Reading Instruction for ELL/D Learners in Grade Level ...



Duration: One- Two LessonsDependent on student outcomes; adjust accordingly Grade/Class/Subject: Grade One, English Language ArtsUnit/Theme: Storytelling (Fairy Tales and Folktales)Standards: BC Ministry of Education, English Language Arts, Grade One, Learning StandardsStudents can recognize the structure and elements of a story.Content Objectives:Students will create a storyboard of the Three Little Pigs, using pictures and words to organize story events sequentially.Language Objectives:Students will acquire new vocabulary by reading and discussing The Three Little Pigs as a class and with partners.Students will orally retell The Three Little Pigs to a partner.Key Vocabulary:For StoryPig, wolf, straw, sticks, bricks, house, blow/blew, huff/puff, build, roof, chimney, pot, fireFor SequencingOrder, sequence, label, beginning, middle, endSupplementary Materials:Book: The Three Little PigsBlank Storyboards (Resource #1)Vocabulary words with pictures (Resource #2)Sequencing cards (Resource #3)Self-assessment poster (Resource #4)Variety of books/props focused on Fairy Tale/Folklore themeActivityTeacher NotesPrior to LessonWithin the unit of Storytelling (Fairy Tales and Folktales), it is recommended that a variety of books (at a variety of reading levels) and props be made available to students in the classroom so that they may explore independently. In this way, students will be able to build and activate knowledge of Fairy Tale themes through hands on exploration and free play. Suggested materials include a wand, sword, tiara, cape, shield, magic mirror, character puppets, and a variety of themed books. Fairy Tale and Folklore books (including the Three Little pigs) can be found in a variety of languages at The International Children’s Digital Library online (see references). Prompt EL students to specifically explore The Three Little Pigs before the lesson. Part 1 (Before Reading)As a class, orally discuss the content and language objectives so that students understand the expected outcome of the lesson. Goals should be written on the board, accompanied by the blank storyboard for clarity. Students should understand that they will be expected to orally retell the story to a friend, and fill in the storyboard after reading The Three Little Pigs.Student friendly language:I can tell the story of the Three Little Pigs with pictures and writing.I can tell the story of The Three Little Pigs to a friend using new words.As a group, show students the cover of the book, and ask them if they can read the title. Give students 2-3 minutes to talk in small groups about what they know about this story, or what they think might happen.During this time, gather ELL students in a separate group to ask them if they know this story in their L1. Complete a brief picture walk, pointing out key visuals that will help with important story vocabulary (pig, wolf, straw, sticks, brick, house, etc.) If time, and if applicable, allow students time to discuss in their L1 if a language is shared. After the small group share, combine activated knowledge as a class into a visual brainstorm/mind map of key ideas, adding vocabulary/picture cards (resource #2) to the map as they are naturally brought up by students. Ask students questions to elicit any remaining vocabulary.Ask students for predictions about the story. What do you think will happen in this story?Do you think this story will be the same as other stories of The Three Little Pigs you have heard?If students are unfamiliar with The Three Little Pigs, and insufficient prior knowledge is activated, the teacher may wish to lead the whole class through a picture walk of the book, making observations about the pictures, and then revisiting the brainstorm/mind map before reading.Ensure to gauge the level to which ELL students are familiar with this story, and how comfortable they are with the vocabulary.Students may not require the picture walk depending on their language proficiency, and may be able to engage with peers in partner sharing. Part 2 (During Reading)Using the classroom document camera, project the picture book so that students can see the pictures and text at all times. Remind students to pay close attention to what happens in the story, and of the content objective in which they will retell the story orally/new words/pictures.Read “The Three Little Pigs” to students. During reading:Finger point to words as you read aloud.Check in with student predictions.Stop to make new predictions.Stop to explicitly teach the meaning of “no, no, by the hair of my chinny chin chin” as this will be unclear to most.Emphasize repetitive nature of the story by having students join in for the reading of:“Little pig, little pig, let me come in.”“No, no, by the hair of my chinny chin chin!”