sife fll unit 1: lesson 1 personal information...

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SIFE FLL Unit 1: Lesson 1 Personal Information Introductions & Names

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LL SIFE FLL: Unit 1: Lesson 1

NYS Common Core LL SIFE FLL Curriculum · June 2016 2

Lesson 1: 45 minutes

Lesson at a Glance

Unit Essential Question

Lesson Focus Question

Who are we?

What is your name?

Overview The purpose of Lesson 1 is to introduce students to each other and to practice saying and writing sentences with first and

last names. This is the first in a series of lessons that build language and literacy of personal information.

Long-Term Targets (CCSS)

• I can work with students from other languages and cultures. (SL.1d)

• I can speak in complete sentences with appropriate supports. (SL.6)

• I can write sentences to describe. (W.2)

Today’s Targets

• I can introduce myself.

• I can say sentences about my name.

• I can write sentences about my name.



Agenda: Lesson 1 General Teaching Notes: Lesson 1

1. Opening (5 minutes)

A. Welcome Message

B. Introduce the Learning Targets

2. Work Time (30 minutes)

A. Introduce Ourselves

B. First and Last Names

C. Write Names

3. Closing & Assessment

(7 minutes)

A. TPR-Comprehension Check

B. Review the Learning Targets

4. Homework (3 minutes)

A. Name Sentences in Notebooks

• In ELA Lesson 1, students also practice saying their names and learning the names of everyone in class.

This information is reinforced in FLL Lesson 1, with a stronger focus on foundational writing skills and

sight word reading.

• The concept of last name will be unfamiliar to students in some cultures. Many students have a first

name and more than one family name, which can complicate their identification of a last name.

Students with more than one family name might say and write these together as many American people

do with a hyphenated last name that shares both the mother’s and father’s last name.

• The alphabet will be introduced in Unit 1, but not until Lesson 6. This allows students to focus on

building oral language related to personal information over the first few lessons. Students will then use

vocabulary from Week 1 to build awareness of beginning sounds in Week 2. While it might seem logical

to introduce the alphabet in Lesson 1, students do not yet have enough vocabulary to work with letters

and sounds embedded in a meaningful context.

• The welcome message will be the first part of each lesson in FLL. Samples of the message are

included in Lessons 1-5 to guide teachers. Teachers will need to generate their own messages for the

rest of the year. Pairs of students will also be responsible for providing the class with the welcome

message as their English proficiency grows.

Review the following protocols in the FLL Implementation Guide to prepare for the lesson:

• Welcome message

• Choral reading

• Sentence frames

• Modeling

• Total physical response (TPR)



Materials and Preparation: Lesson 1

Provided in Lessons Materials

• Week 1 Glossary: Lesson 1

• My Name Handout

• My Name Sentence Frames

For Teacher to Prepare in Advance

• Find a small, soft ball, or other object, to be used for the introductory activity.

• Have a printed list of all students’ full names.

• Load My Name Sentence Frames to project for modeling speaking.

• Make copies of My Name Handout for each student. Lightly write each student’s name on the lines provided to model correct letter formation.

• Load My Name Handout to project for modeling writing.

• Gather and sharpen a set of pencils. Students will be responsible for their own sharp pencils for the year, but make these available in the first

lessons so that your class runs smoothly and efficiently.

• Write welcome message on board. Students will not have learned the vocabulary for weather, so use gestures to make the message

comprehensible. It also helps to post these words with a picture in your room:

Classroom Set-Up

• Welcome message is posted.

• Learning targets are posted.

• Large monthly calendar is posted.

Good morning/afternoon.

Today is Monday, September 8, 2014.

It is sunny/warm/cold outside.

I hope you have a great day.

From,

(teacher’s name)



• Student notebooks are available.



Opening: Lesson 1 (5 minutes) Meeting Students’ Needs

A. Welcome Message (3 minutes)

• Draw student attention to the welcome message on the board.

• Gesture to show that students need to look where you are pointing.

• Gesture to show that students need to listen as you read.

• Read the message aloud to the class. Read naturally and track print as you go.

• Point to the day on the calendar when you read the date.

• Gesture to show that students need to read with you.

• Invite students to chorally read the message with you once and then again.

• Say: “In school, we look, we listen, we read, and we write.”

• Show the Week 1 Glossary: Lesson 1 as you gesture and say these words again.

• Ask students to chorally read each word.

• Spend more time on the message

today, since this is new to

students. As the lessons progress,

the welcome message will take

one to two minutes of the warm-

up.

• Choose gestures that are simple

and that communicate the

word/idea to the class. Be

consistent with your gestures,

and always couple the gesture

with the word(s) as you speak.

• Consider using a picture or short

video clip to show that students

look, listen, read, and write.

B. Introduce the Learning Targets (2 minutes)

• Orient students to the place in the room where the learning targets will be posted daily.

• Read the essential question for the unit: Who are we? Gesture to support understanding.

• Read the lesson focus question: What is your name?

• Track print with your finger each time you read, and gesture as needed to support meaning.

• Say: “Today we are going to learn three things.”

• Read each learning target:

o I can introduce myself.

o I can say sentences about my name.

o I can write sentences about my name.

• Most students will not have

language to understand the

targets yet. The purpose of Part B

is to build the routine for the

opening of the class. Use gestures

to make targets as

comprehensible as possible. The

overall goal is for students, over

time, to see the connection

between the learning targets and



the activities.



Work Time: Lesson 1 (30 minutes) Meeting Students’ Needs

A. Introduce Ourselves to the Class (10 minutes)

• Gesture for students to stand up and form a circle somewhere there is room.

• Introduce yourself by saying: “Hi. My name is (first name).”

• Say this sentence again, this time pointing to the My Name Sentence Frames on the whiteboard.

• Model introducing yourself loudly and clearly, and making eye contact with others.

• Then demonstrate what you do not want students to do. Introduce yourself by putting your hand over

your mouth, looking down, and mumbling your introduction. Gesture to show students not to do this.

• Begin the ball toss game, where you will toss a ball to each student for an introduction.

• Show students the ball (or soft object). Toss it to one student.

• Gesture for the student to follow your model. Say: “Hi, (teacher name). My name is ________.”

• Gesture for that student to toss the ball to another student.

• Repeat the process until everyone has introduced himself/herself loudly and clearly.

• Repeat the process again, faster this time.

• Invite partners to introduce themselves to each other.

• Pairing a model of what you do

and do not want to see is very

effective in helping students

understand expectations. Be

dramatic in your modeling.

• Games are great for breaking the

ice and building community.

• Considering adding a second ball

once students are comfortable

with the process. Using two balls

means that one ball begins going

to students, and a second ball

starts the process again. Students

must follow the same order, but

the second ball adds a challenge,

as well as a lot of laughter.

B. First and Last Names (10 minutes)

• The class is still organized in a circle.

• Write your full name on the board in big letters.

• Model how to say your first name and last name by pointing to your full name on the board and

saying: “My first name is _______ (point to your first name). My last name is _________

(point).”

• Gesture to show understanding of first and last as needed.

• To review, go around the circle and ask the class as you stand behind each student: “What is his/ her

first name?”

• Students are working toward

filling out a personal information

form at the end of the week. This

requires students to write both

first and last names.

• Considering showing a short

video of a teenager filling out a

job application, so that students

see the immediate relevance of

being able to say and write their



• Students repeat only the student’s first name, as they do not yet know pronouns. It is not important

yet that they can introduce another student by saying a full oral sentence.

• Draw student attention to the My Name Sentence Frames and repeat your first and last name

again.

• Repeat the ball-toss activity with first and last names, without the partner-work at the end.

names.

• If students are struggling to

figure out which is their last

name, allow them to express all

family names in the last name

spot.

• If time allows, ask for volunteers

to say the first and last names of

as many students as they can.

C. Write Names (10 minutes)

• Project the My Name Handout using the interactive whiteboard.

• Say: “Now you are going to write your names.” Gesture to support understanding of writing.

• Model reading the sentence frames and tracing your first and last name on the first line.

• Trace and write slowly and methodically to model how you want students to write.

• Distribute student copies of My Name Handout. Remember that there is a custom handout for each

student, with first and last names slotted for each student to trace, then copy.

• Model (on same page) tracing and copying your name across the rows. Form letters slowly and

carefully, with appropriate spacing between letters and within lines.

• Gesture for students to trace and copy their names.

• Invite students to read their name sentences with a partner, tracking with a finger or pen.

• Distribute the sharp pencils and

point to the tip. Gesture that a

sharp tip is important for writing.

• This is an introduction to letter

formation. Students will have

varied experiences with writing

their names.

• There is no need to say the letter

names in the lesson, unless

students are asking for this.



Closing and Assessment: Lesson 1 (7 minutes) Meeting Students’ Needs

A. TPR-Comprehension Check (5 minutes)

• Gesture for students to stand up and stand behind their chairs.

• Say to the class: “Point to (student).”

• Point to the student with that name quickly, and invite students to join you.

• Repeat until you have named each student and all students have identified that student through

pointing.

• Begin the ball-toss again, having each student call out the name of the person to whom they are

throwing the ball. Each student says: “Hi, ________. My name is _________.”

• Point to each student one by one out of order, and invite students to chorally say the first name of

each student.

• Ask students randomly in the circle: “What is your first name?” and “What is your last name?” Point

them to the My Name Sentence Frames to support oral responses.

• If you are uncomfortable pointing

to people, or you know that this is

considered rude in some student

cultures, consider an alternative

way of identifying each student

(e.g., extending an open hand in

the direction of the student).

• For beginner ELLs, ask students

to listen and identify before

asking them to speak. The

recognition task (listening and

pointing) is linguistically less

demanding than the production

task (speaking).

B. Review the Learning Targets (2 minutes)

• Point back to the leaning targets for the day.

• Read the learning targets.

• Say as you point to each target: “Today you introduced your selves to the class. You said your first and

last names. And you practiced writing your names.”

When time allows in the closing,

point out at least one or two

students that day who

demonstrated something

positive. This can be someone

who took risks in speaking, or

worked hard on writing, or was

especially cooperative or helpful.

This helps build community and

reinforce positive behaviors and

habits.



Homework: Lesson 1 (3 minutes) Meeting Students’ Needs

A. Name Sentences in Notebooks (3 minutes)

• Show students where in their writing notebooks to copy their name sentences.

• Model where to write the date, and have students copy the date.

• For homework, students will copy all of the sentences in My Name Handout in their notebook.

• Model how to do this using your own name.


SIFE FLL Unit 1: Lesson 2 Personal Information Number of Brothers and Sisters




Lesson 2: 45 Minutes

Lesson at a Glance



Who are we?

How many brothers and sisters do you have?

Overview

The purpose of Lesson 2 is to introduce the numbers zero through 10, and for students to use these numbers to give

information about how many brothers and sisters they have. This gives students a real context to use numbers, related to

personal information. This is the second in a series of lessons that build language and literacy around personal

information.





Today’s Targets • I can identify numbers zero to 10.

• I can use numbers to answer questions with “How many?”





A. Welcome Message

B. Share Homework

C. Make a Name Card

D. Introduce the Learning Targets


A. Numbers 0 to 10

B. Say How Many

C. Write How Many


(3 minutes)

A. Oral Comprehension Check


4. Homework (2 minutes) A. Numbers in Notebooks

• Students also practice numbers in Week 1 ELA.

• It is not important that students can read and write the words for the numbers (one, two, etc.) for the

Week 1 lessons. It is only important that they can say the numbers in English about brothers and sisters

(Lesson 2), address (Lesson 3), phone number (Lesson 4), as well as birthday and age (Lesson 5).

• Students will continue to work with numbers across the units, which will include building conceptual

understanding of numbers beyond just the labels.

• Ideally, students in FLL are also taking a SIFE math class to build basic numeracy skills. The basic

number instruction in FLL does not meet the math needs of SIFE with limited to no schooling.


• welcome message

• choral reading

• sentence frames

• cold call

• clap the syllables






• Numbers 0 to 10 Flashcards

• Brothers and Sisters Handout

• Question and Sentence Frame


• Cut a sentence strip (approximately 4x12) from folders or cardstock for each student to create a name card.

• Prepare a decorated card of your own first name, as a model for student name cards.

• Print and cut four sets of Numbers 0 to 10 Flashcards (one for you, and one for each set of partners).

• Load Brothers and Sisters Handout to project.

• Print and copy Brothers and Sisters Handout for each student.

• Load the Question and Sentence Frame to project.

• Write welcome message on board

Classroom Set-Up




• Sentence strips for name cards are available.


Today is (day) (date).


Please take out your homework.

From,

(teacher’s name)



• Markers are available.










• Reread the sentence about taking out homework and gesture for students to do so.

• Support students’ understanding

of register, the different language

we use with different audiences.

The morning message begins

with Good morning, which is a

formal register not used among

peers. Consider showing a video

clip of a newscaster to show a

real-life situation where this

greeting is used. Explicitly teach

about register differences across

lessons.

B. Share Homework with a Partner (3 minutes)

• Model with another student how to read homework sentences to each other, with you as Partner A

and a student helper as Partner B.

• Remind students to track print with finger and read in a loud and clear voice.

• Direct Partners A and B to read their sentences to each other.

• Circulate as students read, and check that students completed homework.

• Ask for volunteers to read their sentences to the class. Do not allow other students to interrupt the

reader, as this compromises risk taking.

• Sharing homework will be part of

the daily lesson opening. Build

the routine of taking out

homework upon entering class,

so that students can do this

without prompting by the end of

Week 2.

• Routines for partner work will be

layered over the year. The Lesson

2 partner reading is short and

concrete so that students become



comfortable sharing in pairs.

C. Make a Name Card (8 minutes)

• Show students your completed model name card.

• Post your name card on a section of the wall reserved for names.

• Distribute a blank name card and markers to each student.

• Gesture for students to make their own name card, writing letters that are big and clear.

• Set the timer for six minutes, and give a warning when there is one minute left.

• Invite students to post their name cards on the wall.

• You will return to the name cards in Week 2 with the introduction of the alphabet.

• Student names will support

foundational literacy as students

learn to connect sounds and

letters in English to their names.

Be aware that some sound-

symbol representations in

student names will not

correspond to English. Point

these out to students as you go to

build student awareness of

similarities and differences in

pronunciation of letters across

languages.

• Timers are an effective way to

keep students on task and to

build student awareness of time.

• Consider playing quiet

instrumental music while

students work independently.

D. Introduce the Learning Targets (2 minutes)


• Read the essential question for the unit: Who are we?

• Say: “Yesterday we learned everyone’s names. Today we will learn about the number of brothers and

sisters in your families.”

• Read the lesson focus question: How many brothers and sisters do you have?

• Use gestures to reinforce

meanings of say and write.




o I can identify numbers zero to 10.

o I can use numbers to answer questions with “How many?”




A. Numbers 0 to 10 (10 minutes)

• Pre-assess students’ English number vocabulary experientially.

• Gather objects around you and ask students how many of each object you have. For example, show

three pens and ask: “How many pens do I have?”

• See if students can say the number in English. If they cannot, ask them to say it in their home

language.

• For each set of objects, say the correct answer. Count the three pens, saying: “One, two, three. I have

three pens. Three is a number.”

• Show flashcards and say: “These are all numbers. One is a number. Five is a number.”

• Students chorally repeat number. Invite them to clap the syllables as you chorally repeat the

word again.

• Ask: “How do you say the numbers in your language?”

• Listen to students count from zero to 10 in home languages. Hold up your fingers to guide their

counting.

• After a few questions, assess student knowledge of the English labels for numbers 0 to 10 by holding

up your fingers. First hold up your fingers in sequence, then randomly.

• See if students can say each number as you hold up the corresponding number of fingers. If all

students know the numbers (this is unlikely), then you do not need to spend additional time teaching.

• Model counting in English from zero to 10, holding up the correct number of fingers for each

number.

• Begin to explicitly teach the word for each of the numbers 0 to 10 using the flashcards.

• Show each number card in order, holding up each card and saying each number in English.

• Invite students to chorally repeat the word for each number.

• Flash the same card to cold call individual students. Continue this way through number 10.

• Repeat this process, now with the numbers out of order.

• Some students will probably

know how to say the numbers

and others will not. A quick

assessment at the beginning of

this activity allows you to see

what students know before you

teach.

• Students need to hear the various

home languages in the room to

develop an awareness of and

respect for other languages.

Students are likely to giggle at

languages that sound very

different from their own. Build a

culture of trying to pronounce

other students’ languages without

mocking, and eagerly trying to

learn words in all student

languages. Cultivate student

curiosity about all languages, but

make very clear that is it

disrespectful to make fun of

anyone’s language. This message

is also conveyed in ELA lessons

as students work with language

as an element of identity.



• As students say each number, hold up the corresponding number card and repeat the word.

• If time allows, have students practice saying the numbers with a partner using flashcards.

B. Say How Many (10 minutes)

• Ask for a volunteer to say all numbers in the order you present the flashcards.

• Ask questions for students to generate a one-word number answer. For example, say: “How many

students are in the room? How many girls are in the room? How many boys? How many pens

are on the table? How many books do I have?”

• Students answer with the correct number.

• Say: “When someone asks a question with how many, we answer with a number.”

• Project the Word Card for brother and sister.

• Say: “This is brother and sister. They are in a family.”

• Students chorally repeat brother. Invite them to clap the syllables as you chorally repeat the

word again.

• Repeat this process for sister, then brother and sister as a phrase.

• Repeat this process for brothers and sisters. Point out the “s” on the end of the words, and the

pronunciation when the number is more than one.

• Project the Question and Sentence Frame.

• Model how to answer this question with a partner:

o Partner A asks: “How many brothers do you have?”

o Partner B answers: “I have two brothers.”

o Repeat this process for sisters.

• Direct students to practice this with partners, using the Question and Sentence Frame. Partner A

asks Partner B about brothers, then sisters. Partner B answers. Then, they switch roles.

• Circulate and listen as students share with each other.

• Invite volunteers to ask questions and answer. Continue until each student has answered the questions

about brothers and sisters.

• For the first set of questions,

focus on students naming the

correct number. Syntax is not the

focus here, so one-word answers

with a number are fine.

• Using the sentence frame with

the correct syntax for “I have

___” is important for the second

set of questions about the

number of brothers and sisters.

• Families are diverse and

definitions of bother and sister

vary. There are full siblings, half-

siblings, stepsiblings, adopted

siblings in English, but other

languages and cultures might

express these relationships

differently. Having a single

definition of brother and sister is

less important than students

answering the questions for

themselves about how many

brothers and sisters they have.



C. Write How Many (5 minutes)

• Distribute the Brothers and Sisters Handout.

• Direct students to write their answers, using numbers, to each question.

• Circulate as students write.

• If time allows, invite a few students to read their sentences.


A. Oral Comprehension Check (2 minutes)

• Begin review with yesterday’s questions. Ask individual students randomly: “What is your first name?

What is your last name?” or just one of those questions.

• Direct students to chorally read flashcards out of order from zero to 10.

• Continue with today’s review asking students: “How many brothers do you have? How many

sisters do you have?” Prompt students to respond using the frame.

• As often as possible, make review

activities cumulative by scooping

back under previous lessons

before reviewing the material in

this lesson.

B. Review the Learning Targets (1 minute)


• Read the learning targets:

• Say as you point to each target: “Today you learned how to say numbers zero through 10 and to answer

questions about how many brothers and sisters you have.”




A. Numbers in Notebooks (2 minutes)

• Show students where in their writing notebooks to copy their brother and sister sentences.

• Model where to write the date and have students copy the date for today.

• For homework, students will copy the sentences from the Brothers and Sisters Handout into their

notebooks like they did with their name sentences in Lesson 1.



SIFE FLL Unit 1: Lesson 3 Personal Information Address




Lesson at a Glance



Who are we?

Where do you live? What is your address?

Overview

The purpose of Lessons 3 is for students to learn say and write their address in New York. This is the third in a series of

lessons that build language and literacy around personal information. In this lesson, Google Maps is also used to engage

students in locating their address and to build foundations of map literacy.





