Guide 1st Grade

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Presentation

Dear teachers

This Teacher´s Guide has been developed to provide English teachers of first grade with the guidelines on how to effectively use various resources and pedagogical strategies

with the intention of helping learners develop the knowledge, skills and habilities set in the new English syllabus for this level. As a result, learners can achieve an expected

level of performance in the target language according to the CEFR. We believe that you know your students best and therefore we encourage you to freely adapt what you find

here so that it responds to the needs and context of your learners.

This guide consists of six units. Each unit lesson plan comes along with the learner´s exit profile for the level, the scenarios and themes for the cycle and the scope and sequence

of each unit within a timeline of six weeks. The scope and sequence provides a systematic scaffolding of the general and linguistic competences required for the development

of the communicative competence.

The special features of this Teacher’s Guide are:

A. Assessment Strategies and Evidences of Learning: Each goal has a specific assessment indicator for each linguistic competence which requires the elaboration of

assessment instruments.

B. Goals: Each lesson has specific and clear learning goals connected to a domain, scenario, theme and language function.

C. Pedagogical Mediation/ Didactic Sequence: subdivided in the following stages;

✓Pre-Teaching: (Warm-up, Activation of Prior Knowledge, Modeling, Clarifying)

✓Pre-task: Introductory activity for activation of students’ prior knowledge to carry out a specific task connected to a goal. It places emphasis on the linguistic, cognitive

resources needed by the leaner.

✓Task rehearsal: Class work where students practice the language in a meaningful way for successful task completion.

✓Task completion: A task that learners perform to demonstrate that the goal has been successfully achieved.

✓Task assessment: An activity for self and/or peer assessment and teacher feedback and/ or repair in relation to the achievement of a goal. Evaluation tools to evaluate

performance tasks, of what students know and can do.

D. Time: Each phase of the didactic sequence includes a suggestion for the time that may be needed.

E. Integrated Mini Project: The project is a creative opportunity for students to integrate knowledge, abilities and skills.

F. Reflective Teaching: Suggestions for you to assess your own progress in teaching the material.

G. Enduring Understanding Reflection: Space to record how students grasped new undestandings and ideas in connection with the essential question of the unit.

We hope that this Teacher´s Guide will provide you as teachers with all you need to customize your teaching in an effective, creative, engaging, and interactive way in response

to your students´needs. This guide will be up-dated and modified during the year to respond to the teachers´ needs.

Each unit offers a variety of activities for each phase of the lesson plan, the teacher selects those that are appropriate for achiving the learning goals, the context and learners

needs, and also the numbers of lesson available for teaching English in the school.

Table of contents

Presentation ............................................................................................................................................................................................................... 2

The Learner as a New Citizen .................................................................................................................................................................................. 6

What are the legal underpinnings and how are they related to language teaching and learning? ...................................................... 8

Language Learning Considerations ....................................................................................................................................................................... 9

Which pedagogical trends influence the teaching practices? ................................................................................................................... 10

The Common European Framework of Reference (CEFR) ............................................................................................................................ 11

Costa Rican general descriptors according to CEFR English proficiency bands ................................................................................... 12

The Action-Oriented Approach ......................................................................................................................................................................... 14

General competences.................................................................................................................................................................................... 16

Competence .................................................................................................................................................................................................... 16

Basic Principles of the Action-Oriented Approach ..................................................................................................................................... 16

Communicative competence .......................................................................................................................................................................... 18

Communication ................................................................................................................................................................................................... 19

Tasks ....................................................................................................................................................................................................................... 20

How are lessons planned? ..................................................................................................................................................................................... 21

Guidelines for the Pedagogic Mediation ............................................................................................................................................................ 24

First and Second Cycles ...................................................................................................................................................................................... 24

Summary for the Pedagogic Mediation for First and Second Cycles ............................................................................................................. 26

How is learning assessed? ........................................................................................................................................................................................ 29

Integrated Mini-Project ........................................................................................................................................................................................... 30

Classroom Setting in the Action Oriented Approach ........................................................................................................................................ 32

Learner Exit profiles for First Cycle .......................................................................................................................................................................... 33

Scope and Sequence First Cycle .......................................................................................................................................................................... 34

Unit 1 Scope and Sequence .................................................................................................................................................................................. 35

Unit 1 All about me .................................................................................................................................................................................................. 40

Unit 2 Scope and Sequence .................................................................................................................................................................................. 67

Unit 2 This is our Classroom ...................................................................................................................................................................................... 71

Unit 3 Scope and Sequence ................................................................................................................................................................................ 101

Unit 3 We are all different ..................................................................................................................................................................................... 105

Unit 4 Scope and Sequence ................................................................................................................................................................................ 129

Unit 4 Going to school, so cool! ........................................................................................................................................................................... 133

Unit 5 Scope and Sequence ................................................................................................................................................................................ 174

Unit 5 My Neighborhood ...................................................................................................................................................................................... 178

Unit 6 Scope and Sequence ................................................................................................................................................................................ 206

Unit 6 Playtime ........................................................................................................................................................................................................ 210

Teaching Resources .............................................................................................................................................................................................. 240

Resources Unit 1 ................................................................................................................................................................................................. 240

Annexes .................................................................................................................................................................................................................. 246

Annex 1 ............................................................................................................................................................................................................... 246

Fly Swatter Game .............................................................................................................................................................................................. 246

Annex 2 ............................................................................................................................................................................................................... 247

Hot Potato Game .............................................................................................................................................................................................. 247

Annex 3 ............................................................................................................................................................................................................... 248

Learning names game ...................................................................................................................................................................................... 248

Annex 4 ............................................................................................................................................................................................................... 249

Four corners Game ............................................................................................................................................................................................ 249

Annex 5 ............................................................................................................................................................................................................... 251

"Memory Game" ................................................................................................................................................................................................ 251

Resources Unit 2 ................................................................................................................................................................................................. 252

Resources Unit 5 ................................................................................................................................................................................................. 257

Resources Unit 6 ................................................................................................................................................................................................. 291

The Learner as a New Citizen

Education for a new citizenship reinforces the need of 21st century learners who integrate

proactively in a globalized world while strengthening their national and global identity.

Source: http://web.tech4learning.com/blog-0/bid/45149/The-21st-century-classroom-where-the-3-R-s-meet-the-4-C-s

Education for a new citizenship envisions learners as active agents of change able to:

 Use knowledge, skills, and abilities beyond school contexts.

 Express their own points of view.

 Practice peaceful conflict resolution and search for democratic solutions.

 Harmonize social and economic development and environmental sustainability.

 Take action in favor of sustainability of local, national and global resources.

 Be aware of a global world where national borders have become more diffused.

