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Text of the page (random words):
want to provide more of a spelling challenge since these lessons were part of reading class i wanted the printed words on the cards once again students were super excited and eager to share their sentences once we came together again at the end of the lesson lesson details i really loved how these lesson provided lots of opportunities for active engagement and tons of language practice no comments pets this week in kindergarten our theme was pets our lessons emphasized the sight words students have learned so far i like the and also color words in our first lesson blue pocket chart students matched pets with different objects that they like we used the sentence frame the ___s like the ___ i purposefully kept the sight word like instead of changing it to likes so we included two images of each pet and a large die cut s so students could remember to add s at the end of their word they are not at a point where we are teaching about plural each time we inserted images into the sentence frame we read the sentence to practice the sight words then we sang the sentences to the tune of farmer in the dell to provide repetition of practice with each sentence new pet new object example the dogs like the bone the dogs like the bone hi ho the derry o the dogs like the bone pet clipart after we modeled partner practice students took turns with partners to practice the sentence frame using a different animal object each time i always take a photo of the images we are using so that i can have a paper handout in addition to the pictures in the pocket chart we give handouts to some children during partner practice if they need visuals to support their language production they can either just point or use the pictures and say what they can we find this helpful for our students who are newcomers and other students with special needs once students practiced the target language in whole group by reading and singing and then practiced more with partners they used the same sentence frame to write lesson details content objective i can match pets with what they like language objective i can tell what the pets like language function describe people and places language form plural nouns to name pets sentence frame s the ____s like the ____ example the dogs like the bone in our second lesson students used color adjectives to express their opinion about which pet they like best again we used the tune of farmer in the dell to sing the sentences after we chorally read them to practice our weekly sight words we used student helpers so that each time we looked at the different colors of a pet we could pretend they were shopping at the pet store we sang the question what pet do you like best and then once they responded we put that pet in the sentence frame read and sang pet clipart 2 color clipart i used this as a handout for our newcomer student so he should show his partner which pets he liked best when it came time for writing he knew the sight words and letter sounds and was able to read his sentence to us we always try to make sure that our group instruction matches what students will write about so they have many opportunities to practice the language before writing independently or with teacher help lesson details content objective i can name different pets language objective i can tell which pet i like best using color words language function describe people and places tell opinion language form adjectives colors nouns to name pets sentence frame s i like the ____ ___ best no comments family my school district uses journeys as the adopted reading curriculum and lesson 1 for kinders is about families this is a great opportunity to be community responsive because all families are different and that needs to be normalized i heard the term community responsive at an equity training and i really like it it s a different way of saying culturally responsive perhaps with a broader lens because by focusing on the needs of your community your students your class you can connect to culture and more it is yet another way of affirming that we need to know our students and make sure they are represented in our curriculum and our lessons we took time in this lesson to talk about and celebrate that one student just got a new baby sister at home that is exciting and should definitely be part of this lesson on family i asked her some questions and she answered this is an el student so that was great language practice reading the main selection and any other texts related to the theme does not take place during my co taught language lessons kinder teachers read the stories at different times my lesson reinforce language around the lesson s theme today we sang and talked about our families i introduced all the family words with my turn your turn this is also a great time to acknowledge ways to say these words in other languages but i did say we were using certain words for our partner talk mommy is fine but for today we said mother the song is to the tune of do you know the muffin man we practiced putting different family members in the blank and singing the song family member cutouts are from national geographic reach curriculum the song format provides students multiple opportunities to say the target family member word because it repeats 5 times i have a sister a sister a sister i have a sister and my sister loves me during our lessons we do a few things to reinforce positive behaviors 1 we pull equity sticks and give students opportunities to be the helpers our rule is that if we pull a stick and a student looks like a pax leader pax is our positive behavior system then they can come be a helper this helps keep students engaged because at this age they want to be called on to help if a student is not showing expected behaviors when the stick is pulled we will choose a different one 2 we play the secret student game my co teacher pulls a stick and doesn t reveal the name she watches that student during the singing to see if he she is participating if they are they get a pax ticket students collect those to buy prizes as part of a school wide pbis system both of these help students focus on positive behaviors and encourages all students to practice the language after i had multiple helpers choose family members so we could practice the song with all different family member names we the two teachers modeled partner practice by sharing who is in our families we demonstrated popcorning back and forth so we each got to share several people we modeled using the sentence frame from the song i have a _____ we also gave a challenge frame i have a ____ named ____ students could choose to try that if they wanted to we taught specific expectations for partner practice earlier in the week using this talk poster today prior to having them turn and talk we reviewed our talk expectations poster we assign students to partners and also assign them as cookies and milks those partnerships change but stay consistent from lesson to lesson for a decent amount of time we are careful in planning partnerships to make sure students will work well together for our very beginner students i typically take a photo of my pocket chart and print it in color so that they can have personal images to use during partner talk this helps to facilitate the target language or provides them an opportunity to point if they are not yet confident in the target language we only use personal visuals for