Ladi Smith Lesson Plan
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Lesson Plan Draft
EDIS 5424 & 5470
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Lesson Components
What teacher and student behaviors are planned and expected |
Comments/Notes/
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Context: Push in support for four ELL students
Course name: EDIS 5470
Grade level: Kindergarten
Length of lesson: 25 minutes over two days
Description of setting, students, and curriculum and any other important contextual characteristics:
My mentor teacher Ms.Brannock and I will push into a kindergarten classroom to serve 3 ELL students. Each student is from a different country, they have entered the ESL program at different times, and their L1’s are different. The ELLs range in levels of ability, social involvement, and willingness to participate. Ms.Brannock and I will work in the corner with the students for 25 minutes at a time over two days.
No paragraph-level conversations.
Start one.
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Virginia SOL(s) OR Common Core State Standard(s):
Oral Language:
speaking and recitation of short poems, rhymes, songs, and stories with repeated
word order patterns.
Reading
K.5 The student will understand how print is organized and read.
appropriate letters.
familiar text that includes words with more than one syllable.
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WIDA Can-do descriptor(s):
Recount by…
- Repeating words, simple phrases or expressions from familiar stories.
Process recounts by…
- Pointing to pictures described orally in context.
- Matching icons and symbols to corresponding pictures.
Process arguments by…
- Identifying personal choices.
Argue by…
- Stating personal likes from oral prompts.
Discuss by…
- Attending to the speaker to demonstrate understanding.
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Objectives (KUD format – Students will Know, Understand, Do):
Apr 13
April Salerno
April Salerno
:
Should your standards for phonetic principles be reflected somewhere in your objectives?
Students will know…
Vocabulary words associated with toys, playing, and cleaning up!
Students will understand…
Students will understand how to use the new vocabulary words in different contexts.
Students will do…
Students will be able to sort the vocabulary based on common features (beginning sounds).
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Language Objectives
- SWBAT use the new and old vocabulary to talk about the bear putting his toys away in the closet.
- SWBAT to tell their teacher or a friend about a favorite toy that they have at home using new vocabulary.
- SWBAT use listening skills to identify key events in the story.
- SWBAT retell major events that happened in the story.
Apr 13
April Salerno
April Salerno
:
I wonder if at this age, maybe this one is more of a content objective on the skill of re-telling. Just a thought here.
- SWBAT use their knowledge of beginning sounds to try and identify unfamiliar words.
Apr 13
April Salerno
April Salerno
:
in reading, you mean? Like, to start decoding the words?
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Vocabulary students will need in order to be successful in the lesson
Ball, Book, Doll, Plane, toys, closet, mess, truck, bear, bike, train, hat.
Apr 13
April Salerno
April Salerno
:
Maybe along with mess, they might also learn messy and "clean the mess".
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Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know by…
- Talking about experiences with toys/materials.
- Sharing their favorite toy
- Reviewing the three sight words
Apr 13
April Salerno
April Salerno
:
Which are the three sight words? These were from a previous lesson?
Formative: Students will show their progress toward today's objectives by…
- Answering the monitoring and word solving prompts.
- Answering the fluency and comprehension questions.
- Discussing the content of the book.
Summative: Students will ultimately be assessed (today or in a future lesson) on these standards by...
- Students will be assessed at the end of the lesson when do their word sort.
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Instructional Steps (Procedures): Detail student and teacher behavior. Identify possible student misconceptions. Include:
Welcome the students as they meet Ms.Brannock and I over on the carpet. I will let them know that today will be a little different because Ms.Brannock is going to watch me instead of me watching her. I will tell them that I came up with a lesson plan just for them, and that we are going to do some thinking, some reading, and some sharing.
I will ask the students if they have toys/items that belong to them at home, and if they do I will ask them to pick a favorite or two. Next I will ask them if they’ve ever made a mess at home or at school with their toys or materials. We will discuss both to help students make meaning of the book.
No paragraph-level conversations.
Start one.
Apr 12
This might be a good opportunity for a quick Think/Pair/Share so they can chat together and build oral language skills. I anticipate they’ll all want to share their favorites, so since you won’t have time for that, this way they’ll all feel like they at least got to tell one person about their favorite toy!
Apr 13
April Salerno
April Salerno
:
Nice idea! Or, since this is a small group, maybe you were planning for each to share?