 Use ICTs and access to knowledge networks as tools for communication, innovation, and proactive social service.

 Be compassionate national and global citizens.

 Practice democratic principles such as freedom of expression and religion, respect for plurality and cultural diversity (sexual, linguistic,

and ethnic) as stated in the Costa Rican Constitution.

 Defend and protect Human Rights and be against all forms of discrimination.

As the chart below shows, the concept of New Citizenship is sustained by three main pillars:

Figure 2: Dimension for Educating for a New Citizenship

What are the legal underpinnings and how are they related to language teaching and learning?

Policy for the 21th Century highlights three philosophical trends:

Rationalism

Humanism

Constructivism

Understanding

Development of

complex, challenging,

creative and critical

thinking skills,

Full realization of the

human being, as a

person with rights

and responsibilities.

Construction and

reconstruction of

understandings and

learnings

Implications for

teaching

Cooperative learning

and pedagogical

scaffolding

Sensitiveness and

awareness of

learning styles and

affective variables

Problem solving, inductive

and deductive teaching

and experiential learning

The policy “The School as the Core of the Quality of Costa Rican Education” recognizes three dimensions of learning:

Language Learning Considerations

Considerations

Understanding

Implications for Language

Learning

Philosophical

It focuses on the learner as a social

agent is active, independent, critical,

reflective, creative, innovative,

inquisitive, and respectful of human

rights.

Learning environments and

experiences should promote

dialogue and creative

responses to solve real-life

problems.

Psychological

It seeks the whole development of

the person and is associated with the

person´s affective dispositions.

Pedagogic mediation is

flexible, inclusive, and

culturally relevant, respecting

the individual differences.

Learning

to do

Learning to

be and live in

community

Learning

to know

Neurological

It is related to the brain’s architecture

and how maturational processes

influence language development.

Underscores the importance

of starting the learning of

foreign languages early in

life.

Socio-

cognitive

It is related to the brain’s architecture

(attention, short-, working- and long-

term memory) and how it functions to

process information (metacognition)

related to learning and

communication.

Connects to the complexity

and cognitive load of tasks

presented to students.

Socio-cultural

It includes the notions of diversity,

interdependence, and

interconnection among others.

Addresses learning new

behaviors, values, and social

skills in line with a human

rights approach and through

democratic participation.

Which pedagogical trends influence the teaching practices?

Socio-constructivsm

•The learner as a

responsible member

of a world community

Holism

•Reality as a set of

systems, a network

of connections;

everything is affected

and interdependent.

Critical Pedagogy

•Learners become

producers of

knowledge, not just

consumers.

The Common European Framework of Reference (CEFR)

CEFR describes proficiency

levels based on accumulated

evidence gathered over time

from learner activities, tasks, or

projects.

Implications:

 Standard Terminology

 Track student progress

 Descriptors – teaching, learning and

assessment

 Students monitor and take responsibility

 Transferability across settings

 Parent communication

Costa Rican general descriptors according to CEFR English proficiency bands

Basic User

 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of

needs of a concrete type.

 Can introduce him/herself and others and can ask and answer questions about personal details such as

where he/she lives, people he/she knows and things he/she has.

 Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

 Can show limited ability to use simple grammatical structures and conventions such as punctuation, and

capitalization.

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

 Can use A1 level, grade level and age appropriate linguistic (e.g. present verb forms), socio-cognitive (e.g.,

associating strategies) and socio-affective (e.g., cooperating or coping strategies) resources to integrate

topical content from oral and written text to perform a goal-oriented product (mini-project) based on an

integrated sequence of activities within a domain, scenario and theme. Linguistic resources include

grammatical forms and meanings; socio-cognitive resources include a range of meta-cognitive strategies

(planning) and cognitive strategies (revising); and socio-affective resources consist of strategies such as

cooperating and coping.

 Can use A1 level, grade level and age appropriate digital and telecommunication resources to research,

plan, and implement the mini-project.

 Can give, receive, and respond to feedback at critical stages of the creative process.

 Can use level and age appropriate linguistic resources to integrate information from a reading or a listening

or other inputs to perform from one skill modality to another (e.g., listening to speak, read to write) to achieve

the goal of the scenario.

 Can display awareness and development of non-cognitive dispositions (such as effort, perseverance,

engagement, empathy, and focus).

Basic User

 Can understand sentences and frequently used expressions related to areas of most immediate relevance

(e.g., very basic personal and family information, shopping, local geography, employment).

 Can communicate in simple and routine tasks requiring a simple and direct exchange of information on

familiar and routine matters.

 Can describe in simple terms aspects of his/her background, immediate environment, and matters in areas

of immediate need.

 Can use some simple structures accurately but continues to systematically exhibit basic errors (such as

verbs tenses, use of prepositions, articles).

EXTENSION OF THE CEFR STANDARDS- INTEGRATION OF LANGUAGE ABILITIES

 Can use A2 level, grade level and age appropriate linguistic (e.g. past verb forms), socio-cognitive (e.g.,

grouping strategies) and socio-affective (e.g., cooperating or questioning for clarification strategies)

resources to integrate topical content from oral and written text to perform a goal-oriented product (mini-

project) based on an integrated sequence of activities within a domain, scenario and theme. Linguistic

resources include grammatical forms and meanings; socio-cognitive resources include a range of meta-

cognitive strategies (monitoring) and cognitive strategies (resourcing); and socio-affective resources consist

of strategies such as cooperating and coping.

 Can use A2 level, grade level and age appropriate digital and telecommunication resources to research,

plan, and implement the mini-project.

 Can give, receive, and respond to feedback at critical stages of the creative process.

 Can use level and age appropriate linguistic resources to integrate information from a reading or a listening

input or other inputs to perform from one skill modality to another (e.g., listening to speak, read to write) to

achieve the goal of the scenario.

 Can display awareness and development of non-cognitive dispositions (such as effort, perseverance,

engagement, empathy, and focus).

The Action-Oriented Approach

Learner

 An agent/performer with intercultural awareness skills.

 Autonomous, works cooperatively, interacts with

others, investigates and solves problems using the

tools at his/her disposal (general and specific

competences).

 Develops metacognitive, reflective and critical thinking

strategies for successful completion of the task.

Teacher

 Facilitator, coach, resource person, guide, advisor,

and observer.

 Helps the learner become autonomous and be

successful in the completion of the task.

 Provides effective feedback in the process of learning.

 Shows expert role, but shares this responsibility with

the learner.

Learning Resources

 Oral or written authentic texts: business cards, bus

tickets, newspaper articles, book excerpts, wikis, bus

schedules, city maps, bulletin boards, voice

messages, and announcements.