students who really need them otherwise we expect students to use the pocket chart visuals and the language to express their ideas following partner practice students drew a picture of their family and labeled the different family members lesson details content objective i can name family members language objective i can tell who is in my family language function describe people language form nouns proper nouns if family members are named number adjectives sentence frame s teacher who is in your family students _____ mom dad sister my _______ my _______is in my family i have a _____ i have a ____ named _____ i have number ____s as a follow up to this lesson teachers will also teach a lesson about what students can do with their families i will not co teach this lesson with classroom teachers but we planned it together and i am providing the materials the cards pictured are what s happening photo cards from lakeshore learning the language in this lesson is a little more open ended students will come up with the verbs to describe what they do with their families what is happening in the photos this is a great opportunity to hear a little more about their own experiences students will do a piece of writing that uses this sentence frame and they will illustrate what they like to do with their family they can try to sound out the word and write it the words in the frame are printed on the page already or the teacher can listen and write the students idea no comments cafeteria language everything about school can be overwhelming for our littlest learners so one lesson i like to do at the beginning of the year with kinders is cafeteria language we cover how to ask for help and also how to order lunch the first part is teaching the different hand signals that indicate different needs i took photos in our actual cafeteria and then paired them with visuals of the hand signals they need to use for each request but i also want to encourage students to use language and not just hand signals so each picture signal is paired with a question i use this song to introduce how we need to use please and thank you and then i used the same tune for the questions associated with each cafeteria need some people might dislike the use of can i instead of may i but the video uses can i so i just stuck with that kiddos love this video and then it helps provide some musical styling for working on saying those challenging questions after we watch the video we the teachers will role play remember these are co taught lessons asking for help in the cafeteria using manners with students we will practice singing the questions and saying thank you modeling after the video the next part of the lesson will be teaching students how to order hot lunch using some of the same food images as we used in our pete the cat lessons f ood pics more food pics we will model and how to tell the lunch lady what we d like for lunch we role play examples and non examples so students can get an idea of what they need to do use a 3 foot voice say the name of the food they want use manners please and thank you we use the same tune from the video to model a complete sentence can i have the ___ please at this point we are perfectly ok with students pointing to their food choice or simply saying ___ please but we also teach and encourage students to use a complete sentence if they can we also use play food and real cafeteria trays to practice we check in by pulling sticks to select random students and having them come up to the front and make a food choice then we ask the rest of the students to give a thumbs up thumbs down to show whether or not the student did all of the things we practiced language objectives i can say please and thank you when i ask for help i can say what i want to have for lunch language function express needs likes and feelings express social courtesies language form nouns naming the food items sentence frame ______ please newcomers beginners may i have the ____please can i use the bathroom please can i dump my trash now please can you help me open this please can i get a drink of water please target words please thank you no comments kicking off co teaching in k i have not been at all good about keeping up with this blog but since a few people have asked for the resources i used for my pete the cat lesson i thought i would create a post with the links and info this image shows how i prep all my materials for co taught lessons i get everything ready in a pocket chart that is pinned to my wall when it s time for the lesson i simply grab the pocket chart and go in each classroom where i co teach i have a place to hang the charts i bring usually over the classroom teacher s chart and then i carry them away with me when i leave the images i used for this lesson can be found here food pics more food pics pete big shoe and small shoes with color words i did not use all the food images just selected what i thought my students might like and foods that represent different colors prior to doing this co taught language lesson classroom teachers read content objective i can recognize colors language objective i can use color words to describe pete s shoes language function d escribe people and things language form color adjectives sentence frame s pete stepped in a big pile of ________ i love my _____ shoes this is a really fun lesson to review teach color words as well as foods it s also fun to get a little silly singing along to the tune from the book if you can access this story as an audio book it s great to listen to we typically choose sticks to select students as helpers helpers get to choose a food then we use a a response signal that incorporates think time and have the whole class respond with what color that food will turn pete s shoes then we sing using the frame i love my color shoes i plan to bring a blow up guitar and also my great karaoke microphone which the kiddos love to speak into let me know if you try this with your students too kinders sure do love pete the cat no comments using flipgrid to support english learners over the summer sarah said mrssaid and i put together an ellchat_bkclub round focused on using the app flipgrid for english learners flipgrid asked us to share some of our takeaways so we wrote this blog post detailing the benefits of using flipgrid to support english learners thanks to all the amazing educators who chimed in and contributed ideas flipgrid is a great tool for capturing student voice which is one of many reasons we selected it for one of our ellchat_bkclub technology rounds on twitter typically ellchat_bkclub chats are focused on reading books that help us language teachers from across the globe improve our instructional practices for english learners then sarah had the idea to add a focus on technology into the mix since devices and educational technology are so prevalent in today s classrooms in between our book chats we organize chats around particular apps specifically how they benefit english learners and language development in the four language domains reading writing speaking and listening we posted the following 5 questions and asked participants to join the chat using flipgrid4els over the course of about a week we had many teachers participate and offer some great insights around the power of using flipgrid for the benefit of english learners check out some of the comments q1 how can using digital media to create support the speaking and listening skills of els q2 how does flipgrid make c...