Student teacher: Dori HauserClass: 3rd grade intermediate fluency 8:55-9:25

Monday March 9th

Central focus: Animal Migration (locust) ELPD standards: WIDA ELD Standard 5: The language of social studies Common core standards: RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic.Learning objectives: I can highlight key facts in an informational text I can compare and contrast topics using a venn diagram Language objectives: I can verbally share facts about locust and grasshoppers I can compare and contrast a locust to a grasshopper Prior Learning connections: Last week in ESL group students gained background knowledge about migration. Students looked at where they and/ or their families migrated from. In their general education classroom they started learning about geese and read a level reader about geese migration. Students have been using venn diagrams to compare characters in books they have read. Instructional strategies: In a whole group setting students will be accessing their prior background knowledge about grasshoppers and migration. Teacher will model how to identify and highlight facts. Students will be working in partners to gain new facts about locust and grasshoppers via an informational text. During partner reading students will engage in the kagan strategy read-quiz-repeat. Procedure: -Go over classroom rules by having students talk with a partner first if they remember what any of Mrs. Pulliam’s rules are. -Write SLANT on the board and go over what each letter means. Call on students to help provide the answers. Model what each of the rules looks like. -SLANT- Sit up ready to learn, Listen, Ask and Answer questions, No talking when others are talking, Track the speaker with your eyes. -Warm up: silent writing in journals “today I feel ______ because _______”. Walk around the room and check in with students, Remind students they should have a capital letter at the start and period at the end. -Call on a couple students to share how they are feeling and why. (if they don’t feel comfortable sharing they don’t have to)-read chant aloud (responsive reading) -go over vocab words found in chant (display the vocab cards)-today we are going to talk about locus and grasshoppers. Display a picture a picture of a locust and grasshopper. Have students talk with a partner about what they know/ observe about the creatures. (its ok if they don’t know anything, this just helps the teacher see what is in their bucket of background knowledge)-call on a couple students to share what they knew about either animal. Create a list on the board.

-tell students that they are going to learn about the grasshopper and locust by reading a short informational story. -tell students that in partners they will read the story. Students will each be assigned one of three sections of the story to read. (either physical features, habitats, relationships/behaviors). -next the students will write one fact on each post it they are given about grasshoppers or locust that they learned from their section. -call the whole group back together.-review with students what a venn diagram is. Go over what each section means. Display the locust and grasshopper venn diagram.-have each group of students for the different sections share what they learned about the grasshopper or locust and place it on the venn diagram. -if time allows show a short clip about locust. Support for diverse student needs: Mrs. Blanco, the bilingual outreach worker, will be in the classroom interpreting phrases and directions in Spanish when needed. Students will be assigned paragraphs in the reading that correlate to their reading ability and background knowledge. One on one teacher support will be provided for students if needed when reading the passage on locust and grasshoppers. Extra time for reading the passage and writing questions on the post its will be provide for students. Formal and informal assessments:Students will write their name on the post it they provide the fact they found in the reading. This will allow the teacher to see if the student was able to follow directions. This quick check will allow the teacher to see what the students learned and access to their writing abilities. Resources and materials:-grasshopper and locust reading -ELL vocab cards for lesson 22 -venn diagram chart paper -post its

Student teacher: Dori HauserClass: 3rd grade intermediate fluency 8:55-9:25

Tuesday March 10th

Central focus: Animal Migration ELPDA standards: WIDA ELD Standard 5: The language of social studiesCommon core standards: RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic.Learning objectives:I can define vocabulary words about migration I can use pictures to help me define vocabulary words about migrationLanguage objectives: I can verbally give the definition of migration vocabulary words I can use pictures and writing to give definitions of migration vocabulary words Prior Learning connections: Every Tuesday students participate in a vocabulary lesson during ESL group. Thus they are familiar with the expectations. They also are familiar how to fill out the vocabulary logs to record their learned vocab words. On Monday’s lesson students were briefly introduced to half of the vocabulary words that will be taught today. Instructional strategies: The teacher will model with the whole group the expectations and how to play the vocabulary game. As an individual students will go to the definition they believe is correct. Students will communicate with partners why they chose that definition. As a class the teacher will reveal the correct definition and provide visual support and examples of the vocabulary word. Individual students fill out the word and the correct definition along with drawing a picture to help them remember the word. Procedure: -Warm up: read the ELL chant together as a group.-pass out vocabulary logs on the clipboards-as a whole group ask students who has played two truths and a lie. (if someone has have them help explain what they know about the game).-Clarify any of the student’s misconceptions about the game.-tell students the directions for the game that is like two truths and a lie. After explaining directions make sure to model one example.

-I’m going to display a vocab word and you will write it down on your vocab log.

-I will display four possible definitions (meanings) to the word on the four corners of the room.

-you will go to the definition you think is correct for the vocab term. If you are not sure it is ok for you to guess.

-I will reveal the correct answer and you will all go to that definition and write it down. (Make sure when revealing the word you give the definition along with using it in a sentence or giving an example.)

-Remind students that they should be walking to the wall not running. -Play the game starting with the word chilly.