 Appropriate to the learner´s needs and competence

level.

 Intercultural perspective

Aims of communicative activities/tasks

 Communicative activities become actions that the

learner/social agent performs in order to build up

general competences and communicative language

competences.

 The goal is successful action and accomplishment of

tasks in a particular scenario and domain aligned to

the learner’s life experience and personality.

Learning Environment

 Real-world contexts (personal, public, educational

and vocational domain) collaborative, stimulating,

mediated by ICTs.

Assessment

 Assessment is based on what the social agent is able

to do in real-life situations or scenarios and the

process he/she requires to develop the competences.

Authentic assessment is favored.

 The acquisition and refinement of general and

communicative competences is a continuous process,

both at school and in the world beyond the school.

Basic Principles of the Action-Oriented Approach

1. The students are social agents that use the target language to perform specific actions

in real life contexts meaningfully.

2. Language performances, in oral or written form, respond to language functions and are

carried out in specific scenarios.

3. Enabling and communicative activities are task-based and real-life.

4. Learners use authentic materials as comprehensible input, as much as possible.

5. The ICT become an important tool to create meaningful learning experiences.

6. A great degree of autonomy is placed on the learner; therefore, the teacher works in the

development of learners’ meta-cognitive, meta-affective, and meta-social strategies.

7. Intercultural awareness plays an important role for getting meaning across and facilitating

communication among cultures.

8. Vocabulary, syntax, cohesive forms, and phonology are taught with the purpose of

facilitating communication

Competence

The CEFR defines competences as “the sum of knowledge, skills

and characteristics that allow a person to perform actions in

society.”

General competences

Consist of knowledge, skills, and abilities to learn and existential competence that are not

language-specific but learners use them when performing all kinds of actions including

language activities.

Communicative competence

The communicative language competences involve knowledge, skills, and know-how for each

of the following three components:

 Linguistic Component: Deals with the knowledge of phonology, morphology,

lexicon and syntax.

 Sociolinguistic Component: Refers to the socio-cultural conditions of language use

such as social group repertoires or politeness rules.

 Pragmatic Component: Covers, among others, speaker´s and receptor´s attitudes

and beliefs, their understanding of the context of an utterance and the functional use

of language; for example the use in specific scenarios of how to act in a given social

event or how to participate in a job interview.

Communication

The CEFR defines communication as a social act, where learners are social agents,

developing a range of general and specific communicative language competences, moving

from learning about the language to learning to communicate in the language in active,

spontaneous, and authentic language interaction.

Task accomplishment by an individual involves the strategic activation of specific linguistic

competences (linguistic, pragmatic and socio-linguistic) along with a range of socio-cognitive

competences in order to carry out a set of purposeful actions in a particular domain

(interpersonal, transactional, academic and professional) with a clearly defined goal and a

specific outcome.

Tasks

Defined as any purposeful action considered by an individual as necessary in order to

achieve a given result in the context of a problem to be solved, an obligation to fulfill, or an

objective to be achieved. This product may be a brochure for tourists, a blog entry, or a fund

raising project for a humanitarian cause.

How are lessons planned?

Lesson planning will be developed covering a complete unit which includes six weeks. This plan can be distributed weekly. Here is an example

of how it can be done.

Week 1

Domain

Scenario

Enduring

understanding

Essential question

Theme 1

Language function 1

3-4 goals

Three learning pillars

3-4 assessment

indicators

Week 2

Domain

Scenario

Theme 2

Language function 2

3-4 goals

Three learning pillars

3-4 assessment

indicators

Week 3

Domain

Scenario

Theme 3

Language function 3

3-4 goals

Three learning pillars

3-4 assessment

indicators

Week 4

Domain

Scenario

Theme 4

Language function 4

3-4 goals

Three learning pillars

3-4 assessment indicators

Integrated mini-

project for

assessment of unit

goals

Feedback,

Reinforcement and

assessment

What is the teacher´s profile to implement this new curriculum?

Teacher’s Profile

Guidelines for the Pedagogic Mediation

First and Second Cycles

 English language teaching first places priority on oral comprehension while simultaneously exposing students to oral production and

concepts of print. Reading and writing will be introduced progressively.

 Lessons can follow a task-based sequence that will focus on linguistic and nonlinguistic items such as: phonemic awareness, language

forms, vocabulary, oral or written comprehension and oral or written production, development of cognitive or socio-affective strategies,

etc.

 Tasks follow a sequence: pre-task, task planning/ rehearsal, task completion and task assessment.

 During the Second Cycle, students are exposed to more complex tasks that gradually demand them to produce longer chunks of language

in oral and written form within sentence frames until they begin to write more words and sentences on their own. They can also engage

in the writing process, revising, editing, and finally producing polished texts on their own.

 Teachers can select three or four goals per week from the units. They can combine oral or written comprehension goals with oral and

written production ones, depending on the stage of the lesson, so that an integrated skills approach is developed.

 Teachers can take one lesson per week for phonemic awareness development when it is possible.

 Teachers start each theme and class with a warm-up activity, which is part of the pre-teaching phase. After that, he/she introduces

the sentence frames, vocabulary, sounds or sociocultural aspects of the unit, which are the focus of the lesson. Then, teachers

share the learning goals and essential question with the students for that day or week.

 The enduring understanding and essential question are central to articulate the three learnings: learn to know, learn to do and learn to be

and live in community.

 The enduring understanding is shared by the teacher at the beginning of each unit to connect students with the core ideas that

have lasting value beyond the classroom.

 Teachers facilitate pre-task activities for activation of students’ prior knowledge to carry out a specific task, placing emphasis on the

forms, sounds and vocabulary words needed by repeating, rephrasing, writing on the board or drawing.

 Pre-task activities in listening, reading, speaking and writing are developed to help students recall, internalize and pronounce useful words

and phrases demanded by the task that they will perform. In first grade, tasks can be very simple to let children adjust linguistically,

socially, and cognitively to the target language, but they can become more complex progressively and include pre-task activities, task

planning, reporting, and assessment.

 During the pre-task phase, the teacher introduces the task goal and outcome. Teacher activates students’ background knowledge to

perform the task. The language and sentence frames needed are reviewed or introduced as well as phonological elements.

 As communicative competence develops, controlled scaffolded activities in listening, reading, speaking and writing are developed to

help students recall, internalize and pronounce useful words and phrases demanded by the task that they will perform.

 Assigning learners meaningful tasks that resemble real language use where reading and writing or listening and speaking are integrated

is recommended.

 Presenting and explaining learning objectives and expected outcomes of the task and assuring that learners understand task

instructions is important.

 It is advisable to provide learners with enough time for task preparation and clarification.

