3rd grade meld lessons aligned to ccss 10 days …...teacher reads the book selected from classroom...

3rd Grade MELD Lessons Aligned to CCSS 10 Days Start Smart

Overview The objectives of the 10 days of MELD Start Smart are to introduce the MELD discussion protocols and participation protocols and to assess students using the language screener. A culturally relevant book is used to motivate an introduction to narrative writing and provides a curriculum space to authentically practice the discussion and participation protocols.

Day 1:

Common Core Objective(s) CCSS Domain CCSS Standard

Common Core State Standards: SL 3.1: Engage effectively in a range of collaborative discussions. SL 3.2: Determine the main ideas and supporting details of a text. SL 3.6: Speak in complete sentence when appropriate.

Materials and Resources

● Participation Protocol Poster ● Pictures of traffic signs ● Pictures used for poster ● Construction or poster paper

Essential Question(s) “Big Idea”

“Why are protocols important to us?”

MELD Lesson Objective(s): (Intended Student Learning Outcomes:)

Intended Student Learning Outcomes: ● Students will be introduced to the Participation Protocols (PP)

and practice using the Participation Protocols. ● Students understand why protocols are important to the

classroom culture.

Instructional Strategies

Introducing Participation Protocols into the Classroom ● Display common traffic signs, instruct students to shout out

what they think each one means.

AEMP Access Strategies: Making Cultural Connections (MCC), Contrastive Analysis (CA), Communal Cooperative Learning Environments (CCLE), Instructional Conversations (IC), Academic Language Development (ALD), Advanced Graphic Organizers (AGO) Responsive Classroom Management: Discussion Protocols (DP) Participation Protocols (PP) Created by Roselyn Kim (Manchester Avenue Elementary) and Kelly Martin (Manchester Avenue Elementary), LAUSD AEMP, 2014

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● Ask students to discuss why traffic signs are important for our

safety Explain that participation protocols are like traffic signs, they tell when and how to participate with the class as a whole.

● Have students utilize the Raise a Righteous Hand protocol to share their knowledge of traffic signs as you record their ideas on chart paper.

Small Group IWT: Create a poster using one of the traffic signs showing its purpose. Students can draw pictures, use words, etc. For example: A car stopped at a stop sign.

● Have students utilize the Whip Around protocol to share the traffic sign they see most often in their community.

Whole Group: Practice responding protocols ● Call and Response – Students will actively respond in unison to

the speaker either verbally or with a movement (such as a clap)to an either improvised or pretaught “call”.

● Call and Response will be used to call students’ attention from either small group or independent activities.

● Select a few Call and Response protocols that you will use withyour students and practice using them with the students. Examples: Teacher says, “Welcome”. Students respond, “Back”, or, Teacher says, “When I say peace, you say quiet.” Teacher: Peace, Students: Quiet, or Catch the beat: Teacher claps out a rhythm and then students clap out the same rhythm.


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Academic Language ● Participation Protocol


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Day 2:


Common Core State Standards: SL 3.1: Engage effectively in a range of collaborative discussions. SL 3.2: Determine the main ideas and supporting details of a text. SL 3.3: Ask and answer questions about information. SL 3.4: Report on a topic or text, tell a story, or recount an experience.SL 3.6: Speak in complete sentence when appropriate.


● Participation Protocol Poster and Discussion Protocol Poster


“Why are protocols important to us?” “When do we use protocols?”


Intended Student Learning Outcomes: ● Students will be introduced to the Participation Protocols (PP)

and practice using the Participation Protocols. ● Students understand why protocols are important to the

classroom culture.


Introducing Participation Protocols into the Classroom Review with students that participation protocols are like traffic signs, they tell when and how to participate with the class as a whole.

● Display the participation protocol poster.

● Remind students that just like traffic signs there are certain


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expectations for different situations in the classroom. ● Introduce and practice using different participation protocols

with students as examples of different ways for them to participate in the classroom.