Today’s Targets

• I can say sentences about my address.

• I can write sentences about my address.

• I can find my house or apartment using Google Maps.





A. Welcome Message

B. Share Homework

C. Review Numbers



A. Introduce Address

B. Write Address

C. Read Address

D. Locate Address on Google Maps


(3 minutes)




A. Address in Notebooks

• The numbers focus in Lesson 2 supports students sharing of their addresses in Lesson 3, as students

give information about building number, apartment number, and zip code.

• Ideally partners each work with an iPad in this lesson to locate where they live by entering their

addresses into Google Maps. If students do not have access to iPads, students can locate where they

live on the interactive whiteboard laptop as a whole class.


• Welcome message

• Choral reading

• Sentence frames

• Clap the syllables






• Sentence Frames

• My Address Handout


• Bring in several pieces of mail from home to show students real examples of your address. Include letters, bills, etc.

• Find and post a large wall map of your city. You will add pushpins to student addresses on the map.

• Load Week 1 Glossary: Lesson 3 to project.

• Make copies of My Address Handout for each student. Individualize these by lightly writing each student’s address on the first set of lines for

tracing. Avoid abbreviations when possible, writing out full words like street and road and the using the # symbol for apartment number. The

review for Lesson 4 will include abbreviations.

• Load My Address Handout to project for modeling writing.

• Write welcome message on board:

Classroom Set-Up








From,

(teacher’s name)



• iPads for with Google Maps are available to partners.

• Number 0 to 10 Flashcards are available for partners.










• Point to the sentence about homework and wait for a few students to follow directions. Praise students

to encourage others to do the same.

• Gradually release responsibility

to students with daily routines,

providing support as they learn.

Students will need prompting

over a series of lessons before

internalizing directions, but

maximize your focus on students

who are role models so that

students can learn as much as

possible about positive academic

habits from their peers.


• Remind students how they shared homework sentences with a partner yesterday.

• Model again with another student how to read homework sentences to each other, this time using the

Lesson 2 sentences about brothers and sisters.

• Remind students to track print with finger and read in a loud and clear voice.

• Direct Partners A and B to read their sentences to each other.

• Circulate as students read and check that students completed homework.

• Ask for volunteers to read their sentences to the class.

• Set clear expectations around what students are and are not doing as others are speaking or reading.

• Build active listening skills by

asking students to repeat what a

speaker or reader just shared.

Make clear that when we are

truly listening, we can say back

(in English or home language)

what someone has just shared.



C. Review Numbers (3 minutes)

• Model how to work with a partner to quiz each other using Number 0 to 10 Flashcards.

• Direct partners to quiz each other.

• Ask for a volunteer or two who thinks they can identify the numbers fast.

D. Introduce the Learning Targets (2 minutes)



• Say: “Yesterday we learned how many brothers and sisters everyone has. Today we will learn where

everyone lives.”

• Read the lesson focus questions: Where do you live? What is your address?

• Point to the map of your city on the wall.

• Read the lesson questions again, pointing to different places on the map. As you point, ask the class:

“Do you live here? Do you live here?”

• Read each target:

o I can say sentences about my address.

o I can write sentences about my address.

o I can find my house or apartment using Google Maps.

• Use gestures to reinforce

meanings of say and write.

• Students are not responding to

questions about where they live

now. You are simply posing

questions to communicate the

purpose of the lesson and to build

curiosity.




A. Introduce Address (10 minutes)

• Show students a few pieces of mail with your name and address.

• Ask students if they know what all of this is and say: “This is mail.” Explain that one is a letter,

another is a bill, etc. Do not teach all of these as vocabulary words. Just show different examples so

students understand it is all mail.

• Hold up envelopes and ask students: “What do you see on all of my mail?”

• Write your address on the board, saying each part of your address as you write. For example:

• Say: “This is my address. This is where I live.”

• Show the map of your city on the wall. Say: “This is a map of (your city). We all live in this city. But

we all have a different address.”

• Put a pushpin on the map to show where you live.

• Students chorally repeat the word address. Invite them to clap the syllables as you chorally

repeat the word again.

• Ask for volunteers who know their address in New York to share orally.

• Return to your address and say: “An address has many parts. Some parts are numbers and others

are words.”

• Label the parts of your address with students, eliciting as much information as you can from

students. Include: building number, street, apartment, city, state, zip code.

• Students chorally repeat each word or phrase with you.

• Use the Lesson 3 Word Cards to support the meanings of each part of the address.

• Most SIFE are not familiar with

maps, as maps are an abstract

two-dimensional representation

of three-dimensional space.

Students will develop map skills

across FLL and ELA across the

year. Ideally, SIFE also attend a

SIFE social studies class to build

map literacy.

• Push-pinning where students live

in the city is a beginning step in

connecting classroom learning to

student lives outside the

classroom.

342 Main Street (Apt. 5c)

Goshen, NY 10277



B. Write Address (5 minutes)

• Distribute copies of My Address Handout, with each student’s address already written to trace.

• Direct students to trace their address, with careful attention to letter formation.

• Direct students to then copy their full address again, replicating what they traced. Point out spaces

between words and tell students to space appropriately, like the traced example.

• Circulate to support students as needed.

• Students trace their address first

because some may not have

internalized their address in the

same way they have with their

name, and because addresses

contain a lot of information. This

tracing scaffolds the partner

reading to follow.

C. Read Address (5 minutes)

• Model with a student partner how to read your address:

o Partner A asks: “What is your address?”

o Partner B reads: “My address is ________________.”

o Then, partners switch.

• Direct partners to do the same. Circulate to listen to partners and support as needed.

• After partners have shared with each other, invite partners to share with the class.

• Circulate and support students as needed. Help students pronounce street names and other words

like avenue, boulevard, and highway.

• If time allows, invite other students to read their address back to the class.

• Add pushpins to the city map as students share.

• Prompt students to notice things during the share. Ask questions like: “Do we all have the same zip

code? Does any one live on the same street? Does any one live in the same neighborhood? Does

everyone live in an apartment or a house?”

• Students often need support on

pronouncing their street names,

which are often long and difficult

to pronounce.

• In Lesson 3, it is fine for students

to say building numbers as series

of single digits. They have not yet

learned numbers higher than 10.

D. Locate Address Using Google Maps (10 minutes)

• Remind students where you live by pointing out the pushpin on the city map.

• Now show students where you live using Google Maps.

• Understanding the bird’s-eye

view of a map is critical to map

literacy, but an unfamiliar



• Distribute an iPad to each student or pair of partners.

• Ask students to raise their hands if they have used Google Maps before.

• Show them where to find Google Maps and prompt them to open Google Maps.

• Once all students have opened Google Maps, direct students to put down the iPads and watch you.

• Type in your address and point to where you live, when the red flag appears.

• Explain and gesture as needed to make your speech comprehensible: “You can see the map. This is my

neighborhood. Here are different streets. My street is _______. My building number is

_______. So my address is (building number) (street) (apartment number). I live in the city

__________, and the state is New York. My zip code is ______.”

• Show students both the map view (more abstract) and the street view (less abstract).

• Point to the lesson focus questions and read: Where do you live? What is your address?

• Invite students to enter their addresses into Google Maps to locate where they live.

• Circulate to support students as needed.

• When all students have located where they live, direct students to close the iPads and pass them to you

or the technology assistant. It is important that you have complete student attention before moving on

to the lesson closing.

concept for many SIFE. While

maps are not a focus of this

lesson, gesture like a bird to show

that you are looking down over

the streets from the top of your

building. While in street view,

gesture that you are now looking

at where you live from the ground

or head on. SIFE often need

repeated practice with maps to

understand this feature.

• There will most likely be a range

of technology skills in your class.

It is important to identify who is

skilled in navigating the Internet.

You will need to designate a few

students as technology assistants

so that students can call on their

peers for help, before calling on

you.





• Direct partners to ask each other and answer the question: “What is your address?”

• Ask individual students specific questions: “What is your city? What is your street?”

• Point to these words on the address label as you ask, to support comprehension.

B. Review Learning Targets (1 minute)



• Say as you point to each target: “Today you practiced writing your address. You read your address

and you found where you live using Google Maps.”


A. Address in Notebooks (2 minutes)

• Show students where in their writing notebooks to copy their address sentences.

• Model where to write the date and have students copy the date.

• For homework, students will copy all of the sentences in My Address Handout into their notebook.

• Students are following the same

routine for homework all week.

The homework menu will expand

in Week 2, as students begin

alphabet books.


SIFE FLL Unit 1: Lesson 4 Personal Information Phone Number


LL SIFE FLL: Unit 1: Lesson



Lesson at a Glance



Who are we?

What is your phone number?

Overview The purpose of Lesson 4 is for students say and write their phone number in New York. This is the fourth in a series of

lessons that build language and literacy around personal information.


• I can work with students from other languages and cultures. (SL.1d).



• I can locate information in a chart or table. (RI.7)

Today’s Targets

• I can say my phone number.

• I can write sentences about my phone number.

• I can find and give information in a chart.





A. Welcome Message

B. Share Homework

C. Numbers Review



A. Abbreviations

B. Write Phone Number

C. Say Phone Number

D. Phone List Information Gap


(2 minutes)




A. Phone Number in Notebooks

• Lesson 4 begins with an activity on address related abbreviations as a follow up to Lesson 3.

• For the remainder of the lesson, students continue working with numbers 0 to 10 in order to say and

understand phone numbers. Phone numbers are a critical piece of personal information in everyday

life.

• Although students cannot bring phones in many schools, teachers should use their phones during the

lesson to replicate real-world phone use. Each student can dictate his/her phone number to the teacher

to add to his/ her contacts. Teachers often go through the process of entering student phone numbers

into their cell phones at the beginning of the year. Involving students in this process makes this lesson

a more authentic activity.

• Students will be introduced to an information gap activity, where partners ask for and give missing

phone numbers on an informational chart. This will be a new kind of partner activity, but one that will

repeat across the year with increasingly complex activities.


• welcome message

• choral reading

• sentence frames

• information gap

• equity sticks






• Address Same and Different Handout

• Abbreviations Handout

• My Phone Number Handout

• Phone List Information Gap: Form A & Form B


• Make copies of the Address Same and Different Handout and the Abbreviations Handout for the opening part of the lesson.

• Make copies of My Phone Number Handout for each student. Lightly write each student’s phone number on the first set of lines provided. This

number should be the family phone number, not a personal cell phone number.

• Make copies of Phone List Information Gap for each student. Half the class will get Form A and half the class will get Form B.

• Load My Phone Number Handout to project for modeling writing.

• Load Phone List Information Gap: Form A and Form B to project.

• Prepare jar with equity sticks which is a set of pop sickle sticks, each with a student’s first name.


Classroom Set-Up





From,

(teacher’s name)






• Numbers 0 to 10 Flashcards are available for partners.

• Teacher cell phone is available as realia.




A. Welcome Message (1 minute)





• Wait for students to take out home and acknowledge those who do.

• Continue and gesture as needed

to support student’s participation

in the activity.


• Direct partners to read their address information to each other, as they have done in Lessons 2 and 3.



• Challenge students with more

English by asking them to repeat

addresses other students say.

C. Numbers Review (2 minutes)

• Distribute sets of Numbers 0 to 10 Flashcards to each set of partners.

• Direct students to practice quizzing each other for two minutes in partners.

• Set the timer and say: “Go.”

• Call and gesture for students to switch after one minute and stop after two minutes.

• Phonics and sight words will

become the main review

activities once letters and sounds

have been introduced in Week 2.

D. Introduce the Learning Targets (1 minute)



• Read the lesson questions: What is your phone number?

• Read each target:

o I can say my phone number.

o I can write sentences about my phone number.

o I can find and give information in a chart.




A. Abbreviations (10 minutes)

• Review yesterday’s lesson by saying: “Yesterday you wrote and said your address. Before we talk about

phone numbers, we are going to look at addresses again.”

• Project Address Same and Different Handout.

• Give each student a copy.

• Point to two parts of the first set of addresses that are the same. Point to the numbers 452 and 452.

• Ask: “Are these the same or different?”

• When students respond, explain you are going to circle these because they are the same.

• Now point to two parts of the first set of addresses that are different. Point to Street and St.

• Ask: “Are these the same or different?”

• When students respond, explain you are going to underline these because they are different.

• Direct partners to look at the next two sets of addresses.

• Instruct partners to find two things that are the same between the addresses and circle them and to find

two things that are different and underline them.

• Students share what is the same while you circle these on the projected version.

• Students share what is different while you underline these.

• Explain: “Sometimes when we write, we make words shorter. Shorter means it takes up less space on the

paper. We can write St. instead of Street, or we can write Rd. instead of Road. They look different but

they mean the same. These are called abbreviations. Notice that we put a period at the end of

abbreviations.”

• Distribute the Abbreviations Handout. Partners work together to draw a line to connect the full form

of the word to its abbreviation.

• Ask for volunteers to come to the interactive whiteboard to match examples on the Abbreviations

Handout.

• The words same and different are

introduced in Week 1 ELA.

• Abbreviation is one of many

academic words that students will

be introduced to in FLL.

Introduce the word in this lesson,

post the word card, and point out

abbreviations as you encounter

them over the year to build

students awareness of the

different ways we use language

for different purposes.



B. Write Phone Number (5 minutes)

• Hold up your cell phone to show students. Ask: “What is this?”

• Project the Lesson 4 Word Card for phone, including cell phone, home phone, work phone.

• Say: “This is a phone. There are different kinds of phones. This is a cell phone. Some people also

have a home phone. Many people also have a work phone. Phones have different phone

numbers.”

• Ask students: “Why is it important to know your phone number?” Hear and repeat student

responses.

• Return to the lesson question and read: What is your phone number?

• Project the My Phone Number Handout.

• Model writing your phone number.

• Write your phone number (or a made up one if you prefer) on the first line of the handout.

• Ask students: “How many digits do you see in my phone number.”

• Have students count aloud as you point to each digit.

• Say: “Phone numbers in the U.S. might look different than phone numbers in your country.

Phone numbers have 10 digits in the U.S. How many digits are in phone numbers in your

country?”

• Distribute the My Phone Number Handout.

• Direct students to trace and copy their phone number.

• Like with their addresses,

students trace their phone

numbers first because some may

not have memorized them yet.

• Students should write a family

phone number first (cell or

home). If students have their own

cell, they can write that as well.

• Some students will know their

family phone numbers and others

will not. Newcomers often have a

small piece of paper with a family

member’s phone number in their

wallet, but your having written

the number to trace ensures that

they can participate in this

activity.

C. Say Phone Number (5 minutes)

• Return to your phone number on the My Phone Number Handout.

• Ask a student volunteer to read your phone number aloud.

• Model saying your phone number using the My Phone Number Handout.

• First read digit by digit, and then chunk the reading of the numbers in a natural way that reflects

how native speakers of English say phone numbers (e.g., 917/356/6789).

• Students chorally repeat.

• Students very likely have a

different way of chunking

numbers in their home

languages. Consider asking

students to share their phone

numbers from their countries to

validate the variety.



• Partners practice saying your phone number to each other.

• Model with a partner how to share their phone numbers:

o Partner A asks: “What is your phone number?”

o Partner B answers: “My phone number is _____________.”

o Partners then switch roles.

• Circulate to listen to partners and support as needed.

• After partners have shared with each other two times each, invite partners to ask the question and

answer for the class.

• Students should practice saying

their phone numbers as we

typically do in the U.S., as a

10-digit string, spoken in three

chunks. Many Spanish speakers

give the last four digits as two

numbers (e.g., 5674 is “fifty-six,

seventy-four”). While this is not

incorrect, it is less common in the

U.S. Students can practice the

number this way, but should also

practice the 10-digit string.

D. Phone List Information Gap (15 minutes)

• Distribute Phone List Information Gap to sets of partners.

• Partner A gets Phone List Information Gap: Form A, and Partner B gets Phone List

Information Gap: Form B.

• Direct students not to look at their partner’s paper.

• Model with a partner how to complete the task:

o Partner A looks for a phone number on Form A that is not complete (e.g., Mario ____ -

_____ -_____).

o Partner A asks Partner B: “What is Mario’s phone number?”

o Partner B reads Mario’s phone number from Form B.

o Partner A fills in Mario’s phone number on Form A.

o Partners switch roles until the form is complete.

• Direct students to complete the task.

• Circulate and support students as needed.

• When partners finish, they compare their papers to see if their numbers are correct.

• Information gap activities are

designed as authentic oral

communicative tasks. Students

must use English to accomplish a

goal. Partner A has part of the

information, Partner B has the

other part, and together they

must make a whole by filling the

gaps.

• Partners can look at each other’s

paper during the activity. When

they complete the activity, they

look at their papers together to

compare their information.

• Be sure to model polite language



• If time allows, review all numbers as a class. Students read each number, and you write them on the

whiteboard.

for asking for clarification.


A. Oral Comprehension Check (1 minute)

• Direct partners to ask each other: “What is your phone number?”

• Ask a few volunteers to share.

• As often as possible, make review

activities cumulative by scooping

back under previous lessons.




• Say as you point to each target: “Today you said your phone number and you practiced writing your

phone number. You also found and gave information in a chart with different phone numbers.”


A. Phone Number in Notebooks (2 minutes)

• For homework, students will copy sentences in My Phone Number Handout into their notebook.

• Students must also write an additional phone number of a friend or family member.


SIFE FLL Unit 1: Lesson 5 Personal Information Age & Birthday





Lesson at a Glance



Who are we?

How old are you? When is your birthday?

Overview

The purpose of Lesson 5 is for students say and write their age and birthday. This is the fifth in a series of lessons that

build language and literacy around personal information. Age and birthday are important pieces of personal information

communicated in various everyday situations and documents.





Today’s Targets

• I can say my birthday and age.

• I can ask others about their birthday and age.

• I can write sentences about my birthday and age.





A. Welcome Message

B. Share Homework

C. Introduce the Learning Targets


A. Numbers 11 to 30

B. Say and Write Age

C. Months of the Year

D. Write and Say Birthday


(3 minutes)

A. Oral Comprehension

Check

B. Review the Learning

Targets


A. Age & Birthday in Notebooks

• In Lesson 5, students will be introduced to the months of the year and continue to work with numbers,

reviewing 1 through 10 and learning 11 to 30. This foundational language is learned in the context of

students sharing about their birthdays and ages.

• Students also learn and share about age and birthdays in Week 1 ELA, so this FLL lesson will be review.

• Some students may not know their dates of birth. Some cultures do not value birthdays and do not

record them. It is common for immigration to assign dates of birth to these students that may not be

known to them. It is important to look up this information before class so that you can supply students

with their date of birth if necessary.

• In Lesson 5, students will only learn to write and say their birthday in the form of month and day, only

using cardinal numbers (one, two, etc.). While birthdays are normally expressed using ordinal numbers

(first, second, etc.), students are just learning cardinal numbers. Students can express their birthdays

in a functional way first, as cardinal numbers till provide the necessary information. Later, when

students learn ordinal numbers, they will express their birthdays in this form.

• While birthday is in the lesson focus question, students will later be introduced to the term date of

birth. Here they will learn to express their full birthdays in both forms.


• Welcome message

• Choral reading

• Sentence frames

• Equity sticks

• TPR






• Birthday Celebration Image

• Month Flashcards

• Months of Year Handout

• Numbers 11 to 30 Flashcards

• Sentence Frames

• My Age and Birthday Handout


• Print and cut five sets of Numbers 11 to 30 Flashcards (one for you, and one for each set of partners).

• Load Birthday Celebration Image to project.

• Prepare an index card for each student with his/her birthday month written in marker.

• Make copies of My Age and Birthday Handout for each student. Lightly write each birthday (month, day) and age on the lines provided.

• Load My Age and Birthday Handout to project for modeling speaking and writing.


Classroom Set-Up







From,

(teacher’s name)




• Equity sticks are available for formative assessment.










• Note students who are prepared with homework out.