 The students will move from dependency on the teacher when solving a task to more autonomous work.

 It is important to support, monitor, and encourage the students while solving a task

 Learners will have at their disposal useful words, phrases and idioms that they need to perform the task. It could be an audio

recording with the instructions and the pronunciation of the words and phrases needed.

 The students solve the task together using all resources they have. They rehearse their presentation or revise their written report. Then,

they present their spoken reports or display their written reports.

 Provide rubrics for assessing students’ task performance and move progressively to self- assessment and peer assessment.

 Provide feedback and further practice on areas that need more work, listening, and writing, speaking, reading, vocabulary work, phonemic

awareness, and the like.

 At the end of each unit, the students elaborate a mini- project to demonstrate achievement of unit goals within a domain,

scenario and theme.

 The mini-project is an opportunity for students to integrate these three learnings and linguistic skills in a single task. For example, writing

a class book based on a story with each student producing one page of the book with drawings and sentence frames. Students` products

can begin with a simple drawing and a label written by the teacher.

 As proficiency develops, provide learners with more complex tasks, which involve the use of words, phrases and later sentences on a

more elaborate level.

 Teach English in English and make learners be socially and cognitively engaged.

Summary for the Pedagogic Mediation for First and Second Cycles

Domain:

There are four domains of language use. We are going to work with the socio Interpersonal domain in

First Cycle and the transactional domain in Second Cycle.

Scenario:

A real-life situation providing authenticity of situations to tasks, activities and texts. There are 6 scenarios in each grade level, one per unit.

Theme:

There are FOUR themes per unit. Use ONE theme per week.

Enduring Understanding

It is introduced at the beginning of each unit and it is reviewed at the end of the unit as part of the integrated mini-project assessment.

Essential Question:

It is introduced at the beginning of each unit.

Learn to Know: Grammar & Sentence Frame Vocabulary  Phonemic Awareness

The scope and sequence provided for lesson planning correlates this element of the curriculum with each of the goals and themes per week.

Learn to Do: Function Discourse Markers

Take them from the syllabus. There is one function per theme.

Learn to Be and Live in Community: Psycho-social Sociocultural

It is taken from the curriculum and it is integrated in the pedagogical mediation.

Assessment Strategies & Instruments:

Use indicators from the syllabus. There is one assessment indicator for each goal.

There is going to be a guide for classroom assessment.

Learner can

Select three or four goals per week for each unit theme.

Pedagogic Mediation

Pre-teaching: It prepares learners for the achievement of weekly goals within a specific theme and scenario.

Warm up:

Fun activity to motivate learners. It can be connected to the theme and goal of the lesson.

Activation of prior knowledge includes:

 Goal of the unit ( Listening, reading, spoken production, spoken interaction, writing)

 Enduring Understanding

 Essential Question

 Connection of new language and sentences frames to students ‘back ground knowledge.

Modeling

Teacher centered. Teacher models pronunciation and meanings of the new sounds-vocabulary- sentence frames of a specific theme

connected to a scenario.

Clarification

Teacher asks questions to leaners to get feedback from them and clarifies meanings, forms or pronunciation if it is need it.

The task cycle: it provides learners with the scaffolding needed to reach a goal within a theme and scenario.

Pre-task

Activation of students’ prior knowledge to carry out a specific task and to reach a specific goal (listening, reading, spoken production, spoken

interaction, writing) placing emphasis on the forms, sounds and vocabulary words within a theme and scenario.

Task-rehearsal

An activity that provides students with language practice for successful task completion. It is student-centered. Students practice with

Teacher´s help.

Task completion

Learners perform in oral, written comprehension, oral or in written production tasks. The purpose of this task is for students to demonstrate if

they have reached the goal.

Task Assessment

Teacher´s assessment of the task, self and peer assessment for feedback on task performance.

It could require repair and reinforcement by a supplementary task if the goal has not been reached by most of the students.

Post-Task

A task connected to the main task for skill integration.

Note: There is a lesson of phonemic awareness each week. The phonemic awareness lesson follows all the stages: Pre-teaching, pre-task-

task rehearsal, task completion and task assessment.

The pre-teaching phase is developed at the beginning of each theme, each week, and during the phonemic awareness lesson.

How is learning assessed?

Assessment is a purposeful, continuous, contextualized, authentic, reflective, investigative, systematic and multi-phase process, which responds

to these four fundamental questions: Why assessing learning? What to assess? How to assess it? Which are the pedagogical implications?

The purpose of assessment is to serve each learner’s learning and growth. To prevent student’s failure and allow timely intervention, assessment

allows teachers to detect learning gaps, so that learners can receive the support needed to be successful. The “what” of assessment involves

having clarity about the knowledge, skills, abilities, and attitudes (learn to know, learn to do, learn to be and live in community) that learners have

to develop as established in the curriculum goals or “can do performance descriptors”. This implies that assessment will mainly be performance-

based. Learners are required to demonstrate through integrated-skills tasks within a domain, scenario and theme, specified knowledge, skills

and abilities using the target language. Assessment can also be a discrete point, which means the use of selected response tasks to isolate and

measure discrete units of grammatical knowledge, which encompasses grammatical, semantic and pragmatic knowledge -- form, meaning and

use (Purpura, 2014, p 9). Assessment will also be authentic which means that the assessment task will simulate real-life situations within domains

and scenarios beyond the classroom setting, and the socio-cognitive, socio-affective, socio-cultural and linguistic demands upon the learner will

be similar to the one of a speaker in a target language setting.

Classroom assessment mirrors the learning goals, content of instruction and instructional practices, therefore, curriculum, teaching, and

assessment must be coherent for learning goals to be achieved and learners’ communicative competence to be developed.

Task design, task performance, and assessment become a fundamental unit of instructed learning; tools such as analytic and/or holistic scales,

rubrics, progress indicators and checklists play an important role for obtaining valid and reliable qualitative and quantitative data about students´

learning and performance.

Integrated Mini-Project

A more complex “learn to do” classroom task for each unit.

 Learners (as social agents) integrate knowledge, skills and abilities

(KSA), within the domain, scenario, themes, the enduring

understanding and essential questions of the unit.

 Proactive (not reactive)

 Interconnected with classroom activities

 Formative, skill-integrated performance

 Collective actions (social dimension)

 Promotes the democratic citizenship. (CEFR p.12)

Integrates skills and unit’s goals and leads to a final product.

AOA Task Oriented to a ProductKeep the end in mind!

Phases of the Integrated-Mini-Project

Phase 1: Planning: In the first grade, different alternatives are offered for the integrated mini-project in the syllabus. Teachers and

students can propose others based on the interests and linguistic resources. As they develop more independence autonomy and

become more proficient, the learner takes an active role deciding what and how of the project.

