EDUC 144/244: ESL Methods Spring 2012- Dr.

Shelly Fairbairn

Name__Alise Farrell____

Name Identification Kindergarten LESSON PREPARATION Rationale: It is a goal that students know how to spell their first and last name when they leave kindergarten. Therefore the need for students to constantly identify and write their name on a daily basis is crucial. In lower grades repetition is key. Therefore the idea and reason for this lesson, which will be done on a daily basis, is very beneficial for the students. The lesson will also informally allow for students to gain knowledge of letter recognition, literacy, and phonics, as well as developing fine motor skills. The lesson will also help with students becoming more independent as well. This lesson will take place as soon as the children walk into the room. The routine for this lesson will include students coming in and sitting down on the rug right away. Students will then watch for their individual note card with their name on it to be held up by the teacher or another adult who is monitoring the sign in table. When they identify their name, students must read their name, say it orally, and walk to the sign in table where they will write their name on a section of paper. Once done students will transition into choosing a center to work at. Classroom management is key for this lesson to go smoothly, because there will be students to be monitored on the carpet, at the sign in table, as well as at each center. On the carpet students will be allowed to sit quietly and read books or look at pictures to keep them engaged and not off task. In order for students to look at which name card is being held up the adult at the sign in table will prompt them by asking whos name do we see now?. Once identified that child will get their turn. The adult at the sign in table will assist the student as needed, whether it be with verbal prompting, modeling how to hold a pencil, direction as to where and how to write the childs name will all be managed. Once students are done a teaching assistant will be in the room, setting up centers, and will be able to monitor whether or not students are on task and doing work at each center they chose to engage in. This lesson is short, but within the time frame of students completing this lesson they are accomplishing a lot, as well as gaining independence. Lesson Preparation At the beginning of the day students will be informed that they will start their day off with signing their name. While each individual student comes over to sign in they will be informed of the content objectives that are expected of them. The teacher will point to the objectives posted next to the sign in table, which will read 1. Write name 2. Left to right 3. Read name 4. Write each letter in your name. An alphabet chart with upper case and lower case letters will also be displayed next to the table so that students have a close reference to look at while signing in. Students will also be reminded of their language objectives, which will be shown on the board and assisted with pictures. Content Objective(s): SWBT: Correctly write their first and last name while signing into the classroom Correctly write each letter in their first and last name Read note card with their name and picture on it while saying their name to sign in Write upper case and lower case letters Language Objective(s): SWBT: Listen to prompts given by teacher (responding to open ended questions)

EDUC 144/244: ESL Methods Spring 2012- Dr. Shelly Fairbairn

Name__Alise Farrell____

Write their name correctly Read their name Speak their name when shown on note card Materials (including supplementary & adapted): Name note cards (including name and picture of each student) Sign in paper; paper includes blank spaces for children who need no support, and spaces with students pictures, first and/or last name written on it Markers Sign in table Building Background Prior Knowledge: Students will be able to identify each letter of the alphabet (a-z) Students will know daily sign in routine Students will have the fine motor skills to hold a pencil correctly Students will know that writing begins on the right and ends on the left of the page New Learning and Past Learning: Students will know beginning sounds of words (help them identify beginning sound in their name) Students will know that a group of letters makes up a word or name Students will know how to write each letter of the alphabet Key background Vocabulary: Class list of students names (each student should be familiar with what the name looks like,) Sign in Comprehensible Input Explanations: The teacher will explain to the students that it is extremely important for students to know how to write their name. A discussion about sounding out the letters in their name to identify them will be done prior to the lesson. The teacher will discuss how each letter is written differently and will address upper case and lower case letters. This will be discussed with students as a large group, and then will be addressed again individually as each student comes over to sign in their name. As each student comes over to sign in the teacher will scaffold writing their name. the teacher will model how to write their names as needed based on the skill level of the individual student. Visual Support: On each note card there will be a picture of students next to their name. This will allow for students to put their face with the letters next to it, which will allow for them to identify their name. At the sign in table there will be sheets of paper separated into three sections. Depending on the skill of the student students will see either a blank space with no support (L5), a blank space with the only the last name written in it (L4), a space with both the first and last name written in it (L3) a space with just the first name written in it (l2), and a space with just the first name and a picture of the student in it (L1). All of these will be used for modeling for the student, so they can see how to correctly write the letters A teacher will also be standing next to the table assisting students as needed, providing modeling such as creating a sketch or dotted line for