• By Lesson 5, do not remind

students to take out homework.

Praise students who take out the

homework and wait for others to

follow. Pointing out strong peer

models and waiting for others to

join is a great way to support

students to internalize routines.


• Partner A reads to Partner B. Then, they switch roles.



• Ask comprehension questions such as: “Whose phone number is ______? What is ______’s phone

number? What is the school’s phone number?”

• Challenge students to share their

partner’s phone number from

memory in addition to sharing

their own.

C. Introduce the Learning Targets (1 minute)



• Project the Birthday Celebration Image.

• Read the lesson focus questions: How old are you? When is your birthday?


o I can say my birthday and age.

o I can ask others about their birthday and age.

o I can write sentences about my birthday and age.




A. Numbers 11 to 30 (10 minutes)

• Review Numbers 0 to 10 Flashcards.

• Say: “Let’s continue to learn how to say numbers in English.”

• Present Numbers 11 to 30 Flashcards.

• Flash each card to see if students already know how to say each number.

• Say the word for each number aloud, in order. Invite students to chorally repeat.

• Flash all of the cards again in order, prompting students to say the word for the number.

• Mix up cards 11 to 30 and flash them again to elicit the word for each number.

• Build student awareness of the “–teen” and “–ty” by holding up the cards for 13 and 30.

• Clap the syllables in each word, confirming that each word has two syllables or claps.

• Point out the differences in stress. With 13, the stress is on the second syllable. Explain that we say

“thirteen.” With 30, the stress is on the first syllable. Explain that we say “thirty.”

• Invite students to chorally repeat these with you as you overemphasize the stressed syllables.

• Hold up the number cards for 13 and 30.

• First say one of the numbers (e.g., 30), and ask students point to the card you are saying (30).

• Then hold up a card (13), and ask students to say the number (13) with the correct stress.

• If time allows, distribute sets of Numbers 11 to 30 Flashcards for partners to practice.

• This will reinforce the Week 1

ELA lesson on birthday and age.

If all students can say the

numbers 11 to 30, you will be able

to move through the lesson faster.

Do not spend time teaching what

students already know.

• Emphasize pronunciation of each

number, as the “–teen” and “–ty”

endings are difficult to hear.

Emphasize the different stressed

syllables in the pronunciation of

the words, as this is more salient

than the word endings.

B. Say and Write Age (10 minutes)

• Point to the lesson question and read: How old are you?

• Flash each number card 11 to 20 to students.

• For each number, ask students if that’s how old they are. For example: “Are you 11 years old? Are you

12 years old?”

• Using TPR, direct students to stand up if they are that many years old.

• As noted in the General Teaching

Notes section of the lesson,

student birthdays on their

documents sometimes do not

reflect their actual birthdates.

Therefore, the age that students



• After each number, note how many students are that age. For example, say: “No students are 11

years old. Two students are 12 years old.”

• Model with a student partner how to say his/her age:

o Partner A asks: “How old are you?”

o Partner B says: “I am ____ years old.”

o Then, partners switch roles.


• Project the My Age and Birthday Handout.

• Model writing your age (number) and saying the sentence. Say, for example: “I am 40 years old.

This is my age.”

• Distribute the My Age and Birthday Handout and direct students to write their age.

• After students write, direct them to read their sentence to their partner.

report is often not their actual

chronological age. A high school

student who reports to be 15

years old, but who looks older,

might actually be several years

older.

C. Months of the Year (10 minutes)

• Project the Birthday Celebration Image. Ask students what they see.

• Introduce the word birthday. Underline birth and day.

• Say: “Birth is when a woman has a baby. So birthday is the day you were born.”

• Ask students: “Do people celebrate birthdays in your country? How do they celebrate?”

• Draw student attention to the monthly calendar that you have posted in your room.

• Return to the lesson question and read: When is your birthday?

• Say: “Everyone’s birthday is in a month. My birthday is in _________.”

• Flip through a few pages on the calendar. Name a few months saying: “September is a month.

October is a month. There are 12 months in the year.”

• Project the Months of the Year Handout.

• Point to the name of each month, and read aloud.

• Invite students to chorally repeat and clap the syllables for each month.

• Hand out a card to each student with his/her birthday month written on it.

• Months represented on calendars

seem concrete to people who are

familiar with calendars. But the

in the same way that time on

clocks is an abstract and

unfamiliar concept to many SIFE,

so is concept of time represented

in units on a calendar.

• The pronunciation of the names

of the months is difficult for

ELLs. Allow students to practice

chorally and in pairs.

• Students are not expected to able

to read the names of the months

in this lesson, but only to practice



• Direct students to tell the month of their birthday to their partner.

• Direct students to use TPR by saying: “When I say the name of your birthday month, stand up.”

• Call out each month in order. Each student with that month stands up and holds up his/her card.

saying them and identifying their

own birthday month.

D. Write and Say Birthday (5 minutes)

• Project My Age and Birthday Handout.

• Model tracing your full birthday (month and date) on to the handout.

• Support student comprehension by pointing to the calendar as you write.

• Distribute My Age and Birthday Handout.

• Direct students to trace their birthday (month and day) on the handout.

• Model with a student partner how to say your birthday:

o Partner A asks: “When is your birthday?”

o Partner B says: “My birthday is ________________.”

o Then, partners switch.


• After partners have shared with each other, invite partners to ask the question and answer for the

class.

• Like with phone numbers, the

tracing for birthday information

first can help scaffold student

speaking.





• Direct partners to ask and answer the first lesson focus question: How old are you?

• Direct partners to ask and answer the second lesson focus question: When is your birthday?

• Pull out equity sticks one by one to informally assess a few students.

• With each stick, ask the student one of the two lesson focus questions

B. Review Learning Targets (1 minute)



• Say as you point to each target: “Today you asked and answered questions about age and birthday.

You also wrote sentences about your age and birthday.”


A. Age & Birthday in Notebooks (2 minutes)

• Show students where in their writing notebooks to copy their age and birthday sentences.

• Model where to write the date and have students copy the date.

• For homework, students will copy all of the sentences in My Age and Birthday Handout into their

notebook.

• Additionally, instruct students to write the age and birthday of someone important in their lives.


SIFE FLL Unit 1: Lesson 6 Personal Information Review





Lesson at a Glance



Who are we?

What information can you give about yourself?

Overview The purpose of Lesson 6 is to review and practice all personal information taught in Lessons 1 through 5. This is in

preparation for the Lesson 7 assessment, where all Week 1 targets are assessed.





• I can read Week 1 sight words. (FS.3)

Today’s Targets

• I can say sentences about my name, number of brothers and sisters, address, phone number, birthday, and age.

• I can fill in blanks with my name, number of brothers and sisters, address, phone number, birthday, and age.

• I can read all Week 1 sight words.





A. Welcome Message

B. Share Homework



A. Sight Word Bingo

B. Sight Word Partner Flashcards

C. Contractions Oral Practice


(9 minutes)

A. Fill Out Personal Information

Form


4. Homework (1 minute)

A. Study: Sight Word List &

Personal Information Form

• Students will practice all Week 1 sight words in both a recognition task (Bingo) and a production task

(Partner Flashcards).

• Lesson 6 introduces students to bingo, one of the class games to be used regularly for review.

• Students will be introduced to the contraction forms of the Week 1 personal information questions and

answers, and will practice asking and answering, using both the expanded and contracted forms.

• The filling out of the Personal Information form in Lesson 6 is rehearsal for the same form that will be

used as an assessment in Lesson 7.


• Welcome message

• Partner flashcards

• Sentence frames

• Modeling

• Chorally read




Provided in Lesson Materials

• Week 1 Sight Words Bingo (Form A, Form B, Form C)

• Week 1 Sight Word Flashcards

• Week 1 Sight Word List

• Contractions Oral Practice

• Personal Information Form


• Print a Week 1 Sight Words Bingo card for each pair of students (Forms A, B, C).

• Gather paper clips, pennies, or other objects that can be used as bingo placeholders.

• Print, copy, and cut a set of Week 1 Sight Words Flashcards for each pair of students.

• Print Contractions Oral Practice for each pair of partners.

• Load Contractions Oral Practice to project.

• Print and copy a Personal Information Form for each student.

• Write welcome message on board.

Classroom Set-Up





Today is Monday, September 15, 2014.


Today we are playing a game!

From,









• Considering show the bingo cards

and paperclips to support

students understanding of:

Today we are playing a game.


• Partner A reads to Partner B. Then, they switch roles.



• Ask comprehension questions such as: “Whose birthday is ______? Who is ____ years old?”

• Challenge students to share their

partner’s birthday and age.




• Read the lesson focus question: What information can you give about yourself?

• Track print with your finger each time you read, and gesture as needed to support meaning.

• Say: “Today we are going to practice what we learned last week.”


o I can say sentences about my name, number of brothers and sisters, address, phone number,

birthday, and age.

o I can fill in blanks with my name, number of brothers and sisters, address, phone number,

birthday, and age.

o I can read all Week 1 sight words.

• Point to the word cards on the

wall for the Week 1 vocabulary.

Point to these words (name,

address, etc.) to support their

understanding that all of this is

information.




A. Sight Word Bingo (10 minutes)

• Gather your set of Week 1 Sight Word Flashcards for calling the sight words in bingo.

• Hand out a Week 1 Sight Word Bingo Card to each pair of partners.

• Hand out a handful of objects that students will use to mark their spaces.

• Tell students that this game is bingo, and ask if anyone knows how to play.

• Model how to play the game by calling out a few sight words, one at a time.

• Direct students to find the word and to place one of the objects to mark that space.

• Explain and show students that when they have five spaces filled across, down or diagonally, they must

call out: “Bingo!”

• Direct students to clear their cards, explaining that was only practice.

• Begin the game, making sure students know not to write on cards.

• When one set of partners calls out “Bingo!” they must read each of their five sight words back to the

class, to make sure they marked the right words.

• If they are correct on all five, then they win. If they made a mistake, then they are out and you continue

with the rest of the class.

• Partner bingo is ideal for the first

time, but consider giving students

individual cards if you think they

are ready and do not need

partner support to identify the

words.

• Forms A, B, and C of the bingo

cards all have the same 25 words,

but in different order. Let

students know that they all have

each word.

• Build good sportsmanship

around games by encouraging

students to applaud for winners.

Make clear that games are a fun

way to review the learning, but

the class can only play if students

are cooperative.

B. Sight Word Partner Flashcards (10 minutes)

• Model reading flashcards as partners:

o You are Partner A.

o Partner B holds the sight word cards and places the YES and NO cards on the table.

o Partner B flashes each card one by one to you.

o You read each card as quickly as you can.

o Read a few correctly. Partner B puts the correct cards in the YES pile.

o Read a few incorrectly, to model what to do when partner cannot read the words.

• Students were introduced to

flashcards in Lessons 2 and 5 of

Week 1, but they have not yet

practiced in partners.

• Each set of sight word cards

comes with two additional cards:

YES and NO. These will be used

to make piles for words students



o Partner B puts the incorrectly read cards in the NO pile, and reads them correctly back to you.

o Continue until you have read for one minute, reading some correctly and some incorrectly so

Partner B has to arrange them into YES/NO piles.

o When the timer goes off, Partner B holds your NO pile.

o Partner B flashes only this set to you, and continues for 30 seconds. The goal is to get all cards

in the YES pile.

o Switch roles. Partner A sets up the cards and sets the timer again for one minute.

o Partner B reads. Put the words into the YES and NO piles accordingly.

• Distribute a set of Week 1 Sight Word Flashcards to each pair of students.

• Direct students to practice.

• Circulate and support as needed.

read correctly (YES), and

incorrectly or very slowly (NO).

C. Contractions Oral Practice (10 minutes)

• Project the Contractions Oral Practice.

• Read the first set of questions related to name: What is your name? What’s your name?

• Invite students to chorally repeat.

• Draw student attention to the red font and ask: What do you notice?

• After hearing student responses, explain: “We can ask: What is your name? But usually when people

speak in conversation, they ask: What’s your name? People say this because it is shorter and easier to

say. We cut the word is and add this mark (point to apostrophe) to show it means the same thing.

When we talk, we use the shorter question. But when we write, we usually use the longer question.”

• Practice reading each question with expression, as students chorally repeat. Clap the words in each

form of the question as you read each one.

• Continue reading the remainder of the questions in the same way so students can hear different

examples of contractions.

• Distribute the Contractions Oral Practice to each set of partners. Direct them to practice reading

the questions and giving answers.

• Teaching contractions is the

beginning of drawing student

attention to differences in

register. Contractions are one

way of making language more

informal.

• Introduce the concept of

contraction, but do not name this

as a contraction in this lesson.

Students will name this concept

after they have practiced a bit

more and see the pattern.

• This is an oral activity, so

partners speak their answers to

the questions, but do not write

them.




A. Fill Out Personal Information Form (8 minutes)

• Distribute the Personal Information Form.

• Direct students to fill out all of the information for themselves.

• Students may use their handouts from Week 1 if they need, but students should be working

independently.

• Collect the form and review before the Lesson 7 assessments.

• This form is the same one that

students will fill out in their

individual assessment tomorrow.

• For more advanced students,

consider creating a form where

students write the sentences with

their information.




• Say as you point to each target: “You said sentences about yourself. You wrote information about

yourself. And you practiced reading all sight words from Week 1.”

Homework: Lesson 6 (1 minute) Meeting Students’ Needs

A. Study: Sight Words & Personal Information Form (1 minute)

• Distribute Week 1 Sight Word List.

• Direct students to practice reading all of the words.

• Distribute the Personal Information Form, the same one they just completed.

• Direct students to practice filling out all of their information like they did in class.

• Explain that tomorrow students will need to read the Week 1 Sight Word List and fill out the

Personal Information Form independently.


SIFE FLL Unit 1: Lesson 7 Personal Information Individual Assessment





Lesson at a Glance

Unit Essential Question Lesson Focus Question

Who are we? What is your first name? What is your last name? What is your address? What is your phone number?

How old are you? When is your birthday?

Overview

The first purpose of Lesson 7 is for students to assess individual students on sight word reading and writing the personal

information they learned in Lessons 1 through 5, and reviewed in Lesson 6. The second purpose of Lesson 7 is for students

to connect in school learning to the real world, as they analyze real-world personal information documents. This allows

students to see how language and literacy learned in class are essential for functioning in everyday life outside of school.





• I can read sight words. (FS.3)

Today’s Targets

• I can write my name, address, phone number, birthday, and age.

• I can read all Week 1 sight words.

• I can identify personal information on real-world documents.





A. Welcome Message



A. Personal Information Writing

Assessment & Sight Word

Reading Assessment

B. Real-World Documents


(4 minutes)

A. Review Documents



A. Real-World Documents

• Part A of the Work Time includes two assessments. The first is to assess student ability to

independently write personal information from Week 1, and will be administered as a group. The

second is to assess student ability to instantly recognize sight words, and will be administered one on

one for a maximum of two minutes per student. More specific directions are in the Work Time section

of the lesson plan.

• The expectation in Lesson 7 is not that all students can write their personal information or that they

can read all sight words. The goal is to make transparent the instructional loop that includes the

introduction of new content and skills, the multiple practice opportunities both in class and for

homework, and the assessment of student learning. It is important to establish these connections after

the first week of classes.


• Welcome message

• Assessment conferences

• Modeling







• Personal Information Form Handout

• Week 1 Sight Word List

• Real-World Personal Information Documents

• Personal Information Homework Handout

• Unit 1, Week 1-Rubric


• Print and copy the Personal Information Form Handout for each student for the assessment.

• Print one copy of the Week 1 Sight Word List for each student to read during the one-on-one assessment.

• Print and copy the Real-World Personal Information Documents for each pair of students.

• Load the Real-World Personal Information Documents to project.

• Gather your own documents that have personal information, such as driver’s license and passport, as well as printed copies of blank documents,

such as a job application and/or college application.

• Write welcome message on board, adding a personalized line after the weather.

Classroom Set-Up


Good morning/afternoon. Today is Tuesday, September 16, 2014. It is sunny/warm/cold outside. ________________ From, (teacher’s name)









• Direct partners to read the message to each other.

• Support students in

understanding additional lines

that you added to the message.

• Beginning in Week 3, students

will also learn to express dates

using all numbers, such as

9/18/14.


• Orient students to the targets.


• Read the lesson focus questions, which are all the questions from the week: What is your first name?

What is your last name? What is your address? What is your phone number? When is your birthday?

How old are you?

• Say: “Last week you practiced saying and writing important information about yourself. Yesterday, you

reviewed this information. Today, I am going to see if you can write this information and how many

words you can read from last week.”

• Project the Word Cards for in a group, with a partner, independently.

• With each one say: “Many times we work in a group or with a partner to practice. But for the first

part of class today, I want to see what you can do independently, or by yourself, with no one helping

you.”


o I can write my name, address, phone number, birthday, and age.

o I can read all Week 1 sight words.

o I can identify personal information on real-world documents.

• There is no share from

yesterday’s homework, since the

homework was to practice the

reading and writing assessments

from today.




A. Personal Information Writing Assessment & Sight Word Reading Assessment (15 minutes)

• Distribute the Personal Information Form Handout.

• Direct students to fill out their form and to work independently.

• As students are filling out their forms, call each student up one by one for sight word reading. This

should take no more than two minutes per student.

• Present the Week 1 Sight Word List for each student to read. Keep one copy for all students.

• Mark on your copy of the Week 1 Sight Word List each word that the student reads correctly. The

goal is not for students to struggle through these words, but only to see if they can instantly recognize

them. If students get stuck on a word, just move on. If they cannot name three words in a row, point to

the whole page and ask: “Do you know any of these words?” If they cannot recognize any, assure them

through your tone and gestures that this is OK.

• Gather all assessments on your clipboard to tally later.

• Students have to write their

personal information, but not yet

in full sentences in Week 1.

• Students might resist

independent work and continue

to look to peers for help.

Reassure students that this is

only to see how they are doing

now, and that this is not a time to

work together.

• The sight word reading

assessment is not high stakes in

Week 2, but simply for you to

gauge which students can

recognize the words taught in

Week 1.

B. Real-World Documents (20 minutes)

• Explain to students: “All of this information is important in the world and your life outside of school.

There are many documents where we need to write personal information, such as name, address,

phone number, birthday, and age.”

• Show students examples of real-world documents that you brought in before showing the ones

included in the lesson materials. Pass them around so students can see them up close.

• Elicit from students the names of these documents (in home language or English), and provide the

names in English as needed: driver’s license, passport, job application, college application.

• Clap the syllables for each of these phrases to support stress and pronunciation.

• You are mentioning the names of

the various documents, but

students will not be assessed on

this vocabulary, because this is an

extension activity designed to

connect the in class learning to

the world. There are no word

cards.

• Give students clues if needed,



• Project the Word Cards for document and personal information and point out examples.

• Project the documents and ask students what each image shows. Ask them what makes them think that

a given document is a ________.

• Ask students why we need each of these, and elicit their responses.

• Tell students: “We see documents in our lives every day. Let’s look for personal information in

each one such as first name, last name, etc.”

• Project and distribute the Real-World Personal Information Documents to each set of partners.

• Model how to look for personal information in the Real-World Personal Information

Documents

o Think aloud as you look at the job application. Say: “Usually we see or write our names first on

documents. When I look here (point), I see last name.”

o Circle the last name that you see on the job application.

o Invite students to help you find another piece of personal information.

• Project each document and give partners a few minutes to find and circle personal information.

• Invite students to the board to point out what they found on each document.

such as information about how

months correspond to numbers

and that the “B” in DOB stands

for birth.

• Make a list of other pieces of

important information that

students find. They might point

out things like email address, sex,

height, weight, etc.




A. Review Real-World Documents (3 minutes)

• Return to the projected Real-World Personal Information Documents.

• Point to various pieces of personal information on each one.

• Students chorally name each such as last name, address, phone number, etc.




• Say as you point to each target: “Today you wrote your personal information, and read the Week 1

sight words independently. You also practiced finding personal information on real-world

documents.”


