1.

Lesson Preparation
a. General Information
Grade Level: First Grade
Subject Area/Topic: Mathematics
Student Demographics: 17 students: 2 ELL students
Lesson Duration:35 minutes
b. State and/or ational Standard!s" and/or #enchmar$!s"
CCSS.Math.Content.K.!.!.1 "epresent addition and su#traction $ith o#%ects&
'in(ers& menta) ima(es& dra$in(s1& sounds *e.(.& c)aps+& actin( out situations& ,er#a)
e-p)anations& e-pressions& or e.uations.
c. Learning %bjective!s"/%utcomes!s"/&ssential 'uestion!s"/(ontent %bjectives
Gi,en the (ame /0eads and 1ai)s2& students $i)) #e a#)e to create com#inations o' the
num#er 7 usin( a num#er sentence.
d. Language %bjectives
Students $i)) #e a#)e to ora))3 rete)) the mathematics concepts )earned in a sma)) (roup
o' peers
e. &S%L Teaching Strateg): Share 4ear
f. Detailed List of *aterials and +esources for Teacher and Students:
7 stu''ed anima)s
5 sets o' 7 pennies each
/0eads and 1ai)s2 (ame recordin( sheet
Penci)s
6ocument Camera
2. 4ui)din( 4ac7(round:
1he teacher $i)) remind the students o' the )earnin( (oa) the3 ha,e #een $or7in( on:
/Findin( and e-p)orin( re)ationships amon( com#inations o' num#ers up to 18.2 1he
teacher $i)) as7 the students $hat (ame the3 p)a3ed 3esterda3 *9 peas and carrots+. 1he
teacher $i)) sa3 that toda3 the3 $i)) #e p)a3in( /0eads and 1ai)s2 a(ain #ut this time
the3 $i)) #e 'indin( com#inations o' the num#er 7. 1he teacher $i)) as7 the students to
e-p)ain ho$ to p)a3 /0eads and 1ai)s2 'or a .uic7 re,ie$ o' the (ame.
3. Comprehensi#)e :nput
1he teacher $i)) mode) ho$ to p)a3 the (ame 2 times to rein'orce the ru)es and
o#%ecti,es o' the (ame: /;ou $i)) ta7e 7 pennies in 3our hand and (ent)3 ro)) them onto
the ta#)e. Let<s count the pennies no$ to(ether to ma7e sure there are 7 pennies. !'ter
3ou ro)) them onto the ta#)e& 3ou $i)) count ho$ man3 pennies )anded on heads and ho$
man3 )anded on tai)s. 1hen 3ou $i)) $rite the resu)ts as an addition pro#)em. =hat this
(ame is sho$in( 3ou& is ho$ 3ou can create the num#er 7 $ith other num#ers.2 1he
teacher $i)) as7 the students to sho$ a thum# up& do$n or in the midd)e to indicate
their com'ort )e,e) $ith the instructions.
>. Strate(ies *inc)ude a Step?#3?Step :nstructiona) P)an+
1he teacher $i)) sca''o)d the in'ormation #3 mode)in( the (ame and out)inin( the
criteria 'or master3 *Found in the Comprehensi#)e :nput section+. 1he teacher $i))
as7in( the students to indicate their com'ort )e,e) $ith the acti,it3 #3 usin( the hand
si(na): thum#s up& do$n& or in the midd)e *Found in the Comprehensi#)e :nput
section+. 1he teacher $i)) use the Share 4ear ESL strate(3 to chec7 'or
understandin(& metaco(nition& and to practice ora) )an(ua(e s7i))s *Found in the
"e,ie$ section+.
5. :nteraction
1he students $i)) interact $ith the teacher primari)3 durin( the #ac7(round
7no$)ed(e& )esson de)i,er3& and comprehensi#)e input sections o' the )esson. 1he
students $i)) #e interactin( $ith one another durin( the practice and re,ie$ section o'
the )esson. 6urin( the )esson de)i,er3 and practice sections o' this )esson& the students
$i)) #e interactin( $ith their peers and the teacher to achie,e master3 $ith the content
o#%ecti,es. 6urin( the re,ie$ section o' the )esson& the students $i)) #e supportin( one
another to achie,e master3 $ith the )an(ua(e o#%ecti,e.
@. PracticeA!pp)ication
1he students $i)) #rea7 into (roups o' 2 to comp)ete the /0eads and 1ai)s2 (ame. 1he
teacher $i)) create these (roups #ased on their esta#)ished > person ta#)es. 1he teacher
$i)) pass out the /0eads or 1ai)s2 $or7sheet to the students. 1he students $i)) ta7e
turns ro))in( the pennies. !'ter the 'irst person ro))s the students $i)) co))a#orati,e)3
count the pennies and create the appropriate num#er sentence. 1he students $i)) do
this nine times. For the students that ha,e 'inished ear)3& the3 $i)) comp)ete their
$or7sheets 'rom pa(es >7 and >5 'rom their student acti,it3 #oo7. 1o indicate that the3
ha,e 'inished the team o' students $i)) raise their hands and the teacher $i)) come to
their (roup to re,ie$ their $or7 and (i,e them the handout.
