Sheltered Lesson Plan

Sheltered Lesson Plan Description of Students: Kindergarten (Julia) and 1st Grade (Gabi) both are mainstream classrooms with ELLs at Robins Elementary School in the TUSD District.

Kindergarten: One student in my classroom is labeled as an ELL. I would consider the rest of the students as low intermediate based on the Arizona English Language Proficiency Standards. The students in the classroom were able to comprehend the story that I read to them, however they are not yet readers themselves. They are currently still learning to write letters of the alphabet and the sounds that they make. We will begin decoding and blending after winter break.

1st: One of my students is labeled as ELL and she is my case study for this semester. The majority of my classroom based on the Arizona English Language Proficiency Standards is intermediate in reading. Besides my ELL and IEP case study students, the majority of my classroom can read books with a few sentences on a page on their own. When we do read alouds they can comprehend chapter books. When we do audio books they can comprehend those as well and then write a summary of what they read.

Content Area Taught: Language Arts- Reading Introduction: Gabi and Julia will both read the book “My Nana’s Remedies” by Roni Capin Rivera-Ashford aloud. The book is bilingual and is written in both English in Spanish. Gabi and Julia will read it aloud to their respective classrooms with them reading the English portion and their mentor teachers reading the Spanish portion. We anticipate that all children will be able to understand and comprehend the book, whether the child comes from a Spanish-speaking home or an English-speaking home. We also want to incorporate the Spanish language in our classroom since many are Mexican-American and have been exposed to Spanish before. After we do the read aloud, the students from each class will engage in a vocabulary activity followed by a writing activity, which will be modified for their specific grade level. We wanted to use this read aloud as our sheltered lesson plan because we thought it would be appropriate for both of our grade levels, as well as for English and Spanish speakers. Throughout the book, we will compare English and Spanish words. For example tea, smell, and flowers.

Content Objectives: Students will be able to comprehend the read aloud in both English and Spanish, compare English and Spanish words and finally, write a sequential summary of what they understood from the read aloud by writing a beginning, middle and ending sentence.

Language Objectives:

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Students will listen to the teacher read aloud the book and comprehend what is being read. Students will ask questions during the book and answer probed questions to check for understanding. For the writing activity after the read aloud students will…

Kindergarten: Students will draw a picture of themselves with a family member who takes care of them when they are sick. They will be able to show how they are taken care of by that family member. They will then, on the sentence strip, write “I like ___.” They can write something they like about that family member or what they eat/drink when they are sick.

1st: Students will then write a beginning, middle and ending sentence about what they read to see if they can follow a story and recall it sequentially. Students will talk about ideas from the book as a class discussion before going to their individual work at their desks. Students will write a sequential summary using proper spelling, grammar, and punctuation with assistance from the teacher. Students will gather on the rug and will share their summary aloud to the class (1 person per table).

Vocabulary/Academic Concepts: Compare words in English and Spanish that are present throughout the book.

Examples: English

Spanish

Flower

Flora

Tea

Té

Sugar

Azúcar

Smell

Aroma

Supplementary Materials:

Kindergarten: Worksheet with room for the picture on top and sentence strips on the bottom. 1st Grade: Worksheet with “beginning” “middle” and “ending” sentence written with lines for them to write down their sentences.

Detail Level Planning (Lesson Flow) Meaningful Activities

Steps

SIOP Compone nt Addresse d

Sheltered Strategies Used

Preparati on, building backgrou nd, comprehe nsive input

Read Aloud

1. Discuss the illustrations on the cover of the book. 2. Ask what they think it will be about. 3. Read the title of the book in both languages and ask what they notice about it.

Discussion

1. After we do Effective the read strategies aloud, we will ask what they thought about the book. 2. We will talk about words being in similar and different languages and be repetitive

Learning Strategies Modeled

Supplem entary Materials

Language features/content review from previous lessons

Assessment

Speech is N/A appropriat ely controlled, L1 support, adapted text, gestures, facial expressio ns, drama, etc.

“My Nana’s Remedie s”

N/A

N/A

Appropriat e wait time, modeling and demonstra ting of concepts, step-bystep instruction s, vocabular y words defined or clarifies,

White board or anchor chart paper

N/A

N/A

Cognitive, making compariso ns

with these words.

content and language objectives displayed, connectio ns to students prior knowledg e, clarificatio n of key concepts, repetition

3. We will write the words down on a chart and talk about how they can have the same meaning.

Table Work1st Grade

1. Students will go back to their desks and at their tables (of 4) work individually 2. Students can share ideas about what they are writing but will write their own sentences 3. Students will write a beginning, middle, and ending sentence about this read aloud. 4. Students will fill in the blank…”In the beginning__ ___” etc.

Interactio n, practice/a pplication

Hands on activities, graphic organizers , different grouping configurati ons, opportuniti es to apply new knowledg e, other visual supports

Using graphic organizers to organize informatio n

Beginnin g, middle, and end workshe et, pencils.

N/A

N/A

Table WorkKindergarten

1. Students will begin with drawing their picture first with crayons. They can draw themselves with a family member who takes care of them. 2. Students will write on the given sentence strips the phrase “I like __.” And finish that sentence with what they like about the family member who takes care of them or what they like to eat/drink when they are feeling sick.