Phase 2. Creating collaborative: Students activate their prior knowledge, do research, share, negotiate, search for materials and

collaboratively elaborate the integrated- mini project applying the knowledge skills, skills and attitudes developed in the unit.

Phase 3. Preparation: Once the integrated mini-project is completed, the students will rehearse, evaluate and adjust their integrated

mini-project.

Phase 4: Participation: Students depending on the nature of the integrated mini-project, present their integrated mini-project

individually, in pairs or groups to the class, parents or school community. They can answer questions, participate in self-assessment,

and peer assessment experiences. The teacher also assesses the integrated mini-project and provide feedback to learners.

Classroom Setting in the Action Oriented Approach

When implementing the action oriented lessons in your English class; remember to:

a) Consider learners interets and needs.

b) Offer opportunities to work in pairs, in small groups, and as a whole class.

c) Create a context for learning and reflecting.

d) Provide multiple opportunities to develop communicative competence.

e) Use different classroom layouts: the horseshoe, chairs in a circle, traditional rows and nested tables in groups.

Learner Exit profiles for First Cycle

Types of knowledge

Orientations to

Learn to know

What the learner needs to know

Learner …

Learn to do

What the learner needs to do

Learner…

Learn to be and live in

community

How the learner needs to be

Learner…

A Global Citizenship with

Local Belonging

 extracts explicit information

from visual and simple texts.

 uses oral and written codes

for communicating simple

and familiar ideas.

 identifies time and space

data in sequential order by

using visuals.

 Understands the purpose of

given instructions .

 recognizes meaningful

information gradually.

 recognizes gradually different

styles when working in groups

according to skills and

motivations.

 practices assertive

communications skills.

 Recognizes gradually own

abilities for team work gradually.

 recognizes his/her own rights

and responsibilities and the

ones of others gradually.

 values positively diversity in

his/her family, school, society

and context.

 judges positively daily actions

that contribute for wellbeing.

 participates in peaceful conflict

solving.

Education for Sustainable

Development

 recognizes gradually

different social and

environmental risks affecting

life.

 initiates valuing the implication

of efforts over the achievement

of goals.

 initiates differentiating beliefs,

attitudes, actions over

sustainable development.

Scope and Sequence First Cycle

Level

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

First Grade

Scenario: All About

Me!

Themes:

 Saying hello! Saying

Good Bye!

 Introducing Myself

 The Way I Look and

Feel

 Making New Friends

Scenario: This is our

Classroom!

Themes:

 Stand up! Sit down!

 Things in My

Classroom

 My School Supplies

 Where is my Pencil?

Scenario: We Are All

Different!

Themes:

 Meet my Family

 What my Family

Looks Like

 Different Things my

Family Likes to Do

 I Like…

Scenario: Going to

School, so Cool!

Themes:

 This Is my School.

 Helpers at my

School.

 Going around

School.

 A Week at my

School

Scenario: My

Neighborhood.

Themes:

 This Is my

Neighborhood

 Where is the School?

 How can I Get to

the Supermarket?

 Community Helpers

Scenario: Playtime

Themes:

 Fun Games and

Activities

 I need a Rope to

Play

 My Favorite Game

and Activities

 Show me How to

Play

Second Grade

Scenario: Learning Is

Fun

Themes:

 Hi! How are you

today?

 My Learning

Environment

 What Do I do at

School?

 What I Like about

School?

Scenario: Healthy

Habits

Themes:

 I Love my Body!

 Healthy Habits make

me Feel Great!

 Yummy and Good

for my Tummy

 I Can Be Healthy and

Happy

Scenario: Home Sweet

Home

Themes:

 A Visit from my

Cousins

 A Home Tour

 What We Do

around the House

 Cleaning the House

Scenario: Loving and

Caring Animals

Themes:

 Barn or House?

 Moo, Meow, and

Cock-a-Doodle-Do

 Living with Animals

and Pets around me

 Walk the Dog...and

Other Ways to Care

for Animals

Scenario: Fabulous

Flora and Fauna

Themes:

 A Nature Walk

 Animals A to Z

 Green Kingdom

 Protecting Nature

Scenario: A change of

Scenery

Themes:

 Rain, Rain Go Away

 Try This on

 May I Have a Bite?

 Please Tell me

What´s Fun

Third Grade

Scenario: Our Family

“to Do” List

Themes:

 Family Chores

 Things I Like to Do to

Help my Family

 Can you help me?

 Where is the Broom?

Scenario: Families

Celebrate Together!

Themes:

 What isthere to

Celebrate?

 My Family`s

Special Dates

 When is your

Birthday?

 Sharing Family

Celebrations!

Scenario: May I Help

You?

Themes:

 Is This the Cashier

or the Clerk?

 Going to a Store!

 Where do I Get

some Fresh

Vegetables?

 How Much does it

Cost?

Scenario: Getting

around Town!

Themes:

 A Day in my

Community

 Help! I Need a

Pair of Shoes.

 Walk this Way

 Step by step

Directions

Scenario: Fun Places

and Spaces

Themes:

 Let´s Go Outside

 Indoor fun on a

rainy day

 Come on! Make-

up your Mind.

 Are you ready to

Have Fun?

Scenario: Welcome to

Costa Rica

Themes:

 Costa Rica: a

Diverse Country

 Where Can I Go?

 How will I Get

There?

 Exploring Costa

Rica: no Better

Place to Be

Unit 1 Scope and Sequence

Scenario: All about me

Enduring Understanding

Our names, the way we look, and the way we feel make us special.

Essential Question

What makes us special?

Assessment and Goals

Week 1

Week 2

Week 3

Week 4

Week 5

Theme

1. Saying Hello! Saying

Good-bye!

Theme

2. Introducing

Myself

Theme

3. The Way I Look and

Feel

Theme

4. Making New Friends

Assessment:

L.4.Recognizes one or

two forms of greetings

farewells (Hello, Good-

bye) expressions of

politeness and personal

feelings expressed

slowly and clearly.

R.1. Participates in choral

reading to identify

greetings and leave-

takings.

R.PA2. Identify the initial

phoneme of a spoken

word.

Assessment:

L.3. Recognizes simple

questions, which

directly concern them

such as their name and

where they are from.

R.PA2. Identify the

initial phoneme of a

spoken word.

SI.1.Asks for something

when pointing or

gesturing to support the

request.

SP.1. Describes

personal appearance

Assessment:

L.2.Recognizes simple

personal information

(e.g.name, age, country

of origin, personal traits)

R.PA2. Identify the initial

phoneme of a spoken

word.

SI.2. Uses one or two

forms of greetings and

farewells (Hello, Good-

bye).

