Rebecka Runyon

ELD Lesson Plan

Your name: Rebecka Runyon

Grade level: Kindergarten
ELD Level (brief summary of finding from ILEAP):

Julia is in kindergarten at a dual immersion elementary school. She is currently somewhere be-
tween the novice and beginning level in English. Julia is able to identify her sight words on pa-
per, write her numbers 1-10, and can sing the English alphabet. She is beginning to try and sound
out new words during reading rotations and I have seen improvement in her comfort in sharing
aloud during group discussions and pair share.

Listening: Julia listens attentively in class and is able to follow directions and instructions for
the most part. She understands simple and routine instructions. Julia sometimes struggles to lis-
ten during group read aloud. According to my observations and the Stages of Language Acquisi-
tion Evaluation from the Language Proficiency Handbook, Julia is at the early production stage
II.
Speaking: Julia is able to verbally communicate her needs, using one to two word phrases and
short sentences. According to the Stages of Language Acquisition Evaluation from the Language
Proficiency Handbook rubric and my observations in the ILEAP, she is at the early production
stage II for speaking as well.
Reading: Julia is able to recognize some sight words and is beginning to attach meaning to
sound in her alphabet letters. She is in the middle literary rotation group in our classroom.
Writing: Julia is able to write her letters legibly and can copy sentences without having to trace.
She can write her numbers 1-10 without assistance. She sometimes struggles with spacing be-
tween words, either making the spaces too large or too small.

Purpose:
1. ELD Standards related to concept/skill: 



-Exchanging information and ideas with others through oral collaborative conversations
on a range of social and academic topics • SL.K.1,6; L.K.1,6

-Listening actively to spoken English in a range of social and academic contexts • SL.K.
1-3


2. Objective: -Layla will be able to understand and demonstrate the meaning of the place-
ment words by being able to place a ball above, under, and to the side of/next to different
objects. Layla will also be able to use these words in command like sen-
tences with a partner to demonstrate understanding.


3. Language Function(s) Used to Communicate this Concept/Skill.

-Expanding Vocabulary
-Evaluating Information
 -Communicating new information with peers

What to Teach: 


1. Necessary background knowledge or previous skills to complete the lesson:

-Students must understand the verb, “to put”, in order to understand the lesson.
2. Essential content or topic related vocabulary (bricks) (consider the proficiency level):
(refer to systematic ELD)


-objects around the classroom such as: ball, book, desk, pencil, poster, whiteboard, etc.
-parts of body such as: head, legs, arms, side.
-for summative assessment: heart, ball, star.


3. Language forms or structures needed to express target concept: (refer to systematic

ELD)
-verb, “to put”.
-verb, “to draw”.
-sentence: “put the ball ____ the _____”.
-sentence: “draw a (star, heart, ball) ________ the _______”.



4. Vocabulary for use in above structures (mortar words and phrases): (refer to systematic
ELD): 


-first, then, next, on the side of, next to, above, below, under.

How to Teach and Assess:

1. Rationale for choosing these activities: I chose these activities because I have noticed that
Julia and the other ELD students in my classroom often struggle with the placement words
and seem to need extra practice with these. Identifying these placement words are a part of
the common core standards for Kindergarten as well.

2. Instruction: (I do, we do, you all do) Demonstration, modeling, practice, checking for
understanding & ongoing assessment:

I do-

1. Teacher will give students each a ball to use to demonstrate the positioning of different place-
ment words.
2. Teacher will use modeling, TPR, and visual aids to teach lesson and ensure understanding.
Teacher will use tangible objects to best support ELD learners.
3. Teacher will stand at front of the classroom and explain verbally and demonstrate physically
the meaning of: above, beside/next to, under/below, with the help of the students.
4. Teacher and students will create poster together to exemplify the meaning of the words with
visual aids that they can use for reference.
5. Teacher will give Spanish translation of words or variation of words in verbal explanation and
on poster if needed (specific to my classroom). 


