EL Support Lesson
Mark It!
This lesson can be used as a pre-lesson for the
One Marker at a Time
lesson plan.
Objectives
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.
Introduction
(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.
Building academic language
Word
(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.
Sentence
(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.
Discourse
(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.
Additional EL adaptations
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.
Formative Assessment of Academic Language
(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.
Review and closing
(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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Mark It!
Lesson plan
Mark It!
...Read the sentence aloud to the class and model putting a sticker under each word as you read it....
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