SI.3.Expresses a lack of

understanding.

Assessment:

L.1.Recognizes simple

personal information

(e.g.name, age, country

of origin, personal traits)

R.PA2. Identify the initial

phoneme of a spoken

word.

SI.4.Responds in a

predictable pattern to

simple questions about

familiar things.

Assessment

Instruments for

Process/Product

 Sticky notes

 anecdotal note

cards

 Checklists

 Inside and outside

circle

Week 6

Suggested Integrated Mini

project

 a poster,

 a mobile,

SP.1. Recognizes how

he/she or other person is

feeling using simple,

standard expressions.

Goals:

L.4. understand basic

greetings, farewells,

expressions of

politeness and feelings

(e.g., hello, good-bye,

sorry, pardon?).

R.1.Participates in choral

reading (clapping and

chanting) in response to

the rhyme and rhythm of

a predictable patterned

song or picture story that

is read aloud. Can repeat

key words after the

teacher.

R.PA2. identify sounds

of letters /m/ /e/ of the

alphabet in order with a

concrete item or picture

representing the sound.

and feelings with

simple words.

Goals:

L.3. understand simple

questions, which

directly concern them

such as their name and

where they are from.

R.PA.2. identify sounds

of letters /s/ /a/ of the

alphabet in order with a

concrete item or picture

representing the sound.

SI.1. ask for something

when pointing or

gesturing to support the

request.

W.1. Says words for the

teacher to write.

Goals

L.2. recognize often

spoken words similar to the

languages with which they

are familiar (e.g., Pay

attention, silence,

excellent).

R.PA.2. identify sounds of

letters /t//e/ of the alphabet

in order with a concrete

item or picture

representing the sound.

SI.2. use one or two

learned expressions of

greeting, farewell, and

politeness (e.g., hello,

good-bye, please, you are

welcome and thank you).

SI.3. express a lack of

understanding.

W.1. dictate words for the

teacher to write.

W.2. Represents an event

or character from a picture

story or one main idea.

Goals:

L.1. Recognize simple

information such as name,

age, and perhaps country

of origin when that

information is given slowly

and clearly.

R.PA.2. identify sounds of

letters /l//a/ of the alphabet

in order with a concrete

item or picture

representing the sound.

SI.4. understand and

respond in a predictable

pattern to simple

questions about familiar

things and if the other

person speaks slowly and

clearly.

W.2. draw pictures of an

event or character from a

picture story or one main

idea.

 magic box or

 booklet using

cardboard or technology

for introducing oneself

SP.1. Express how I look

and feel using simple,

standard expressions.

Function

 Greeting and saying

good bye in proper

contexts

Function

 Introducing myself

Function

 Identifying personal

traits and feelings

Function

 Getting to know others

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Grammar & Sentence

Frames

Personal and

Possessive pronouns – I,

─ I am Amanda.

─ Mynameis Juan.

Question/Answerswith

 What is your name?

My…

 How are you? Fine.

 Howold are you? 6

Grammar &Sentence

Frames

Personal and

Possessive pronouns –

I, my

─ I am Amanda.

─ My name is Juan.

Question/Answers with

 What is your name?

My…

 How are you? Fine.

 How old are you? 6

Grammar & Sentence

Frames

Yes/No Questions

 Are you a student? Yes

 Are you in first grade?

Yes

 Are you tall? Yes/No

(use appropriate)

(S-V-C) sentences

 I am______ (name,

age, country, physical

description)

 I feel _____

(happy/sad).

Grammar & Sentence

Frames

Wh- questions in Simple

Present

 Where do you live?

 Where are you from?

Clarifying Questions

─ Pardon?

 What?

 Repeat, please.

Phonemic Awareness

/m/ /e/ (me, meet; eight,

egg)

Phonemic Awareness

/s/ /a/ (sad, sound,

are, am )

Phonemic Awareness

/t/ /e/ (ten, tall, egg,

elephant)

Phonemic Awareness

/l/ /a/ (love, live, am,

ant)

Vocabulary

1. Saying Hello! Saying

good bye!

Greetings

 Hi! Hello! Good

morning, Good

afternoon, Good

evening, How are

you?

Leave-takings

 Good-bye, bye, see

you, see you later.

Vocabulary

2.Introducing myself

 My name is…

 I am from… / 7

years old.

 ‘I live in…

Expressions of

Politeness

 Excuse me, pardon,

thank you, you are

welcome,

 Nice to meet you.

Cardinal Numbers

 1-10

Nationalities

 Costa Rica,

Nicaragua…

Vocabulary

3.The way I look and I feel

Physical Appearance

 short, tall, handsome,

pretty

Colors

red, blue, green,yellow

Vocabulary

4.Making new friends

Information questions

 What´s your name?

Where are you from?

 How old are you?

 Nice to meet you/too.

Psycho-social

 Showing self-esteem,

self-confidence

Socio-cultural

idioms/ phrases

 Greeting people

(handshaking,

Psycho-social

 Showing self-

esteem, self-

confidence

Sociocultural

Idioms/phrases

Hey!

Bye-bye

Psycho-social

─ Showing self-awareness

by describing self

Sociocultural

Idioms/phrases

See you later alligator!

Psycho-social

 Stimulating creativity

through the arts

(drawing, acting, body

language)

Sociocultural

Idioms/phrases

After a while crocodile!

kissing and some

others depending on

the community or

context).

See ya

Unit 1 All about me

Term: 1

Level: First

Unit: 1

Week: 1

Domain: Socio-Interpersonal

Scenario: All about me

Theme: Saying Hello! Saying Good-bye!

Enduring Understanding: Our names, the way we look, and the way we feel make us special.

Essential Question: What makes us special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Personal and Possessive pronouns – I, my

─ I am Amanda.

─ My name is Juan.

Question/Answers with BE

 What is your name? My…

 How are you? Fine.

 How old are you? 6

Vocabulary

1. Saying Hello! Saying good bye!

Function

Greeting and saying good bye in proper contexts

Discourse Markers

And

Hello and goodbye!

Psycho-social

 Showing self-esteem, self-confidence

Socio-cultural

idioms/ phrases

Greeting people (handshaking, kissing and

some others depending on the community or

context).

Greetings

 Hi! Hello! Good morning, Good afternoon,

Good evening, How are you?

Leave-takings

 Good-bye, bye, see you, see you later.

Phonemic Awareness

/m/ /e/ (me, meet; end, egg

Assessment

Strategies &

Evidences of

learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner…

Learner can

- Teacher greets students and introduces Essential Question and goals for

the day.

