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Name: Stephanie Raleigh

Date: December 6, 2010

Grade Level: First Grade

Addition

Goals

Content Area: Math

Common Curriculum Goal (CCG):

Standard/Benchmark: 1.2.1 Model’ part –whole, adding to, taking away from and comparing situations to develop an understanding of the meanings of addition and subtraction.

ESOL Goal: Describing action (the sum of two numbers)

Objectives

Content: Students will be able to describe the sum of two factors after teacher has explained the concept on addition

ESOL Objectives: I have 4 beginners and 2 intermediate and 1 advanced

B: one and one are two

I: one plus one is two

A: one plus one is two

Learning Strategies: Think- pair-share, preview/review, advance organizers, manipulative/hands-on, realia strategies, interactive read aloud.

Materials

Doc Cam

Multiple Pictures of animals such as, frogs, cats, fish, roosters, ext. (These animals tie all together with the literacy book)

Worksheet on single digit addition

Pencil

Blank Paper

Procedure

Anticipatory Set

I will read Rooster’s off to see the World, written by: Eric Carl. During this book I will make reference to the specific pictures in the top right hand corner of the book. The pictures demonstrate how animals are all added into the sequence and the number of animals total keeps getting bigger and bigger. (5 min)

Teaching

In front of the class on the Doc Cam, I will have many different kinds of animal cut outs such as, frogs, roosters, cats, turtles, and fish. I will talk about addition and how if you have 1 (one) rooster (just like our book) and add (+) 3 (three) frogs to it, total (=) you have 4 animals all together. I will explain the term addition as well as show the sign (+) also explain equals or product and show the sign (=) and post these terms in the room. This will help ELLs with references in the classroom for help during learning.

1 Rooster (instead of writing “rooster” students can place one of their animals next to the number)

+ 3 Frogs

4 Total animals

Guided Practice

I will model this a few times in front of the students with multiple factors and different animals on the doc cam, also by using my terminology as I go through each problem. I will then have the class practice writing down the problem with me on a blank sheet of paper. This will help the student’s with how to write the numbers and make an addition problem. If students cannot spell the animals names they can draw a picture of their animal next to the number, or just try to copy how the animal name is spelled because I will be writing it on the doc cam. So the problem will read, “1 rooster, plus 3 frogs, equals 4 total animals.” Next to their problem they can have the animals into groups so that the students can literally count how many total with their fingers. I will go through many problems with the students and answer any questions they might have during guided practice. During this lesson I will ask questions such as, “after I have both numbers written down, what do I do next, clue I see this sign (+)? Have students think about the question, share with a neighbor, and then share with the class.

Independent Practice

The next step is to partner the students up and give them their own set of animals. Their job together is for both people to pick a random number of one specific types of animal each and place each of their animals on the table, as a team they will put both sets of animals on their worksheet in front of them and add them up together, by counting out loud with each other, then saying out loud the whole problem using the terminology. They will write the problem next to their animals and move on to the next set of animals. As a team I want them to come up with many different combinations of animals on their worksheet.

| | [pic] |

|1 Rooster | |

| | 3 Frogs |[pic][pic][pic] |

|+ (plus) | | |

| |[pic][pic][pic][pic] |

|= (equals) 4 total animals | |

Students will share their work

I then will talk about what these numbers are called using math terms. I will use a student’s example and label the two numbers above the line, factors (factor 1 (1 rooster)), and (factor 2 (3 frogs)) then I will label the total amount of animals, the product (product (4 total animals) which is the product of both animals put together. This terminology will not be expected for the students to know on the assessment, only purpose is to introduce the names.

Closure

To end this lesson I will review using vocabulary charts

As an exit ticket I will have student’s explain one problem they did during the independent practice time.

Differentiation

ESOL strategies are in italics, and underlined

Formal Assessment

My formal assessment will be a worksheet with vocabulary terms and addition problems.