A. Personal Information Homework Handout (3 minutes)

• Distribute the Personal Information Homework Handout to each student.

• As you project the handout, explain the directions and model an example.

• The directions are clear on the

handout itself.


SIFE FLL Unit 1: Lessons 8 & 9 Baseline Assessment Letters, Sounds, and Sight Words


LL SIFE FLL: Unit 1: Lessons 8-9


Lessons 8 & 9 (90 minutes)

Lesson at a Glance



Who are we?

What do you know about letters, sounds, and sight words?

Overview

The purpose of Lessons 8 & 9 is to gather information about student foundational literacy skills before introducing the

alphabet in Lesson 10. Students come to class with different knowledge of the sound-symbol system of the Roman alphabet

and basic sight words. Teacher awareness of student knowledge will inform the pace and focus of sound-symbol instruction

throughout the remainder of the unit.


There are no long-term learning targets for this lesson, as students are not learning new knowledge or skills. The targets

listed below for the two lessons focus on the non-assessment activities.

Today’s Targets

• I can personalize my notebook.

• I can choose books to read.

• I can practice sight words.



Agenda: Lessons 8 & 9 General Teaching Notes: Lessons 8 & 9


A. Welcome Message



A. Assessments/ Activities


(3 minutes)

A. Review the Learning Targets


A. Assignment

• This assessment is not given in Lesson 1 because it is important to spend the first several lessons building

community and some foundational oral language. Students will feel more comfortable during the

assessment if they are familiar with you.

• Over these two lessons, the following three assessments will be administered to each student: letter name

knowledge, letter sound knowledge, and sight word knowledge.

• You will only assess one student at a time. Each student should take about 10 minutes.

• During the assessment, do not force students to try every letter, sound, or word. If students do not know

the information, simply move on. This is not time for teaching, only for gathering information about

what students know.

• While you are assessing each student one on one, the other students will engage in three activities over

the two days: 1. Selecting Books, 2. Sight Word Memory, 3. Personalizing Notebooks.

• Consider combining Selecting Books and Sight Word Memory into one period and Personalizing

Notebooks into the other, since clean-up time is needed for this activity.

• The assessments and three activities are listed on the agenda as one item in the Work Time section of the

lesson because they will occur simultaneously. You only need the lesson Opening in Lesson 8, and the

Closing & Assessment in Lesson 9, although be sure to end Lesson 8 with some message to the class, and

to begin Lesson 9 with a greeting to students.

• Be sure to set up the other activities so that interruptions during assessments are minimal. The student

you are assessing needs to feel he/she is your focus for that time and interruptions will compromise this.


• Conferences and assessments

• Welcome message

• Modeling

• Choral reading




• What do you notice?



Materials and Preparation: Lessons 8 & 9


• Assessment: Teacher Directions

• Assessment: Teacher Copy

• Assessment: Student Copy

• Assessment: Class Profile

• Sight Word Memory Cards

• Sight Word Sentence Scramble


• Print and copy Assessment: Teacher Copy. You will need one copy for each student.

• Gather these documents on a clipboard.

• Print one copy of Assessment: Student Copy and place in sheet protector. You will use one copy for all students.

• Review all assessment directions.

• Gather materials for selecting books: baskets of low- and high-interest books, different color Post-its, and markers.

• Gather materials for personalizing notebooks: magazines, markers, small pieces of colored paper, scissors, glue.

• Print and copy onto cardstock two sets of Sight Word Memory Cards. Students will be play in pairs or trios.

• Print Assessment: Class Profile. You will complete this after all individual assessments are complete.

• Create a model of your own personalized notebook to inspire students to create their own. The cover should have photos and words that represent

aspects of your identity.

• Post the welcome message on the board.

Classroom Set-Up

• Designate one table as the assessment area.

• Set up other tables for the other activities.



Opening: Lessons 8 & 9 (5 minutes) Meeting Students’ Needs





• Direct students to read in partners.

• When choral reading, be sure all

students participate. Some

students might read in a whisper

voice and others in a louder voice.

• Support student comprehension

of new information you have

added to the message.

• Students may also want to try to

read the message independently.

Ask for volunteers.




• Read the lesson focus question: What do you know about letters, sounds, and sight words?

• Say: “Part of who we are is what we know about English. Today and tomorrow, I am going to meet with

each of you to see what you know about letters, sounds, and some words (show lists). This is not a test,

but only for me to see what you know now.”

• Say: “When I am not meeting with you, you will do three (gesture) other activities today and tomorrow.”

• Point to each table to show the three activities, which you will explain in the work time.

• Read the targets related to these activities:

o I can personalize my notebook.

o I can choose books to read.

o I can practice sight words.

• Many students will not

understand everything you are

saying in your explanation.

Gesture to reassure students that

it is OK if they cannot read

anything today. If you have some

language partners where one

student understands more

English, ask those students to

translate.



Work Time: Lessons 8 & 9 (80 minutes) Meeting Students’ Needs

A. Assessment (10 minutes per student)

• For each student that you call to the assessment area, follow the directions for each of the three

assessments on the Assessment: Teacher Copy.

• Before you begin with the first student, model the first activity (Selecting Books) from the three

described below in Activities.

• Explain to students that you will need quiet and no interruptions while you meet with each student one

on one.

• Tasks A (assessments) and B

(activities) occur simultaneously.

• Eighty minutes of work time over

the two lessons includes five

minutes of modeling for each

activity.

• There is no set time for each

activity. If students are working

well with one of them, stay with it.

Your focus is the assessment.

• Transition students to a new

activity when they are ready, but

do not interrupt an assessment

you have started. Model a new

activity between assessing

students.

B. Activities (80 minutes)

1. Selecting Books

• Say: “You are going to look through books today. Choose five books you want to read. When you look

at each book, think about if you would like to read it. If yes, put a Post-it with your name on it on the

cover of the book (show this).”

• Model choosing between a book you want to read and one you do not want to read:

o Point to a book and say: “Hmm. Maybe this is a book I want to read.”

o Continue thinking aloud: “When I look at the cover I see _______. I think this book is



about ______. I am not very interested in _______, so I do not want to read this book.”

(Return the book to the basket.)

o Choose another book. Say: “When I look at the cover, I see ________. I think this book is

about _______. I open the book and look at the pictures. I want to read this book because

________.”

o Close the book. Take one of the Post-its with your name on it, and put it on the cover of the

book.

o Set the book next to you and say: “I am putting the books I want to read here.”

• Distribute Post-its to students, and direct them to write their name on five of them.

• Say: “Now you will look through the books and choose five that you want to read. You have 20

minutes. You can show books to each other and talk in a whisper voice, but you must be very quiet.”

• Set the timer and direct students to begin.

2. Sight Word Memory

• Spread out half a set of Sight Word Memory Cards on the table. Make sure you know where

there is match.

• Say: “Now you are going to play a game. I am going to show you how to play. Maybe you know this

game from your country. It is called memory in English. We will play it to see how well you

remember what you see.”

• Model playing the game:

o Invite a student to be your partner.

o Look at the cards and go first, turning over two cards. Make sure to turn them completely

over and lay them face up on the table.

o Read each word aloud (e.g., the, my).

o If they are not the same, say: “It’s not a match. But I am going to remember these words

are here. ”

o Say: “Now the other person takes a turn.”

o Invite your partner to turn over two cards and read each card. Say: “It’s a match” or “It’s

• This is a familiar game to many

students, and easy to learn if it is

new. Students are often excited to

play this game. Ask them what

they call this game at home.

• Since you will be assessing one

student, you might have the

remaining students play the game

in two groups, pairs at one table

and a trio at another.

• Memory and remember are

similar to personal and

personalize in the notebook

activity. There are no word cards,

but show that these words are



not a match.”

o Then, you take another turn, this time making a match. Read each word aloud (e.g.,

number, number) and say: “It’s a match. Now I have to make a sentence with this word:

My phone number is ________.”

o Show students that you keep the match. You must read the words and make a sentence to

keep the match.

o Show students that they take another turn if they make a match.

• Distribute cards to the two sets of players.

• Tell students to continue until all cards are gone. The student with the most cards is the winner.

• Remind students about following the game rules and speaking quietly as you continue the

assessments.

related.

• Students practiced these words

many times throughout Lessons 1

to 7, so they should be pushed to

make sentences orally using the

word in their match.

• Students LOVE to play games and

they are a great way to practice

language and literacy. Integrate

review games into each week, and

remind students that they must

work hard in order to play games.

Its effective currency in the

classroom.

3. Personalizing Notebooks

• Show students the model of your personalized notebook.

• Say: “This is my personal notebook. What do you notice?”

• Listen to student responses and briefly explain why you have each piece on your cover.

• Say: “This is my personal notebook. You are going to personalize your notebook. Notebooks are an

important place to practice writing our thoughts and ideas. Many people personalize their notebooks

by putting things on the cover that show something about their identity.”

• Write the word personal on the board, and personalize underneath.

• Read each word aloud and invite students to chorally read with you and clap the syllables.

• Ask: “What do you notice?”

• Underline the personal part of each word and say: “These words are similar. When you see a new

word, think about if it looks like another word you know. They probably mean something similar.”

• Say: “Remember last week you talked and wrote about your personal information—information

• Identity is a central concept in

Unit 1 ELA, so this word should be

familiar to students.

• You are drawing student attention

to the word personalize, but there

is no word card because this is

taught incidentally. You want

students to notice that personal

(previously learned) and

personalize (new) look similar

and are related in meaning and

that noticing this is a strategy for

figuring out the meaning of some



about you that is different from everyone else. Personalize is something we do. When we personalize

something, we make it show something about our identity.”

• Distribute student notebooks.

• Say: “This is your notebook. Personalize your notebook so that anybody who looks at the notebook

will know it belongs to you.”

• Show students the various materials. Remind students about respecting materials as artistic tools

not things to throw or play with.

• Set the timer to allow 10 minutes for cleanup at the end.

new words. This is not a word

learning strategy lesson per se, but

this is an example of a teachable

moment.

• Consider a 30-second

demonstration of how to use a

glue stick correctly to conserve

glue and avoid a sticky mess.



Closing and Assessment: Lessons 8 & 9 (5 minutes) Meeting Students’ Needs

A. Reviewing the Targets (5 minutes)

• Point back to the leaning targets for the day, and read whichever targets correspond to the activities that

students completed. You might ask students to hold up a book that they chose to read, or how they liked

playing the sight word game.

• At the end of Lesson 9, point back to all the targets and consider pointing out your observations about

how students worked in groups both days.

• At the end of Lesson 8 and 9,

briefly review the activity students

did and the target connected to it,

as well as share your observations

about student work on the other

activities.

Homework: Lessons 8 & 9 (2 minute) Meeting Students’ Needs

A. Sight Word Sentence Scramble

• Distribute the worksheet.

• Model one example for the class.

• Direct students to complete the remaining sentences for homework.


SIFE FLL Unit 1: Lesson 10 Alphabet Letter Names





Lesson at a Glance



Who are we?

What letters are in the alphabet?

Overview

The purpose of Lesson 10 is to introduce students to the alphabet. After the building of foundational language around

personal information in Week 1, students will be introduced to letter names in Lesson 10 and letter sounds in Lesson 11.

The focus on letters and sounds will be threaded through all lessons for the remainder of the year.


• I can recognize and name all letters of the alphabet (FS.1).

• I can match lowercase to capital letters (FS.1).1

Today’s Targets • I can name all the letters in the alphabet.

• I can say the letters in my name.

1 Students are exposed to capital and lowercase letters when introduced to the alphabet in this lesson. The homework asks students to practice matching lowercase and capital letters, although they do not learn these terms—capital and lowercase—in this lesson. Since the distinction between capital and lowercase letters is not a focus of this lesson, it is not included in Today’s Targets.





A. Welcome Message

B. Review Sight Words



A. Alphabet Song and Game

B. Spell First Names Orally


(5 minutes)

A. Partner Flashcards



A. Alphabet Homework Handout

• Because students learned sight words in Week 1, Lesson 10 introduces the sight word review, which

will become a routine part of the daily lesson Opening.

• There are different philosophies about whether to introduce letter names or sounds first. Because some

students may already be familiar with the alphabet (even if they cannot read at all) and since letter

name knowledge is a strong predictor of decoding, we decided to introduce letter names.

• Throughout the year, students will learn the 44 sounds (phonemes) represented by the 26 letters

(graphemes) in the alphabet and apply this knowledge to reading and writing.

• While young children often learn to sing the ABC song before matching the letter names to their

written form, in FLL students will not learn to recite the alphabet with seeing the letters in print. The

learning of letter names will always be paired with the printed form. Students must be able to name

letters both in and out of the alphabetic sequence. The video and Alphabet Chart reinforces this

connection.

• Many alphabet materials in print and online are designed for young children. These should not be used

for adolescent SIFE, as they are not at all age appropriate and can de-motivate learning. We selected an

online alphabet song that has engaged high school SIFE in one Bronx high school. Teachers can choose

another song, as long as it is age appropriate.

• Use the assessment information you gathered in Lessons 8 and 9 to make decisions about how much

time to spend on this alphabet introduction. If most students can name letters, then this will be a quick

review. If most students cannot name any letters, then you will need to go more slowly.


• Welcome message

• Sight word review

• Choral reading

• Modeling

• Cold calling





• Alphabet Chart for the Wall

• Alphabet Chart Student Copy

• Alphabet Flashcards

• Alphabet Homework Handout


• Gather Week 1 Sight Word Flashcards from Lesson 6.

• Set up alphabet song to project (with audio) at http://vimeo.com/13673627.

• Copy an Alphabet Chart for Wall and post.

• Load the Alphabet Chart to project.

• Copy Alphabet Chart Student Copy for each student.

• Copy Alphabet Flashcards for you and each set of partners. Ideally these are printed in color, on cardstock, and laminated. Shuffle the cards for

partner sets so letters are not in sequence.

• Copy the Alphabet Homework Handout for each student.

• Gather student name cards (that students created in Lesson 2) from the bulletin board. Students will use these in the Work Time.


Classroom Set-Up


Today is Friday, September 19, 2014.


_______________________

From,

(teacher’s name)

http://vimeo.com/13673627






• Alphabet Chart is posted and highly visible for students.










B. Review Sight Words (4 minutes)

• Hold the stack of Week 1 Sight Word Flashcards.

• Say: “Good readers read words very quickly or instantly, like this (read several sight words quickly) not

like this (read a few more, sounding out each word slowly). Everyday, we are going to practice reading

sight words instantly.”

• Begin the review with the whole class.

• Flash each card one by one so students can chorally read the word instantly.

• Distribute a set of flashcards to each set of partners.

• Review the protocol for practicing flashcards, using the yes and no piles.

• After partner work, cold call individual students with cards. If students are seated in a circle or

around a table, simply flash cards one by one to individuals around the table.

• Finish with a speed round to see how many words the class can recognize chorally in 30 seconds.

• Note which sight words still cause difficulties for which students.

• Giving students examples and

non-examples of what you expect

makes things very clear. Support

student understanding of

instantly by giving an example of

instant sight word recognition, as

well as a non-example. After

students become familiar with

this routine, the time for this

activity will be reduced to about

two minutes each day.

• This is cumulative. As you teach

new sight words, continue to add

new words to the deck each week.




• Read the lesson focus question: What letters are in the alphabet?



• Track print with your finger each time you read, and point to the alphabet on the wall.


o I can name all the letters in the alphabet.

o I can say the letters in my name.




A. Alphabet Song and Game (15 minute)

• Students are seated around a table for this activity.

• Point to the Alphabet Chart for the Wall.

• Ask students: “What is this? What do you see?”

• Say: “In English we use this alphabet. All of the letters together are called the alphabet. When

people write in your language, do they use this alphabet? How many letters are in this alphabet?”

• Gesture and explain that for each letter there is a big and small version.

• Project Word Cards for letters, alphabet.

• Students chorally repeat and clap the syllables for letters and alphabet.

• Say: “First we are going to listen to an alphabet song, and then practice with the song.”

• Play the alphabet song at http://vimeo.com/13673627. Stop this video at 2:12, which moves from

letter names to letter sounds. This will be used tomorrow.

• Encourage students not just to listen but to say the letters with the song. Invite students to join you as

you say all of the letters. Make this activity age-appropriate fun.

• Play the video a few times, depending on student engagement.

• Say: “Now we will play a game. We will practice saying the letters in the alphabet in order, without

the video. I will say ‘A,’ and then _______ says ‘B,’ and _______says ‘C,’ and we continue to Z.”

• Project the Alphabet Chart and begin with the Aa.

• Click each letter slide as you go around the circle to each student. Reinforce turn taking and following

the sequence around the circle. If a student skips a letter or says the wrong letter, others can help.

• An alternative to this game is to have students stand and go around in a circle, saying up to three

letters in a row, until Z. The student who says “Z” is out, and sits down. Strategizing around the

number of letters one chooses to say adds an element of excitement to the game.

• Repeat for several minutes, using the projected Alphabet Chart with each letter.

• If time allows, play the game again, showing the letters out of sequence for students to name.

• Consider showing other

alphabets that represent student

languages in class (e.g., Bangla,

Arabic).

• The video shows both capital and

lowercase letters. Point this out

only if you think students are

ready. Otherwise just draw their

attention to big and small forms.

• If you are musical, consider

giving students small percussion

instruments to accompany the

song. Students often enjoy this

combination of audio, visual, and

kinesthetic methods.

• It is not important that students

recite letters in sequence. It is

important that they can name any

letter they see. If students are

very unfamiliar with the letters,

keep them in sequence, from A to

Z, in this lesson. If they are more

advanced, mix up the letters so

they are out of sequence.




B. Spell First Names Orally (15 minutes)

• Distribute the name cards (from Week 1) to students, so each is holding his/her name card.

• Say: “You practiced saying and writing your name last week. But many times in your life, you need to

spell your name for people to write it. Now you are going to spell your name aloud to your partner. You

will point to each letter in your name and say each letter.”

• Model spelling your own name orally:

o Hold up your name card.

o Say, for example: “My name in Kerri. K-e-r-r-i.”

o Trace each letter with your finger, as you say the letters again: “K-e-r-r-i.”

• Invite partners to spell their names orally.

• If students can easily spell their first names, ask them to spell their last name as well.

• Circulate and observe, encouraging students to support each other with letter names.

• Have each student to hold up his/her name card and spell his/her name orally.

• If time allows, post all name cards on the wall. Choose a name without telling students. Spell that name

orally and ask students to tell you whose name you spelled. Students can be the “spellers” as well.

• Whenever possible, point out the

real-world application to skills

learned in class. While we don’t

spell most words orally in daily

life, we often to have to spell our

first and last names for others. As

students develop more literacy,

they can practice spelling their

names as we often do on the

phone, having to clarify letters

names with a keyword (e.g., “S as

in Sam”).




A. Partner Flashcards (6 minutes)

• Distribute a set of Alphabet Flashcards to partners, with the letters shuffled.

• Direct partners to practice saying the letters, using the sight word review protocol with YES and NO

piles.

• Circulate and observe students.

• If time allows, flash cards out of sequence for the whole class to chorally name. Then cold call

individual students with individual letter cards.

• Provide partner practice activities

as often as possible before cold

calling.



• Read the learning target and say: “Today you learned the names of the letters in the alphabet, and

how to say the letters in your first name.”


A. Alphabet Homework Handout (3 minutes)

• Distribute the Alphabet Homework Handout to each student.

• Model using the completed Alphabet Chart to fill in the missing capital and lowercase letters on the

same handout.

• Instruct students to also practice saying the names of all of the letters in order and out of order,

modeling with an example.

• This homework is intended to

simply provide out of class

practice on matching lowercase

and capital letters. Tomorrow’s

lesson will introduce letter

sounds.


SIFE FLL Unit 1: Lesson 11 Alphabet Letters, Sounds, and Keywords





Lesson at a Glance

Unit Essential

Question

Who are we?

What sounds do the letters make?