7. Lesson 6e)i,er3
1he teacher $i)) as7 the students to (ather on their (roup ru(. 1he teacher $i)) as7 the
students to #rin( their $or7sheets $ith the resu)ts 'rom their /0eads and 1ai)s2 (ame.
1he teacher $i)) sa3& /!s : $as $atchin( 3ou p)a3 : noticed man3 di''erent $a3s the
pennies can )and. =ho $ou)d )i7e to share one o' the $a3s the3 'oundB2 1he teacher
$i)) record the com#inations that the students 'ound usin( the document camera. 1he
teacher $i)) as7 the students to raise their hands i' the3 had the same ans$er a'ter the
teacher has recorded it on the transparenc3. Periodica))3& the teacher $i)) as7 the
students to mode) the com#ination usin( the pennies to understand the ,isua) ima(es o'
com#inations o' 7. 1he teacher $i)) encoura(e the students to share their ans$ers #3
as7in( i' an3 students ha,e a com#ination that has 3et to #e recorded. 1he teacher $i))
a)so as7 the students to sa3 the num#er sentence $hen the3 share the com#inations o' 7.
5. "e,ie$A!ssessment
1he teacher $i)) e-p)ain to the students that the3 $i)) #e re,ie$in( the )esson #3
ans$erin( .uestions $ithin a sma)) (roup. 1he students $i)) #e di,ided into (roups o' 3.
1he teacher $i)) then e-p)ain the directions 'or this acti,it3 #3 sa3in(& /Each (roup $i))
#e (i,en a stu''ed anima). : $i)) as7 the c)ass a .uestion and 3ou $i)) indi,idua))3
ans$er the .uestion $ithin 3our (roup and then pass the stu''ed anima) to the ne-t
person in the (roup and then the3 $i)) ans$er the .uestion and so on.2 1he teacher $i))
as7 the students to sho$ their understandin( o' the directions usin( a thum# up& do$n&
or in the midd)e. 1he teacher $i)) as7 the 'o))o$in( .uestions:
1. =hat is one $a3 3ou can ma7e a com#ination o' the num#er 7B =ith $hich num#ers
can 3ou do thisB
2. =hat are the simi)arities #et$een the (ame /9 Peas and Carrots2 and the (ame
/0eads and 1ai)s2
3. =hat is one ne$ thin( 3ou )earned #3 p)a3in( /0eads and 1ai)s2 a(ainB
:' the )esson ends ear)3& the students $i)) #e prompted to choose one o' the 'o))o$in(
math (ames to p)a3: 1hree 1o$ers& 0o$ Man3 !m : 0idin(& or Cine Peas and Carrots.
9. !na)3sis
a. &,planation of Addressing Diversit)
: addressed the di''erin( needs o' the students throu(hout the )esson. : ora))3
re,ie$ed the tas7 that $as e-pected o' them& and : a)so ph3sica))3 mode)ed this tas7.
: a)so as7ed the students to sho$ their understandin( o' m3 instructions usin( a
thum# up& do$n or in the midd)e. : (rouped the students so the3 cou)d achie,e
master3 in #oth the content o#%ecti,es and )an(ua(e o#%ecti,es. M3 )esson en(a(ed
7inesthetic& auditor3& and ,isua) )earners. : uti)iDed the share #ear strate(3 $ith m3
students $hich created a positi,e a''ecti,e en,ironment 'or )earnin(.
b. Informal Assessment -lan
-re.assessment / 6urin( the /4ui)din( 4ac7(round2 section o' the )esson : as7ed
the students to descri#e the ru)es 'or the (ame $e $ou)d #e p)a3in(. 1his
assessed the students< com'ort $ith the (ame and its mathematica) purpose. :
cou)d not continue $ith the )esson i' the (ame $as not understood.
(omprehension chec$? : chec7ed the students< comprehension as : $a)7ed amon(
the students $hi)e the3 $ere comp)etin( the acti,it3. : a)so chec7ed 'or
comprehension durin( the )esson de)i,er3 $hen $e discussed the resu)ts o' the
acti,it3 as a $ho)e c)ass.
-ost.assessment? 1he post?assessment 'or this )esson $as the comp)etion o' the
Share 4ear strate(3. 1he students $ere as7ed three re,ie$ .uestions *o' ,ar3in(
comp)e-it3+ and : monitored their ans$ers 'or understandin( o' the content.
c. (ritical +eflection (Write one paragraph of 8-10 sentences)
:t $as di''icu)t 'or me to schedu)e this )esson. M3 internship is $ith a resource teacher so :
do not ha,e more than > students at a time. 1han7'u))3& : $as a#)e to (uest teach in a 'irst
(rade c)ass that had 2 ELL students. : spent a 'e$ da3s in the c)assroom o#ser,in( and so :
cou)d )earn the c)ass routine. : a)so spent time $ith the ELL students so that : $ou)d #e
a#)e to )earn their indi,idua) needs and )an(ua(e pro'icienc3. 4ased on m3 'ormati,e
assessments& : 'ee) this )esson $as a success 'or the ELL students and the (enera) education
students. 1he share #ear strate(3 $as a hu(e success. 1he students $ere e-cited to use the
#ear to 'aci)itate the (roup discussion and it seemed to create a sa'e en,ironment 'or the
ELL students to share their 7no$)ed(e $ith their c)assmates. : $as hesitant to use this
strate(3 $ith a math )esson& #ut it $or7ed ,er3 $e)) #3 incorporatin( ora) )an(ua(e $ith
mathematics content. ,era))& : $as p)eased $ith the resu)ts 'rom this strate(3 and : $i)) #e
usin( it a(ain $ith m3 students and : $i)) su((est that m3 co))ea(ues use this strate(3 as
$e)).
