster, students use the words they have learned to create a themed menu (Ice Cream Parlor). As a culminating activity, students take turns running the restaurant as waiters taking food orders, and also enter the restaurant as customers, ordering food from the menus created earlier in the week. Waiters and cooks must read the new words as they take orders; and customers must read the words correctly to order food they would like to eat. This program takes two weeks to teach, with 4 separate lesson plans. The first lesson plan is repeated for each new sight word. I have taught restaurant reading vocabulary in isolation and with this program and students always respond best when I use Dining Your Way into Reading. Students also begin to increase reading skills in other programs when they see how reading works and how important it is in life through this program. n OVERALL VALUE Dining Your Way into Reading is all about getting non-readers interested in reading. By presenting about a cluster of related words at a time, students are able to identify words and understand their power immediately by using them in a mock restaurant setting. It gives students the ability to identify, read and write new words that impact their world. By giving students understanding about the importance of reading, they soon turn their motivation to other reading programs and are on their way to becoming readers. n LESSON PLAN TITLES New Sight Words Menu Creation Taking Orders Ice Cream Parlor n MATERIALS Materials for each lesson are listed with each lesson plan. Overall materials budget including pricing and vendors follows the lesson plans. n ABOUT THE DEVELOPER Elizabeth Phillips has a B.S. in Elementary Education and an M.A. in Intellectual Disabilities Education, both from the University of South Florida. She has also earned National Board Certification. Elizabeth has taught in 3 middle schools, 2 elementary schools and a special education center for a total of 19 years of teaching experience. For an additional 5 years, she served as the Intellectual Disabilities Facilitator in the ESE county office assisting teachers with students with Intellectual Disabilities and serving as the District Alternate Assessment contact, trainer and organizer. H H H

2 Lesson Plan No 1: New Sight Words n SUBJECTS COVERED Reading n GRADES 6-8 ESE-InD n OBJECTIVES Students will identify, read and match words to pictures of the following words: chocolate, strawberry, vanilla, ice cream, sundae, hot fudge, cone, milkshake. n COMMON CORE/ NGSSS STANDARDS Access Points: LA Su.a LA Su.a LA Su.a Read text with high frequency sight words and phonetically regular words with accuracy. n MATERIALS Edmark Functional Words Series Fast Food/Restaurant Words Program Chocolate Strawberries Vanilla, Chocolate, Strawberry Ice cream Hot fudge Cones Milk Chocolate syrup Strawberry syrup n DIRECTIONS 1. Introduce new word (chocolate) by showing the written word, have students repeat the word, show the food and have students sample the food. 2. Complete each direct instruction lesson in Edmark Functional Words Series Fast Food/Restaurant Words Program with individual students. 3. Use worksheets that come with Edmark Functional Words Series Fast Food/Restaurant Words Program to review the new words and previously learned words by circling words, matching words and matching words to pictures. 4. Repeat this lesson each day with a new word (strawberry, vanilla, chocolate, sundae, hot fudge, cone, milkshake) until all 7 words have been learned. n ACCOMMODATIONS Students that have difficulty retaining the new word in one sitting will review words by classroom available resources (flashcards, card reader, PowerPoint, etc.) n EVALUATION/ ASSESSMENT Grade worksheets for mastery level. H H H

