Social skills, able to communicate in some manner, can work with others in groups, pre-teach NASA concept.
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).
You will need a LCD projector and live Internet
Text of Learning 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.
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