ColliganLesson Plan Template EDIS 5470 K lesson (2)
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Lesson Plan Template
EDIS 5470: English Education
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Lesson Components
What teacher and student behaviors are planned and expected |
Comments/Notes/
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Context: Course name; grade level; length of lesson; description of setting, students, and curriculum and any other important contextual characteristics. Include how many English learners are in the class and information about their L1s and WIDA levels.
I will be teaching two Kindergarten small pull-out ESL groups. The first group focuses on literacy and reinforcing content. The second group focuses in on developing and reinforcing alphabetic principle and phonics. 
Apr 3
Amanda Murray
Amanda Murray
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I really like how you formatted and separated the two groups in your lesson plan. There is a lot of information, and this format helps organize your plan clearly!
[Edited]
Group 1: There are three students in the first group, two girls and one boy. These students are pulled at the beginning of the school day during the second half of their morning meeting for 30 minutes. Unfortunately, the boy does not arrive to school on time and misses this small group time with the ESL teacher, so I am not sure if he will be there when I teach the lesson. They all share the same L1, Spanish. I believe each student has a total WIDA score around 2, but I need to double check with my mentor teacher. One of the girls had a WAPT WIDA total score of 2, scoring 4 for speaking, 4 for listening, 3 for reading, and 2 for writing. They have been grouped because they are all on a similar level.
No paragraph-level conversations.
Start one.
Apr 6
April Salerno
April Salerno
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I know this isn't your regular classroom, but I wonder if things could be rescheduled or if there's any way to help him arrive on time. Any guess at the reason he's missing this?
Apr 6
Renee Colligan
Renee Colligan
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This student has a history of 40+ tardies and 20ish absences... I have thought of suggesting that the two groups be switched but I haven't brought it up with the ESL teacher yet.
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It might mess things up with her second group since a student from another class joins us in the second group.
Group 2: There are four students in the second group, three boys and one girl. They are pulled during the beginning of their classroom rotations. Three of the students, two boys and a girl, share the L1 of Spanish and the other boy has the L1 of Turkish. These students need and receive extra support with letter sounds and letter name recognition. My mentor teacher has talked of moving one of the boys into the other group because, though he recently moved to the area from Puerto Rico, he is progressing faster than his group mates. He attended some kindergarten in Puerto Rico. This small group lesson will also be approximately 30 minutes.
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Virginia SOL(s) OR Common Core State Standard(s):
Group 1:
K.7 The student will investigate and understand basic needs and life processes of plants and animals.
Key concepts include
a) animals need adequate food, water, shelter, air, and space to survive;
b) plants need nutrients, water, air, light, and a place to grow to survive;
c) plants and animals change as they grow, have varied life cycles, and eventually die; and d) offspring of plants and animals are similar but not identical to their parents or to one another
K.4 The student will identify, say, segment, and blend various units of speech sounds.
Apr 6
Kate Delis
Kate Delis
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Awesome job integrating science content with reading and language arts!
d) Segment one-syllable words into speech sound units including beginning
phoneme(s) (onset) and ending (rimes).
e) Identify words according to shared beginning and/or ending sounds.
Group 2:
K.3 The student will build oral communication skills.
c) Begin to follow implicit rules for conversation, including taking turns and staying on topic.
K.4 The student will identify, say, segment, and blend various units of speech sounds.
d) Segment one-syllable words into speech sound units including beginning
phoneme(s) (onset) and ending (rimes).
e) Identify words according to shared beginning and/or ending sounds.
K.7 The student will develop an understanding of basic phonetic principles.
a) Identify and name the uppercase and lowercase letters of the alphabet.
Apr 6
April Salerno
April Salerno
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So these are all standards that the students are learning in the gen ed classroom. And do they get additional time on these with the pull-out group, or will this be their first exposure to these standards?
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Just trying to understand how the model is working in this school.
Apr 6
Renee Colligan
Renee Colligan
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The pull out groups serve to reinforce what they are learning in the classroom. I am going to do these lessons after they have started the science unit and I hope it will serve as a review/reinforcement.
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WIDA Can-do descriptor(s). Include descriptors for all WIDA levels present in the class:
Group 1:
Listening ELP Level 3
Process recounts by
● Following sequential language for oral directions one step at a time (e.g., “Walk to the door. Now, come to the circle.” )
Reading ELP Level 3
Process recounts by
• Identifying familiar words in context (e.g., in Big Books or wall charts) in small groups
Group 2:
Listening ELP Level 2
Process recounts by
• Responding with gestures to songs, chants, or stories modeled by teachers
• Matching familiar pictures, objects, or movements to oral statements (e.g., “Clap your hands.” )
Speaking ELP Level 1
Process recounts by
• Participating in group songs, chants, or poems using gestures or physical movement
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Objectives (KUD format – Students will Know, Understand, Do):
Group 1:
K: Students will know…
-the parts of the plant: stem, roots, leaf, flower
U: Students will understand…
- That all living organisms have a life cycle and have characteristics that are different than non-living organisms.