[Edited]
Then I will tell them that we are going to do a sight word review and the words will be familiar toys/items. The students will be given three familiar words to identify ball, doll, and book. After we review the sight words I will introduce the book. We will go on a picture walk before reading it. Students will identify familiar pictures in the book, but we won’t spoil the end! We will read the book together and students will point along. There will be new vocabulary in the book that we will review and make sense of. Students will be challenged to remember some of the familiar words. Once we have read through the book together Ms.Brannock and I will break the students up (two with me and one with her, or one with me and two with her) and help them read with prompting. Students will be instructed to show comprehension, fluency, and word solving prompts. An example of a prompt is, “show me the word______,” “reread the sentence and make the first sound,” or “does this book remind you of something you have done?” After we finish reading we will discuss what we read briefly before moving on and learning a new sight word. Since I know these are ELL I will teach them the word plane. I know one of them went on a trip to her home country recently and she took a plane! I will tell students one of my favorite toys when I was younger was a plane. I will show them the word and I will ask them what sounds they hear. We will then do a mix and fix together. Last, we will do word study. For this we will use a picture sort.
Apr 12
For the purpose of improving Concept of Word, it might be helpful to incorporate into the lesson some questions and conversations about multi-syllabic words, eg, Who can tell me how many syllables are in ‘baby’? How do you know? How many times will we point to that word when we are reading and tracking? Watch me do it. Now let’s do it together.
Apr 12
Are these familiar because they are on the sight word wall? Or were they pre-taught in preparation for reading this book?
Apr 12
Jennifer Waldera
Jennifer Waldera
:
Will students make predictions about the ending? Do they know the word "prediction", what it means, and how to make a "smart guess"?
Apr 12
It seems that one of the primary purposes of the lesson is for students to learn new vocabulary. Are there any other activities to reinforce this new vocabulary and check for understanding after discussing it while reading the text?
Apr 12
Jennifer Waldera
Jennifer Waldera
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This is great for building Concept of Word and for building connections to prior knowledge!
Apr 12
Jennifer Waldera
Jennifer Waldera
:
Besides the fact that a student may be familiar with having used a train for transportation, is there any other rationale for presenting 'plane' as a sight word? Is it part of the reading curriculum being used, or is it expected to be in an upcoming text?
Apr 13
Apr 12
Jennifer Waldera
Jennifer Waldera
:
For a tangible word like this, it might be helpful to use realia. If you a toy plane you could show them, that might be good. Also, you may be able to find a small one in alphabet tubs that are usually in K classrooms.
Apr 12
Jennifer Waldera
Jennifer Waldera
:
This is great! How will they be sorting (eg, what letters/sounds)? Are you able to relate the word study to the text? Would it be possible to do word study first so that they can better see and identify any correlations to the text?
Apr 12
Jennifer Waldera
Jennifer Waldera
:
Is there something you can incorporate that would help students briefly reflect on what they learned, like summarizing the story, sharing their favorite part, recalling new vocabulary, using new vocabulary in a sentence, or talking about word study words?
I will tell the students how fun it was to work with them. I will remind them that they should be proud of themselves for their hard work. I will remind them that I will be back tomorrow to help them again and that we will be reading this book again. Last, I will have the students check in with their classroom teacher to ask which station they should go to next.
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Materials:
Mentor text: Too Much Stuff
Word list
Word sort
Pointers
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Attention to Individual Student Needs: Detail specific actions/materials you will use to meet individual needs in this lesson.
Ms.Brannock and I will be working with a small group of students so we will be able to individual attention and time to each student various times during the lesson. We will not need specific materials but we will use different strategies/actions with different students. For example, there is a student who struggles to participate, but usually has the right answers. We will call her Sophie. We will give positive feedback and small group oral retelling to help Sophie build her confidence. There is another student who we will call Jerimiah. Jerimiah is confident in himself and he can identify words by looking at the beginning, middle, and end sounds, but he often times substitutes a known word when he doesn’t know an unfamiliar word. We will support Jerimiah by taking him back to those words and looking at the beginning, middle, and end sounds.
No paragraph-level conversations.
Start one.
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Enrichment plans for advanced/gifted students
N/A
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Accommodations for students with IEPs
N/A
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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. Students will read from printed text in books and on word lists.
Apr 13
April Salerno
April Salerno
:
For 5470, be sure to add the rationale about which Gibbons strategies are addressed for the final draft.
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