3 Lesson Plan No 2: Menu Creation n SUBJECTS COVERED Reading, Writing n GRADES 6-8 n OBJECTIVES Students will use new sight words to create a theme based menu for Ice Cream Parlor. n COMMON CORE/ NGSSS STANDARDS Access Points: LA Su.a LA Su.a LA Su.a Read text with high frequency sigh words and phonetically regular words with accuracy. LA Su.a LA Su.a LA Su.a Use new vocabulary that is introduced and taught directly. LA Su.a LA Su.b LA Su.b Identify the purpose and intended audience for writing. LA Su.a Organize the ideas according to the purpose. LA Su.a LA Su.a LA Su.a Prepare writing in a format appropriate to audience and purpose. n MATERIALS Sample ice cream menus or Smartboard to project sample menus. Blank circle maps with 2 circles labeled flavors and desserts Construction paper Markers n DIRECTIONS 1. Review words with students. 2. Show examples of different menus from ice cream restaurants. 3. Discuss different areas of each sample menu: ice cream flavors, types of ice cream desserts, beverages, prices 4. Pass out worksheet with 2 large circles, each circle will be labeled either flavors or desserts. 5. Students will use new sight words to sort the words by writing them in the appropriate circle. 6. Review answers as a class and have students correct answers. 7. Using the board or Smartboard, develop a menu with the class, drawing answers from the students regarding how to develop a flavor section and dessert section of the menu. Discuss and complete extras such as using pictures and including prices. 8. Pass out construction paper and markers to allow students to complete their own menu. Requirements: All 7 vocabulary words must be used at least once on the menu Menus must be neat and readable Menu must contain prices n ACCOMMODATIONS Students with organizational difficulties may be given a piece of construction paper with a section already designated as flavors and a section designated as desserts. Students that have difficulty writing will be given the sight words already printed and cut to paste on the circle map and a paper with the words typed out and pictures that they can cut and paste onto their menus. Students with low understanding of math may not be required to include prices. n EVALUATION/ ASSESSMENT See attached rubric. H H H

4 Lesson Plan No 3: Taking Orders n SUBJECTS COVERED Reading n GRADES 6-8 n OBJECTIVES Students will read restaurant sight words on menus and order tickets. n COMMON CORE/ NGSSS STANDARDS Access Points: LA Su.a LA Su.a LA Su.a Read text with high frequency sigh words and phonetically regular words with accuracy. LA Su.a LA Su.a LA Su.a Use new vocabulary that is introduced and taught directly. n DIRECTIONS 1. Post picture of Ice Cream Order ticket on board or screen. Review the ticket as a class, reading the words together. 2. Demonstrate to students how to complete the ticket by filling in the name of the customer, checking off the flavor of ice cream they would like and which dessert they want. 3. Review the process several times, by taking different student s orders. 4. Distribute a copy of the ticket to each student. Complete the tickets as a class by giving an order for the teacher. Do a quick check for errors and remediate if there are problems. 5. Demonstrate the language a waiter will use to take orders (Hello, My name is, can I take your order?). 6. Role play with several students. 7. Have students take turns with a partner repeating the language. 8. Distribute another ticket to each student along with one of the student made menus and have students work in pairs to take each other s order and mark the ticket appropriately. Teacher will rotate to check student work and reteach as needed. n ACCOMMODATIONS Use a communication board or device for students that are nonverbal. Use a menu with paired pictures for students that are still having difficulty with all the sight words. n EVALUATION/ ASSESSMENT Grade the completed Ice Cream Order tickets. H H H n MATERIALS Student created menus Ice Cream Order worksheets Pencils

