Grade Level Teams Plan Collaboratively to Identify s1

Guidelines for Weekly Planning

Purpose: / Instructional Focus: / How to Teach It:
Day One / Introduce theme or topic (develop background knowledge, tap into prior knowledge) / Teach & Practice Topic Vocabulary / Use visuals, graphics, pantomime, etc. in the context of familiar sentence structures
Tab 4: Red divider
Day Two / Teach new language patterns and structures (grammar and syntax) to expand ability to communicate / Teach & Practice Language Patterns and Grammatical Forms / Explain, model, and practice language patterns and grammatical forms using sentence frames or other routine: Tab 4: Tan divider. Tab 5, 6 or 7 for sample patterns.
Day Three / * Increase demand by varying use of vocabulary & patterns taught above / Teach & Practice Additional Language Patterns, Forms and Expanded Vocabulary / Explain, model, and practice language patterns and grammatical forms using additional sentence frames, Tab 4: Tan divider. Tab 5, 6 or 7 for sample patterns
Day Four / * Expand through one more variation: vary structure, add new vocabulary, vary domain (reading/writing) / Teach & Practice Language Forms and Patterns Through Writing / Explain, model, and practice language patterns and grammatical forms through writing (sentences, paragraphs, dialogues, retellings, questionnaires) Tab 4: Tan divider. Tab 5, 6 or 7 for sample patterns
Day Five / Apply taught language in a new way / Take language to application in a new context / Explain, model, and practice language through games, writing activities, skits, role-plays etc. Tab 4 and Tab 5, 6 or 7: Suggestions for taking language to application

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Ocean Animals

Level: / B/EI / Function(s): / Make and Report Observations / Grade(s): / K-6
Weekly Planner
Day One / Day Two / Day Three / Day Four / Day Five
Daily Objective
Students will be able to use (topic vocabulary or pattern)___ in order to ____(language use)___. / Students will tap into prior knowledge of ocean life and animals. / Students will use present progressive statements and questions in order to predict and infer and will learn about present forms of the verb “be” to support this function. / Students will use past progressive statements and questions in order to predict and infer and will learn about past forms of the verb “be” to support this function. / Students will use past progressive statements and questions in order to predict and infer and will learn about past forms of the verb “be” to support this function. / Students will use present and past progressive statements and questions in order to predict and infer and will learn about present and past forms of the verb “be” to support this function.
Daily Focus
1. Vocabulary
2. Language Patterns
3. Taking it to Application / ¨ 1 / ¨ 2 / ¨ 3
/ ¨ 1 / ¨ 2 / ¨ 3
/ ¨ 1 / ¨ 2 / ¨ 3
/ ¨ 1 / ¨ 2 / ¨ 3
/ ¨ 1 / ¨ 2 / √ 3
Language Patterns “Mortar”
See ELD Matrix and Tab 3 Function Tools / Grammatical Forms to help determine the “mortar” patterns / NA / is swimming, eating, etc.
are swimming, eating, etc. / was swimming, eating, etc.
were swimming, eating, etc. / was not swimming, eating, etc.
were not swimming, eating, etc. / Combination of Days 2-4.
Patterns for
Prompts / NA / What is the ______doing?
What are the _____doing? / What was the ____doing?
What were the ___doing? / Was the ______?
Were the ______? / Combination of Days 2-4.
Patterns for Responses / NA / The ______is ______.
The ______are ______. / The _____was ______.
The _____were _____. / No, the ______was not ______.
No, the ______were not ______. / Combination of Days 2-4.
Topic Specific Vocabulary
“Bricks” (1.26-1.28) / Sharks, sea lions, whales, penguins, fish, sea horses, octopus, star fish, dolphins, etc. / Same as Day 1 / Same as Day 1 / Same as Day 1 / Same as Day 1
Structured Language Practice (Tab 4)
· How will students produce language - at least 50% of lesson?
· How will you gather evidence
of student learning? / Echo/Repeat
Choral Response / Echo/Repeat
Choral Response
Talking Stick / Echo/Repeat
Choral Response
Talking Stick / Echo/Repeat
Choral Response
Talking Stick / Echo/Repeat
Choral Response
Talking Stick
Materials
Plus, Routines for Teaching and Practicing (Tab 4) / Chart paper
Markers
Ocean animal books / Ocean Animal Cards (for each pair of students).
Ocean Animals Chart from previous day
Chart paper / Ocean Animal Cards
Ocean Animals Chart from previous days
Chart paper / Ocean Animal Cards
Ocean Animals Chart from previous days
Chart paper / Ocean Animal Cards
Ocean Animals Chart from previous days
Ocean Animals book copies
Opening: Bring to Life & State Objective / I Do It
Model New Language / I/We Do It
Model and Monitor Practice / You Do It:
Structured Independent Practice / Wrap-Up & Reflection
3 -6 minutes / 5 -7 minutes / 8-12 minutes / 10 – 15 minutes / 3 - 5 minutes
Day One / Read any Ocean Animals book / Write name of an Ocean Animal (and Illustrate it) on chart paper. / Have students name Ocean Animals (w/illustration) to add to chart. / Students have their own ELD notebooks where they will make their own Ocean Animals Word/Pictionary. / Teacher says Ocean Animal names; Students repeat after teacher.
Day Two / Read another Ocean Animals book; review yesterday’s chart; What are some actions these animals do? ~ chart responses. Today we are going to practice saying what the animals are doing. / I am going to say the sentence. (Show animal card)
What is the ______doing?
The ______is ______. / Please repeat after me. (Show another animal card).
What is the ______doing?
The ______is ______.
What are the ______doing?
The ______are ______.
(Do a few examples of different animals). / In pairs, students will practice the question and answer frames using a set of animal cards for each group. / Today we learned how to use present progressive statements and questions.
Day Three / Yesterday we talked about ocean animals. What were some ocean animals? What actions do they do? (Refer to chart) Today we are going to practice saying what the animals already did. / I am going to say the sentence. (Show animal card)
What was the ______doing?
The ______was ______. / Please repeat after me. (Show another animal card).
What was the ______doing?
The ______was ______.
What were the ______doing?
They were ______.
(Do a few examples of different animals). / In pairs, students will practice the question and answer frames using a set of animal cards for each group. / Today we learned how to use the past progressive statements and questions.
Day Four / Yesterday we practiced saying sentences of what the animals did in the past. Today we will practice asking a question in a different way. / I am going to say the sentence. (Show animal card)
Was the ______?
No, the ______was not ______. / Repeat after me. (Show animal card)
Was the ______?
No, the ______was not ______.
Were the ______?
No, the ______were not ______. / In pairs, students will practice the question and answer frames using a set of animal cards for each group. / Today we learned how to use the past progressive statements and questions in a different way.
Day Five / Yesterday we practiced talking about animals and what they were or were not doing. Today we will write a book using statements about ocean animals. / I will show you what you can write about in your book. (Write some sentences about each picture, referring to the chart). / Let’s practice some sentences that we can use in our book. (Have students practice the sentences aloud). / Now you will write and create your own ocean animals book. You will practice with your partner what you will write before writing the sentences in the book. After you’ve finished you will read your book to different people in the class. / Today we learned how to practice saying and writing in the present and past progressive forms.

Ongoing Assessment of language Practice

Directions: List target grammatical form(s) below. As you monitor target language practice, note whether student is:

Unable to produce language = 0 Able to produce language using scaffolds = — Able to produce language independently = I

Teacher:
Language Function: ___
ELD Level(s): ______/ Notes /
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