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Teacher: Nicole Walter

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)

1 EL student at starting (level 1) language proficiency. According to the


English Language proficiency framework, this student:
o Has limited or no understanding of English
o Rarely uses English for communication
o Responds nonverbally to simple commands, statements, and
questions.
o As his/her oral comprehension increases, they begin to imitate the
verbalizations of others by using single words or simple phrases.
o He/she begins to use English spontaneously.
o At the earliest stage, this learner constructs meaning from text
primarily through illustrations, graphs, maps, and tables .
2 EL students at developing (level 3) language proficiency. According to
the English Language Proficiency Standards Framework, these
students:
o understand more complex speech but still may require some
repetition.
o use English spontaneously but may have difficulty expressing all
their thoughts due to a restricted vocabulary and a limited
command of language structure.
o speak in simple sentences, which are comprehensible and
appropriate, but which are frequently marked by grammatical
errors.
o Proficiency in reading may vary considerably. Students are most
successful constructing meaning from texts for which they have
background knowledge upon which to build.

1. What are the ELL or content area standards?


Language Arts:

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.

b) Begin to initiate conversations.


c) Begin to follow implicit rules for conversation, including
taking turns and staying on topic.
d) Listen and speak in informal conversations with peers and
adults.
g) Follow one- and two-step directions.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read
aloud.
K.9 The student will demonstrate comprehension of fictional texts.
f) Retell familiar stories, using beginning, middle, and end.
g) Discuss characters, setting, and events.

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.

These SOLs are will be referenced in an all-encompassing 3 week


author study unit on Eric Carle. During this Unit, we will read The
following Eric Carle Stories to aid us in our learning of number
recognition of numbers 1-10, growing and changing of plants and
insects, all while practicing sequencing and retelling of stories.
Math:
-

My Very First Book of Numbers

10 Little Rubber Ducks

1,2,3 To the Zoo

English/Science:
-

The Very Hungry Caterpillar-both English as well as native


languages of EL students versions (these can be ordered online
from amazon)

The Grouchy Ladybug

The Tiny Seed

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.

Tuesday- Re-read story, use vocabulary picture cards as words surface


throughout the text. Ask students to identify what the seed needed to

grow (as this will help with sequencing the story)

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.

Friday- Assess student knowledge, Students will be given a long


rectangle sheet of paper broken up into 4 sections. They must draw the
sequence of The Tiny seed in order and then verbally retell the story by
explaining their pictures (drawing will be completed whole group in
privacy folders, retelling will be completed individually). ELs will
complete the following:
Lvl 3- Will be given sequence pictures to color in (the same ones used
during the week for activities) and will glue them in order on their
sheets.
Lvl 1- This student will be given the pictures to color in, but will be
completing the sequencing with prompts. For example, after the seed
was planted (teacher points to picture of seed being planted), what
happens next? Then student is able to point to the picture of what
comes next.

* 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

each week. Students will visit 2 tubs per day)


a. Week 1:
i. Grab bag- students will reach into a bag of 10 cubes
and pull out a handful at random then count the
number that they pulled out. Then they will put the
cubes back in the bag and play again.
ii. Creation station- Students will create the object on
their card with unifix cubes and then count how
many cubes were used. This will repeat until time is
up.
iii. Build a tower- students will roll a dice with dots on it
for numbers 1-10 and then build a tower with the
corresponding number of cubes. This will repeat until
time is up. The student with the most towers wins.
iv. line puzzles- students will cover the puzzle (line) with
cubes and count how many cubes it took to cover the
line. Once one puzzle is finished, students will choose
another one from their bags and start again.
v. Snake races- in pairs, student 1 will roll a dice with
dots representing numbers 1-10 and put that # of
cubes in a line to create a snake, student 2 will roll
the dice and put his/her cubes in a line creating a
snake next to student 1s. Players will repeat this
until time is called. The student with the longest
snake when time is called wins
b. Week 2:
i. Grab bag- students will reach into a bag of 10 cubes
and pull out a handful at random then count the
number that they pulled out. After counting, students
will match the number they counted to a number
card by placing the number card next to the bag.
Then they will put the cubes back in the bag and the
number card back in the pile and play again.
ii. Creation station- Students will create the object on
their card with unifix cubes and then count how
many cubes were used. After counting, students will

find the card of the number that corresponds with


their creations and place it next to their creation.
This will repeat until time is up.
iii. Build a tower- students will roll a dice with dots on it
for numbers 1-10 and then build a tower with the
corresponding number of cubes. Then they will find
the card labeled with the number that corresponds
with the number they rolled. This will repeat until
time is up. The student with the most towers wins.
iv. line puzzles- students will cover the puzzle (line) with
cubes, count how many cubes it took to cover the
line, and find the corresponding number and place it
next to the puzzle. Once one puzzle is finished,
students will choose another one from their bags.
v. Snake races- in pairs, student 1 will roll a dice with
dots representing numbers 1-10 and put that # of
cubes in a line to create a snake, student 2 will roll
the dice and put his/her cubes in a line creating a
snake next to student 1s. After each turn, players
will place the card with the number that corresponds
to the number rolled next to that section of the
snake. Players will repeat this until time is called. The
student with the longest snake when time is called
wins
c. Week 3:
i.

Grab bag- students will reach into a bag of 10


cubes and pull out a handful at random then count
the number that they pulled out. After counting,
students will write the number of cubes that they
grabbed on a small slip of paper. Then they will put
the cubes back in the bag and play again.

ii.