Pre-teaching

Warm up

– Listening to a song, “Hello, Hello! Kids Song ”

Activation of Prior Knowledge

– Teacher introduces greetings and leave-takings, vocabulary and sentence

frames using a power point presentation/puppets.

Modeling

– Teacher uses flashcards to model pronunciation of greetings and leave-takings

and students participate in choral repetition.

minutes

L.4.Recognizes one or

two forms of greetings

farewells (Hello, Good-

bye) expressions of

politeness and

personal feelings

expressed slowly and

clearly.

L.4. understand basic

greetings, farewells,

expressions of

politeness and feelings

(e.g., hello, good-bye,

sorry, pardon?).

Clarifying

– Teacher clarifies vocabulary and expressions by asking questions.

Oral Comprehension (Listening)

Pre-task: Identification of personal information

– Teacher introduces the goal for the lesson.

– Students repeat words and sentence frames related to greetings and leave-

takings after modeling by the teacher chorally and individually using visual aids

(power point) or puppets.

Task rehearsal

– Learners act out greetings and leave-takings as they are heard.

– Learners identify the greetings and leave-takings in pictures shown by the

teacher. Task completion

– Students identify greetings and leave-takings from pictures by pointing,

drawing, circling, matching or using body language after a slow and clear oral

conversation.

Task assessment

– Students play the flyswatter game (Annex 1) to correct students´ work.

– The teacher provides feedback and/or repair. Whole group assesses their

performance.

Goal: Approaching Good Excellent

–

minutes

R.1. Participates in

choral reading to

identify greetings and

leave-takings.

R.1.Participates in choral

reading (clapping and

chanting) in response to

the rhyme and rhythm of

a predictable patterned

song or picture story that

is read aloud. Can repeat

key words after the

teacher.

Participation in choral Reading

Pre-task

– Teacher introduces the goal for the lesson.

– Students listen to the song, “Hello” as they watch the video at

https://www.youtube.com/watch?v=tVlcKp3bWH8.

– Teacher can also create a short conversation using pictures of greetings and

leave-takings for students to read.

– Students read chorally the song´s lyrics and/or a short conversation after the

teacher as they are written and/or projected on the board.

Task-rehearsal

– Students clap and chant the song and/or short conversation as it is read aloud

by the teacher.

– Students perform the actions expressed in the song/ short conversation related

to greetings/ leave-takings and/or personal introductions as they are heard.

Task- completion

– Learners read chorally short phrases and key words related to greetings, leave

takings and short personal introductions while listening to a song and/ or short

conversation using body language and after observing visual stimuli.

Example: Hello!, I am Anna. What´s your name.

Hello! My name is Mark.

Good- bye

Good. Bye

Task Assessment

– Teacher asks individuals to say key words of the chant as he/she stops the

video or shows a picture.

– Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

minutes

R.PA2. Identify the

initial phoneme of a

spoken word.

R.PA2. identify sounds

of letters /m/ /e/ of the

alphabet in order with a

concrete item or picture

representing the sound.

Phonemic Awareness

Pre-task: Identification of sounds

– Teacher introduces the goal for the lesson.

– Teacher introduces sounds of nature to activate students ‘prior knowledge

(drops of rain, the ocean, a river, a bird).

– Teacher shows pictures that express meanings with the target sounds.

– Teacher models the initial sound of three words beginning with /m/ and /e/ and

shows the pictures.

– Teacher exaggerates the sounds.

– At this point, it is not recommended to print the words on the pictures. The goal

is to make the students hear, notice and distinguish the initial sounds of the

words when they are heard.

– Teacher clarifies understanding by showing pictures of words with the two

sounds to see if they recognize the difference between them.

– As a complement, learners can listen to the videos ¨Letter M Phonics Song by

Little Fox¨ and ¨Letter E Phonics Song¨ with sounds /m/ and /e/ with

exaggerated gestures and pictures associated with the sounds.

Task rehearsal

– Learners hear, notice and repeat the sound /m/ and /e/ with words that contain

the sound at the beginning of the word.

Task completion

– Learners sing and chant words and phrases that contain the target sound using

pictures and/or the video ¨Phonics Letter M song¨ and ¨Phonics Letter E

song¨.

– Students match each of the sounds with correct pictures while listening to the

teacher saying the sound and the word three times.

minutes

SI.2. Uses one or two

forms of greetings and

farewells (Hello, Good-

bye).

SI.2. use one or two

learned expressions of

greeting, farewell, and

politeness (e.g., hello,

good-bye, please, you

are welcome and thank

you).

Task assessment

– Learners identify the initial phoneme /m/ /e/ of familiar words by reacting with

body language after aural stimuli. When students listen to words beginning with

the sound /m/ they stand up and as they listen to a word beginning with sound

/e/ they sit down.

– Learners recognize the sound heard /m/ /e/ by playing ¨Hot potato game¨

(Annex 2).

– Whole group assesses their performance.

Goal: Approaching Good Excellent

–

Oral Production

Pre-task: Interaction using greetings and leave-takings

– Teacher introduces the goal for the lesson.

– Students repeat words and sentence frames related to greetings and leave-

takings using pictures, puppets or a power-point presentation ( see

https://www.youtube.com/watch?v=gVIFEVLzP4o).

– Students listen to the teacher while shows flashcards with greetings and leave-

takings.

Task rehearsal

– Students use puppets to greet/say good-bye to each other.

– Students sing the song, “Good morning”

(https://www.youtube.com/watch?v=gVIFEVLzP4o) and greet their classmates.

Task–Completion

– Students role-play greetings and leave-takings using finger puppets or a toy.

minutes

– Students use the appropriate greeting or leave taking with their partner as they

see the picture of the greeting or leave-taking shown by the teacher or another

classmate.

Task assessment

– Students role-play short conversations in pairs by using mini flashcards with

greetings, leave-takings.

– The teacher provides feedback or repair. Whole group assesses their

performance.

Goal: Approaching Good Excellent

–

Integrated Mini-Project

Time

Phase: _______

Reflective Teaching

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

Term: 1

Level: First

Unit: 1

Week: 2

Domain: Socio-Interpersonal

Scenario: All about me

Theme: Introducing Myself

Enduring Understanding: Our names, the way we look, and the way we feel make us special.

Essential Question: What makes us special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Personal and Possessive pronouns – I, my

─ I am Amanda.

─ My name is Juan.

Question/Answers with BE

 What is your name? My…

 How are you? Fine.

 How old are you? 6

Vocabulary

2.Introducing myself

 My name is…

 I am from… / 7 years old.

 ‘I live in…

Function

 Introducing myself

Discourse Markers

And

My name is …. and I live in Costa Rica.

Psycho-social

 Showing self-esteem, self-confidence

Socio-cultural

idioms/ phrases

Hey!

