UWM: CURRINS 240 Fieldwork with Dual Language Learners Student Name: Haley Williams Grade Level: K5 Social Studies: Read Aloud with a culminating activity ‘Subject/Learning: Places and People in Our Community Name of Book: Places in my community Author & Illustrator: Bobbie Kalman Set the Purpose: Social Studies Lesson (Community) (When, What, What, How) Tam doing this read aloud for the whole group of children in Ms. Martha's KS classroom in the morning. Currently, the students are learning about their classroom community. The students are beginning to understand how each individual in the classroom contributes to the whole group, and how the whole group needs to work together to make a safe and fun environment in the classroom community. In order to continue to grow this idea the students have been branching out of just learning the classroom/school community and are looking at the outside community that they live in. Iam doing this read aloud and activity in an effort to build students’ knowledge on the community that they live in. Topics that will be addressed include the important people that live in the community, how they help the community, as well as places in the community. There will be opportunities to include some ELA specific skill learning with contribution to the social studies aspect of this lesson. In preplanning this lesson it was important to think about the demographics of this classroom. This school is a dual language school which means that in K5 about 85- 90% of the classroom instruction is given in Spanish. Therefore, in order for this lesson. to be successful there must be a large incorporation of Spanish, while also including English. A part of this lesson will include the students learning what important places in their community are called in both Spanish and English. I have planned much of this, esson to incorporate Spanish. I will use Spanish as a large part of the read-aloud as well as the questions asked before, during, and after the lesson. It is also important to note that while I will be using Spanish, I will also be using English during all of those parts of the lesson. Making this modification to the lesson is necessary based on the students language needs ‘The culminating activity will include the students participating in a large group, hands-on experience. I have created a large poster board that depicts a community. Because the students are dual language learners, the places are labeled in both Spanish and English. Each place has an empty spot with a piece of velcro on the board. Along with the community, which includes place like the police station, fire station, a school, an airport, a grocery store. a farm. etc. Ihave the community members that match each location. After we read the book the students will each be given a member of the community (police officer, fireman, cashier, farmer, teacher, librarian, ctc.). The students will have to tell the group which person they have, what that person does in the community, and then they will have to stick the person on the board next to the correct location. We will continue this activity until the entire community has been put together. (Below is a picture of what the community board looks like completed.)‘Standards Social Studies-E.4.5 By the end of fourth grade students will be able to Identify and describe institutions such as school, church, police, and family and describe their contributions to the wellbeing of the community, state, nation, and glotal society CCSSELA-LITERACY RIK.1 ‘With prompting and support, ask and answer questions about key details in a text. CCSSELA-LITERACY RIK4 ‘With prompting and support, ask and answer questions about unknown words in a text. Learning Objectives * Students will be able to recognize who is in their community and what that person does to help the community. + Students will be able to identify places in the community and what people do at that, place in the community. Language ‘ocabulary- all vocabulary will be used in both English and Spanish ‘Community, places, jobs, people (ex. Police office, pilot, fireman, hair stylist, cashier, teacher, librarian, doctor, nurse, farmer, veterinarian, etc.)What prior knowledge will need to be addressed: Before reading this book some prior knowledge about what a community is and what a. community is made of, will need to be addressed. A brief description of the word community Will be helpful. Some questions to ask may be: What do you see in your community when you are walking or driving? What places are important in your neighborhood or community? Think aloud for previewing the book: ‘Take a picture walk: (What do I think this book will show me?) Examples * “Oh, by looking at these pictures I can see familiar places that are in my community too.” + “Ican see that a community is a place made up of all different types of people.” Think aloud for making a prediction about the bool © “Iwwonder if there will be places that look like places ia all of your communities. © “wonder if these community helpers also help us. Prediction Questions to ask: + Do you think that some of the places we will talk about are in your community? * Doyou think you can name a community helper that we might see in this book? Vocabulary Words to pre-teach: (Spanish and English) + Places in the community: elementary school/escuela primaria, veterinary/veterinario, art gallery’ galeria de arte + People in the community: nurse/enfermero/a, cashier/cajero