Professional Documents
Culture Documents
Grade Level: K
Subject: Math, Science, Language Arts
Unit or Chapter: Eric Carle
Author Study, Life Processes, Counting/ Number sense 1-10,
Sequencing, retelling, Colors
Acquisition Stages of the ELLs in my classroom: Because this is a
Kindergarten classroom all can do standards have the following goal of
creating a learning environment that nurtures language development
in mind (English Proficiency Standards Framework, Prek-K grade level
cluster)
K.1 The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
b) Participate in a variety of oral language activities including
choral and echo speaking
K.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use number words.
f) Ask about words not understood.
g) Use vocabulary from other content areas.
K.3 The student will build oral communication skills.
Science
K.7 The student will investigate and understand basic needs and life
processes of plants and animals. Key concepts include
a) animals need adequate food, water, shelter, air, and space to
survive;
b) plants need nutrients, water, air, light, and a place to grow to
survive;
c) plants and animals change as they grow, have varied life
cycles, and eventually die; and
d) offspring of plants and animals are similar but not identical to
their parents or to one another.
K.9 The student will investigate and understand that there are simple
repeating patterns in his/her daily life. Key concepts include
c) animal and plant growth.
Math
K.2 The student, given a set containing 15 or fewer concrete objects,
will
a) tell how many are in the set by counting the number of
objects orally;
b) write the numeral to tell how many are in the set; and
c) select the corresponding numeral from a given set of
numerals.
English/Science:
-
We will also reference Eric Carles Number Flash cards to help aid in
number sense and recognition.
Week 1 of our Science lessons will focus on Seeds and Plants. While
non-fiction books are read during Science, The Tiny Seed will be our
main literature focus book. Vocabulary will be front-loaded in order for
students to better understand what is happening in the story. Picture
Monday- Pre-teach vocabulary (see key terms) with picture cards and
kid-friendly definitions. Read story from beginning to end.
Wednesday- Re-read the story. After re-reading retell the story with
picture prompts as a class. Then, have students take pictures back to
tables (groups of 4, smaller retelling picture prompts that were used as
whole class) and work together to put the pictures in order. Then retell
the story as a group to the teacher.
Thursday- Watch video of The Tiny Seed and listen to the story in ELs
native languages (if possible) while flipping the pages of the book.
Students will be given their own versions of picture aids to put in order
to sequence the story (ELs will work with their buddies on this activity).
Then retell the story to a friend ( ELs will point to picture prompt as
their buddies are retelling). Depending on the native languages of EL
students, books on tape can be ordered or teacher could collaborate
with EL teacher to create a recording.
* Weeks 2 and 3 science lessons will focus on insects and life cycle of
a ladybug as well as life cycles of a butterfly. The language arts block
will follow the same model for instruction as seen in week one; but,
with the stories The Grouchy Ladybug (week 2) and The Very Hungry
Caterpillar (week 3)
Math lessons will follow the same routine for all 3 weeks Except the
math tubs will change.
1) Counting number songs, video projected on big screen(pancake
manor counting 1-10)
2) Counting formation songs, video projected on big screen while
students follow along making number motions in the air with
pointer finger (Dr. Jean the numeral song)
3) Calendar (with a highlight on numbers 1-10)
4) Number Story (One story focus per week and will be read/reread
Tuesday-Thursday of each week)
a. Week 1: My Very First Book of Numbers- the reading focus
will be on connecting that a number represents an amount
of something. We will tap into prior knowledge by
answering the question: What have you counted this week?
This will be stressed through the number tubs/activities for
the week. While reading we will practice counting the items
on the page. We will also learn to count in our ELs native
language this week during this time!
b. Week 2: 10 Little Rubber Ducks- the reading focus will be
on number recognition. We will tap into prior knowledge by
reviewing that numbers represent an amount of
something. As we read we will practice recognizing the
numbers on the page. After reading, we will use Eric
Carles counting cards to help reinforce number
recognition. Towards the end of the week we will have our
ELs share what their numbers look like when written (if
they are able)
c. Week 3: 1,2,3 To the Zoo- we will tie it all together and
focus on how numbers are formed, all while reviewing what
we know and have learned so far! Students will
5) Math tubs/activities (These will be rotated by tables throughout
ii.
iii.
v.
-ladybug
These will all be addressed through picture supports that are
introduced prior to reading (intermixed with the vocabulary cards but
not focused on as vocabulary).
4. List key terms, words, idioms and phrases (TWIPs) to be pre-taught.
Include simple, student-friendly definitions. Identify words that are
likely to be used outside class as well as academic words that are
content-specific.
Week 1:
1. Seed- What plants grow from
2. Soil- same as dirt, part of the ground (worms live in it)
3. roots- part of a plant, holds them in the ground, used to drink water
(like a straw for plants)
4. stem- green part of plant, connects the flower and roots (similar to a
road for plants to get from the roots to the flower)
5. Flower- the pretty part of the plant (at the top)
6. Watering Can- holds water to use for watering plants
Week 2:
1. insect- bugs
2. Yellow- color (will give examples based on ELs prior knowledge)
3. Beetle- type of insect
4. Yellow Jacket- Similar to a bee, type of insect
Week 3:
1.leaf- green part on top of trees, change colors in fall
2. pupa- white thing that caterpillars change to butterflies in
3. strawberries- sweet fruit, type of food
4. lollipop- candy on a stick, type of food
*dependent upon food that ELs are familiar with, may introduce more
kinds before reading
5. Design one or more of the following activities for TWIP instruction.
Sequencing Activity- A whole group sequencing activity will take place
on Tuesday of each week during our Language arts bock. During this
activity, the teacher will provide photo support when discussing the
order of the story. Graphic organizers will be drawn of the board that
will be filled in with the pictures as the class sequences the story.
Students will be actively helping in this activity and scaffolding will be
provided as needed. On Wednesday students will work in small groups
to sequence the story (using the same pictures that were used the day
before) and retell it as a group. On Thursday students will sequence
the pictures on their own (ELs will work with their buddies when