● Select a few participation protocols that you will use with your students and practice using them with the students. Some examples you can use are: PickAStick: Ask students “What their favorite flavor of ice cream is and why?, Roll ‘Em: Ask students “What do they think the cafeteria should serve at lunch, and why? GiveAShout Out: Ask students questions such as “What day is it?” “What month is it?” or “What city do we live in?”

● Use the “I do, we do, and you do” to model and demonstrate theprotocol.

● The goal is to have students “Think First” before attempting to answer and to know how they are expected to respond in class.

*Extension: Students will tell or write about a time when they had to follow a traffic sign or any sign (e.g. handicap sign, restroom sign, etc.).

Academic Language ● Participation Protocol


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Day 3:


Common Core State Standards: SL 3.1: Engage effectively in a range of collaborative discussions. SL 3.2: Determine the main ideas and supporting details of a text. SL 3.3: Ask and answer questions about information. SL 3.6: Speak in complete sentence when appropriate. RL 3.3: Describe characters in a story.


● Participation Protocol Poster and Discussion Protocol Poster ● Team Coloring Activity (In Resource Packet) ● Drawing/writing paper ● Culturally relevant book or video selected by teacher (Fresh

Prince of Bel Air opening video, Sofia the First opening video, Sarah, Plain and Tall, or Ruby Bridges).


“Why are protocols important to us?” “When do we use protocols?” “What are the elements of a story?”


Intended Student Learning Outcomes: ● Students will be introduced to the Discussion Protocols (DP)

and practice using the Discussion Protocols. ● Students understand why protocols are important to the

classroom culture.


Introducing Discussion Protocols in the Classroom ● Teacher will review story elements with students focusing on

identifying characters in a story. ● Teacher reads the book selected from classroom library and

charts the characters they encounter in the story. ● Teachers give students drawing/writing paper to illustrate/write

about their favorite character from the story. ● Prior to using the discussion protocols ask students to think

about why they think working together and sharing ideas is important. Briefly explain that working together is a part of cooperative learning and it involves explaining your thoughts and ideas to your classmates (which helps you to learn and


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remember things) and learning from your classmates thoughts and ideas to understand something better.

● Introduce the Discussion protocols and tell them what good listeners and speakers do.

● Ask students questions about the story and have them practice

using the discussion protocols. ● Use the “I do, we do, and you do” to model and demonstrate the

protocol. Select a few discussion protocols that you will use with your students and practice using them with the students. Some examples you can use are: ThinkPairShare, Put Your Two Cents In, or Give One, Get One. Use discussion protocols to review classroom rules and procedures.

Academic Language ● Discussion protocol ● Story elements


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Day 4:


Common Core State Standards: SL 3.1: Engage effectively in a range of collaborative discussions. SL 3.1.b: Followed agreed upon rules for discussion. SL 3.1.d: Explain their own ideas and understanding.


● Discussion Protocol Poster ● Shapes/Colors Handout ● Jobs Handout ● Crayons ● Writing paper (for scribe/recorder)

Essential Question “Big Idea”

“How can we work cooperatively with a group to achieve a goal?”


Intended Student Learning Outcomes: ● Students will work together to complete a task. ● Students will practice discussion protocols.


Introducing Cooperative Learning Protocols Return to the idea of teamwork by telling students that, it sometimes helps teams be more successful when team members have assigned jobs or responsibilities. Analogy: what would happen if there weren’t a teacher in the classroom? ThinkPairShare

● Once students have the opportunity to discuss this concept, tellthem that everyone is going to work in their teams of four today,but they are going to have to plan with their teammates (assignjobs in order to get the task accomplished).

Jobs: leader keeps group members on task scribe/recorder records information getter/time keeper collects and returns materials and keeps track of the time


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presenter presents information to class ● Hand each student the Shapes/Colors handouts and the four

corresponding colored crayons. Explain the need to have the whole team’s papers colored correctly according to the handoutwithin an allotted time, but they will need to share only those four crayons.

