EL Support Lesson

Mark It!

This is a great introductory lesson plan for your ELs to learn about one-to-one correspondance while reading. This can be used as a stand alone lesson or a support lesson plan for the **One Marker at a Time**.
This lesson can be used as a pre-lesson for the One Marker at a Time lesson plan.
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This lesson can be used as a pre-lesson for the One Marker at a Time lesson plan.
Academic

Students will be able to point out individual letters and words in sentences.

Language

Students will be able to identify individual words in a sentence using written supports.

(5 minutes)
  • Display a large visual alphabet chart and sing the ABC song with the class while pointing to each of the individual letters.
  • Say something like, "We just sang the alphabet, and I pointed to each of the individual letters as we sang. Now we will practice finding individual words on a page."
  • Ask students: "What are the differences between words and letters?"
  • Display a pre-written sentence on chart paper.
  • Read the sentence aloud to the class and model putting a sticker under each word as you read it.
  • Explain that today students will practice identifying the individual words on a page by marking each word as they read it.
(5 minutes)
  • Introduce or review the new target vocabulary words to the class by providing student-friendly definitions and using the vocabulary cards and glossary included in this lesson plan.
  • Model using the new vocabulary words in a sentence (write practice sentences on chart paper) and have the students read chorally after you.
  • Read the sentences again. This time, invite student volunteers come up and point to each word as you read.
  • Repeat, this time having students place stickers under each word.
(5 minutes)
  • Display the worksheet and materials (stickers, markers, ink).
  • Explain that you will put students in pairs and have them practice reading each sentence and marking each individual word using markers, stickers, or stamps.
  • Go over any materials expectations and/or clean-up procedures before you begin.
(15 minutes)
  • Pair students up together and send them to work at their desk or tables.
  • Midway through the work session, get students' attention. Ask students, "What would happen if you tried to read a sentence by looking at the individual letters instead of words?" Have them turn and talk and then share out.

Beginning

  • Work with students in a small group.
  • Read aloud a leveled text chorally while demonstrating how to mark (or point) to each word. Then have each student practice using the same text.

Advanced

  • Have students practice reading a leveled text and pointing to each word as they read.
  • Provide students with additional pre-written sentences (written on chart paper or index cards) and have students mark each word using stickers or stamps.
(5 minutes)
  • As students are at work, circulate around the room and assess if students are able to identify each individual word in their sentences.
  • Check in with each group and ask them to demonstrate marking each word for you.
(5 minutes)
  • Close the class by reviewing the importance of slowing down when reading and identifying each individual word.
  • Ask students to reflect on the lesson by turning and talking to a partner to share which marking tool they liked best and why.

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