Grade level teams plan collaboratively to identify: · Web view3 - 6 minutes 5 -7 minutes 8-12 minutes 10 – 15 minutes 3 - 5 minutes Day One ... At each appointment, they will
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Day One Day Two Day Three Day Four Day FiveDaily Objective
Students will be able to use (topic vocabulary or
pattern)___ in order to ____(language use)___.
SWBATU adjectives to describe the weather.
SWBATU adjectives to ask questions about the weather. SWBATU superlatives to
contrast the weather.SWBATU superlatives to contrast the weather
SWBAT write a narrative describing the weather.
Topic Specific Vocabulary“Bricks”
and / orGrammatical Forms “Mortar”
to support the patterns for prompt / response below
Cold, wet, sunny hot, cool, warm,
Describe the weather using adjectives.
Windy, rainy , icy, foggy, snow, stormy
Cold, colder, hot, hotter, cool, cooler
Warm, warmer, sunny, sunnier, windy, windier Putting it all together
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Patterns for Prompts What is the weather like? Is it _________? What was the weather like
yesterday?What’s the weather like today? What is the weather like?
Patterns for Responses
The weather is ____ and _______.
It’s not _____________. It’s ______________.
Yesterday was ______but today it’s _____________.
Today it’s (adjective) but yesterday was (superlative).
The weather is ____and _____. It’s not _________. Yesterday was ______, but today it’s __________.
Structured Language Practice (Tab 4)
How will students produce language - at least 50% of lesson?
How will you gather evidence
of student learning?
Partners draw from a group of picture cards and use the card to talk about the weather.
A/B partners – Partner A asks prompt and chooses an adjective, Partner B flips a red and white talking chip. If it’s white, they answer in the positive, if it’s red, they answer in the negative. Teacher rings bell and students find a new partner.
Talking sticks: Students work in groups of 3’s with a spinner with superlatives written on it. Student with talking stick asks prompt. The other 2 students each spin the spinner and answer the prompt.
Lines of communication – use spinner with new superlatives added. Side A asks prompt, side B spins spinner and answersTicket out the door – students respond to prompt.
Students will write a narrative using all sentence frames form the week.
Materials Plus, Routines for Teaching
and Practicing (Tab 4)Weather picture cards
Spinner with superlatives written in each space (cold and colder written in same
Ongoing Assessment of Language Practice Directions: List target grammatical form(s) below. As you monitor target language practice, note whether student is:
Unable to produce language = 0 Able to produce language using scaffolds = — Able to produce language independently = I
Day One Day Two Day Three Day Four Day FiveDaily Objective
Students will be able to use (topic vocabulary or
pattern)___ in order to ____(language use)___.
SWBATU verb phrases to describe actions during different weather.
SWBATU the word “don’t” with verb phrases to describe actions that they don’t do during different weather.
SWBATU conjunctions to link 2 sentences in order to describe actions during different weather.
SWBATU adverbs to describe actions during different weather.
SWBAT write a narrative describing what they do and don’t do during a specific weather event.
Topic Specific Vocabulary“Bricks”
and / orGrammatical Forms “Mortar”
to support the patterns for prompt / response below
(Adjectives from last week. )run to my house, play outside,
play in the puddles/snow, throw snowballs at my friends,
slide on the sidewalk, hide under my bed
go for a swim, stay inside, wear _______(shorts, a jacket, a scarf, gloves), walk in the sand
But, and Adverbs: quickly, quietly, slowly, carefully All frames
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What do you do when it’s _(adjective)_?
What do you do when it’s snowy?
What do you do when it’s (adjective)?
What do you do when it’s stormy?
What do you do when it’s (adjective)?
What do you do when it’s_(adjective)?
What do you do when it’s stormy?
What do you do when it _____________?
Patterns for Responses
When it’s (adjective)_, I (verb phrase)
When it’s snowy, I throw snowballs at my friends.
When it’s (adjective), I don’t _________.
When it’s stormy, I don’t play outside.
When it’s (adjective), I (verb phrase) (adverb) but I don’t (verb phrase).
When it’s hot, I walk in the sand slowly, but I don’t throw snowballs.
When it’s (adjective), I (verb + preposition) (adverb).
When it’s rainy I run to my house quickly.
When it’s rainy, I don’t walk to my house slowly.
When it’s rainy, I run to my house quickly and I don’t play outside.
When it’s snowy, I throw snowballs at my friends carefully but I don’t go for a swim.
Structured Language Practice (Tab 4)
How will students produce language - at least 50% of lesson?
How will you gather evidence
of student learning?
Partners use picture cards to answer prompt. One partner asks prompt after choosing a picture card. The other partner answers prompt.
Clock appointments-students make clock appointments. Then they write 1 weather adjective on each line of their clock appointment page. At each appointment, they will ask the prompt with the weather word in that spot. Their partner answers in the negative.