D: Students will be able to…
- read high frequency words like “I”, “can”, “see”, and “the”
- recognize pictures of content vocabulary like stem, leaf, roots, and flower
- identify and label the parts of a plant
Group 2:
K: Students will know the letter names and the respective sounds of the letters C T and A or N, G and P.
[Depending on which week I teach the lesson and which letter my mentor teacher would like me to start with.]
Apr 6
April Salerno
April Salerno
:
Great that you're being flexible here! I know this uncertainty isn't the easiest.
U: Students will develop alphabetic principle and phonemic awareness.
D:
Students will be able to…
- correctly identify the letter name and letter sound of a letter they have learned (C,T,A) when it is presented to them.
- correctly identify the starting letter of a word when given a picture with the word written underneath. (ie. A picture of an apple with the word apple underneath for the letter A)
Apr 6
Kate Delis
Kate Delis
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You've got two very different groups here, but your UKDs are clear and concrete for each. Awesome job!
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Language Objectives (These should be ways you can observe students using language).
Group 1: Students will be able to read the high frequency words “I”, “can” “see” and “the”
Students will practice using content vocabulary
Apr 3
Amanda Murray
Amanda Murray
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How will they practice using the vocabulary? Through discussion, writing?
Group 2:
Students will be able to take turns when speaking and sharing.
Apr 6
Apr 6
Renee Colligan
Renee Colligan
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No, they already do this but I will encourage and remind if they are struggling to take turns.
Students will be able to read the sentence stems C is for ____, T is for ____, A is for _____.
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Vocabulary students will need in order to be successful in the lesson
Group 1:
-plant
-living
-roots
-stem
-leaf, leaves
-flower
Group 2:
Apr 3
Amanda Murray
Amanda Murray
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I wonder if you could add a few vocabulary words for the letters you are teaching?? For example, add the word "car" to the list when giving an example to the students - C is for car.
Apr 6
Renee Colligan
Renee Colligan
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I'll only be teaching one letter and I will have labeled pictures for examples of words that start with the letter.
-letter name
-letter sound
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Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know by…
Group 1:
- Discussing what they already know about a plant and parts of a plant.
-Identifying words they already know in the book like “I” and “can”
Group 2: Students will review the letter names and sounds of “M”, “B”, and “R”
Formative: Students will show their progress toward today's objectives by…
Group 1:
-Correctly using the content vocabulary to identify the parts of a plant
-Consistently and Accurately reading the sentence “I can see the”
Group 2:
-Each student will be able to individually make the correct sound of the letter and label the letter with the correct letter name
Summative: Students will ultimately be assessed (today or in a future lesson) on these standards by...
Group 1:
-Independently, orally and with visuals, labeling the parts of a plant (with little to know scaffolding)
-writing the phrase “I can see the” without scaffolds
Group 2:
-(future) independent assessment on all letter names and sounds in the alphabet
Apr 3
Amanda Murray
Amanda Murray
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Is there a quick way to see which new letters they grasp or which new ones they might confuse with other letters?
Apr 6
Renee Colligan
Renee Colligan
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The ESL teacher makes a chart of if each student can produce the letter name and sound and makes a check and other symbols if they are close to being solid on it or not yet solid on the skill.
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Instructional Steps (Procedures): Detail student and teacher behavior. Identify possible student misconceptions. Include:
Group 1:
-The teacher will greet the students with a “Good morning” and ask what the students did over the weekend. When needed the teacher will scaffold and/or provide sentence stems for the students. For example, “This weekend I ______” or “I went ______”
No paragraph-level conversations.
Start one.
Teacher: What did you learn about in science last week? Are you learning about plants and animals? I have a new book here… Can you guess what it is about? [Teacher shows students the front of the book- the students may say “flowers!” because there is a flower on the front, some students may try to sound out the title. The teacher should encourage predictions and sound out the title with the students if needed.]
No paragraph-level conversations.
Start one.
Teacher: Let’s look through our book for words we know already.
[students may recognize any or all of the words in the phrase “I can see the”
Teacher: “I” that’s right! “can” excellent it is in the -an word family like you learned about a few weeks ago! “See” is another word. Take a colored pencil and color in the each time there is the word “see”. This word is? “The!” With your colored pencil underline all of the “the”s.
Now let’s look at what the arrows are pointing to on each page in the picture. This first one is pointing to the long thin part of our plant. That is called the? [allow wait time for a student to answer, if not say the word “stem”] Repeat after me: stem. Your turn:
Apr 3
Amanda Murray
Amanda Murray
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I like how you are prepared if they don't have an answer!
Apr 6
April Salerno
April Salerno
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Will you also write the word stem, so they can see it, too?