Interactio n, practice/a pplication

Hands on activities, graphic organizers , different grouping configurati ons, use of manipulati ve or realia, opportuniti es to apply new knowledg e, other visual supports

Using graphic organizers to organize informatio n

Picture and sentence strip workshe et, crayons and pencils.

N/A

N/A

Group Sharing

1. After the students finish their work, they will be able to share with table groups. 2. They will

Lesson delivery

Opportunit Peer Finished ies for monitoring workshe Interaction ets.

N/A

N/A

talk about what they wrote and/or drew and why. We will help them make connections from their work to the story. Closing Activity

1. We will come back together as a group and have one person from each table share what they wrote/drew. 2. We will make connections through the different languages and their work.

Review/a Positive Peer ssessmen Feedback monitoring t or other encourage ment, assessme nt

Finished workshe ets, book.

Story structure (1st grade)

Teacher will look over everyone’s finished work to see if they completed the assignment properly.

Summary of How SIOP Model Is Addressed in My Lesson: Note: Summarize how you address each component of the SIOP model by drawing upon relevant activities and steps of activities (that show how you do an activity) as evidence. 1. Preparation: We want to read the book in both English and Spanish to incorporate both languages equally and compare a few words in English and Spanish so they can notice similarities and differences. The supplementary teaching materials are the worksheets that they will work on individually. We worked to make a lesson plan that was appropriate

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for our respected grade levels. We adapted the lesson for Kindergarten to make it more appropriate for their grade level by doing a different worksheet for them where it had less writing responsibilities. Building Background: Our classrooms have a high Mexican-American population so we felt that this book was culturally appropriate as well as linguistically. In Kindergarten, when they are going to work on their worksheets, they will be bringing their family and home life into the classroom and representing them through their worksheets. In first grade, they will be writing a small summary of the story and then sharing it with the class. Comprehensive Input: Using appropriate language and story content for students’ proficiency level, clear explanations of academic tasks and expectations, and a variety of techniques to make content concepts clear. Effective Strategies: Organizing information (1st) , summarizing the story (1st), selfmonitoring, promote thinking through questions, peer evaluation and input through sharing and comparing. Interaction: Opportunities for student interaction both in tables and whole group discussion/sharing (with teacher), class interaction during read aloud Practice/Application: a variety of hands-on materials and activities for students to apply knowledge from read aloud. Opportunity to use language skills (writing, listening, speaking) Lesson Delivery: Sharing in their groups will help them, as well as the teacher, to see if they are comprehending the story as well as the assignment given to them. They will be promoting their own thinking and the teacher will be able to see if the lesson was properly delivered to the student’s. Review/Assessment: Each student will be able to see their peers work alongside theirs and be able to compare how everyone did theirs differently. They will be self-monitoring and promoting their own thinking through this.

List of Reference: https://www.azed.gov/oelas/elps/

Appendix: Kindergarten worksheet used (1st worksheet) 1st Grade worksheet used (2nd worksheet) Both shown below..

Reflection: Gabi: I thoroughly enjoyed doing this co-teaching bilingual read aloud with my mentor teacher in my 1st grade class at Robins. My mentor and I work very well together and 1st grade is my dream grade, so I put a lot of time and effort into this lesson plan. We did this lesson in October and during story group gathering during Spanish-Heritage Month, my teacher brought in, My Nana’s Remedies by Roni Capin Rivera-Ashford. We sat side by side and read each page with me reading the English first and her reading the Spanish after me. The students loved this readaloud and did well with the table work sentences. All my students were very eager to share their sentences but for the sake of time we only did 5 (one per table) and the sentences were sequential and it showed my mentor and I that they were listening to the book and comprehending it. This was a great performance based assessment and a fun experience for my entire class and gave me great hands on experience going into next semesters’ student teaching. The vocabulary lesson was a little confusing for them because they were not sure what they were comparing so my mentor had the idea to notice which words in Spanish and English started with the same letters and which didn’t or to teach them separately. The students were very engaged throughout the entire lesson and both my mentor and I were pleasantly surprised at how well they did with it. If I were to do this lesson again, I would do everything the same since it was so successful, but I would take my mentors comments into consideration with the vocab lesson and think about other ways I could teach the words. I learned a lot about myself and my students from this teaching experience. Julia and I worked really well together and it shows with how successful everything went in our separate classrooms. My mentor was a very helpful resource, and I gained a lot of confidence in myself with teaching this lesson and doing the read aloud with my mentor. I learned how each of my students learns and who is more engaged with participating. Overall, going into this I was overwhelmed but it turned out to be a great experience.

Julia: I really enjoyed teaching this lesson because I felt that my students were very engaged. My mentor teacher also enjoyed being able to watch me teach in her classroom for the first time. The students really liked hearing this book because I do have one student in the class who is bilingual in Spanish as well so she liked hearing her home language in the classroom. When we compared the words in both languages, the students thought that was interesting because they were able to see some words that were similar in both languages and some words that were different. The students then were to draw a picture of their family member who takes care of them and they were working very hard on their pictures. With their writing, they are familiar with the “I like” phrase so I wanted them to have more practice with that and then they wrote what they like. The students shared their work and were very proud of their creations. We came back together as a class to show a piece of work from every table and the students were very excited to share their work with the class. Overall, I think my lesson went very well and helped keep the students engaged and excited about the Hispanic culture that is present in Tucson.