Lines of communication – Side A chooses and adjective and asks prompt, Side B answers while using a conjunction.
Talking sticks: Students work in groups of 3’s with a spinner with adverbs written on it. Student with talking stick asks prompt. The other 2 students each spin the spinner and answer the prompt using their adverb in the sentence.
Students write a narrative describing what they do during a specific weather event.
Materials Plus, Routines for Teaching
and Practicing (Tab 4)Weather picture cards Copies of clock appointment
What to do during a _______ storm if you are inside/outside.First, we find a flashlight. Next, we find extra water. Then we stay away from the windows. Finally, we stay inside.
How will students produce language - at least 50% of lesson?
How will you gather evidence
of student learning?
A/B partners meet w/Partner A asking prompt and Partner B making up a response.
Talking sticks in groups of 3s. Person with talking stick asks prompt. Then they pass stick and each member gives a response.
In groups of 3s, play “Go fish” with set of “supply” cards. Pass out 6 cards to each student. Student asks another person “Do you have _____?” That person responds, “Yes, I have ______.” if the card is in their hand. They give the card to the partner who gets to put it in their hand. If they don’t have the card, “No, I don’t have a/any___.”
A/B partners interview each other using cloze answer form.Partner A asks, “What do you/we do if your inside/outside during a storm?”Partner B uses Cloze form to answer.
Materials Plus, Routines for Teaching
and Practicing (Tab 4)Talking sticks Sets of word cards for each
group of 3 studentsCloze answers forms for ½ the class White construction paper
Ongoing Assessment of Language Practice Directions: List target grammatical form(s) below. As you monitor target language practice, note whether student is:
Unable to produce language = 0 Able to produce language using scaffolds = — Able to produce language independently = I
Level: B/EI Function(s): 5.20 Discuss time using clocks, calendars and timelines Grade(s): 4/5
Weekly PlannerDay One Day Two Day Three Day Four Day Five
Daily ObjectiveStudents will be able to
use (topic vocabulary or pattern)___ in order to ____(language use)___.
SWBATU adjectives and nouns to describe different types of storms.
SWBATU the 4 seasons to describe when storms occur.
SWBATU months of the year to describe when storms occur.
SWBATU specific times of day to describe when storms occur.
SWBAT describe when odd weather events happen during the year.
Topic Specific Vocabulary“Bricks”
and / orGrammatical Forms “Mortar”
to support the patterns for prompt / response below
Hurricane - storm with very strong wind
Tornado – storm with rotating wind
Thunderstorm – storm with lightening and thunder
Hailstorm – storm with balls of ice
Winter, spring, summer fallHurricanes – summer and fallTornadoes – SpringThunderstorm – Spring and summerHailstorm - Winter
Months of the year (taught in conjunction with their seasons)
day, afternoon, evening, night, Hurricanes – day and nightTornadoes – evening and nightThunderstorm – afternoon and eveningHailstorm – afternoon and evening
All
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What is a _________?
What is a tornado?
When do _(storm name)_ occur?
When do tornadoes occur?
During what months do (specific storm) usually occur?
During what months do tornadoes usually occur?
During what time of day are_(specific storm) most likely to occur?
During what time of day are tornadoes most likely to occur?
Describe a storm and explain when it occurs.
Patterns for Responses
A _______________ is a storm with __________.
A tornado is a storm with rotating wind.
____________occur most often in the ______.
Tornadoes occur most often in the Spring and summer.
They usually occur from (month) to (month).
They usually occur from March to June.
(Specific storm) usually occur in the (time of day).
Tornadoes usually occur in the evening and night.
A thunderstorm is a storm with lightening and thunder. Thunderstorm occur most often in the spring and the summer. They usually occur from March to August.
Structured Language Practice (Tab 4)
How will students produce language - at least 50% of lesson?
How will you gather evidence
of student learning?
Groups of 3-4 using a spinner with the 4 different storm names.Student who spins asks the person next to them the prompt. That student answers. Then they pass spinner to next person.
A/B partnersPartner A has an index card with a storm name and asks prompt. Partner B answers.
A/B partnersPartner A has an index card with a storm name and asks prompt. Partner B answers.
Groups of 3-4 using a spinner with the 4 different storm names.Student who spins asks the person next to them the prompt. That student answers. Then they pass spinner to next person.
Students write a description about a storm in their journal.
Materials Plus, Routines for Teaching
and Practicing (Tab 4)
Spinners with storm names written on them.Storm chart
Index cards with storm names written on them
Index cards with storm names written on them
Spinners with storm names written on them.Storm chart
Ongoing Assessment of Language Practice Directions: List target grammatical form(s) below. As you monitor target language practice, note whether student is:
Unable to produce language = 0 Able to produce language using scaffolds = — Able to produce language independently = I