Overview

The purpose of Lesson 11 is to introduce the common sounds that each letter of the alphabet makes. Students will be

introduced to keywords that represent the most common sound made by each letter using age-appropriate images in a

custom-designed alphabet chart. This lesson is an introduction to sounds. Students are not expected to master all letters

and sounds in this lesson.


• I can recognize and name all letters of the alphabet. (FS.1)

• I can match lowercase to capital letters. (FS.1)

• I can read all individual consonants in isolation. (FS.3)

Today’s Targets

• I can name all the letters in the alphabet.

• I can match lowercase to capital letters.

• I can say the name, sound, and keyword for each letter.





A. Welcome Message

B. Share Homework

C. Review Letter Names



A. Match Lowercase to Capital

Letters

B. Letters, Sounds, & Keywords


(7 minutes)

A. Letters and Sounds

Comprehension Check




• While one letter can make several sounds, in this Lesson you are only teaching the sound made by the

letter of the keyword on each card, similar to an elementary school alphabet chart.

• This is lesson is only an introduction to sounds and keywords. Students will continue to learn

individual letters and sounds over the next few weeks, before moving into more complex sound-symbol

patterns.

• Letters and sounds are taught alongside sight words.

• Use the assessment data from Lessons 8 and 9 to adjust this lesson as needed.


• Welcome message

• Choral reading

• Modeling

• Cold calling

• Pair-share

• TPR





• Week 3 Glossary, Lesson 11

• Letter-Sound Sentence Frames

• Alphabet Flashcards

• Capital-Lowercase Matching Cards

• Alphabet Homework Handout


• Load Week 3 Glossary, Lesson 11 for projection.

• Load the Alphabet Chart for the Wall for projection (from Lesson 10).

• Copy Alphabet Flashcards for partners.

• Copy Letter-Sound Sentence Frames for partners.

• Copy and cut a set of the Capital-Lowercase Matching Cards for each set of partners. Separate capital and lowercase letter cards into two piles,

each held together with a paperclip.

• Copy Alphabet Homework Handout for each student.

• Gather small whiteboards, dry erase markers, and tissues for each student, as well as regular markers.


Classroom Set-Up




• Alphabet Chart for the Wall (from Lesson 10) is posted and highly visible for students.





• Play the alphabet video/song (up to minute 2:12) as students as enter the room.


• Read the welcome message aloud to the class. Read naturally and track print as you read aloud.

• Invite students to chorally read the message with you.


• Individual students can begin to

read the message on volunteer

basis as they feel comfortable.

• Support student understanding

of any new lines in the message.

B. Share Homework (2 minutes)

• Partners take turns naming the missing letters they filled on the homework sheet.

C. Review Letter Names (2 minutes)

• Hold the stack of shuffled Alphabet Flashcards for the class.

• Flash each card to the class as they chorally read the name of each letter.

• Cold call individual students with cards when you have finished the deck chorally.

• Consider partner flashcard practice as an alternative to whole-class review if you feel confident that the

letter names are familiar to most students.

• Use the flashcards with the

keyword picture, but only ask

students to name each letter as

review from yesterday. They have

not yet learned keywords and

sounds, as this is today’s lesson.




• Say: “Yesterday, we learned the names of the letters. Today, we are going to learn the sound (gesture

to your ear) that each letter makes. We need to know the sounds of letters to read.”

• Read the lesson focus question: What sounds do the letters make? Gesture to show meaning of

sound.


o I can name all the letters in the alphabet.

o I can match lowercase to capital letters.



o I can say the name, sound, and keyword for each letter.


A. Match Lowercase to Capital Letters (15 minutes)

• Direct each pair of students to sit at a different table, to allow room for this activity.

• Distribute a cut up set of Capital-Lowercase Matching Cards to each pair of students, using

capital letters only in the first task.

• Instruct partners to put the letters in sequence from A to Z, across the table.

• When all groups have completed the task, review using TPR. Say: “Hold up the letter ___.”

• Repeat this for several letters.

• Project the Week 3 Glossary, Lesson 11 for capital letter and lowercase letter.

• Say: “There are two ways that we can write letters. There are capital letters (point to Word Card).

Capital letters are big. And there are lowercase letters (point to Word Card). Lowercase

letters are small. All of the letters on the table now are capital letters.”

• Invite students to chorally repeat capital and lowercase, clapping syllables for each word.

• Say: “Now I am going to give you the lowercase letters. Match the lowercase letters to the

capital letters like this.”

• Take a lowercase letter (e.g., p) from the new pile of letters, and place it under its corresponding

capital letter (e.g., P).

• Distribute a set of lowercase letters to each table, and direct partners to match them to the capital

letters in order on the table.

• Once partners have all pairs of letters matched on the table, review using TPR.

• Begin with capital letters, saying: “Hold up capital letter ___.”

• Repeat several times, with partners taking turns holding up the capital letters.

• Then continue with several lowercase letters in the same way.

• This task focuses only on

recognizing and naming capital

and lowercase pairs, not the uses

of each. Rules about capitalization

will be taught and reinforced

across several lessons.

• As students are putting the capital

letters in order from A to Z,

remind them to sing the alphabet

song if needed to help them

remember the order. You can also

prompt them to use the alphabet

chart, which is posted on the wall.



• In the final round of TPR, mix up the commands between capital and lowercase.

• For example: “Hold up lowercase b. Hold up capital R. Hold up capital T. Hold up lowercase z.”

B. Letters, Sounds, and Keywords (15 minutes)

• Project the Word Card for sound.

• Say: “We know the names of each letter, and how to match capital to lowercase letters. Now let’s

learn the different sound that each letter makes. Some letters make a few sounds, but today we will

learn one sound for each letter.”

• Play the alphabet video from Lesson 10, beginning at minute 2:12, which includes the letter sounds

instead of the letter names: http://vimeo.com/13673627.

• Project the Word Card for keyword.

• Continue explaining: “For each letter, we will use a keyword to help us remember the sound. The

keyword is a word that is easy to learn.”

• Project the Alphabet Keyword PowerPoint, showing each slide one by one.

• For each slide, direct students to chorally read the letter name.

• Point to and name the capital and lowercase form of the letter on each slide.

• Produce the sound and keyword for each letter. For example say: “h-/h/-happy.”

• Direct students to chorally repeat letter name, sound, and keyword after each slide.

• After each letter, ask partners to pair-share any other words they know that start with that letter and

sound. Try to elicit at least two words for each letter and sound.

• Jot student examples on the slide for each letter.

• If a student says a word that does not start with that letter and sound, ask the class to chorally

repeat the word and say the letter it actually starts with. Use student errors in a supportive way to

teach.

• Consider typing these student-generated words after class and finding images for later sorting

activities.

• If time allows, play the alphabet video with letter sounds again, and invite students to sing along.

• A letter inside slash marks (e.g.,

/h/) indicates the sound that this

letter represents. We say that a

letter “makes” a sound, but in

reality, speech is made of sounds

(phonemes) and we use letters

(graphemes) to represent them.

• The fact that a speech stream can

be broken down into individual

sounds and that an individual

sound can be represented by one

letter are foundational skills that

are very new to many SIFE. They

can often identify words that begin

with a sound, but struggle to

produce the sound of a letter in

isolation.

• In this lesson, students do not

learn the consonant digraphs,

which are two consonants that

combine to make one sound (e.g.,

sh, th, ch).

• See the list of all phonemes in

English, in the appendices of the

FLL Implementation Guide.





A. Letters and Sounds Comprehension Check (6 minutes)

• Distribute whiteboards, markers, and tissues to each student.

• Mix up a set of Alphabet Flashcards and hold them in your hand.

• Say: “I am going to say a keyword. Write the letter that begins each keyword. Try to use all

lowercase letters when you write.”

• Choose a card and read the keyword. You can also show the picture of the keyword as you say it, but

do not show the letter or the spelling of the word.

• Students write the lowercase letter that starts the word.

• Remind them to write clearly and big enough for you to see.

• When you say “Go,” each student hold up his/her board with the letter.

• Show the correct letter on your flashcard.

• Small whiteboards are a fast and

engaging way to do

comprehension checks. While you

might consider partner white

boards at times, students love to

practice skills using their own

whiteboard.

• Remind students of the

importance of only using dry erase

markers on the boards, and of

wiping them completely clean

after use.

• It is more important that students

write the correct letter, than to

have it in lowercase form. Accept

capital letters as well.

• This is an individual assessment,

but it is lower stakes than cold

calling because all students are

assessed simultaneously.

• This is the earliest form of

dictation, which will increase in

complexity as students expand

their spelling skills.




• Point to the learning targets for the day.


• Say: “Today you practiced saying the names of each letter, and matching lowercase and capital

letters and the sound and keyword for each letter.”



• Show students that in Part 1 of the homework, they must fill in the missing lowercase and capital

letters. This is similar to yesterday’s homework.

• Show students that in Part 2 they must find and draw four objects from home or neighborhood that

begin with different sounds. Students must draw the object and write the first letter that begins the

word.

• This homework is intended to

simply provide out-of-class

practice on letters and sounds.


SIFE FLL Unit 1: Lesson 12 Alphabet Introducing Alphabet Books





Lesson at a Glance

Unit Essential

Question


Who are we?

What is the first letter in words we know?

Overview

The purpose of Lesson 12 is for students to review the sound and keyword for each letter in the alphabet. Students will

enter these words in their individualized alphabet books, which will grow over the first semester. The alphabet books are a

place to catalog words that start with different letters of the alphabet in order to strengthen sound-symbol connections

needed for reading and writing. Here students practice writing words that share the same first sound and practice reading

these words




Today’s Target • I can say the name, sound, and keyword for each letter.

• I can identify the beginning sound and letter of words I know.





A. Welcome Message

B. Share Homework

C. Review Letter Names, Sounds &

Keywords



A. Begin Alphabet Books


(4 minutes)

A. Letter Names, Sounds, &

Keywords

B. Review the Learning Target


A. Alphabet Handwriting

• There is only one activity in the Work Time, as the Alphabet Books activity takes the full 30 minutes.

• Each student is making his/her own book, with partner talk and support as needed.

• There is very little teacher at the front of the room time in this lesson. Circulate and support students

as needed. Some students will be able to work more independently in this task than others.

• Each page allows students to collect and catalogue words that follow different sound-spelling patterns.

When students construct the books themselves, rather than receive ready-made books, we believe

students are more engaged and more likely to internalize the sound-spelling patterns.

• Additional pages to be added in later lessons will include consonant digraphs (e.g., sh, th, ch)

consonant blends (e.g., st, bl, tr) as well as phonograms (e.g., -and, -at, -it), long vowels, and various

prefixes and suffixes.

• Adding words to the Alphabet Book will become a regular practice throughout semester 1, and

possibly into semester 2 as sound-spelling patterns become more complex.


• Welcome message

• Choral reading

• Cold calling

• Partner flashcard practice


• Modeling

• Think aloud





• Letter-Keyword Flashcards

• Alphabet Book

• Alphabet Keywords: Small Cards

• Alphabet Handwriting Homework Handout


• Organize Letter-Keyword Flashcards in shuffled stacks for partners.

• Print, copy, and assemble a blank Alphabet Book for each student. Use a sturdy folder with three clasps down the center. This is light and easy to

carry between home and school, and allows for adding new pages.

• Create a model Alphabet Book. Glue keywords into a few pages, and add your own words and small drawings to a page or two. You do not need

to fill the book. Just add enough information to show students what they need to do.

• Print, copy, and cut a set of Alphabet Keywords: Small Cards for each student in a paperclip or small envelope.

• Print and copy the Alphabet Handwriting Homework Handout for each student.

• Gather glue sticks for each student. Small ones work best for this activity because the pictures are small. Consider assigning a glue stick to each

student for the semester, with his/her name written on it in marker. This encourages students to take better care of and conserve materials.

• Write the welcome message on board, adding a personalized line after the weather.

Classroom Set-Up


• Learning target is posted.


• Alphabet Chart (from Lesson 10) is posted and highly visible.





• Play the alphabet video/song as students enter the room: http://vimeo.com/13673627.





• Individual students can begin to

read the message on volunteer

basis as they feel comfortable.

• Support student understanding

of any new lines in the message.


• Partners take turns sharing homework Parts 1 and 2.

C. Review Letter Names, Sounds, and Keywords (5 minutes)

• Hold the stack of shuffled Letter-Keyword Flashcards for the group.

• Flash each card to the class as they chorally read the name of each letter, the sound, and keyword.

• Cold call individual students with cards when you have finished the deck chorally.

• Consider partner flashcard practice as an alternative to whole class review if you feel confident

that the letter names are familiar to most students.

• Students are not expected to have

mastered yesterday’s lesson. Use

this review to gauge what

students know today. It is not

important to review every letter,

only what is possible in five

minutes.

D. Introduce the Learning Target (1 minute)



• Say: “Yesterday we learned the sounds and keywords for of the letters. Today we are going to make a

book and put in words in pictures that begin with different letters.”

• Read the lesson focus question: What is the first letter of words we know?

• Read the target:

o I can say the name, sound, and keyword for each letter.

o I can identify the beginning sound and letter of words I know.





A. Begin Alphabet Books (30 minutes)

• Show your Alphabet Book model.

• Say: “I began to make my Alphabet Book. Today you are going to make your own book. You will keep

putting words in this book that begin with different letters of the alphabet. You can see that the pages

of the book go from A to Z.” Flip through the book to show students A, B, C, etc.

• Model entering a keyword and picture in a page in the book:

o Take one Alphabet Keywords: Small Card.

o Say the word for the picture, the first sound, and the letter.

o Flip through the pages to find this letter, referring to the Alphabet Chart on the wall for

reference about order of letters.

o Think aloud as you look for the correct letter.

o For example say: “I’m looking for F. This page is B. I know F comes after B.”

o Locate the correct letter page, and glue the letter into the box on top of the page.

o Write the keyword in the box.

• Distribute an Alphabet Book to each student.

• Direct students to write their name on the cover with a marker.

• Distribute a set of Alphabet Keywords: Small Cards to each student.

• Direct students to add all Alphabet Keywords: Small Cards and words to their books.

• Remind students to talk to their partners as needed, and to keep track of all small papers from the

Alphabet Keyword: Small Cards.

• If students finish early, direct them to start to enter words they know on the different letter pages.

Before writing each word and drawing a small picture, they say the word aloud to their partner and

listen to determine if the first sound of that word is the same as the first sound of the keyword. For

example, shirt starts with the letter s, but not the same sound as the keyword sad.

• If several students have entered new words into their Alphabet Books, hear a few examples at the

end of the Work Time.

• Students should be working in

home-language pairs so they can

help each other with the word in

their home language and they can

write the word in their home

language if they know it.

• Students will be using the

Alphabet Book across several

lessons.

• As students write the word for

each keyword picture, guide them

in using resources to find the word

spellings. They can use the

Alphabet Chart on the wall or the

Alphabet Chart Student Copy in

their binders. Acknowledge

students who are using these

resources to support spelling.




A. Letters and Sounds Comprehension Check (3 minutes)


• Mix up a set of Letter-Keyword Flashcards and hold them in your hand.

• Say: “I am going to say a keyword. Write the letter that begins each keyword. Try to use all lowercase

letters when you write.”

• Choose a card and read the keyword. You can also show the picture of the keyword as you say it, but do

not show the letter or the spelling of the word.



• When you say “Go,” each student holds up his/her board with the letter.

• Show the correct letter on your flashcard.

• This is the same informal

assessment as yesterday’s lesson.

The goal for this lesson is for more

students to identify more

beginning sounds, and for those

who know them to build speed

and automaticity.

• Depending on student levels,

consider alternating between

capital and lowercase forms that

you ask students to write.

B. Review the Learning Target (1 minute)

• Point to the learning target for the day.

• Read the learning target.

• Say: “Today you began your Alphabet Books and practiced matching keywords to sounds and

letters.”


A. Letter-Keyword Homework Handout

• Distribute the Letter-Keyword Homework Handout to each student.

• Instruct students to complete the homework, doing on example together if needed.

• Alphabet book entries will be

added to tomorrow’s homework.


SIFE FLL Unit 1: Lesson 13 Alphabet Adding Familiar Words to Alphabet Books





Lesson at a Glance

Unit Essential

Question


Who are we?

What is the first letter in words we know?

Overview The purpose of Lesson 13 is for students to further develop their alphabet books by sorting and adding familiar words

from previously taught lessons. Students will continue to work on their individual books, with partner support.




• I can identify words that begin with same sound. (FS.2)

Today’s Targets

• I can identify vocabulary words from pictures.

• I hear the first sound in words and say the letter.

• I can sort words into groups with the same first sound and letter.





A. Welcome Message

B. Share Homework

C. Review Letter Names, Sounds, &

Keywords



A. Sort Familiar Words

B. Add Words to Alphabet Book


(3 minutes)

A. Letter-Sound Comprehension

Check



A. Add Words to Alphabet Books

• For the review of letters, sounds, and keywords in the Opening, continue to use Letter-Keyword

Flashcards that have the picture of the keyword. You will replace these with letter only flashcards

when students have internalized the keywords in later lessons.

• You can add other pictures and words for students to add to their Alphabet Books, but students

should only be working with words that have been taught and are familiar.

• Each student continues to work on his/her own book, with partner talk and support as needed.

• Home-language groups should be used when students are learning new words and logging them in the

alphabet books. Students can help each other to translate between the home language and English.

• Like Lesson 12, there is very little teaching at the front of the room time in this lesson. Circulate and

support students as needed. Some students will be able to work more independently in this task than

others.

• Consider including words learned in ELA that begin with the same four focus letters for this lesson: b,

l, n, s.


• Welcome message

• Choral reading


• Modeling

• Think aloud





• Letter-Keyword Flashcards

• Alphabet Books

• Familiar Vocabulary Pictures

• Blank Handwriting Practice Handout


• Organize Letter-Keyword Flashcards in shuffled stacks for partners.

• Print and copy a Blank Handwriting Practice Handout for each student. Keep a folder of these blank pages somewhere in the room where

students can access.

• Print, copy, and cut a set of Familiar Vocabulary Pictures for each student in a paperclip or small envelope.

• Gather student Alphabet Books and the Model Alphabet Book you began in Lesson 12.

• Gather student glue sticks.

• Check with the ELA to be sure that sort has been introduced as a concept. If not, gather objects to help students understand the concept of sorting.

These could be markers of different colors and sizes or different color clothing items.

• Write the welcome message on board, adding a personalized line after the weather.

Classroom Set-Up




• Alphabet Chart (from Lesson 10) is posted and highly visible for students.





• Play the alphabet video/ song as students enter the room http://vimeo.com/13673627.





• Invite students to read individually.

• Beginning in Unit 2, students will

take on some responsibility in

crafting the welcome message.


• Partner will not share homework, since the task was handwriting practice.

• Circulate to check student homework. Take note of letters that students had difficulty forming.

• Ask students: “What letters are difficult to write?”

• Take a few minutes to reinforce how to form these letters by modeling on the board.

• Distribute Blank Handwriting Practice Handout to each student.

• Direct students to practice writing the difficult letters.

• Only students having difficulty

with letter formation need to

practice handwriting. Assign

students who are not struggling to

support those who are.


• Distribute Letter-Keyword Flashcards to partners.

• Direct partners to practice quizzing each other on letter, sound, and keyword.

• Partners should use the sight word review protocol.

• Partners should use the routine

model again, if needed, but this

has been practiced a few times.




• Say: “Yesterday you began your Alphabet Books. Today you will add words you know.”

• Read the lesson focus question: What is the first letter in words we know?




• Read the targets:

o I can identify vocabulary words from pictures.

o I hear the first sound in words and say the letter.

o I can sort words into groups with the same first sound and letter.




A. Sort Familiar Words (10 minutes)

• Say: “Today you are going to look at pictures of vocabulary words you learned the last few weeks. You

are going to say the word for each picture and decide what letter starts that word.”

