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Lesson Title: Sentence Scaffolds February 22, 2016 Lesson #1

Author: Allix Hutchison

Subject Area(s): Type an “X” in the box to the left of the subject area(s) addressed in this lesson:

Subject Area(s)X Standard 1: Social and Instructional

LanguageX Standard 2: The Language of Language

ArtsStandard 3: The Language of MathematicsStandard 4: The Language of ScienceStandard 5: The language of Social StudiesThe Language of Music and Performing ArtsThe Language of Visual ArtsThe Language of Technology and EngineeringThe Language of Health and Physical EducationThe Language of the HumanitiesOther: ___________________________________

Topic: Writing complete sentences

Grade Levels: Kindergarten (5 students)

Language Domain(s): Type an “X” in the box to the left of the language domain(s) addressed in this lesson.

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Language Domain(s)X Speaking

ReadingX WritingX Listening

Approximate Duration: 15 to 20 minutes

Standards: (InTASC, Elem. Cert. Program standards, ISTE, WIDA)CCSS: Language Standard K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print many upper- and lower-case letters. b. Use frequently occurring nouns and verbs. f. Produce and expand complete sentences in shared language activities.

WIDA Standard 1: Social and Instructional LanguageWIDA Standards 2: Language of Language Arts

inTASC Standard #4: Content Knowledge Performance

o 4(d) The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.

o 4(l) The teacher knows and uses the academic language of the discipline and knows how to make it accessible to learners.

I read each of the ISTE standards, and I do not feel as though any of these standards fit with this paper and pencil lesson that I am teaching, since the standards all revolve around the use of technology. Additionally, all of the standards focus on the students’ using the technologies, but with the video I am playing, the students aren’t actually using any technology themselves.

Cognitive Function: How will you ensure that all students will have opportunities to engage in the same cognitive challenge? These will be written into your objectives.

Application

Content Objective(s):

The students will demonstrate application of sentence scaffolds by labeling pictures and constructing complete sentences based on the pictures.

Language Target/Objective(s):

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The students will write to define pictures and create complete sentences using words and phrases such as “the,” “a,” “like,” and “is.”

Language Supports: Type an “X” in the box to the left of any supports that will be used in the lesson.

Sensory Support Graphic Support Interactive SupportReal-life objects (realia)

Charts In pairs or partners

Manipulatives Number Lines X In triads or small groups (5 students)

X Pictures & photographs

Tables In whole group

X Illustrations & diagrams (scaffold charts)

Graphs Using cooperative group structures

Magazines & newspapers

Timelines

Physical activities Graphic organizers: _________________________________________________________

Using the Internet or software programs

Videos & filmsBroadcastsModels & figures In the native

languageOther:____________________________________________________

Other:____________________________________________________

With mentorsOther:________________________________

Description of supports:

The sentence scaffolds for this lesson are the next two pages in the packet that I attached to my first lesson observation template.

Assessment and Feedback:Content Assessment:

I will collect the students’ sentence scaffold sheets to assess their writing skills and their correct grammar in their sentences.

Language Assessment:

I will be able to assess the students’ understanding of the sentence scaffolds through the interactive group dialogue that I will be leading throughout the lesson. I will determine students’ vocabulary by having them share words that describe the sentence scaffold pictures. I will also be able to assess their language development by collecting their writings of the complete sentences from the scaffolds. I will assess their use of the given “filler” words (the, a, like, is) and the picture labels.

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Context:

The students began this lesson series last week, and they will be completing one or two of the sentence scaffold pages from their packets each week until the packet is completed. This will be the third time the students have done this particular lesson, so hopefully they will be in the swing of understanding how sentence a sentence should be structured and written. These kindergarteners don’t have any WIDA Access scores yet because they’ve never taken the test before, so she won’t have their scores until June. However, with their screener scores from the fall, most scored “high”, with only a few scoring “mid.” Those scores are ranked as either “low,”Also, with regards to the levels of these students, I have only observed them once for a twenty minute time period, so I am not sure of the level of these students. All of them were born in the United States, so they have had some exposure (not sure about the amount) to English for five years. Additionally, Ms. DeKock has two groups of Kindergarten students: one that is a bit lower (struggling with letter and sound recognition, etc), and one that is a bit higher than the other (understands sounds, working more on developing words and decoding them). I’m not sure which group she will have me work with, so my responses and guiding questions will differ depending on the students’ background knowledge and levels.

Lesson Description: 1. Anticipatory Set:

When the students enter the room, my objectives for them will be on the board. I will ask them to show me the sentence scaffold they made the last time they met with Ms. DeKock. I’ll ask them to tell me about the pictures and the sentence that they created, which will hopefully spark some of their background knowledge and review the skills they learned last week. Then, I will read the objectives to them for the lesson. ***I will also play a quick, 45 second video clip with a song entitled “The Sentence Song” to reiterate the importance of having a capital letter and punctuation with every sentence. (https://www.youtube.com/watch?v=0Wrv_ZviMEc)

2. Body of the Lesson (Build background, modeling, input, guided practice, independent practice, etc.)

Build Background: “Look at these pictures. Do they look familiar to you at all? Have you ever been swimming like this boy is? What do you see in these pictures? Can you tell me about them? What do you notice?”Modeling: “Now that we used our background knowledge to talk about these pictures, I am going to pick one word that best tells us what’s in each box.” (boy and swimming) The students will then choose one word (with some redirecting if necessary) for each box (ex: kid, boy, person, friend, swims, swam). Input: I will likely need to give students input about the different tenses of swim (swimming, swam, swims) and other vocabulary words if necessary. Guided Practice: We will sound out each word together: b – o – y. Then we will spell the words as a group. I will model the writing of the letters, and the students will follow on

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their own papers. Next, we will add the “filler” words that stretch out the sentence (the, is). Since these are sight words, I will put these words on the board for the students to recognize and write on their sentences. (Independent Practice) Then we will do a listen, repeat, write set. I will model by pointing my finger at each picture or word as I say the words. After listening, students will practice along with me. Then, when they feel comfortable, students will individually say the sentence out loud while pointing to the words/pictures like I did. We will finish up the lesson by writing the sentence on the top line of the page using the same repetition and model, practice, independent steps that we followed for the last portion of the lesson.

3. Closure:

After all of the students read the sentence that they wrote out loud while pointing to the words, I will review by having students read through all 3 sentences from the packet (from previous lessons) for review. We will read the sentences together as a group out loud. I will then collect packets and say that we will write another sentence the next time they meet.

Reflection:

I thought the lesson went pretty well for it being my first time teaching the students and my second time meeting them. The students responded well to the lesson and were great listeners. They enjoyed the little song video at the beginning of the lesson, and they referenced it later in the lesson when writing their final sentences. I felt that the toughest part for me was choosing the right language to speak to the students. I really needed to choose my words wisely so as not to confuse the students or misspeak. Also, when I debriefed afterwards, Ms. DeKock said that she would not have written the words “the” and “is” on the board until the end of the lesson (I put them up before the students came in so that I wouldn’t have to turn around and write them during the lesson or interrupt the flow). She said that she would have let the students try to remember those words first instead of them just looking at the board to spell those words. Also, she encouraged me to engage in more conversational dialogue with the students and to ask more questions about their personal experiences (“Where do you go to swim? Do we swim in the winter? Can we swim inside or outside? etc). Overall, Ms. DeKock said the lesson went really well and that the students seemed to grasp the concept and understand it well.

Photos/Images: Please remember not to include pictures of any students, their names, or their work.

Video link: https://www.youtube.com/watch?v=0Wrv_ZviMEc

Sentence scaffold sheet (provided by Ms. DeKock):

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License.