EDUC 144/244: ESL Methods Spring 2012- Dr. Shelly Fairbairn

Name__Alise Farrell____

students to trace if they are having trouble. The adult may also use their finger and trace along the written name to model how to write the letters. The adult at the sign in table may also use a white board and model for each individual student how to write their name, while the student does it along with them Strategies Learning Strategies: Students will incorporate background knowledge and experiences about the subject Higher order thinking questions will be used to facilitate conversations when solving problem Students will be working in large whole-group discussion, independent work at desks, peer small-group for discussion of solving process Scaffolding: Listening strategies will be used while students listen to the directions Discussion of the objectives will take place Use of first language will be encouraged while students are interacting with classmates and adults Pictures to connect learning and assist objectives and students names Vocabulary in both English and L1 can be used Monitoring of student process/understanding will be done when individual child is signing in Higher-Order Thinking: Ask students about their process of signing their name Students can discuss the importance of why we need to know how to write our name Interaction Opportunities for Interaction: Students will be involved in a whole group discussion when talking about the importance of writing their name Students will interact with teacher during scaffolding Para educators may also assist students in one-on-one work if needed Students will work independently as they sign in their name Students will interact with peers while sitting on the carpet and having discussions Varied Grouping: Whole large group will take place at beginning of lesson Independent work will be done as the student signs their name in First Language Use: Students can orally explain the importance of writing their name and identifying it in their L1 The students may translate the directions or process in their L1 Practice/Application Hands-on Materials/activities: If needed students will be able to use magnetic letters to spell their name if they are not

EDUC 144/244: ESL Methods Spring 2012- Dr. Shelly Fairbairn

Name__Alise Farrell____

capable of writing Application of Language and Content Learning: Students will have time to share their process for writing their names with classmates and the teacher and get feedback as needed Multiple Language Domains: Reading: reading their name on note cards and reading objectives Writing: write names at sign in table Listening: Listening to teacher and students discuss the process Speaking: participating in class discussions, explaining the process with peers or teacher Lesson Delivery Student Engagement: Students will participate in whole group discussions Students will write name at sign in table Pictures will accompany each students names and directions/objectives Writing their names relates to students directly Student will have the opportunity to interact with teacher and other peers Review/Assessment Review of relevant grammar/vocabulary: Class will be encouraged to write their name and identify it in the room and throughout the day as much as possible. Copies of old sign in sheets will be available during center time for students to look through old sheets and practice writing their names during centers Review of Key Concepts: Content and language objectives will be reviewed Each morning this process will be repeated Provision of Feedback: Teacher will provide feedback as necessary with students both during large group time and individually Assessment of learning objectives, ensuring a match of assessment and objectives: Informal observations will be taken through out the entire process Teacher will provide feedback and give suggestions as needed Teacher will take notes of students progress and process for solving Informal formative assessments will be taken through out the entire lesson Teacher will keep old copies of sign in sheets to use as progress reports Vocabulary will be taught through explaining to the students that when they hear the phrase sign in, it means that they need to get up and come sign their name in. Their names individually will be part of teaching vocabulary. The teacher will review with the students that each letter makes a

EDUC 144/244: ESL Methods Spring 2012- Dr. Shelly Fairbairn

Name__Alise Farrell____

particular sound, and that each letter is written differently. Teacher will review with the students on an individual basis, how to write each upper and lower case letter in their individual name. Grammar will be taught while identifying that each name has upper case and lower case letters. Academic Language: Students will need to know their individual name in order to be successful in completing this lesson. The teacher will also keep directions, objectives and instructions simple. The language used for this lesson will be repeated daily, so students will be able to become familiar with it. The language used will be informal. During the discussions language will be kept simple and will all relate to writing their names. Differentiation is labeled in rationale explanation. English proficient students will be expected to write their first and last name with no support. Depending on the skill of the student students will see either a blank space with no support (L5), a blank space with the only the last name written in it (L4), a space with both the first and last name written in it (L3) a space with just the first name written in it (l2), and a space with just the first name and a picture of the student in it (L1).