• Model sorting the words into groups based on beginning letter and sound.

o Spread out Familiar Vocabulary Pictures on the table.

o Included in the set of picture are four letter cards: n, s, l, b. Separate these from the pictures.

o Think aloud as you look at each picture, say the word, isolate the first sound, and identify

the first letter. For example, say: “This is a picture of a sister. Sister starts with /s/ like sad, so

the letter is s. I put this in the ‘s’ group.”

o Invite students to help you with another picture, following these steps.

• Distribute a set of Familiar Vocabulary Pictures to each student.

• Direct partners to sort the words into four groups, based on the first sound and letter.

• Partners can sort their own sets, because they will each glue their words onto the correct letter pages in

the following activity.

• Circulate as students sort their words. If you see errors, prompt partners to say this word again to

identify the first sound and letter. Do not correct the error for students, because they can probably

figure it out simply by repeating the task.

• The Familiar Vocabulary Pictures

are pictures only, without words.

The goal is for students to say the

word, then identify the first sound

and letter. Reading the word does

not push students to attend to the

sound-

letter connection, as they will

simply match the visual

representation of the letters.1

• Students work in partners to say

the words and decide the first

sound and letter. But each student

has his/her own copy of the

pictures to glue into his/her book.

B. Add Words to Alphabet Books (20 minutes)

• Say: “Now you are going to add the 12 words you sorted to your Alphabet Books. You will glue your

pictures and write the words.”

• Model adding words to the books:

o Look at the for letter groups on the table. Say: “I’m going to start with the letter b, because

that comes at the beginning of the alphabet.”

• Like activity A, students add to

their own books, but ask their

partner for support if needed.

• Be dramatic in your tone and

gesture when you are modeling for

students how to use resources to

1 This way of sorting is inspired by: Bear, Donald R. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, N.J: Merrill, 2000.



o Turn to the ‘B’ page in your Alphabet Book.

o Glue the birthday picture into the table. Line up the pictures on the left of the cell, so you have

room to write the word on the right.

o Say: “Now I need to write the word birthday. Where can find this word so I can spell it

correctly? Hmm. I can look on the word wall. (Point to the Word Card for birthday.) Or I

can also look in the Week 1 Glossary in my binder.”

o Flip through your glossary to find birthday.

o Say: “OK, here is birthday. I’m going to copy this word here.”

o Spell the word aloud as you write the letters b-i-r-t-h-d-a-y.

o Check the word you wrote against the glossary spelling.

• Direct partners to do the same with their words in the Alphabet Books.

find information. When you show

your thinking using questions like

“Hmm. Where can I find this

information” and statements like

“Oh, I can look in my glossary,”

you are making transparent for

students important thinking about

learning. Through this think

aloud, you are externalizing

important internal processes

involved in learning.




A. Letters -Sound Comprehension Check (2 minutes)


• Mix up a set of the Familiar Vocabulary Pictures and hold them.

• Call out the word for the pictures one by one.



• When you say “Go,” each student holds up his/her board with the letter.

• Students chorally say the letter name.

• Depending on student levels,

consider alternating between

capital and lowercase forms that

you ask students to write.

• As with all Closing and

Assessment tasks, you should be

collecting evidence of student

learning and using these brief

activities to quickly “take the

pulse” of student learning. Always

use student performance to

inform how you proceed with the

lessons.




• Say: “Today you look at pictures, said the words, and identified the first sound and letter. You sorted

these words into groups and added them to your Alphabet Books. We will continue to work with

Alphabet Books over the year.”



• Say: “For homework, you will add two new words for each letter: b, l, n, s.”

• Consider having students mark

each of the four pages with a small

Post-it and writing the number “2”



• Model adding new words and pictures to Alphabet Books.

• Turn to the “B” page of your Model Alphabet Book.

• Say: “OK, what other words do I know that begin with b? I’m going to write book.”

• Draw a simple picture of a book and write the word book.

• Instruct students to write two words for each of the four letters they worked on today.

on each one. This is a useful

strategy for remembering

assignments.


SIFE FLL Unit 1: Lesson 14 In School Important People and Places





Lesson at a Glance

Unit Essential

Question


Who are we?

Who are the people in school? What important places are in school?

Overview

The purpose of Lesson 14 is to introduce students to the vocabulary of school, including people you can find in a school as

well as the important places in a school. While students are not expected to master this vocabulary in one lesson, they

should begin to develop receptive understanding of language needed to support their daily navigation of school.


• I can ask and answer questions about what a speaker says. (SL.3)

• I can match words to pictures. (R.7)

Today’s Targets • I can ask questions to people who work in school.

• I can match words and pictures about school.

• classroom, cafeteria, computer lab, gym, auditorium, office, hall, stairs, bathroom, elevator, principal, student, teacher,

guidance counselor, security guard, nurse, custodian, secretary





A. Welcome Message

B. Share Homework

C. Review Letters, Sounds, &

Keywords



A. Word Sort

B. School Tour


(6 minutes)

A. Review Vocabulary




• In Lesson 14, you will take students on a brief tour of the building to familiarize them with important

people and places in the school. We have provided the vocabulary, but you might adapt this list,

depending on your school set up.

• Since this is Lesson 14, and students have been in school for several weeks, they most likely will know

some of these words. Therefore, the lesson begins by eliciting student knowledge about important

people and places in school to find out what students already know. It is important that teaching time

focuses on what students do not yet know, rather than what they already know.

• Students will use this new set of vocabulary to further develop their Alphabet Books for homework.


• Welcome message

• Choral reading

• Modeling

• Sort





• Week 3 Glossary, Lesson 14

• School Pictures

• School Word Cards

• School: Small Cards

• Handwriting Homework Handout


• Organize Sound-Letter Flashcards in shuffled stacks for partners.

• Load School Pictures for projection. These consist only of images.

• Load School Word Cards for projection. These consist of images and words.

• Print, copy, and cut a set of School Pictures for each set of partners.

• Print, copy, and cut a set of School Word Cards for each set of partners.

• Print and copy Lesson 14 Student Glossary for each student.

• Print, copy, and cut a set of School: Small Cards for each student in an envelope for homework.

• Print and copy of Lesson 14 Handwriting Homework Handout for each student.

• Gather a set of clipboard for the tour.

• Write the welcome message on board. Include a line explaining that today you will take a tour of the school.

Classroom Set-Up




• Alphabet Chart is posted on walls.











• Support students understanding

of taking a tour of the building by

using the words and gestures for

walk and look.


• Direct partners to share new words they entered in their alphabet books for homework.

• Have students take turn reading all words they entered so far on the different letter pages.

• When possible, incorporate time

for students to read new words

they entered in their books and

to reread previously entered

words.


• Distribute Sound-Letter Flashcards to partners.

• Direct partners to practice quizzing each other on letter, sound, and keyword.

• Consider only having students

review those that are difficult.




• Say: “We are all students, and we are all in school. For the next few days, we are going to learn about

important places and people in the school.”

• Read the lesson focus questions: Who are the people in school? What important places are in school?


o I can ask questions to people who work in school.

o I can match words and pictures about school.





A. Word Sort (10 minutes)

• Say: “First you are going to look at pictures about the people and places in school. You are your partner

are going to sort words into two groups: words you know in English (gesture to one side of the table)

and words you do not know (gesture to the other side of the table). You probably know many of these

words.”

• Model sorting into words you know and do not know, using two examples.

• Distribute the School Pictures and direct students to sort.

• Tell students they have five minutes to sort their pictures into YES and NO piles.

• Set the timer and circulate as partners are working, supporting as needed.

• Call students back to attention and ask them to count words they know. Ask: “How many words do you

know?”

• One person from each pair reports out using the frame “We know _____ words.”

• Project the School Pictures one by one, and ask students to chorally say the word if they know it.

• If no one knows the word, simply name each word orally and show the word.

• The purpose of this activity is

simply to elicit the English labels

for these pictures that students

already know. Make clear that

they are not expected to know all

of these, and that they should not

be looking these up right now in a

dictionary or Google Translate.

• Students do not see the words in

this part. They only say the words

they know from pictures. Do not

teach words they do not know

here.

B. School Tour (20 minutes)

• Explain that you will take a tour of the school to find the different people and places in the pictures.

• Say: “When we meet people in the school we are going to ask two questions.”

• Point to the two questions on the board and read them: What is your name? What is your job?

• Direct students to chorally read these questions.

• Distribute a copy of Student Glossary to each student. You will refer to this on the tour.

• Direct students to take the Student Glossary and a pencil with them. You will need to take the same

materials.

• Stop at the various places in the glossary pictures.

• For each place you stop, ask students: “Where are we?”

• If students know the name of the location, they respond by saying: “We are in the ______.”

• Remind students about

expectations for walking through

the school.

• Support student understanding of

the word job as this is unfamiliar.

• Consider giving each student a

clipboard to facilitate the checking

off of words as they go.



• If students do not know, you provide the response.

• After responding orally, tell students to find this word in their Student Glossary and put a check

mark.

• Model checking off the words on your own page.

• For the various people in the glossary, stop by the place where they work.

• Model asking one person for their name and job in the school. In addition to teacher, there are six

people in the glossary who have different jobs in the school.

• When approaching the first person, say: “Hi, _______. We are getting information about people in

school. What is your name? What is your job?”

• For each person you meet, ask for a student to ask the two questions.

• When the person has responded about his/her job, direct students to find and check the word and

check this off in their glossary.

• Using check marks is a simple

organizational strategy to model

and have students practice.

• As you are walking through the

school, ask students why the job of

each person they just met is

important. This is not an English

lesson, only a way of prompting

students to think about the value

of everyone’s work in a

community. If students respond in

home language, simply respond in

English. For example: “Custodians

are important because they help

keep the school clean.”




A. Review Vocabulary (5 minutes)

• Distribute the School Pictures to Partner A in each pair of students.

• Direct Partner A to spread out the pictures on the other side so they can see them.

• Distribute the School Word Cards to Partner B in each pair of students.

• Direct Partner B to quickly line up the words on one side so they can read them.

• Have the projected version of the Week 3 Glossary, Lesson 14 ready.

• Call out a word one by one, as they appear on the Week 3 Glossary, Lesson 14 but do not show

students the slide yet.

• Students chorally repeat each word.

• Partners look for this word on the table.

• Partner B from each pair of partners holds up the word.

• Partners then look for the matching picture for that word.

• Partner A holds up the matching picture.

• Project the Week 3 Glossary, Lesson 14 to confirm their match.

• Read the word again.

• Direct students to chorally read this word as you point.

• It is OK if you do not get through

all words in the review.

• If there were several words that

most students knew before the

tour, the focus the review only on

new words.




o I can ask questions to people who work in school.

o I can match words and pictures about school.





• Say: “For homework, you will add words about school to your Alphabet Books. You will also practice

writing these words.”

• Distribute an envelope with School: Small Cards to each student.

• Explain that they will glue these into the correct letter pages and use their glossary to write the word

next to the picture, like they did in previous lessons.

• Remind students they need their glue sticks.

• Distribute Handwriting Homework Handout to each student.

• Direct students to trace and copy the new words, as they have done in previous lessons.

• The set of pictures in each

envelope does not include words

for Lesson 14 that make a

different first sound than the ones

represented by the keywords.

These include: auditorium, office,

and gym. These will be added in

subsequent lessons.


SIFE FLL Unit 1: Lessons 15 & 16 In School Labeling a School Map




Lessons 15 & 16: 90 minutes

Lessons at a Glance

Unit Essential

Question


Who are we?

How can a map show important places in school?

Overview

The purpose of Lessons 15 & 16 is to reinforce key vocabulary from Lesson 14 and to introduce map skills, using the

immediate environment of school. Students have already begun to interpret maps in ELA, Part 1. In FLL Lessons 15 & 16,

they will work in pairs to label and interpret a school map. Interpreting and creating maps is a new skill for many SIFE.


• I can interpret visuals to make meaning. (RL/RI.7)

• I can match visuals to words. (RL/RI.7)

Today’s Targets

• I can label a school map.

• I can read a school map.



Agenda: Lessons 15 & 16 General Teaching Notes: Lessons 15 & 16


Lessons 15 & 16

A. Welcome Message

B. Share Homework

C. Review Vocabulary



Lessons 15 & 16

A. Introduce a School Map

B. Label a School Map

C. Create a Map Key

D. Read a School Map


(3 minutes)

Lesson 16

A. Dry Erase Board Huddle



Lesson 16

A. Create a Map

• Two foundational concepts in this lesson are that a map is a flat representation of a three-dimensional

space, and that maps of places are from a bird’s-eye view, or view from above a place. You already

introduced these concepts with the Google Maps segment of Lesson 3 on address, but you will

reinforce them here.

• This is written as one lesson plan, but students will need at least two periods to complete the activities.

You might extend these map lessons into a week of instruction, depending on students’ prior

experience with maps.

• You will need to design your own outline of the school map, since all schools are different.

• You will also need to create a Model Map of a room in your home, to show students how to do the

homework.

• If the school is on one floor, then the whole class can label the same version of the map. If the school is

on different floors, then consider assigning different floors to different partners. If students need to go

to different floors, include another adult so that all students are supervised.

• Consider planning a similar set of lessons where students map the community surrounding the school.

This is a common early elementary activity that builds foundational map skills, and helps familiarize

newcomers to the surrounding neighborhood.


• Welcome message

• Modeling

• Choral repeat

• TPR (total physical response)



Materials and Preparation: Lessons 15 & 16


• Lesson 14 Vocabulary Flashcards

• School Picture-School Map

• Sentence Frames

• Week 3 Glossary, Lessons 15 & 16


• Organize Sound-Letter Flashcards in shuffled stacks for partners.

• Load Week 3 Glossary to project.

• Organize Lesson 14 Vocabulary Flashcards into stacks for partners.

• Create an 8 x 10 outline of the floor plan of each floor of the school, or each section of a floor you will assign students.

• Create chart-paper-size versions of each 8 x 10 outline.

• Gather a set of clipboards, one for each set of partners.

• Gather dry erase boards and markers for each set of partners.

• Create a Model Map of a floor plan of your apartment or the house/apartment you grew up in. This will be the homework model.

• Write the welcome message on board. Include a line explaining that today you will work on a map of the school.

Classroom Set-Up


• Essential and lesson questions are posted.






Opening: Lessons 15 & 16 (10 minutes) Meeting Students’ Needs




• Read the welcome message aloud to the class.




• When reading the welcome

message, support students

understanding of map by

showing the map word card or by

referring to a map you have in the

room.


• Collect the Lesson 14 Handwriting Homework.

• Direct partners to share new words they entered in their alphabet books for Lesson 14 homework.

• As partners are sharing and reading words they wrote, skim the handwriting for letter formations that

need additional instruction and practice.

• You will assign this as homework at the end of Lesson 16 only to students who need it.

• Not all students require

handwriting instruction. In our

experience, SIFE who are new to

writing often make more

progress in handwriting than

SIFE with poor handwriting who

have been writing this way for

many years.

C. Review Vocabulary (4 minutes)

• Distribute School People and Places Flashcards to partners.

• Direct partners to practice quizzing each other using YES and NO piles.




• Say: “Yesterday, we took a tour of the school. We named important people and places in the school.

Today and tomorrow, we will use the information about places to label a map of the school.”

• Read the lesson focus question: How can a map show important places in school?





o I can label a school map.

o I can read a school map.



Work Time: Lessons 15 & 16 (75 minutes) Meeting Students’ Needs

A. Introduce a School Map (10 minutes)

• Review yesterday’s vocabulary by projecting Week 3 Glossary, Lesson 14.

• Direct students to chorally read each word card for important places in school.

• Project the first slide of the School Picture-School Map. This shows a picture of a hallway in a

different school.

• Ask students to name the places that they see using the vocabulary words just reviewed.

• Project the second slide of the School Picture-School Map. This shows the same hallway, in map

form.

• Ask students: “What is this? What does this show?”

• Elicit from students what they can say about this slide.

• Project the third slide, which is map.

• Review with students what a map shows, and how it is similar and different from a picture.

• Project the fourth slide of the School Picture-School Map.

• Ask student volunteers to come up and draw a line to match a place in the school picture to its

representation and label on the map.

• The ability to read maps is a

critical literacy and content skill in

secondary school. Creating maps

supports students’ conceptual

understanding of how two-

dimensional maps represent

three-dimensional space.

• Mapmaking of smaller spaces

(desktop, classroom, etc.)

supports this conceptual

understanding because, unlike a

map of the world or a country, the

space being mapped is fully visible

to students. This is why early

elementary Social Studies

curriculum often involves

mapping space in one’s immediate

environment.

B. Label a School Map (40 minutes)

• Direct students to take out their Student Glossary from Lesson 14. This includes all words they need

for labeling places in the school.

• Distribute an 8 x 10 outline of each floor plan to each pair of students.

• Students attach their blank floor plan to a clipboard.

• Students will go to the area they are mapping, supervised by you or another adult.

• Students use their floor plan and glossary to label places in the school. They might use a label more

• Each floor plan should be labeled

with a floor number.

• You can model the labeling in

class, or do one example with

students once you are in the

hallway.

• Consider having students label



than once (e.g., classroom).

• When partners complete the 8 x 10 map labeling, return to the classroom.

• Direct partners to replicate the map on their 8 x 10 paper on the chart paper.

each classroom with each number.

C. Create a Map Key (15 minutes)

• Once partners have completed their map sections and added labels to the various places, support

students in understanding and developing a map key.

• Hold up an actual key that opens a lock.

• Ask students if they know this word in English. Provide the word and write the word key on the board.

• Direct students to chorally repeat the word.

• Elicit from students why we use a key, and make clear that a key opens or unlocks something, usually a

door.

• Project the Week 3, Lessons 15 & 16 slide for map key.

• Say: “Most maps also have a key. We call this a map key. A map key is different from this key

(show).”

• Direct students to chorally repeat the words.

• Show students the word and have students to chorally repeat.

• Explain that this word means the same thing, when we are talking about maps.

• Invite a volunteer to show you on the projected slides how the map key works, by pointing to a

symbol on the map and its meaning in the key.

• Create a map key with students. Decide on the places that repeat across the maps, such as classroom,

bathroom, elevator, etc.

• Decide on the symbols together and have partners add symbols where appropriate on their map

sections. It is important that students begin to understand the symbols on a map, but the word

symbol is not critical right now. It is fine to use the word pictures for now.

• Designate a pair of partners to create the map key on 8 x 10 paper to attach to the school map.

• If your school is on one floor and

you divided the 8 x 10 maps into

sections of that floor, then the

chart paper should mirror this.

This way, each pair of partners

works on a different piece of chart

paper that will be taped together

into one big map.

• Consult the ELA teacher about the

map skills that have been

developed in ELA Unit 1 so far.

Build on these foundations in the

FLL class.

• You might help students

understand that a key can open

something like a lock, but it can

also give us access to information.

If you cannot understand the

symbols on a map, then you

cannot understand and use the

map.



D. Read a School Map (10 minutes)

• Project the following words one at a time: next to

• Read and invite students to chorally read.

• Demonstrate the meaning of each phrase using gestures and examples. For example, say: “Next to.

Maria is next to Mohamed.”

• Elicit more examples from students.

• Repeat this with the phrase across from.

• Draw student attention to any of the maps that partners created.

• Begin by asking yes/no questions, such as: “Is the office next to the computer lab? Is classroom 314

across from the bathroom?”

• Continue with WH questions, such as: “What is across from the computer lab? What is next to the

principal’s office?” You can also go into the hallway for this.

• For each set of questions, ask partners to huddle and answer the questions together using the

Sentence Frames: “The ____ is across from the computer lab.”

• Ask for volunteers to come to the map, and point to their responses as they say them.

• Finally, tell students to imagine a new student comes to school and does not know where important

places are. The new student will ask questions, such as: “Where is the gym?"

• Students respond using the phrases next to and across from. For example: “The gym is next to the

cafeteria.”

If Time Allows:

• Teach the directions turn right and turn left using the Week 3 Glossary, Lessons 15 & 16 as

well as gestures.