● Allow 5 minutes or so to plan with their group and instruct them

to begin. ● When time is up, students share their group’s strategies,

successes, and difficulties, providing affirmation for teamwork and use of “roles” within the group.

Teacher and students can also discuss the responsibilities of each job from handout.

Academic Language ● Cooperation ● Strategies ● Responsibilities


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Day 5:


Common Core State Standards: W 3.5: With guidance and support from peers and adults, develop andstrengthen writing as needed by planning.


● Participation Protocol Poster and Discussion Protocol Poster ● AGO for class chart and student chart of prewriting (cinquain

poem format) ● Circle map (each student needs 3: nouns, verbs, adjectives) ● Tree map ● Sponge Bob video clip (do a google search on “Sponge Bob

introduction”) ● Cinquain powerpoint


“How can you use nouns, verbs, and adjectives to describe yourself?” “How are the participation protocols different from the discussion protocols?”


Intended Student Learning Outcomes: ● Students will create an autobiographical cinquain poem.


Lesson Sequence 1. Teacher will explain that students will be writing an

autobiographical poem (cinquain poem). 2. Teacher will show cinquain powerpoint. 3. Teacher will show Sponge Bob introduction then using the

character Sponge Bob, complete three circle maps (nouns, verbs, and adjectives). Teacher will use appropriate responsiveprotocols.


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4. Teacher will use the “I do, we do, you do” model to guide

students through the prewriting stage of the Writing process. Teacher will use the information from the three circle maps to complete tree map.

5. Teacher will share his/her model of a completed tree map with

the class. 6. Students complete their own tree map. 7. Students will share their completed tree map with at least two

other students. (Teacher may select appropriate discussion protocols).

Academic Language ● Graphic organizer ● Parts of speech (nouns, verbs, adjectives) ● Autobiographical poem


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Day 6:


Common Core State Standards: W 3.5: With guidance and support from peers and adults, develop andstrengthen writing as needed by planning. RL 3.1: Ask and answer questions to demonstrate understanding of atext.


● Participation Protocol Poster and Discussion Protocol Poster ● Bubble map ● Tree map ● AGO (cinquain poem format)


“ How can we use nouns, verbs, and adjectives to create a cinquain poem?”


Intended Student Learning Outcomes: ● Students will create a cinquain poem. ● Students will use thesaurus to find synonyms.


Lesson Sequence 1. Teacher will explain that students will be writing an

autobiographical poem (cinquain poem).

2. Teacher will use the “I do, we do, you” model to guide students

through the prewriting stage of the Writing process. 3. Teacher will use the tree map from the previous day’s lesson to

model how to organize it in the cinquain poem format. 4. Students use their tree map to complete their cinquain poem. 5. Students will use the “Give one, Get one” discussion protocol to


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share their completed cinquain poem with at least two other students. (Teacher may select appropriate discussion protocols).

1. Students will use an advance graphic organizer as an accountability sheet to ensure they are being active participants in the classroom discussions.

2. This product can provide an additional scaffold to students when they move through the writing process.

3. Teacher will model how to use a thesaurus to change tier 1 words to tier 2 words. a. 1 highlighter color for vocabulary used for synonym development

Academic Language ● Writing process ● Thesaurus ● Tier words ● Synonyms


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Day 7:


Common Core State Standards: W 3.5: With guidance and support from peers and adults, develop andstrengthen writing as needed by planning and drafting. SL 3.6: Speak in complete sentences when appropriate to task.


● Participation Protocol Poster and Discussion Protocol Poster ● AGO (cinquain poem) ● Writing paper ● MELD Linguistic Screener ● SEL Profile Folders


“ Why is planning important to the writing process?”


Intended Student Learning Outcomes: ● Students will use the nouns, verbs, and adjectives from the

cinquain poem to write complete sentences?” ● Students will draft their autobiography.