“Then I’ll huff, and I’ll puff, and I’ll blow your house in.”Emphasize pictures that will help with vocabulary comprehension.During reading, ensure effective modelling of:- language patterns- expression- pacingThere are many differing versions of The Three Little Pigs; students predictions may have been based on differing stories, and this will likely need to be addressed.Part 3 (After Reading)After reading the story as a group, look back to the mind map as a group and add any ideas or vocabulary that was learned through reading the story.Show students a copy of the story sequencing cards (resource #3) that have been cut out and have magnets attached. Place them on the whiteboard in a random order. Ask students if the pictures make sense the way they are arranged. (Answer should be no). Explain to students that stories are told in a particular order so that they make sense. Showcase the meaning of order/sequence to students by explaining that every story has a beginning, middle and end that make up an order. Each card/event has a place it belongs in the story.As a class, begin to sort the sequencing cards (in left to right order), always checking in with students: “Does this make sense?” “Is this in the correct order?” “Is this how we read it?”Stop the class sequencing after the beginning and middle portion of the story has been established. Again, emphasize vocabulary words beginning and middle by pointing to the location of sequencing cards.Explain to the group that students will be given the same pictures of events from the story, and will need to work in partners to put the remaining events (end) in the correct order. Students will have the class organized cards on the board as a reference, and will work together to sort remaining cards. When the cards have been organized in a left to right sequential order, students will take turns retelling the story to their partner in their own words, using the pictures as cues, to make sure the story is in the right order.After practicing the retelling with their partner, students will be given a blank storyboard in which they are expected to draw pictures of events from the story in the correct order in which they occurred. Students will also be encouraged to add as much text to their pictures as possible. This may include complete sentences, partial sentences, or labelling of pictures using new vocabulary. Ensure to model labelling of pictures. (Differentiated templates are included in the resource section for those who will be able to write sentences). A list of pre-determined partners should be made so that students requiring extra support are paired with someone academically strong.During partner work, teacher should circulate to ensure cards have been arranged in an accurate sequence. Check in with students and have them point to the beginning, middle, and end of the story on their sequenced cards.Check in with pairs to ensure students are using explicit language and new vocabulary when retelling. (E.g. If the student says “It blew it down,” lead towards “the wolf blew down the house of sticks.”)During individual work, encourage students to look back to class mind map, vocabulary picture cards, and the picture book for support.Closure/Assessment:After the listed activities have been completed, look back to the original content and language objectives. Ask students to informally assess how they felt they met these objectives using the classroom self-assessment scale. (See Resources). The individual sequencing sheets can be assessed to determine the degree to which students were able to successfully sequence The Three Little Pigs, and which vocabulary they were able to successfully use independently.Students should be given time to add their newly acquired vocabulary to their ongoing personal dictionary (especially order, sequence, label, beginning, middle, end). This can also be used to assess the degree to which students comprehended these new terms. Reflection (After Lesson)ReferencesBritish Columbia Ministry of Education (2017). English language arts: Learning standards.Retrieved from ?Gay, M.L. 1994. The 3 little pigs. Toronto, ON: Groundwood Books.Gibbons, Pauline. Scaffolding Language, Scaffolding Learning: Teaching Second LanguageLearners in the Mainstream Classroom-2nd Edition Heinemann: Portsmouth, N.H., 2014.International children’s digital library [Web page]. (n.d.). Retrieved from HYPERLINK "" . Echevarria, M. Vogt, D. Short. Making Content Comprehensible for English Learners: TheSIOP Model, 5th Edition. Pearson Education: New Jersey, 2017.Nadia. (2017). Fun with mama: Three little pigs sequencing cards. Retrieved from Pop, L. (2013). Word wall packet: The three little pigs. Retrieved from HYPERLINK "" ’s Pet. (2016). Smiley face assessment poster. Retrieved from HYPERLINK "" #1 (Part A)Resource #1 (Part B)Resource #2Resource #3Resource #4 ................
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