• Ask volunteers to come to the map and “travel” on the map using TPR.

• For example, say: “Go to the main office. (Students put finger on the office). Turn right. Where are

you now?”



• Distribute maps to partners so they can give directions using TPR with each other.



Closing and Assessment: Lessons 15 & 16 (3 minutes) Meeting Students’ Needs

A. Dry Erase Board Huddle (2 minutes)

• Distribute dry erase boards and markers to each pair of students.

• Ask students questions that you asked in Work Time activity D.

• Partners huddle and write their answer on the board. One word or phrase answers are fine. Fill

sentence responses are not necessary for this quick review.

• Each pair who answers with the correct vocabulary word receives one point. Each pair who spells the

word correctly receives an additional point.

• Students are not expected to spell

the words on their own. Pairs

should be encouraged to use their

Student Glossary to support

choosing the correct vocabulary

word and spelling the word

correctly.




o I can label a school map.

o I can read a school map.



Homework: Lessons 15 & 16 (2 minutes) Meeting Students’ Needs

A. Create a Map

• Say: “For homework, you will create a map of a place you know well. Here is a place I know well.”

• Project your Model Map, and tell students what this place is. Point to the different parts of the map

and what they show.

• Distribute a blank piece of paper to each student.

• Explain that their assignment is to create a map of a place they know well. This can be the room or

home they live in now, or where they lived in their home country. The goal is to practice mapping

space.

• Tell students they can label important words on their map in their home language, or they can try to

find the words in English.

• You might choose to include this

activity into its own lesson, to

support student application of

mapmaking skills.

• The focus of this assignment is

mapmaking practice, not

vocabulary. It is OK for students

to map spaces whose labels they

do not know in English.

• It is important to give students a

choice to map a place that they

know well and to which they have

a connection.


SIFE FLL Unit 1: Lesson 17 In the Classroom Important Objects and Actions





Lesson at a Glance



How do we using reading and writing in school?

What important objects are in the classroom? How do we use them?

Overview

The purpose of Lesson 17 is to introduce students to the vocabulary of the classroom, including important objects (nouns)

and how we use them (verbs). Students need to have a word bank of class words in order to successfully navigate daily

through a classroom.



• I can match words to pictures. (R.7)

Today’s Targets

• I can name and label important words about the classroom.

• I can sort words with the same consonant initial sounds.

• I can listen to and follow directions.





A. Welcome Message

B. Share Homework

C. Review Phonics

D. Review Sight Words

E. Introduce the Learning Targets


A. Classroom Picture-Word Sort

B. Beginning Consonant Sort


(6 minutes)

A. TPR




• Students are not expected to master all the language in one lesson, as this is an introduction to the

classroom to begin to build receptive understanding of vocabulary. Through repeated use and reference

to classroom objects, they will develop productive proficiency.

• Imperative verbs are appropriate for beginners because they do not require a subject or conjugation.

For this reason, the nouns will be paired with basic imperative verbs in a TPR activity (e.g., Open your

book, Take out a pencil).

• Students will use this new set of vocabulary to further develop their Alphabet Books for homework.


• Welcome message

• Choral reading

• Modeling

• Sort

• Equity sticks

• TPR (total physical response)





• Lesson 17 Word Cards:

o Nouns: desk, table, chair, window, board, door, clock, wall, marker, computer, pencil, pen, sharpener, eraser, book,

notebook, binder, folder, pass, garbage, book shelves, piece of paper;

o Verbs: open, close, give, put away, take out, raise your hand, clean up

• Lesson 17 Student Glossary

• Lesson 17 Flashcards: Noun Pictures Only

• Lesson 17 Classroom Labels

• Classroom Words Homework Handout

• Classroom Words Handwriting Handout

• Consonant Sort Cards and Handout


• Gather Alphabet Flashcards.

• Load Lesson 17 Word Cards: Nouns to project.

• Load Lesson 17 Word Cards: Verbs to project.


• Print and copy one set of the Lesson 17 Classroom Labels. Ideally, these are printed on color cardstock for easy labeling in the room.

• Print and copy the Consonant Sort Handout for each student.

• Print and copy the Classroom Words Homework Handout for each student.

• Print and copy the Classroom Words Handwriting Handout for each student.

• Write the welcome message on board.

Classroom Set-Up

• Welcome message is posted


• Essential and lesson focus questions are posted.










• Invite students to read aloud individually.

• Since this is the third week of

lessons, emphasize reading in

meaningful chunks, both in your

read-aloud and in partner reading.


• Model sharing your map with a partner.

• Direct students to share the map they created for Lesson 14 homework.

C. Review Phonics (2 minutes)

• Distribute Alphabet Flashcards to partners.

• Direct partners to practice quizzing each other on letter, sound, and key word.

D. Review Sight Words (1 minute)

• Conduct a one-minute speed round review of all sight words learned by this lesson.

• Have someone in the group count to see how many words the class chorally read in one minute.

• As an alternative, review a handful

of sight words that students

cannot yet recognize instantly.

E. Introduce the Learning Targets (1 minute)


• Read the essential question for the unit: How do we use reading and writing in school?

• Say: “The last few lessons, we worked on naming places and people in the school and making maps.

Today we will learn names and actions that are important for the classroom.”

• Read the lesson focus questions:

o What important objects are in the classroom? How do we use them?




• Read learning targets for the day:

o I can name and label important words about the classroom.

o I can sort words with the same consonant initial sounds.

o I can listen to and follow directions.




A. Classroom Picture-Word Sort (15 minutes)

• Say: “You are going to look at pictures about things in the classroom. You and your partner are going to

sort words into two groups: words you know in English (gesture to one side of the table, to be the NO

pile), and words you do not know (gesture to the other side of the table, to be the YES pile). You

probably know many of these words.”

• Model sorting into words you know and do not know, using two examples, and YES and NO piles.

• Tell students they have five minutes to sort their pictures into YES and NO piles.

• Distribute the Lesson 17 Flashcards: Noun Pictures Only to partners.

• Set the timer and circulate as partners are working, supporting as needed.

• Call students back to attention and ask them to count words they know.

• Ask each set of partners: “How many words do you know?”

• One person from each pair reports out using the frame “We know _____ words.”

• Project the Lesson 17 Word Cards: Nouns one by one.

• Ask students to chorally say the word if they know it.

• If no one knows the word, teach the word and invite students to chorally repeat.

• Distribute the Lesson 17 Student Glossary.

• Direct partners to read all of the nouns to each other, alternating between pages.

• Project the Lesson 17 Word Cards: Verbs one by one.

• Act out each verb and then give students a TPR command using the verb and a classroom object. For

example: Point to the window. Close your folder. Open your folder. Pick up your pen.

• Similar to Lesson 14, the purpose

of this activity is simply to elicit

the English labels for these

pictures that students already

know. Because this is Week 3 of

classes, students will know many

of these words that apply to

everyday classroom functions.

• Make clear that students are not

expected to know all of these

words in these lessons, and that

they should not be looking these

up right now in a dictionary or

Google Translate.



B. Beginning Consonant Sort (10 minutes)

• Say, “Several words in your glossary begin with the same letter. We are going to sort words that begin

with these three letters.”

• Place the Alphabet Flashcards for c, b, p in the top row of a pocket chart.

• Direct students to name each letter, and to say its sound and key word.

• Model sorting the pictures based on first sound and consonant.

• Distribute the Consonant Sort Cards and Handout to partners.

• Direct partners to look at each picture, say the word aloud while listening for the first sound, say the

name of the first letter, and sort into the correct group.

• Direct partners to say all of the words for each letter when they are finished.

• Circulate and observe as partners work.

• If time allows, review as a whole class using the pocket chart. Students chorally say the word for each

picture, and the class decides under which letter to put the picture.

• Tell students to clean up.

• Like with other beginning

consonant sorts, students only

work with the picture, not the

word. When students say a word,

rather than read it, they must

listen for the beginning sound in

the word and identify its letter.

• When you finish the words that

begin with each letter, elicit from

students other words they know

that begin with this letter.

• Telling students to clean up is an

authentic TPR activity because

this is a necessary class routine.




A. TPR (5 minutes)

• Give students various commands using the lesson vocabulary.

• Consider choral TPR followed by

equity sticks for individual

assessment.




o I can name and label important words about the classroom.

o I can sort words with the same consonant initial sounds.

o I can listen to and follow directions.





• Say: “For homework, you will add words about school to your Alphabet Books. You will also practice

writing these words and matching sentences to pictures.”

• Distribute Classroom Words Handwriting Handout to each student.

• Distribute Classroom Words Homework Handout to each student.

• Model this task.

• As students exit the room, give each pair of partners a card from the Lesson 17 Classroom Labels.

• Direct partners to tape the label to the correct object in the room.

• Alphabet books and handwriting

handouts are familiar homework

assignments, so these do not

require modeling. The classroom

words handout is a new task and

should be modeled using the first

sentence.


SIFE FLL Unit 1: Lesson 18 Days of the Week Activities





Lesson at a Glance



How do we use reading and writing in school?

What do we do on different days of the week?

Overview

Schedules and calendars are essential to daily functioning in the United States. The purpose of Lesson 18 is to reinforce

the days of the week, and to generate oral sentences using the simple present tense through a partner interview. This is

the first of two lessons related to days of the week. Lesson 19 focuses on interpreting a weekly school schedule.


• I can ask and answer questions about what a speaker says (SL.3).

• I can locate information in a chart or table (RI.7).

Today’s Targets

• I can name the days of the week in sequence.

• I can ask questions about weekly activities.

• I can say sentences about weekly activities.





A. Welcome Message

B. Share Homework

C. Review Phonics




A. Days of the Week Rap

B. Partner Interview


(4 minutes)

A. Report Out




B. Handwriting Practice

• This lesson does not introduce the days of the week, as students have been identifying the days of the

week through the daily welcome message.

• Students will be introduced to the days of the week rap in the following video:

http://vimeo.com/17550601.

• While students have been practicing days of the week with the calendar, they will go deeper with days

of the week, describing activities that they do on different days. This connects to Lesson 19, where

students will interpret a daily school schedule. This is important exposure to schedules, a common

Western way of organizing one’s life activities, which might be unfamiliar to many SIFE.

• Students will use new vocabulary from this lesson to add to their Alphabet Books for homework.


• Welcome message

• Choral reading

• Modeling

• Sentence frames






• Lesson 18 Word Cards • Lesson 18 Student Glossary

• Lesson 18 Flashcards

• Weekly Activity Partner Interview

• Interview Sentence Frame

• Reporting Out Sentence Frame

• Weekly Activity Handwriting Handout



• Gather Unit 1 Sight Word Flashcards.


• Print and copy a set of the Lesson 18 Flashcards for each pair of partners.

• Print and copy the Weekly Activity Partner Interview for each student.

• Print and copy the Interview Sentence Frame for each pair of partners.

• Print and copy the Reporting Out Sentence Frame for each pair of partners.

• Print and copy the Weekly Activity Handwriting Handout for each student.

• Write the welcome message on board.

Classroom Set-Up

• Welcome message is posted














• Invite students to individually read aloud to the class.

• Continue to emphasize reading in




• Direct students to share the Classroom Words Homework Handout from Lesson 17.





• Conduct a one-minute speed round review of all sight words learned by this lesson.

• Have someone in the group count to see how many words the class chorally read in one minute.

• As an alternative, review a handful

of sight words that students

cannot yet recognize instantly.



• Read the essential question for the unit:

o How do we use reading and writing in school?

• Say: “The last few lessons, we worked on talking and writing about what’s around school and in

classrooms. Today we are going to talk about the different things we do in school and out of school on

different days of the week.”

• Read the lesson focus question:




o What do we do on different days of the week?

• Read the learning targets for the day:

o I can name the days of the week in sequence.

o I can ask questions about weekly activities.

o I can say sentences about weekly activities.




A. Days of the Week Rap (5 minutes)

• Point to the calendar and say: “Every day we look at the calendar and we say the day and the date.

Today we are going to look at each day of the week. We will talk and write about what we do on the

different days. First, let’s watch a video to hear the names of the days. Rap along with the video!”

• Play the video http://vimeo.com/17550601 once or twice.

• Invite students to rap along.

• Direct students to turn to their partner and say the days of the week in sequence.

• In our experience, students enjoy

age-appropriate raps and chants

that allow them to try out

language in a low-stakes way.

• Although students have been

exposed to the days of the week

with the daily welcome message

and calendar, the video allows

students to engage with the

rhythm of the English language

and to rap along, which supports

oral fluency.

B. Partner Interview (25 minutes)

• Say: “We are going to talk and write about activities you do during the week. Some activities we do

every day, but other activities we do only on certain days of the week.”

• Distribute Lesson 18 Flashcards to each set of partners.

• Direct partners to name each activity in home language and English if they can. Tell them to sort the

cards into YES and NO piles for ones they can name in English and ones they cannot.

• Review these as a class using the Lesson 18 Word Cards. Read each slide aloud and then chorally

read.

• Project the Weekly Activity Partner Interview.

• Point to and chorally read the days of the week.

• Point to Saturday and Sunday, and say: “Saturday and Sunday are together because these days are the

weekend. Monday, Tuesday, Wednesday, Thursday, and Friday are weekdays. Usually people go to

school and work on weekdays, but some people also go to school and work on weekends.”

• Completing a table is an academic

task. This will be unfamiliar to

many students, so it is important

to listen to student responses and

to observe if the partner is

checking the correct boxes.




• Say: “You are going to interview your partner about activities he/she does on different days of the

week.”

• Model interviewing a student partner, using the projected version on the interactive whiteboard:

o Direct student attention to the Interview Sentence Frame.

o Point to the first picture. Ask your partner: “What days of the week do you go to school?”

o Your partner responds with: “I go to school on ___________,” inserting the days of the

week.

o Put a check mark in each box that your partner says for that activity.

o Read back to your partner: “You go to school on __________,” repeating the days of the

week.

o Have your partner ask you the same question to show that you alternate asking and answering

each question.

• Direct partners to do the same.

• Circulate and observe the oral interviews, supporting where needed.

• Share your noticings about the partner work.

• Point out that if students do something each day of the week, we use the words every day.




A. Report Out (3 minutes)

• Direct students to the Reporting Out Sentence Frame.

• Model reporting out about your partner. For example, say: “Carlos uses the computer on Friday,

Saturday, and Sunday.”

• Invite each student to share one piece of information they learned about his/her partner.

• Ask students if their partner does something every day.

• The reporting out asks students to

use the third person singular (e.g.,

uses, plays). However, this

morpheme (“s” at the end of a

verb for he/she) is most acquired

at a later stage in language

development, when SIFE are in

the first month of school. Simply

recast student responses in the

correct form, but do not expect

students to produce this

accurately.




o I can name the days of the week in sequence.

o I can ask questions about weekly activities.

o I can say sentences about weekly activities.






• Say: “For homework, you will add words for the days of the week and words about activities to your

Alphabet Books. You will also practice writing sentences with these words.”

• Distribute Weekly Activity Handwriting Handout to each student.



assignments, so these do not

require modeling.


SIFE FLL Unit 1: Lesson 19 Days of the Week My Class Schedule





Lesson at a Glance

Unit Essential

Question



What classes do we go to on different days of the week?

Overview

Lesson 19 is the first of two lessons about interpreting a class schedule. Lesson 19 lesson reviews days of the week and the

names of class subjects, and introduces ordinal numbers. Through an information gap activity, students practice

interpreting information in a table organized as the school schedule. Lesson 20 requires students to write about the class

schedule.



• I can locate information in a chart or table. (RI.7)

Today’s Targets

• I can ask and answer questions about a class schedule.

• I can locate information in a class schedule.

• I can say sentences about a class schedule.





A. Welcome Message

B. Share Homework

C. Review Phonics




A. Introduce a Class Schedule

B. Class Schedule: Information Gap


(4 minutes)

A. Equity Sticks



A. Add to Alphabet Books


• Continue to use the Days of the Week rap for Lessons 19 and 20: http://vimeo.com/17550601.

• Adapt the Lesson 19 Word Cards and the schedules as needed to reflect the classes that students

actually have in a day. For example, if students have language arts instead of literacy, make this

change.

• This is not students’ first exposure to a class schedule. The schedule has been posted on the wall, and

referred to often to support students in knowing where to go and when to go there. In Lessons 19 and

20, there is explicit instruction and practice in reading and talking about a schedule, which is a form of

an informational chart.

• Ordinal numbers (first through tenth) are taught to support students asking and answering questions

about a schedule.

• Remember that the information gap activity has a Form A and a Form B. Form A is missing

information that Form B has, and vice versa. Students must talk to each other because only through

asking for and receiving information from their partner, can students complete the task.

• Students will use new vocabulary from this lesson to add to their Alphabet Books for homework.

They will also practice handwriting with phrases and sentences related to the class schedule.


• Welcome message

• Choral reading

• LEA (Language Experience Approach)

• Modeling

• Think aloud

• Sentence frames

• Information gap






• Lesson 19 Word Cards: schedule, daily, weekly, period, Math, Literacy, English, Science, Social Studies, Advisory, Lunch,

Gym

• Lesson 19 Student Glossary

• Ordinal Numbers Word List

• Class Schedule Model

• Class Schedule Information Gap: Form A and Form B

• Class Schedule: Information Gap Complete

• Class Schedule Sentence Frame

• Class Schedule Handwriting Handout



• Gather Sight Word Flashcards from Unit 1 that students need to review.

• Gather different examples of schedules. It is important that these are authentic realia (from real life), not just worksheets. These might include a

sports schedule, a train schedule, or any other kind of schedule you might encounter in real life.

• Load Lesson 19 Word Cards to project.


• Print and copy the Class Schedule Information Gap for each student, Form A for half the class and Form B for the other half.

• Load Class Schedule Information Gap to project for the model.

• Load the Class Schedule: Information Gap Complete for the Closing & Assessment.

• Print and copy the Class Schedule Sentence Frame for each pair of partners.

• Print and copy the Class Schedule Handwriting Handout for each student.

• Write the welcome message on board. Include a line about working with a daily schedule today.

Classroom Set-Up





• Play the Days of the Week rap as students enter the room: http://vimeo.com/17550601.






• Continue to encourage students to

rap along with the words.





• Direct students to read their sentences from the Weekly Schedule Homework from Lesson 18.

• Ask students to name the activities that they do every day. Create an LEA chart with student responses.

• The LEA chart might look like this: “Maria cooks dinner every day. Jose and Luis text friends every

day.”

• Chorally read the LEA chart together.




• Challenge students to give the information for as many cards as they each can in one minute.

• By the end of Unit 1, partners

should focus on speed while

practicing the Alphabet Flashcard

routine, as this routine has been

practiced many times.


• Conduct a one-minute speed round review of all sight words that are new or more challenging for

students to recognize.

• Once you have chorally read these as a group, show cards to individual students to read. By now, it is

clear that all students must be able to read these words individually.

• As Unit 1 is nearly finished,

students should have mastered the

Unit 1 Sight Words. These will be

reviewed in Lesson 21 and

individually assessed in Lesson 22.





• Orient students to the place in the room where the learning targets are posted daily.


o How do we use reading and writing in our lives?

• Say: “Yesterday we talked and wrote about activities we do on different days of the week. Today we are

going to talk our class schedule for the different days of the week.” (Point to the class schedule on the

wall.)


o What classes do we go to on different days of the week?


o I can ask and answer questions about a class schedule.

o I can locate information in a class schedule.

o I can say sentences about a class schedule.




A. Introduce a Class Schedule (10 minutes)

• Show and pass around the different schedules you have gathered.

• Ask students what is similar about all of these and what kind of information they give.

• Say: “All of these are schedules. Schedules give us information about things that happen on

different days and different times. Schedules help us get to places on time.”

• Project the Class Schedule Model and say: “In school, students have class schedules. This is

Fatima’s class schedule. Fatima’s schedule shows us information about her classes every day. Let’s

looks closely at Fatima’s schedule.”

• Ask students: “What do you notice?”