Example Script:
Me: “Hi students, please place your ball in front of you on the ground (will model physically
what to do)”.
Me: (Anticipatory set): Can anyone tell me which direction the sky is?
Student: (points) to the sky and says up!
Me: “Great, so another word for up is above. Can can anyone show me with your hand what
“above” means”.
Student questions: “que significa above?” or a similar question.
Me: “Can anyone help ___ understand what “above” means?”.
Student will respond with response of what above means and demonstrates it physically that it
means up. Student will also give word in Spanish for above.
Me: “I will write the word above on the poster, (demonstrate it’s position in a picture), along
with the word in Spanish”.
Me: “Great! Now someone please show me with their hand what under means”.
Student is selected and demonstrate meaning of under.
Me: “Great job, ____. Did everyone see what _____ just did. _____ means under. Does anyone
know the word in Spanish for under?”.
Student responds with Spanish translation.
Me: writes both English and Spanish expression on board with picture demonstrating “under”.
Me: “These are called placement words and they describe where things are”. (teacher models
with poster). Poster will say, “Please put the ball ______” to give students them reference.
“We are now going to practice showing what each word means with our ball, so everyone please
grab your ball and hold it in front of you”. (teacher will model).

We Do:

-Practice as a class. Teacher and students will all say the placement words together to practice
pronunciation.
Teacher will verbally ask the students to demonstrate understanding by using interactive and
physical demonstrations:
Me: “Put the ball above your head”.
“Put the ball under your legs”.
“Put the ball to the side of you”.
-I will repeat activity multiple times until students are physically demonstrating understanding of
these words by placing ball in different positions.

You all do-

-Students will work in pairs to practice saying/cementing their understanding of the placement
words and phrases. Students will do the same activity as the teacher did with the whole group.
Teacher will walk around to check for understanding and assist where needed.
Example Script:
“Everyone, we will be working in our pair share partners. Please turn to your partner”.
“Now, we will take turns asking each other the same questions that we just did as a class. But
you can use objects around the classroom”.
(teacher models) “For example, ___ you can ask ___ to put the ball under the desk”.
“Does anyone else have another example?”
(student gives example): “Layla, put ball above book”.
“Great job, thank you for demonstrating!
Students might have questions such as: “Can we use books? Can we use desks? Can we use pen-
cil?”
-Teacher will respond in Spanish/English as needed.
Teacher will respond and explain, “you can use any object that you find in the room”.
“Any more questions? Everyone can now get up and start practicing around the classroom. I will
be walking around to see if anyone needs help”.

3. Independent practice to develop fluency:

-Students will practice with their partners giving the instructions to one another. Each student
will ask the other to show them the ball next to, above, and below. The students will practice
quizzing each other.

4. Summative Assessment:
-Students will return to their group tables to complete worksheet. Worksheet will consist of three
different triangles numbered 1-3 with space around them. Students will be drawing a shape
above, below/under, next to/to the side of the triangle. This assessment will help me/teacher to
get a better depiction of their understanding after the activity. Instructions will be as follows:
Example Script:
Me: “Students please put your balls away in the box in the front of the room and return to your
tables. We will be completing a worksheet by ourselves, without our partners now. We will be
working independently on these worksheets. Helpers please help me pass out the worksheets.
(teacher waits for students to get to tables)”.
“Once you get your paper, please write your name at the top and then put your pencil down to
show me that you are ready”.
“Okay, now please find the triangle with the number one. Draw a star under the triangle”. (repeat
3x).
“Next, find the triangle with the number two. Draw a ball above this triangle”. (repeat 3x).
“Next, find the triangle with the number three, draw a heart next to this triangle”. (repeat 3x).

I will then walk around the room and give individual help to any student that needs it. This indi-
vidual help will include repeating the instructions to them, the words star, heart, ball in Spanish if
needed. (Students in my class can identify triangle and the basic shapes as they have been work-
ing on them all year).

5. Closure Activity:
For closure, the teacher will excuse the students table by table before lining up for lunch. In the
lunch line, I will ask each student to demonstrate one of the placement words with their hands in
reference to the book that I will be holding. This will act as their exit card/closure activity.

Example Script:
“Please put your hand above the book”.
“Please put your hand under the book”.
“Please put your hand next to/beside the book”.

Integrated ELD: How you would address at least one specific need within the language arts
content you or your cooperating teacher is teaching the whole class?

-This lesson is accessible to all learners including ELD students. This lesson incorporates a mul-
titude of teaching techniques and supports including group discussion, partner sharing, total
physical response, manipulatives, and written work. There are also many visual aids to assist the
ELD students with understanding such as the poster created as a class with both the Spanish and
English words for reference. By doing so, the teacher offers support in both their native language
and English. There is a lot of repetition and practice as a group, individually, and with partners so
that students can learn from each others. Students are verbally expressing and defining the new
vocabulary to demonstrate their understanding of the meaning. It gives them the opportunity to
apply these words in a physical way to better understand the definition.