-Through out the game occasionally call on students to explain why they picked that definition. -Once you have gone over each vocab word have students draw a picture on their vocabulary log that will help them remember the word. Journey’s vocab words, the correct definition is in bold. accidents- unexpected injuries, suppose to happen, a small animal, a type of language chilly – cold , warm, hot, mild thunderous –very loud, quiet, soft, peaceful dramatic – exciting, weak, boring, calm solid –firm and hard, wobbly, moving, a rock bandSupport for diverse student needs: Mrs. Blanco, the bilingual outreach worker, will be in the classroom interpreting phrases and directions in Spanish when needed. Students will also be able to write in their native language to help them better comprehend the definition of the new word. The teacher will also show additional pictures that describes the vocab word besides the ones given on the journey’s vocab cards to help students visualize the word meaning. Formal and informal assessments: Students will hand in their vocabulary logs at the end of the class. The teacher will also be walking around monitoring student’s completion of the logs and if they are following the expectation for the game. Resources and materials: -vocabulary logs - four definition cards for each vocab word. -vocab cards from journeys curriculum-additional pictures of given vocabulary words. -Kagan vocabulary strategies textbook

Student teacher: Dori HauserClass: 3rd grade intermediate fluency 8:55-9:25

Wednesday March 11th

Central focus: Animal Migration ELPDA standards: WIDA ELD Standard 5: The language of social studiesCommon core standards: RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic.Learning objectives: I can write three facts about migration Language objectives: I can verbally share information about migration with a partner Prior Learning connections: Students will use the background knowledge about locust migration from their journey’s textbook they have been reading in class. The knowledge students gained from Monday’s activity and discussion will help students complete the lesson. Instructional strategies: Student’s individually will be writing down three facts they know about migration. They will be practicing speaking by sharing their facts with different partners. They will also be reading other student’s facts. As a whole group we will compile all the different facts they know about migration. Procedure:-Warm up: read the ELL chant. Boys will read first and then girls will repeat after them. -Hand out a note card to each student. -Tell students that they will use the information they have learned the last two days in group along with what they learned last week to write down three facts about migration. -Make sure students know the expectations of writing in complete sentences and capital letter and period at the end. -Review the directions for stand up, hand up, pair up.

- Students will walk around the room with their hand up.-When the music stops they will find a partner and give them a high five.-Students should greet their partner using when of the greetings we talked

about in class. -One partner will start first sharing their three facts about migration while

the other partner listens. -Students will then have the other partner share their three facts.-Once they are done they will give each other a compliment and then swap

cards. -Have the class comeback together as a whole group. Call on students to share one fact they have about migration. Write down their facts on chart paper. Support for diverse student needs: Mrs. Blanco, the bilingual outreach worker, will be in the classroom interpreting phrases and directions in Spanish when needed. For students struggling to recall 3 facts about migration they may write a question regarding something they still want to learn about migration.

Formal and informal assessments:At the end of the activity each student will share one fact that they wrote down on their note card. The teacher will compile the facts on the chart paper. Resources and materials: -note cards -venn diagram from Monday -Kagan strategy text book -ELL Chant

Student teacher: Dori HauserClass: 3rd grade intermediate fluency 8:55-9:25

Thursday March 12th

Central focus: Animal Migration ELPD standards: WIDA ELD Standard 5: The language of social studiesCommon core standards: RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic.Learning objectives: I can read and highlight key facts from a text I can compare and contrast whale and locust migration Language objectives: I can listen and answer questions about migration Prior Learning connections: Two weeks ago the students played Kahoot. Thus students are familiar with the rules and procedures. The students have had practice using multiple choice games as informal assessment tools. The passage that they will be reading is a summary of the journey’s story that they are reading in class. This summary however, uses simple language and is on most of the student’s reading level. Instructional strategies: Students will individually play/ answer the Kahoot questions about the topic of migration. As a class we will go over the answers and the teacher will provide feedback Procedure:-Warm up: have students in their table groups answer the question “would you rather have locust as a pet or a whale as a pet and why”. Have person two at their table start to share and then rotate so everyone at their table gets a chance to share. -Have students partner read the ELL summary of their journey’s story. -Have students highlight facts about whale migration in one color and facts about locust migration in another color. -Come together as a whole group and have students share information that they learned and have students decide where on the venn diagram the information goes.-Review the rules and procedures for playing Kahoot. -Pass out Ipads for each student to use to play Kahoot.-After each question make sure to go over the correct answer and have student’s talk about why it is the correct answer.-After students leave review how students did on the quiz by looking at the Kahoot data. Support for diverse student needs: Mrs. Blanco, the bilingual outreach worker, will be in the classroom interpreting phrases and directions in Spanish when needed. Visuals will be on the venn diagram and in the Kahoot questions to help students. Students will be working in partners to read the summary thus supporting each other’s learning. Formal and informal assessments: The Kahoot game will serve as an informal assessment. It will allow the teacher to see how each individual student scored on every question. It will also help the teacher see if there were any trends among the student’s responses. Thus helping the teacher decide what needs to be retaught in regards to content. Lastly, it will help the teacher see how the students respond to different types of questions in regards to listening, reading and comprehension.

Resources and materials: -Ell summary -kahoot game questions-ipads -venn diagram of whale/ locust