My Favorite Community Worker

Procedure

Anticipatory Set

1. 
   The instructor should ask the students if they remember what they have been learning about. Community Workers is the response the students should give.
2. 
   Ask the students to name the community workers they have learned about during the unit. Possible responses include: mail carrier, police officer, chef, doctor, nurse, banker, soldier, teacher, construction worker, and firefighter.
3. 
   Ask the students to explain how these community workers help people.

Modeling

1. 
   Mount Board B on the dry erase board. (Board B contains a picture list and spelling of the community workers that have been discussed in the unit. This board was used throughout the unit.) Refer to Attachment F to view Board B.
2. 
   Point to a community worker on the board. Name the community worker. For example, the teacher will point to the doctor, and say” this is the doctor; this is my favorite community worker.”
3. 
   The instructor should state a sentence using the doctor and the sight words. The sentence that was stated is as follows, I go to the doctor when I am sick.
4. 
   The students are to repeat the procedure 6. The teacher is to select three students to come up and pick a community worker. The students are to state one thing about that community worker.
5. 
   Board A (the list of sight words) should be mounted next to Board B (the list of community workers). Tape a sheet of Wilson’s paper to the dry erase board. The teacher is to use Board B to select a community worker. For example, the teacher will point to the firefighter. The teacher should write the sentence about firefighters on the Wilson’s paper. Using a black mark to ensure that all the students can see the sentence, the teacher writes I like the firefighter. It is important for the teacher to ask the students where they can look to find the spelling of the community workers. The correct response would be on the board.
6. 
   Draw a quick picture of the firefighter. It is important for the teacher to verbalize the drawing procedure. For example, the teacher will say, the firefighter is a person, so he needs a head, eyes, a body, arms, and legs. Ask the students how many eyes he should have. Repeat this questioning for the arms and the legs. Ask the students what they should make on his head. The correct response would be a firefighter’s hat. Ask the students what color they should color his hat and his shirt. The correct response would be red. The teacher is to color in the hat and the jacket.

Guided Practice

1. 
   Using Board B, have the students come up and select their favorite community worker. Have them tell one way this community worker does to help people.
2. 
   Pick a community worker. Have the students use the sight words to make a sentence about the community worker. Using the dry erase markers, allow the students to come up one at a time to write a sentence about the community worker.
   

Independent Practice

1. 
   Distribute Wilson’s paper and writing utensils to the students. Tell students they are to use the list of sight words and the list of community workers to write their sentence. The teacher is to have the students repeat the directions. They are to pick a community worker; they are to use their list of sight words to write one sentence about this community worker.
2. 
   After the student writes their sentence, crayons should be distributed. Each student is to have their own box of crayons.
   14. The students are to use their crayons to draw a picture of the community worker they wrote a sentence about.

Closure

1. 
   The students are to share their picture and their sentence with the other students in the group.

Differentiated Instruction

1. 
   16. Students who have difficulty with writing may receive additional assistance. The teacher is to ask the student what sentence they are writing. The teacher may help the student locate the words on Boards A and B.
2. 
   Students who have difficulty with letter formation will have the directions to writing the letters read to them. The teacher is to use the Wilson’s guide book to assist the student in writing the letters. Refer to Attachment H to view a sample of the Wilson’s guide book.
   18. To comply with specific goals and needs listed in several IEPs, students are given two part directions. Directions are also to be repeated back to the teacher.
3. 
   Students work in groups of four. In this way, students may receive individualized attention.
4. 
   To comply with needs identified in the IEPs of some of the students, preferential seating is used. This tactic promotes on task behavior, and allows the teacher to provide immediate assistance to the student.
5. 
   Students who are meeting benchmark goals are permitted to work independently.
6. 
   Students who finish their independent work before the others are permitted to work on community workers puzzles.