Lesson Plan for Sonia Solomon

ESL Class-First Grade

Student Background

This is a class of six first grade English learners (ELs). I collaborated with Title I Reading Club teachers and first
grade teachers to decide on services for various ELs. I have reviewed ACCESS reports to get language
proficiency levels. Their levels range from entering to developing (1.0-3.0) based on test scores. In addition, I
reviewed mClass data online to get reading levels. Their BOY levels range from RB to level C. They all need
work decoding and of course comprehension. To learn more about my students backgrounds, I have been
through their cumulative folders and gleaned as much information as possible (e.g. one is a 2nd year
newcomer from Mexico, another repeated kindergarten after arriving from Mexico 2nd semester and
attending only four months). I have met most of the families as well and attempted to gain more of an
understanding about the learners home environment (E has one older sibling at FRES, M has older siblings
and appears to become easily emotional during challenging tasks, none of their parents speaks English
fluently). All six learners have Spanish as their first language. I am constantly observing and making decisions
about who to partner based on their language proficiency and strengths/weaknesses in addition to behaviors.
I am targeting English language development standards via first-grade content from CMAPP.

Instructional Background

Our first days of ESL classes focused on routines, procedures, and getting to know each other (via a writing
sample). We take time to thoroughly discuss our class rules and the importance of getting an education for the
future (i.e. to graduate, get a job, and be a good citizen in society). At the beginning of each class, we review
our objectives which are written in kid-friendly terms and displayed with our document camera and projector.
I often use the written objectives as vocabulary teaching opportunities (eg. rewritefocusing on the prefix
re=again). My lesson plans are written on a sheet that I created which lists various WIDA standards and the
required language objective. WIDA standards are our NC ESL Standard Course of Study.

We created our class rules which are posted on the wall, students introduced themselves and the languages
they speak, and they began to create a circle map about themselves after I modeled one on the board and
paper for them. We also focused on different procedures such as hallway procedures for when I pick them up,
classroom procedures for listening to the speaker, and procedures for getting classwork and materials and
returning them to the designated areas. Our communication norms are posted on the wall with a visual of
students working together to learn. Each student made a bio card which is displayed on our World of Readers
and Writers board.

In addition to Avenues, I utilize numerous supplementary materials including those from Learning A-Z, books I
have purchased, and multiple other websites. I have a Symbaloo with links to videos that I use. I also have
created my own materials for different lessons. My lessons provide a multisensory approach to instruction
(visual, auditory, kinesthetic, and tactile). We do utilize technology in some form or fashion each day;
however, I also require the students to do real writing with pencil and paper as I believe information is
imprinted on the brain with the tactile movement of handwriting (Ive read research to support this).

I have been teaching the students to work with partners for practice/review activities as we are working on
teamwork/collaboration which is a 21st century skill.
Today we are continuing our How-To Writing unit and Letterland sorting and decoding practice. I review
grade-level newsletters, weekly planning maps from teachers and CMAPP to inform my lesson planning. The
more I can frontload and target from the grade-level standards, the more successful my students will be with
understanding the language of the content areas.

I introduced How-To writing by engaging the students with making a paper airplane. We watched the brief
video directions first and then followed the print directions. Students discussed what they noticed about the
How-To writing (pictures, sentences, and numbers). The second How-To text we examined gave instructions
for blowing a bubble with gum. Students noticed the use of pictures and sentences; however, this text used
sequence words first, next, then, and last.

The WIDA Standards targeted are:

Standard 1-Social and Instructional language

Standard 2-The Language of Language Arts

Language Objective
Students will write a how-to piece after reading the grade-level text How to Make a Snow Person using
transitional words (first, next, and last) with modeling and graphic organizer support.

The NC Common Core Standards targeted are:

SL1.1a - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in
small and larger groups.
RF.1.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
RI.1.10 - With prompting and support, read informational texts appropriately complex for grade 1.
W1.2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some
sense of closure. (How-To Writing)

Sequence of Lesson

We read I can statements which are projected with BenQ and document camera before beginning lesson.

1. Letterland 1st Grade-Partners will work together to sort word cards with endings /ong/ and /ink/. We will
read the words aloud and then students will reread with their partners.

*Brain Break

2. Quick Review-Students answer the following question by telling their partner:

I know how to________________________________.

3. Students buddy read the book on the iPads How to Make a Snow Person. We did a picture walk with the
text projected before the students read. Words which might be challenging for students were discussed.

4. Students use the flow chart graphic organizer to write how to make a snow person. Transitional words first,
next, and last will be used.