Apr 6
Apr 6
Kate Delis
Kate Delis
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Again, I agree with Amanda -- it's awesome that you've outlined what to do when they don't have an answer. That will be really helpful when you teach it! And your planned response seems to tap into supporting their comprehension and pronunciation.
Students: “stem”
The next arrow is pointing to the? [allow wait time then say the word “roots”] That’s right all of these thin lines under the dirt are called the roots. Repeat after me: roots
Show me where the next arrow is, it is pointing to the? [students will likely know leaf but if not allow wait time first then say “leaf”] This part that come out off of the stem and soaks in the sunlight is called a leaf. Repeat after me: leaf
Students: leaf
The last arrow is pointing to the? Flower that’s right! Flower starts with an eff sound what letter does flower start with?
Apr 6
April Salerno
April Salerno
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Is it important at this stage that it starts with an /fl/ blend?
Apr 6
Renee Colligan
Renee Colligan
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I'm not sure. The goal is not to read/sound out the content vocabulary but I don't want them to get tripped up on what the arrow is pointing to since the whole thing is also known as a flower.
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My thinking was that if they see the “f” they will remember to “get their mouths ready” (something they learn in kindergarten) to say the word and they can make the /f/ sound and remember the word flower.
Students: F!
Teacher: Repeat after me: flower, and point to the flower.
Apr 3
Amanda Murray
Amanda Murray
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I do like your modeling! I wonder if after you model, you could have the students point to the parts of the plant as the teacher while the other students respond. They could take turns!
Apr 6
Renee Colligan
Renee Colligan
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That's a good idea! I hope I can get that in the amount of time I have with them. I might suggest that to my ESL teacher as part of the follow up lesson the next day!
[If there is still time]
Teacher: Let’s read our book together!
We learned about the different parts of a plant with our book and we read the words “I can see the” show me where you see the word “the” [students point in their books] Excellent job! Show me where the stem is on your plant [students point] fantastic! We will read this book again and then you will write your own sentence on the last page using “I can see the ____” and we will spell the word plant together and you can draw your own plant.
No paragraph-level conversations.
Start one.
Apr 6
Kate Delis
Kate Delis
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Will you provide that sentence starter or a visual for them when they start to write?
Apr 6
April Salerno
April Salerno
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Is this happening now, or will you do this the next time the group meets? Sorry if I'm misunderstanding here.
Apr 6
Renee Colligan
Renee Colligan
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I probably will run out of time for the writing portion, so it will have to be done the next day.
Group 2:
-The teacher will greet the students with a “Good morning” and ask what the students did over the weekend. When needed the teacher will scaffold and/or provide sentence stems for the students. For example, “This weekend I ______” or “I went ______”
II. Hook/ bridge/ opening to lesson
-Teacher: ”This week we are going to focus on new letters. You already know M, B and R, right?” [The teacher shows an M to the students] Which letter is this? Let’s say it together
Students and teacher: M
Teacher: What sound does the M make?
Students: mmmm
Teacher: Which letter do I have here? Let’s say the name together:
Students & teacher: B
Teacher: What sound does B make?
Apr 6
April Salerno
April Salerno
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Do you expect that this letter might be hard for Spanish-speakers to differentiate from V?
Apr 6
Renee Colligan
Renee Colligan
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They have been doing B, M, and R for a very long time so from what I hear they are doing well with the /b/. The ESL teacher is also very good at walking the students through how their mouths should look and feel when they produce the sound of the letter.
Students: buh buh
Apr 3
Amanda Murray
Amanda Murray
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I learned in a class that you can write sounds like this: /b/
Teacher: And this one, all together:
Students and teacher: R
Teacher: What sound does it make?
Students: rrrr rrr
[The teacher may need to scaffold and model the sound as a review because some students still try to say R like the letter name (ar) or er]
Apr 6
Kate Delis
Kate Delis
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You do such a good job predicting student answers -- I admire you for it! You've inspired me to think through that more thoroughly as I prepare for my lessons this week!
Teacher: Now here is our first new letter, if you know its name raise your hand [Teacher shows students a T and calls on student if a student raises his/her hand]
Teacher: It is the letter T! Say “tee” with me: “tee” What sound does the T make. [The teacher makes the motion for the T from their alphabet chant as a prompt]
[Students make the t sound]
- The teacher will now guide students in recognizing the symbol T* and how it is shaped.
*or A, C, P, N, or G depending on which week the lesson is taught
Teacher: Take your finger and put it in the air, like this (teacher models) now let’s make an uppercase T with our finger, like this. (Teacher models drawing the finger in a straight line horizontally and then vertically to form a capital T) Now you try. Now try a lower case t, this one is like a cross, watch me then try. (teacher models in the air) Now we are going to trace with our fingers the ts on our paper. Uppercase T and lowercase t. Now we are going to color our Tt with a crayon.