5 Lesson Plan No 4: Ice Cream Parlor n SUBJECTS COVERED Reading n GRADES 6-8 n OBJECTIVES Students will read restaurant sight words in a mock restaurant setting. n COMMON CORE/ NGSSS STANDARDS Access Points: LA Su.a LA Su.a LA Su.a Read text with high frequency sigh words and phonetically regular words with accuracy. LA Su.a LA Su.a LA Su.a Use new vocabulary that is introduced and taught directly. n MATERIALS Student made menus Ice Cream Order tickets Ice cream bowls Ice cream glasses Ice cream scoop Blender Spoons Ice cream Chocolate syrup Strawberry syrup Hot fudge Cones n DIRECTIONS 1. Review food words by working in pairs and reading a student created menu to the partner. 2. Review the process for taking orders as a group on the screen. 3. Divide the class into 2 groups; one group will take orders and the other group will be customers. 4. Students acting as customers will sit at tables (2 students per table) with student made menus. Students will have 5 minutes to read the menus and make their selection. 5. After 5 minutes, the ½ of the students acting as waiters will approach the table and take the orders, checking off the appropriate food selections. 6. After the orders have been taken, the other ½ of the waiters will take the orders again, then both sets of waiters will compare orders. If they are different, the teacher will step in to declare what went wrong. If the customer placed 2 different orders, they will receive the first order. If one of the waiters checked off the wrong items, it will count against their grade. 7. After all orders have been verified, the teacher will set out the food for the waiters to take to the tables. Waiters will have to use their order tickets to ensure customers receive the correct food. 8. When the customers have finished their food, both sets of groups will change roles and repeat the lesson. n ACCOMMODATIONS Use a communication board or device for students that are nonverbal. Use a menu with paired pictures for students that are still having difficulty with all the sight words. Limit choices on the menu for students that have not learned all the words yet or have difficulty making choices. EXAMPLE: If you know the student likes vanilla ice cream cones, limit flavor choices to vanilla and give only two dessert choices such as ice cream cone and milkshake. n EVALUATION/ ASSESSMENT See attached rubric. n POSSIBLE ADAPTATIONS Focus the activity on teaching money skills by teaching how to count money, add money and compute tax leading up to the restaurant experience. Use different groupings of foods to have different restaurant experiences such as Hamburger Haven using the words hamburger, hot dog, french fries, onion rings, Coke, Sprite or Sandwich Store using the words submarine, sandwich, turkey, ham, roast beef, lettuce, tomato, potato chips. n ADDITIONAL WORKSHEETS See attached pages. H H H

6 Lesson Plans Materials Budget Materials Budget SUPPLIER ITEM # AND DESCRIPTION COST QUANTITY TOTAL COST Walmart FARBERWARE 4-Speed Digital Blender with Travel Cup, Stainless Steel Zak! Ice Cream Bowls - set of Oneida Ice Cream Scoop Mainstays Swirl Dinner Spoons - 4 pack Pro-Ed Inc. Edmark Functional Words Fast Food/ Restaurant Words Party City Ice Cream Soda Cup, 11 oz. plastic Publix Ice Cream (chocolate, strawberry, vanilla) Strawberries Chocolate syrup Strawberry syrup Hot fudge Milk Chocolate Cones Elizabeth Phillips Teacher Lakeland Highlands Middle School School Subtotal $ Tax if applicable Shipping if applicable TOTAL BUDGET AMOUNT $396.94

7 Rubric Menu Rubric Student Name Use new words Used all 7 new words Used 5-6 new words Used 3-4 new words Used 1-2 new words Did not use any new words Neat and Readable Menu is neat and all words are easily read Menu is neat, words readable but not neat Menu is disorganized, some words difficult to read Menu is disorganized, many words difficult to read Menu is very disorganized, few words readable Prices Prices are included for each item and written in money format Prices are included for each item, not written in money format Prices are not included for all menu items Few prices (1-3) are included Prices are not included

8 Rubric Ice Cream Parlor Rubric Student Name Takes and marks order Takes and marks order correctly Takes order and marks one item incorrectly Takes order and marks both items incorrectly Takes order, but does not mark it on the pad Does not take order Delivers correct order Delivers correct order to correct people - Needs prompts to deliver correct food - Does not deliver food Orders correctly off menu Orders correctly off menu Orders correctly, but orders differently each time Orders part of the food, but not all (flavor, but not type) Orders part, but differently each time Does not order

9 Additional Information Ice Cream Words Flavors Desserts

10 Additional Information Ice Cream Orders ICE CREAM ORDERS ICE CREAM ORDERS Name Name Flavors: o Chocolate o Strawberry o Vanilla Flavors: o Chocolate o Strawberry o Vanilla Desserts: o Hot Fudge Sundae o Ice Cream Cone o Milkshake Desserts: o Hot Fudge Sundae o Ice Cream Cone o Milkshake ICE CREAM ORDERS ICE CREAM ORDERS Name Name Flavors: o Chocolate o Strawberry o Vanilla Flavors: o Chocolate o Strawberry o Vanilla Desserts: o Hot Fudge Sundae o Ice Cream Cone o Milkshake Desserts: o Hot Fudge Sundae o Ice Cream Cone o Milkshake