18. S=LM Student =ritten Lan(ua(e #ser,ation Matri-
1raits 1 2 3 >
0luenc)
1rites single 2ord
2ith no sentence
structure
1rites short
sentences 2ith
limited sentence
structure
1rites complete
sentences 2ith
developmental
sentence structure
1rites paragraphs
2ith full)
developed sentence
structure
%rgani3ation
o logical
se4uence or
organi3ation
Lac$s logical
se4uence and
organi3ation
Some2hat se4uenced
to substantiall)
se4uenced
0ollo2s standard
organi3ation for the
genre
Grammar
o grammatical
relationships
#asic 2ord order
problems5 uses
onl) present tense
form
*inor grammatical
errors such as / s on
verbs in third person
singular
Grammar
resembles that of
native spea$er of
same age
6ocabular)
Insufficient
vocabular) to
e,press ides
Limited
vocabular)5 relies
on 7st language
for translation
8no2s most 2ords5
but lac$s vocabular)
for finer shades of
meaning
0le,ible in 2ord
choice5 similar to
native spea$er
Genre o concept of form
Does not
differentiate form
to suit purpose
(hooses form to suit
purpose but limited in
choice of forms
8no2s different
genres and ma$es
appropriate choices
Sentence
6ariet)
o sentence
pattern
9ses one or t2o
sentence patterns
9ses several sentence
patterns
9ses a full variet)
of sentence patterns
appropriatel)
15 *Phase ::+ E Limited En()ish Pro'icient
11. SLM Student ra) Lan(ua(e #ser,ation Matri-
1raits 1 2 3 > 5
(omprehension
(annot be said
to understand
even simple
conversation
:as difficult)
2hat is said5
comprehends
onl) ;social
conversation<
spo$en slo2l)
2ith fre4uent
repetitions.
9nderstand
most of 2hat is
said at slo2er.
than.normal
speed 2ith
repetitions.
9nderstands
nearl)
ever)thing at
normal speed5
although
occasional
repetition ma)
be necessar).
9nderstands
ever)da)
conversation and
normal classroom
discussions
2ithout difficult).
0luenc)
Speech is so
halting and
fragmentar) as
to ma$e
conversation
virtuall)
impossible.
9suall)
hesitant= often
forced into
silence b)
language
limitations.
Speech in
ever)da)
conversation
and classroom
discussion
fre4uentl)
disrupted b)
the student>s
search for the
correct manner
of e,pression
Speech in
ever)da)
conversation
generall) fluent5
2ith occasional
lapses as
student searches
for the correct
manner of
e,pression.
Speech in
ever)da)
conversation and
classroom
discussions fluent
and effortless
appro,imating that
of a native
spea$er.
6ocabular)
6ocabular)
limitations so
e,treme so as to
ma$e
conversation
virtuall)
impossible.
*isuse of
2ords and
ver) limited
vocabular)=
comprehension
4uite difficult.
Student
fre4uentl) uses
2rong 2ords=
conversation
some2hat
limited
because of
inade4uate
vocabular).
Student
occasionall)
uses
inappropriate
terms and/or
must rephrase
ideas because of
le,ical
inade4uacies.
9se of vocabular)
and idioms
appro,imates that
of a native
spea$er.
-ronunciation
-ronunciation
problems so
severe as to
ma$e speech
virtuall)
unintelligible.
6er) hard to
understand
because of
pronunciation
problems.
*ust
fre4uentl)
repeat in order
to ma$e self
understood.
-ronunciation
problems
necessitate
concentration
on the part of
the listener and
occasionall)
lead to mis.
understanding.
Al2a)s
intelligible
though one is
conscious of a
definite accent
and occasional
inappropriate
intonation
patterns.
-ronunciation and
intonation
appro,imate that
of a native
spea$er.
Grammar
&rrors in
grammar and
2ord order so
severe as to
ma$e speech
virtuall)
unintelligible.
Grammar and
2ord order
errors ma$e
comprehension
difficult. *ust
often rephrase/
restrict self to
basic patterns.
*a$es
fre4uent errors
of grammar
and 2ord order
that
occasionall)
obscure
meaning.
%ccasionall)
ma$es
grammatical
and/or 2ord.
order errors that
do not obscure
meaning.
Grammatical
usage and 2ord
order appro,imate
that of a native
spea$er.
21 *Phase :::+ E Limited En()ish Pro'icient
12. =ho)e Lan(ua(e Pro'icienc3: *21-2+ F G*15F1+-2H E 7>I in the tar(et )an(ua(e
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