Creation station- Students will create the object on


their card with unifix cubes and then count how
many cubes were used. After counting, students
will write the number of cubes required to build
their object and place it next to their creation. This
will repeat until time is up.

iii.

Build a tower- students will roll a dice with dots on it

for numbers 1-10 and then build a tower with the


corresponding number of cubes. Then they will
write the number that corresponds with the number
they rolled on a slip of paper. This will repeat until
time is up. The student with the most towers wins.
iv.

line puzzles- students will cover the puzzle (line)


with cubes, count how many cubes it took to cover
the line, and write the corresponding number on a
slip of paper and place it next to the puzzle. Once
one puzzle is finished, students will choose another
one from their bags.

v.

Snake races- in pairs, student 1 will roll a dice with


dots representing numbers 1-10 and put that # of
cubes in a line to create a snake, student 2 will
roll the dice and put his/her cubes in a line creating
a snake next to student 1s. After each turn,
players will write the number that corresponds to
the number rolled next to that section of the snake.
Players will repeat this until time is called. The
student with the longest snake when time is called
wins

On Friday of Week 3 during tubs and activities, students will be


assessed in groups.
1) Students will sit at a table with privacy folders and given a sheet
of lined paper and a pencil
2) The teacher will call out a number and students will have to write
the number on their paper
The following modifications will be made for ELs:
Level 3: Students will be given numbers in their native languages and
asked to write the number. (either in English or Native Language
depending on ability)
Level 1: Students will be given the number in their native languages
and asked to hold up the card that corresponds.
2. What Key Concepts will students Learn, and what strategies will be
used to teach them?

A. Students will recognize and produce numbers 1-10 when asked to


do so. The following strategies will be used to aid in this skill:
- visual scaffolding
- daily singing of numeral formation songs as well as dry erase
board practice on forming numerals 1-10
-daily counting songs (in English as well as native languages)
- daily number stations which focus on counting as well as number
recognition (grab bag math, number puzzles, partner quizzes, etc.)
The above strategies are beneficial to all learners because they allow
for students to practice counting in order whether in English or in their
native language. All games and activities can be modified to fit the
needs of students. Playing games in small groups as well as using
games that require student collaboration encourage communication.
B. Students will retell stories using familiar characters from the
stories. The following strategies will be used to aid in the success of
this skill:
- picture prompts
- vocabulary aid cards (visual scaffolding)
- repeated reading
- choral and echo reading of memorized parts of the stories
These strategies support all learners no matter their level. When given
picture aids and asked to sequence the story, native English speakers
may feel more comfortable and be able to talk about the story as they
put the pictures in order, while ELs may only name the characters, or
nonverbally put pictures in order (Developing, Level 3) or simply point
to what comes next when given scaffolding to retell the story
(Emerging, Level 1).
C. Students will tell the life cycles in order of plants and insects the
following strategies will be used to master this skill:
- picture prompts
- vocabulary aid cards
- repeated reading
- choral and echo readings
- plant life cycle song
3. What background Knowledge will students need? How will it be
activated?
Knowledge of simple words such as:
-water
-ground (dirt)
-sun
-caterpillar
-eat
-butterfly

-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

completing this activity) and practice retelling it to a friend (ELs will


actively point to the picture that their buddies are referencing when
retelling, if able, or sit and listen if not). Students will be assessed on
Sequencing on Fridays of each week (see lesson overview for
specifics).
6. Check Which of the Following strategies you will use in class:
Buddies- ELs will have buddies that work with them on a daily
basis during group work and partner assignments (all
assignments except for modified assessments) this buddy will sit
at their table group and will help to model activities. Sometime
students feel more comfortable asking for help from their peers,
this buddy will be a way for ELs to always have someone to look
to for help. It will also allow the buddy to keep an eye on the ELs.
If he/she notices that the EL is having trouble, the buddy can
signal the teacher for help.
Cooperative groups- Groups are used in math activities as well as
on Thursdays when group sequencing. This is a great way for
students to work on their oral communication skills as well as a
way to create community within the classroom ELs do not feel as
if they are on their own and can learn from their peers, and
native English speakers can further their learning by helping a
peer. Who knows, native English speakers may even learn a thing
or two about their ELs native culture during this time.
Graphs, Charts, Photos, Drawings- Photo support is used in all
lessons, this is a wonderful visual for all students. It helps ELs
make connections with prior knowledge as they may recognize
something in a picture that they do not recognize the word for
quite yet and be able to create meaning or understanding.
Drawings are used instead of words when sequencing because
much effort and thinking power is dedicated towards composing
a sentence and the point of the skill is not whether or not
students can write a sentence, but whether or not they are able
to sequence (or retell) the story in order. With the use of
drawings, students are able to sequence without needing to
focus on the writing portion.
Graphic Organizers- when sequencing, boxes are drawn or
designated to help students create and envision order. This helps
all students especially those who are visual learners.
Hands-on activities- Hands on activities are used throughout the
unit because tactile learning and manipulatives are very
important for student success at this age (and developmental
stage).
Typing Explanations and Photocopying notes (N/A)
Highlighting, Sticky Notes, Wikki Sticks
Using Body Language, Skits, Storytelling, Music, Videos- Music

and videos are used in this unit to provide deeper meaning of


skills that students are learning. When students sing while
looking at the number on a screen as well as the represented
number of items, their brains are much more engaged than if
they simply are singing or recalling the numbers. When students
see the story come to life on a screen, it allows for deeper
comprehension of the story.
Vocabulary Box Wherever Possible (N/A)
7. How will you modify text for beginning learners of English?
All text will be shared in students native languages as well as in
English