• Push students to make general noticings about how the information is organized, not the details about

where Fatima goes when. That step comes next.

• Elicit student responses, and point to the information on the table that they notice. Students might say

they notice the days of the week on top, the class periods down the side, etc.

• Project the Lesson 19 Word Cards to reinforce the information in the schedule.

• Model reading Fatima’s class schedule:

o Point to the correct box on the schedule and say: “On Monday, Fatima has Math first period.

First period means period 1.”

o Next, continue with Fatima’s second class, pointing to the box and reading the information.”

o Invite students to help you say the rest of Fatima’s Monday schedule.

o Point to the Class Schedule Sentence Frame for students to use when they speak.

• Once you have said what Fatima’s Monday schedule is, ask students random questions about the rest

of her schedule. For example, ask: “On Tuesday, what class does Fatima have third period? On

Friday, what class does Fatima have fifth period?”

• Each time you use the ordinal numbers, show the same number of fingers to make input more

comprehensible.

• Consider inviting students to the

interactive whiteboard to point

out what they notice.

• Even though times are on the

schedule for the class periods,

they are not a focus of this lesson.

Students will work with times in

class schedules in Lesson 20.

• Like the interview page from

Lesson 18, the class schedule

requires students to work with

information organized in a table.

This is an academic, which is often

unfamiliar to SIFE. You will need

to be very explicit about how to

read across the rows and down the

columns and give students many

practice opportunities in partners.

• Tailor the questions to your

students’ oral English proficiency

levels. For the lowest levels,

consider only yes/no questions.

For more advanced levels,

consider a mix of yes/no and a

range of WH questions.



B. Class Schedule: Information Gap (20 minutes)

• Distribute a few documents to prepare students for the information gap activity. These include:

Ordinal Numbers Word List, Class Schedule Sentence Frame, and Class Schedule

Information Gap.

• Model the task, with a student as your partner. You have Form A, and your partner has Form B.

o Project Information Gap: Form A.

o Say: “Now you and your partner are going to read and filling in the missing information for

Raul’s schedule. I have this form, Form A, and my partner has Form B. They are missing

different information. Remember that we need to talk to each other to complete our

schedules. I cannot show my paper to my partner. I have to speak and listen only.”

o Point to the first piece of missing information. (There is an empty box for Raul’s first period

class on Monday.)

o Think aloud as you say: “I see that this is Monday, and I don’t know Raul’s first period class

on Monday.”

o Use the Class Schedule Sentence Frame to generate a question to your partner.

o Ask: “What class does Raul have first period on Monday?”

o Your partner must look at his/her form and answer with: “Raul has Math class first period on

Monday.”

o Write “Math” in the box for first period on Monday.

o Invite students to help you with another example.

• Direct partners to complete the information gap activity.

• Circulate and observe, supporting students where needed.

• Share your noticings about the partner work.

• Allow partners to look at their Form A and Form B side by side to see if they have the correct

information.

• Students have completed

information gap activities in

previous lessons, but you will need

to briefly model the task for the

class schedule.

• Remember that one person in the

partners will get Form A of the

information gap and other will

get Form B. Each form is missing

information that the other form

has.

• Remind students that they cannot

show each other their papers.

They must talk and listen to

communicate the missing

information.




A. Equity Sticks (3 minutes)

• Project the Class Schedule: Information Gap Complete.

• Ask a question about Raul’s schedule using the sentence frame.

• Draw equity sticks to informally assess individual students.

• Equity sticks reinforce the

importance of collaborative

practice in service of individual

assessment. Be explicit about this

connection, so that students see

the value in low stakes partner

practice.




o I can ask and answer questions about a class schedule.

o I can locate information in a class schedule.

o I can say sentences about a class schedule.






• Direct students to add new words and phrases from the glossary to their Alphabet Books.



assignments, so they do not

require modeling.


• Distribute the Class Schedule Handwriting Handout.

• Direct students to complete the worksheet.

• Remember to assign handwriting

homework only to students who

need the practice in letter

formation. This is the only

purpose for handwriting

homework, and it should not be

assigned to students with clear

and legible handwriting.


SIFE FLL Unit 1: Lesson 20 Days of the Week My Class Schedule





Lesson at a Glance

Unit Essential

Question



What classes do we go to on different days of the week?

Overview Lesson 20 is second of two lessons around a class schedule. In Lesson 20, students re-create their own class schedule

from memory. Then they will say and write sentences as they read the schedule.


• I can create a chart or table. (RI.7)



Today’s Targets

• I create my class schedule in a table.

• I can say sentences about my schedule.

• I can write sentences about my schedule.





A. Welcome Message

B. Share Homework

C. Review Phonics




A. Create a Class Schedule

B. Say Sentences

C. Write Sentences


(4 minutes)

A. Equity Sticks



A. Complete Writing Sentences

• Continue to use the Days of the Week rap for Lesson 20: http://vimeo.com/17550601.

• This is Lesson 20, so students have been following their class schedule for at least a month. In our

experience, students internalize their schedule by this time. Most students do not learn their schedule

from the paper, but rather by asking and by following others in the class.

• In this lesson, students will create their schedule from memory rather than copying it from the printed

version of the schedule that they received in the beginning of the year. This allows students to connect

from the known to the unknown by using their now-familiar schedule (known) to represent this

information in table form (new academic task).


• Welcome message

• Choral reading

• Modeling

• Sentence frames

• Equity sticks






• Sentence Frame

• My Class Schedule: Blank

• My Class Schedule: Writing

• My Class Schedule: Complete



• Gather Sight Word Flashcards from Unit 1 that students need to review.

• Load Lesson 20 Word Cards to project for review.

• Load Lesson 20 Sentence Frame, My Class Schedule: Blank, My Class Schedule: Writing, and My Class Schedule: Complete to

project.

• Print and copy My Class Schedule: Blank for each student.

• Print and copy My Class Schedule: Writing for each student.

• Write the welcome message on board. Include a line about working more with schedules today.

Classroom Set-Up






















• Direct students to read new words they added to their Alphabet Books from Lesson 19.

• Circulate to collect student handwriting homework.

• Continue to note students who

need more handwriting

instruction, as well as areas for

whole-class review.




• Challenge students to give the information for as many cards as they each can in one minute.

• Continue to practice speed and

automaticity with letters, sounds,

and key words.


• Conduct a one-minute speed- round review of all sight words.

• Once you have chorally read these as a group, show cards to individual students to read. By now, it is

clear that all students must be able to read these words individually.

• Continue to practice speed and

automaticity with the unit sight

words. Remind students that this

will be part of the individual

assessment in Lesson 22.


• Orient students to the place in the room where the learning targets are posted daily.






• Say: “Yesterday we practiced reading class schedules with a partner. Today you are going to create your

own class schedule. Then you will talk and write about your schedule with your partner.”


o What classes do we go to on different days of the week?


o I write my class schedule in a table.

o I can say sentences about my schedule.

o I can write sentences about my schedule.




A. Create a Class Schedule (15 minutes)

• Project the Lesson 20 Word Cards to review schedule vocabulary with the class.

• Project the My Class Schedule: Blank. This is a blank table that students will use to create their

own schedule.

• Distribute the My Class Schedule: Blank handout to each student. Say: “You will fill in all of the

information in this table to make your class schedule. But first we must decide what information goes

in all of the boxes. ”

• Point to a table where students are sitting and ask: “What is this?”

• When students respond, confirm with: “Yes, this is table.”

• Point to the projected My Class Schedule: Blank and say: “This is also a table. This is not a table

we sit at. This table gives us information. Your schedule can be organized in a table. In science you

use data tables. Table has different meanings. In English, one word can have different meanings.”

• Point to the My Class Schedule: Blank and say: “Tables have rows (point across) and columns

(point down).”

• Point across a row and say: “This is a row.”

• Invite students to chorally repeat.

• Point to a few rows and, for each one, ask: “What is this?”

• Students respond with: “This is a row.”

• Do the same with column.

• Once you have taught both row and column, alternate between pointing to a row and column, and

have students respond with row or column.

• Label these three words (table, row, column) on the document and direct students to do the same.

• Model how to fill in the information in the header rows and columns (days of the week, period).

• Direct partners to complete the headers on their copy of My Class Schedule: Blank. Give them

three minutes or so to do this.

• It is important to teach multiple

meanings of the same word.

Table, as students know, is an

everyday word for a concrete

object. They must also learn that

table is an academic way of

representing information.

• No word cards are needed for

table, row, and column. You will

label the My Class Schedule:

Blank to show these, and students

will do the same.

• Students in this class should have

the same schedule, although a few

classes may differ.



• Call students back to attention and point to the box for “Monday, Period 1.” Ask students: “On Monday,

what class do you have first period?”

• Invite students to response using the Lesson 20 Sentence Frame: “On _____, _____ period, we

have_____.”

• Invite students to help you with a few more examples. Fill in the responses on the projected version,

and students do the same on their own copy.

• Direct students to complete their charts, asking their partners for support when needed.

B. Say Sentences (5 minutes)

• Project the Lesson 20 Sentence Frame to model.

• Distribute the Lesson 20 Sentence Frame to partners.

• Invite a student to be your partner for the model.

• Model the oral sentence formation by asking: “On Monday, what class do you have _____ period?”

• Your partner answers: “On Monday, _____ period, I have ________.”

• Invite students to respond to another question you ask about the schedule, using the frame.

• Direct partners to ask and answer the questions to each other.

• Remind students that they are

talking now, and not writing.

Keeping the speaking task

separate from the writing task

helps reinforce that speaking first

supports writing.

C. Write Sentences (10 minutes)

• Project the Lesson 20 Sentence Frame to model.

• Distribute the Lesson 20 Sentence Frame to partners.

• Model writing a sentence about the schedule using the frame.

• Distribute the My Class Schedule: Writing to each student.

• Direct students to write sentences, talking to their partners as needed.

• Circulate and observe as students write.

• Students might only complete one

or a few sentences in these few

minutes. They will continue the

sentences for homework.




A. Equity Sticks (3 minutes)

• Project the My Class Schedule: Complete.

• Ask a question about the schedule using the Lesson 20 Sentence Frame.

• Direct students to answer this question to their partner.

• Draw equity sticks to informally assess individual students.




o I write my class schedule in a table.

o I can say sentences about my schedule.

o I can write sentences about my schedule.


A. Complete Writing Sentences

• Direct students to complete the sentences in My Class Schedule: Writing for homework.


SIFE FLL Unit 1: Lesson 21 Review Lessons 1-20





Lesson at a Glance

Unit Essential

Question



How can we study for a test?

Overview Lesson 21 is a series of activities designed to review Unit 1. Students will rotate through four centers to review the content

and skills in Lessons 1 to 20, in preparation for the individual assessment in Lesson 22.

Long-Term Targets (CCSS) • There are no new targets in this lesson, only review of all Unit 1 targets.

Today’s Targets • There are no new targets in this lesson, only review of all Unit 1 targets.





A. Welcome Message

B. Share Homework

C. Introduce the Lesson Purpose


A. Rotating Centers


(1 minute)

A. Review the Lesson Purpose


A. Review Flashcards (vocabulary &

sight words)

• The following four centers provide the review opportunities:

o Center 1: Sight Word Reading with Teacher

o Center 2: Letter Dictation

o Center 3: Vocabulary Flashcards

o Center 4: Reading a Class Schedule

• It is important for students to be successful on the Lesson 22 assessment, so provide more time for

review if students need it. This lesson can extend over two periods if needed.

• Since the targets will not all be reviewed in this lesson, “Lesson Purpose” has replaced “Lesson Targets”

in the Opening and Closing of the lesson.

There are no protocols in this lesson, as there is no instruction, only student directed

review.





• First Letter: Dictation List 1

• First Letter: Dictation List 2

• Mario’s Class Schedule


• Write the welcome message on board. Include a line about more work with schedules today.

Center 1:

• Gather rubber bands for each student.

• Make sure each student has his/her stack of Sight Word Flashcards from Unit 1.

Center 2:

• Print and copy First Letter: Dictation List 1 for half of the students, and leave at Center 2.

• Print and copy First Letter: Dictation List 2 for half of the students, and leave at Center 2.

Center 3:

• Make sure each student has his/her stack of Vocabulary Flashcards for Unit 1.

Center 4:

• Print and copy Mario’s Class Schedule for each student, and leave at Center 4.

• Print and copy the Lesson 21 Sentence Frame for each student and leave at Center 4.

Classroom Set-Up





















• Direct students to read the sentences from the My Class Schedule: Writing homework.

• Circulate to listen to students read.

C. Introduce the Lesson Purpose (1 minute)


o How do we use reading and writing in our lives?

• Say: “For the past few weeks, you have used listening, speaking, reading, and writing to give

information about yourself and your school. You have also learned the names of all of the letters in the

alphabet and their sounds. Today you will review everything with a partner, and tomorrow you will

have an assessment, or test, to show what you know and what you can do by yourself.”


o How can we study for a test?

• Although you are not introducing

targets, it is important to briefly

explain the purpose of this lesson

to students so they understand

that today’s partner practice is a

way of studying for tomorrow’s

individual assessment.





Note: The following four centers are listed here as separate activities, but they are not

sequential. Pairs of students rotate through each center for approximately eight minutes

each. Students will also need a minute to transition between centers. Determine which centers

need modeling, based on which routines might not yet be familiar to students.

A. Rotating Centers

• Center 1: Sight Word Flashcards with Teacher (8 minutes)

o Students hand you their set of Sight Word Flashcards from Unit 1 when they come to this

center.

o Flash each card to the student, and place each card into YES and NO piles, as appropriate.

o Place a rubber band around YES/NO piles, and direct students to practice all words in the NO

pile today with a partner and/or tonight at home .

• Center 2: Letter Dictation (8 minutes)

o Partner A reads words, one by one, from First Letter: Dictation List 1 to Partner B.

o Partner B writes the first letter of that word on the dry erase board.

o Partner A tells Partner B if the letter is correct (“Yes”) or incorrect (“No”).

o Partner A then provides the correct answer.

o Partners switch roles, and the process is repeated, with Partner B now dictating words, one by

one, from First Letter: Dictation List 2 to Partner A.



• Center 3: Vocabulary Flashcards (8 minutes)

o Partner A hands t0 Partner B his/her set of Vocabulary Flashcards from Unit 1.

o Partner B flashes each card for Partner A to identify the correct word or phrase.

o Partner B places each card into YES and NO piles as appropriate, and provides the correct

word/phrase for each card that Partner A did not correctly identify.

o Partner B places a rubber band around YES and NO piles, and directs Partner A to practice all

words in the NO pile again and/or tonight at home.

o Partners A and B switch roles, and the process is repeated.

• Center 4: Reading a Class Schedule (8 minutes)

o Partners A and B each take a copy of Mario’s Class Schedule.

o Partners work together to write several sentences about Mario’s schedule using the Lesson

21 Sentence Frame.

Closing and Assessment: Lesson 21 (1 minute) Meeting Students’ Needs

A. Review the Lesson Purpose (1 minute)

• Review the focus question and remind students that the purpose of today was to practice or study for

tomorrow’s individual assessment.




A. Review Flashcards

• Direct students to practice naming vocabulary words and phrases for all Unit 1 flashcards. They can

have a family member hold up cards for the student to name. The family member need not speak

English, and can simply turn each card around for the student to see once he/she has named the card.

• Also direct students to review Sight Word Flashcards at home, or after school with a partner.

• Unlike the vocabulary flashcards,

sight word flashcards does

require that student to have a

partner who can also read the

words. Stress this to students so

they can find a partner to support

sight word recognition. This

includes younger siblings who

might also be learning some of

these words in elementary school.


SIFE FLL Unit 1: Lesson 22 Individual Assessment Unit 1 (Lessons 1-20)





Lesson at a Glance

Unit Essential

Question



What did you learn in Unit 1?

Overview Lesson 22 is an individual assessment, and the final lesson of Unit 1. Students will complete several tasks that assess their

listening, speaking, reading, and writing skills around Unit 1 content and skills.

Long-Term Targets (CCSS) • There are no new targets in this lesson, only assessment of Unit 1 targets.

Today’s Targets • There are no new targets in this lesson, only assessment of Unit 1 targets.





A. Welcome Message

B. Introduce the Lesson Purpose

2. Individual Assessment (40

minutes)

A. Listening

B. Reading Comprehension &

Writing

C. One on One: Speaking &

Foundational Reading


(1 minute)

A. Review the Lesson Purpose


A. No homework

• There is only a very brief opening in Lesson 22, as you will need to maximize time for students to

complete the assessment.

• This assessment includes a section on each of the four language domains. Listening, reading

comprehension, and writing will be administered to the whole class. Speaking and foundational

reading will be administered to each student one on one.

• Remind students about the expectations around individual assessment. This is a new concept for

students from collectivist cultures, but an important part of U.S. schools.

• Although this is written as the last lesson in Unit 1, consider using the following class period to review

the assessment results with each student. This allows for conferencing around student progress before

beginning Unit 2, Lesson 1.

There are no protocols in this lesson, as there is no instruction, only assessment.





• Unit 1 Assessment: Listening, Reading Comprehension, & Writing

• Unit 1 Assessment: Speaking & Foundational Reading

• Unit 1 Assessment: Teacher Copy


• Write the welcome message on board. Include a line about today’s assessment.

• Print and copy the Unit 1 Assessment: Listening, Reading Comprehension, & Writing for each student.

• Print and copy the Unit 1 Assessment: Speaking & Foundational Reading for each student. Gather these on a clipboard for the one-on-one

section of the assessment.

• Print Unit 1 Assessment: Teacher Copy for your own reference. Review all directions prior to Lesson 22.

Classroom Set-Up





• Set up a table for the one on one section of the assessment.













B. Introduce the Lesson Purpose (2 minutes)



• Say: “For the past few weeks, you have used listening, speaking, reading, and writing to give

information about yourself and your school. You have also learned the names of all of the letters in the

alphabet and their sounds. Yesterday we reviewed all of this. Today is your chance to show what you

can do individually, or independently.”

• Allow students to translate this message into home languages as needed.


o What did you learn in Unit 1?

• Remind students here about the

expectations for individual

assessments. It is important that

students see the role of

collaborative learning in service of

individual ownership and

accountability.




A. Listening (10 minutes)

• Distribute the Unit 1 Assessment: Student Copy to each student.

• Direct students to fill out name, class, and date.

• Direct students to section 1, Listening.

• Read the directions aloud, as students follow silently.

• Follow the directions for the listening section in the Unit 1 Assessment: Teacher Copy.

Note: Parts B & C that follow are conducted simultaneously and share a total of 30 minutes of

the lesson’s work time.

B. Reading Comprehension & Writing

• Follow the directions for the reading comprehension & writing sections in the Unit 1 Assessment:

Teacher Copy.

• Let students know that you will call each of them for the one-on-one section of the assessment. Point to

the area where you will do this. Remind students of the importance of working quietly and

independently.

C. One on One: Speaking & Foundational Reading

• Once students have begun the reading and writing sections, begin calling each student for the one-on-

one section.

• Follow the directions for the speaking and foundational reading sections in the Unit 1 Assessment:

Teacher Copy.

• The reading comprehension and

writing tasks are familiar to

students because they practiced

them in class as well as in the

Lesson 21 review. This gives you a

longer, uninterrupted chunk of

time for the one on one sections of

the assessment.



Closing and Assessment: Lesson 22 (1 minute) Meeting Students’ Needs

A. Review the Lesson Purpose (1 minute)

• Review the focus question and remind students that the purpose of today was to see what each student

could do individually, without help, on the Unit 1 assessment.

• Collect all assessments, and let students know that you will return these tomorrow and review as a class

before starting the new unit.

Homework: Lesson 22 Meeting Students’ Needs

A. No Homework

• There is no homework, given that this assessment signals the end of Unit 1. In future units, however,

students will be asked to do a self-assessment as the final homework for the unit. They will then

compare this self-assessment with the assessment results they receive the following day, before

beginning the new unit.