Learning Exercise
ELL Literacy with NASA: ECHO THE BAT
ELD LESSON THAT INTEGRATES SCIENCE, LANGUAGE ARTS AND TECHNOLOGY. THIS ASSIGNMENT ALSO TIES TO ELD CALIFORNIA CONTENT STANDARDS AND COMPLIES WITH BTSA STANDARD 19.
Course: Kindergarten
- Material:
- ELL Literacy with NASA: ECHO THE BAT
- Date last modified:
- July 25, 2005
- Created by:
- Dr. Troy Tenhet
- License:
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Learn how bate use electromagnetic spectrum and remote sensing to survive. NASA has a spin on all this. This site is... see more
Exercise
Title: ELL Literacy with NASA: Echo the Bat
Grade Level: Kindergarten
Objectives: 1. Students will respond to text with simple observations and
answers. 2. Students will recognize concepts about print (reading left to right,
letters form words, words contain information).
CDE Language Arts: Concepts About Print: 1.2 Follow words from left to right and
from top to bottom on the printed page. 1.3 Understand that printed materials
provide information. 1.4 Recognize that sentences in print are made up of
separate words. 1.5 Distinguish letters from words. 1.6 Recognize and name all
uppercase and lowercase letters of the alphabet.
CDE Science: Life Sciences 2b: Students know stories sometimes give plants and
animals attributes they do not really have.
CDE-ELL Literacy Component: Listening and Speaking (Beginner) Answer simple
questions with one to two word responses. Respond to simple directions and
questions using physical actions and other means of non-verbal communication
(e.g., matching objects, pointing to an answer, drawing pictures). Begin to
speak with a few words or sentences, using a few standard English grammatical
forms and sounds (e.g., single
words or phrases. Ask and answer questions using phrases or simple sentences.
Retell stories by using appropriate gestures, expressions and illustrative
objects.
BTSA Component: Use for Standard 19 compliance.
Anticipatory Website: http://imagers.gsfc.nasa.gov/echohome.html
Critical Tasks: (in any order) 1. Group setting is a good idea. 2. Allow for
one-on-one instruction. 3. Model good English and habits. 4. Teacher guided
through website. 5. Possible parent involvement exercise. 6. Pre-teach with
digital images. 7. Students can draw animals. 8. Teacher must model fluent
reading of the text. 9. Use props to act out.
10. Pre-teach any vocabulary building possibility. 11. Practice own and student
ORAL delivery of content.
Assessment: Informally through teacher observation. Formally (in English or
Spanish) through the rubric building website at
http://rubistar.4teachers.org/index.php
Grade Level: Kindergarten
Objectives: 1. Students will respond to text with simple observations and
answers. 2. Students will recognize concepts about print (reading left to right,
letters form words, words contain information).
CDE Language Arts: Concepts About Print: 1.2 Follow words from left to right and
from top to bottom on the printed page. 1.3 Understand that printed materials
provide information. 1.4 Recognize that sentences in print are made up of
separate words. 1.5 Distinguish letters from words. 1.6 Recognize and name all
uppercase and lowercase letters of the alphabet.
CDE Science: Life Sciences 2b: Students know stories sometimes give plants and
animals attributes they do not really have.
CDE-ELL Literacy Component: Listening and Speaking (Beginner) Answer simple
questions with one to two word responses. Respond to simple directions and
questions using physical actions and other means of non-verbal communication
(e.g., matching objects, pointing to an answer, drawing pictures). Begin to
speak with a few words or sentences, using a few standard English grammatical
forms and sounds (e.g., single
words or phrases. Ask and answer questions using phrases or simple sentences.
Retell stories by using appropriate gestures, expressions and illustrative
objects.
BTSA Component: Use for Standard 19 compliance.
Anticipatory Website: http://imagers.gsfc.nasa.gov/echohome.html
Critical Tasks: (in any order) 1. Group setting is a good idea. 2. Allow for
one-on-one instruction. 3. Model good English and habits. 4. Teacher guided
through website. 5. Possible parent involvement exercise. 6. Pre-teach with
digital images. 7. Students can draw animals. 8. Teacher must model fluent
reading of the text. 9. Use props to act out.
10. Pre-teach any vocabulary building possibility. 11. Practice own and student
ORAL delivery of content.
Assessment: Informally through teacher observation. Formally (in English or
Spanish) through the rubric building website at
http://rubistar.4teachers.org/index.php
Additional Information: http://rubistar.4teachers.org/index.php