Let’s read our sentence, do it with me first then show me how you can do it on your own [students should be familiar with this sentence since they did it with M B and R. Some students may need scaffolding for accurate tracking of each word in the sentence] “Tt is for ______.
Tt is for what? Let’s see what pictures I have here: [Teacher shows students each picture while students name what they see, teacher scaffolds if a student says a word that does not begin with T, asking the student if they hear the T sound at the beginning of the word and if not to get his/her mouth ready with the T sound and try to label the picture again.]
Teacher and students will read a few of the sentences together with the labeled pictures: ie. Tt is for … tiger.
Students will track each word and read aloud as the teacher models tracking and reading aloud with them.
IV. Closing
The teacher will review the letter name and letter sound of the letter T, with the gradual release model: “I do, we do together, you do”.
I do/ Teacher: This is the letter Tt. It makes a “t” sound.
We do together: What letter is this? Tt What sound does it make? “t”
[Now the teacher will go to each student and have him/her say the letter name and the sound]
Apr 6
April Salerno
April Salerno
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Could they take turns teaching it to the rest of the group?
Apr 6
Renee Colligan
Renee Colligan
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That's a good idea! Maybe while I am quizzing them individually they can quiz the person next to them.
You do: When I point to you it is your turn to say the name of the letter and then the sound it makes.
Excellent job!
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Materials:
Both groups:
-pencils
-dry erase board
-dry erase markers
Group 1:
-Parts of a Plant Book (See below)
-Colored pencils
Group 2:
Apr 3
Amanda Murray
Amanda Murray
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Do they also need their alphabet chart that was referenced above?
Apr 6
Tt is for ___ book with corresponding labeled pictures of items starting with the letter T
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Attention to Individual Student Needs: Detail specific actions/materials you will use to meet individual needs in this lesson.
Two of the students in Group 2 often need redirection so that they maintain focused. Incorporating their names or asking them to model with me will be how I try to keep them focused and engaged. I will also use the phrase “check your body” if they get squirmy.
No paragraph-level conversations.
Start one.
Apr 6
April Salerno
April Salerno
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Do manipulatives help? Maybe some items/objects that they can figure out what letter the name starts with?
Apr 6
Renee Colligan
Renee Colligan
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Oh I meant like saying "Now I am looking at this letter, John" To make sure John is still with me and focused.
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Enrichment plans for advanced/gifted students
There is one student in Group 2 who may be moved to the first group because he is progressing quickly, so if he seems to need an extra challenge I will ask him to come up with additional words that begin with the letter T and have the “t” sound at the beginning of the word.
Apr 6
April Salerno
April Salerno
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Yes, this can be a fun room scavenger hunt, too, where they draw a picture of things in the room that start with T, or gather objects.
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Accommodations for students with IEPs
I am not aware that any of the students have IEPs yet since they are still getting to know these new Kindergarteners.
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Technology Use: Detail specific technology being used in the lesson with explanation for why it is being used.
No technology will be used except old fashioned pencil, paper, whiteboard and dry erase markers!
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Rationale
How this lesson incorporates Gibbons’ (2009) Intellectual Practices (pp. 21-30). (Note: you are not required to address all of these in your lesson plan and your rationale may include how this one lesson fits in with a larger unit.):
- Students engage with the key ideas and concepts of the discipline in ways that reflect how “experts” in the field think and reason.
- Students transform what they have learned into a different form for use in a new context or for a different audience.
- Students make links between concrete knowledge and abstract theoretical knowledge.
- Students engage in substantive conversation.
- Students make connections between the spoken and written language of the subject and other discipline-related ways of making meaning.
- Students take a critical stance toward knowledge and information.
- Students use metalanguage in the context of learning about other things.
Since these small group lessons are for support of young learners at beginning stages of language and learning, the Gibbons Intellectual Practices are not as transparent or salient yet. However, through these lesson that support both literacy and content these students will be working toward Practice 2 and 5, specifically. Once the students of Group 2 master their letters and sounds they will transform their knowledge to access all contexts and then be able to use their knowledge for different audiences. In the same way, Practice 5 states that students will make connections between spoken and written language and other discipline-related ways of making meaning. Both groups are working toward this practice and Group 2 could access this Practice later on in their units on the life cycle and parts of a plant.
Group 1:
_________________________________________________________
_________________________________________________________
Group 2:
Tt is for ______.
tiger
toothbrush
table
General Document Comments 0
One thing to think about: Do you feel that Group 2 is still engaged in learning, or is it like they’re waiting to learn more interesting things once they learn their letters first? I ask because I think this can be a danger of remediation. Just something to think about.
It is a hard balance because the rest of those students need the remediation and need that repetitive practice. For them the letter sounds of many of the letters and some of the names are still a challenge.
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