Lesson Sequence 1. Teachers will model the process of turning their cinquain poem into a paragraph. 2. Teachers will present a model of a final draft to review with students—allowing students to develop their success criteria. a. If this is what a good autobiographical narrative looks like, then what should you include in yours? b. Use this process to develop your success criteria for this assignment. 3. Teacher will use the “I do, we do, you do” model to guide students through the process of turning their cinquain poem into a draft. a. Teachers will help students understand how to translate the ideas from the cinquain poem into complete sentences.


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4. As students begin to work independently, the teacher can complete the MELD diagnostic screeners.

Academic Language ● Autobiography ● Narrative ● Personal narrative


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Day 8:


Common Core State Standards: W 3.5: With guidance and support from peers and adults, develop andstrengthen writing as needed by planning, drafting, and revising. SL 3.6: Speak in complete sentences when appropriate to task. L 3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


● Participation Protocol Poster and Discussion Protocol Poster ● Drafts of writing


“ How can you revise your writing using tier 2 words?” “What are tier 1 and tier 2 words?”


Intended Student Learning Outcomes: ● Students will have an opportunity to improve their first draft.


Lesson Sequence

1. Students should be allowed time to complete the drafts of their autobiographical narratives.

a. If students complete drafts before the rest of the class, the teacher should review the writing with the students to add proofreading marks where needed.

2. Students will participate in two sessions of musical shares to share their writing with their peers.

a. As students read their drafts to one another, they shouldwork with a partner to determine if each criterion referenced in the rubric is present in their writing.

3. Teacher will collect student writings, look for SELs’ linguistic features, and notate on MELD diagnostic assessment.


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*Use writing for contrastive analysis activity at a later date. Rubric waspurposely not included in order to obtain a cold write.

Academic Language ● Autobiography ● draft, drafting ● revise, revising ● edit, editing


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Day 9


Common Core State Standards: W 3.5: With guidance and support from peers and adults, develop andstrengthen writing as needed by planning, drafting, revising, editing, and publishing. W 3.6: With guidance and support from adults, use technology to produce and publish writing. SL 3.6: Speak in complete sentences when appropriate to task. SL 3.4: Report on a topic or text, tell a story, or recount an experiencewith appropriate facts and relevant, descriptive details, speaking clearlyat an understandable pace. L 3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


● Participation Protocol Poster and Discussion Protocol Poster ● Final published formatting ● Access to technology (extension)


“ What is publishing?”


Intended Student Learning Outcomes: ● Students will publish their work.


Lesson Sequence 1. Students will continue to revise and publish their final draft. *Extension: Have students read and record their story or poem. SL 3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace.

Academic Language ● Autobiography


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● personal narrative ● draft, drafting ● revise, revising ● edit, editing


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Day 10


Common Core State Standards: W 3.5: With guidance and support from peers and adults, develop andstrengthen writing as needed by planning, drafting, revising, editing, and publishing. W 3.6: With guidance and support from adults, use technology to produce and publish writing. SL 3.6: Speak in complete sentences when appropriate to task. SL 3.4: Report on a topic or text, tell a story, or recount an experiencewith appropriate facts and relevant, descriptive details, speaking clearlyat an understandable pace. L 3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


● Final draft ● Materials for cultural paper dolls (buttons, yarn, etc.)


“What cultural features can you add to your doll?”


Intended Student Learning Outcomes: ● Students will complete final draft and share out using

participation protocol. ● Students will create a cultural paper doll of themselves.


Lesson Sequence 1. Students will complete final draft. 2. Students will use materials to create a paper doll of themselves.

Academic Language ● Autobiography ● Narrative ● personal narrative ● draft, drafting ● revise, revising


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● edit, editing ● publish, publishing


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3rd grade meld lessons aligned to ccss 10 days …...teacher reads the book selected from classroom...

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