Informal Assessment

I will be walking around the room to observe what the students are saying as they are working with each other during the activity. I will be listening for proper usage of vocabulary terms such as, “I add, this equals this number, ext.”

Reflection

N/A

Name: Stephanie Raleigh

Date: December 6, 2010

Grade Level: First Grade

Roosters Off to See the World

Goals

Content Area: English Language Arts

Common Curriculum Goal (CCG):

Standard/Benchmark: EL.01.RE.27 Classify categories of words (e.g., concrete collections of animals, food, toys).

ESOL Goal: Explaining

Objectives

Content: Students will be able to create a chart, using manipulatives symbolizing the animals.

ESOL Objectives: I have 4 beginners and 2 intermediate and 1 advanced

B: 3 cats 2 frogs 5 animals.

I: I got 2 frogs and 3 cats. That is five animals.

A: I got 2 frogs and 3 cats. So that is five animals.

Learning Strategies: Visual scaffolding, Advance organizer, manipulative/hands-on, interactive read-aloud, partner/small group, academic scaffolding/language framework.

Materials

Big paper for teacher demonstration

Covered can for snap blocks

Pencils

Snap blocks 10 green, 10 blue, 10 brown, and 1 black

One laminated graphic organizer for each paired group

Blank sheet of paper to write down problems

Dry erase pens

Erasers for dry erase

Procedure

Anticipatory Set (5 min)

Teacher will re-visit the literacy book that was read during the week, Roosters off to see the World. Teacher will focus on the top right hand side of the page where the author uses a pattern or a graphic organizer to help reader with learning how to add. As teacher is revisiting the chart in the book, she will say, “So on this page, I have 1 rooster, 2 cats, and 3 turtles. Total this gives me, 1, 2, 3,4,5,6, 6 animals who are off to see the world.” After modeling this once or twice teacher will have students say this sentence as a group.

Teacher Directed (15 min)

After a review of addition with students, (review of charts made earlier in the week and terms) teacher will demonstrate the game that will be played. The teacher will reach into the can and pull out one block. This snap block will be any of the random colors in the can. Once the colored snap block is pulled out of the can, that person will make a tally mark in the column that represents that animal. For example the worksheet might look like this.

|Green snap cube |Tally marks go here (one tally for every |

|(Picture of actual animal included) |Snap block pulled out) |

|Blue snap cube |Tally marks go here (one tally for every |

|(Picture of actual animal) |Snap block pulled out) |

|Brown snap cube |Tally marks go here (one tally for every |

|(Picture of actual animal included) |Snap block pulled out) |

|Black snap cube |Tally marks go here (one tally for every |

|(Picture of actual animal included) |Snap block pulled out) |

Teacher and student will model how the game is played

Guided Practice

This will be the students working in pairs during the activity. Students will watch the activity modeled twice, once by the teacher and a student, and then once as a whole group. This will help with understanding what is expected during the game.

Independent Practice

Students will fill out their own Graphic Organizer

Closure

When ending the lesson I will review the activity and how it helped us with our addition skills. As an exit ticket for the day I will and have students explain to me one problem that they had during their activity using the proper math language learned.

Differentiation

ESOL strategies are in italics and underlined

Informal Assessment

Teacher will walk around the room to observe what the students are saying as they are working with each other during the activity. I will be listening for proper usage of vocabulary terms such as, 3 frogs plus 2 cats and 1 rooster give me 6 animals. Teacher will also be looking for good teamwork and fix any misconceptions any student might have about the activity. Teacher will also be checking to make sure that each student is doing their own work.

Formal Assessment

For my formal assessment I will be having students at the end of the week, turn in a completed sheet of terms used in addition, and addition problems that are worked out by the student on their own. This will be a way for me to check students understanding of addition and terms used. In my assessment worksheet I will have matching, pictures, and problems to help with student’s memory of what we practiced during the week.

Reflection

N/A

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