Name: Anne Blanchette Date: January 3, 2014 Grade Level 1 Teaching Context Curriculum or Content Area: ELA # 21 of students in my class, of which ____7___ are ELLs My ELLs’ linguistic and cultural background(s): The linguistic and cultural background is Spanish and primarily Dominican. My ELLs’ level(s) of English Proficiency: WIDA ACCESS Spring 2013 See WIDA “Can Do” descriptors to help connect proficiency level with ACCESS scores Student(s): Reading Writing Speaking Listening Literacy [Reading 50%, Writing 50%] Oral Language [Listening 50%, Speaking 50%] Comprehension [Listening30%, Reading 70%] Overall Listening 15%, Speaking 15%, Reading 35%, Writing 35%] K.A. 1 1 1 1 1 1 1 1.7 K.D. 1 1 2 1 1 2 1 1.5 J.D. 5 2 5 6 3 6 5 4..4 D.G. L.J. G.R. 1 1 1 1 1 1 1 1 3 1 2 4 1 1 1 1 3 1 1 1 1.3 1.6 1.8
Snowball strategy: Make separate picture and word snowballs (crumpled piece of paper with a word or a picture). When students catch their snowball they need to find the student with the matching picture snowball and say and or read the word and orally create sentences with the words (use tier 2 and 3 words). Work with cooperative groups to write sentences and make illustrations that go with the words that the students found on their snowballs. Use the sentence papers to assess ELLs writing proficiency. Listen for tiered vocabulary during TPS, partner and group discussions. Content and Concept Language Integration How have I integrated all possible domains into my teaching and learning strategies and activities? Discourse Integration: Which domain(s) does my strategy/activity target? Sheltered Instruction Strategies How does this strategy connect my content and language objectives? How does this strategy facilitate my students’ ability to access the content? How does this strategy facilitate my students’ ability to comprehend the mentor text, build essential knowledge, or produce oral or written discourse connected to the content objective? How does this strategy provide comprehensible input for my students? Lesson Sequence: Writing Reading Introduce Summer/Winter illustrated vocabulary chart. Students practice saying the words. L S Frontloading vocabulary and students practice saying words. Use 7 step strategy for word hammock and read aloud story Skip Through the Seasons to class. Stop to think aloud and explain words summer and winter. L S 7 Step Strategy L Think Aloud for words summer and winter. Get oral input from students to fill in a T-Chart for the seasons summer and winter. Save for future reference. S T-Chart as a whole class
Use sentence starters that can be completed with summer or winter words from the T-chart. S Sentence Frames S Tiered Vocabulary Make illustrations for summer and winter and label them. W Artistic representation W Labeling Students generate words for a Word Wheel for the word summer. Complete paragraph frames for the seasons summer and winter using word bank. Students take turns reading paragraph frame. SLR Word Wheel W R Paragraph Frames W Tiered Vocabulary Read Winter illustrated vocabulary list. Read The Snowy Day. Use think-aloud for words tracks, path, piled, and snowsuit. L Think-Aloud R Tiered Vocabulary Use the vocabulary roundtable strategy. Small groups of students generate winter words. SWLR Vocabulary Roundtable Come back together as a class and students partner up and TPS and discuss winter words and activities. SL Think-Pair-Share Use sentence starters to help students come up with sentences for the winter days book. (e.g., “On winter days I love to…, When I go outside in the snow I like to…”) Refer back to the illustrated vocabulary list for ideas for sentences. WSR Sentence Starters Exit Ticket: Students read stories to partners and tell each other one thing that they enjoyed SR Partner Reading and discussion