Bye-bye

See ya

Expressions of Politeness

 Excuse me, pardon, thank you, you are

welcome,

 Nice to meet you.

Cardinal Numbers

 1-10

Nationalities

Costa Rica, Nicaragua…

Phonemic Awareness

/s/ /a/ (sad, sound, are, am)

Assessment

Strategies &

Evidences of

learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner…

Learner can

- Teacher greets students and introduces Essential Question and goals for

the day.

Pre-teaching

Warm up

– Teacher uses the video, “Counting from 1 to 10“

https://www.youtube.com/watch?v=85M1yxIcHpw”

Activation of Prior Knowledge

minutes

L.3. Recognizes

simple questions,

which directly concern

them such as their

name and where they

are from.

L.3. understand simple

questions, which directly

concern them such as

their name and where

they are from.

– Teacher uses video “My name ´s Gogo. What´s your name?”

Modeling

─ Teacher uses the video and finger puppets to introduce vocabulary and sentence

frames.

─ Students participate in choral repetition and use body language.

Clarifying

– Teacher asks questions to students to clarify the new meanings and phrases using

flashcards.

Oral Comprehension

Pre-task: Recognition of questions and basic personal information

─ Teacher…

─ Introduces the goal for the lesson and reviews words and sentence frames

using visual aids (power point) or/and puppets and video.

Task Rehearsal

─ Learners listen to the video ¨What's your name, Self-introduction Lesson¨,

─ Learners make pairs and practice in a rotating circle the vocabulary and the

sentence frames related to name and nationality.

─ Students play “Learning names game” ( See Annex 3)

─

Task Completion

─ Learners respond to personal information questions saying their name and

nationality as the teacher asks the questions to them by throwing a ball..

Task assessment

minutes

R.PA2. Identify the

initial phoneme of a

spoken word.

R.PA.2. identify sounds

of letters /s/ /a/ of the

alphabet in order with a

concrete item or picture

representing the sound.

─ Teacher provides feedback to students´ answer using puppets or realia.

─ Whole group assesses their performance.

Goal: Approaching Good Excellent

Post Task

Students ask and answer questions related with name and nationality to each

other within a circle using a toy. As they pass the toy to the elbow partner, they

ask the question and the elbow partner answers and continues the chain.

Phonemic Awareness

Pre-task: Identification of sounds

─ Teacher introduces the goal for the lesson.

─ Warm-up ”Numbers´ song” with clapping and chanting

─ Teacher introduces sounds of nature to activate students ‘prior knowledge (the

wind, a bird, a bell, an animal).

─ Teacher shows pictures and models the initial sound of three words beginning

with /s/ and /a/. Teacher exaggerates the sounds. At this point, it is not

recommended to print the words on the pictures. The goal is to make the

students hear, notice and distinguish the initial sounds of the words when they

are heard.

─ To reinforce the sounds, teacher can show the videos ¨Letter S Phonics Song

by Little Fox¨ and ¨Letter A Phonics Song¨ with sounds /s/ and /a/ with

exaggerated gestures and pictures associated with the sounds.

─ Teacher asks questions to students for clarification of understandings.

Task rehearsal

─ Learners repeat the sound /s/ and /a/ with words that contain the sound at the

beginning of the word using flascards.

minutes

SI.1. Asks for

something when

pointing or gesturing

to support the request.

SI.1. ask for something

when pointing or

gesturing to support the

request.

─ Learners sing and chant words and phrases that contain the target sound using

the video ¨Phonics Letter S song¨ and ¨Phonics Letter A song¨.

Task completion

─ Students match the target sounds with the correct picture while listening to the

teacher as she/he says the words three times.

Task assessment

─ Identifying the initial phoneme /s/ /a/of familiar words by circling the picture of the

word they hear that contains the sound heard.

─ Recognizing the sound heard /s/ /a/ by playing ¨Four corners game¨ (Annex 4).

─ For feedback, the teacher pastes the three pictures on the board and as

teachers says the words, the students point to the picture of the word heard.

Whole group assesses their performance.

Goal: Approaching Good Excellent

─

Oral Production

Pre-task: Asking for basic information

─ Teacher shares goal with the students.

─ Teacher uses video to introduce basic forms of greetings in context

(seehttps://www.youtube.com/watch?v=Tz4R2lyv6sE&list=PLQMdP883acCS1t

RW46LSz8ydMEXbOTEj9). Some short sections of this video can be used to

introduce personal information questions in context. ( see

https://www.youtube.com/watch?v=m1McPCnixOY)

─ Students listen to the video.

─ Students repeat the dialogue with the teacher.

minutes

Task rehearsal

─ Students clap and chant the conversations within a whole group with the teacher

modeling.

─ Students interact in oral form with a partner using greetings and 2 information

questions in a rotating circle.

Task–completion

─ Students in pairs and with the teacher´s help, role play the situation of meeting

a new friend at the playground. They greet, introduce themselves and ask for

their friend´s name.

Task assessment

─ Self and peer assessment. Whole class assesses their achievement of the goal.

Goal: Approaching Met Excelled

─ Teacher provides feedback by chanting the short conversations as a whole

group.

─ Teacher works on repair if necessary.

Integrated Mini-Project

Time

Phase: _______

Reflective Teaching

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

Term: 1

Level: First

Unit: 1

Week: 3

Domain: Socio-Interpersonal

Scenario: All about me

Theme: The Way I Look and Feel

Enduring Understanding: Our names, the way we look, and the way we feel make us special.

Essential Question: What makes us special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Yes/No Questions

 Are you a student? Yes

 Are you in first grade? Yes

 Are you tall? Yes/No (use appropriate)

(S-V-C) sentences

 I am______ (name, age, country, physical

description)

 I feel _____ (happy/sad).

Vocabulary

3.The way I look and I feel

Physical Appearance

 short, tall, handsome, pretty

Function

 Identifying personal traits and feelings

Discourse Markers

I feel happy and you.

Psycho-social

─ Showing self-awareness by describing self

Socio-cultural

idioms/ phrases

See you later alligator!

Colors

red, blue, green, yellow

Phonemic Awareness

/t/ /e/ (ten, tall,egg, elephant)

Assessment

Strategies &

Evidences of

learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner…

Learner can

- Teacher greets students and introduces Essential Question and goals for

the day.

Pre-teaching

Warm up

─ Teacher uses the video, “Counting from 1 to 10“

https://www.youtube.com/watch?v=85M1yxIcHpw”

Activation of Prior Knowledge

─ Teacher activates students ‘prior knowledge about colors using the video, “The

Rainbow Colors Song”

Modeling

─ Teacher uses puppets to introduce vocabulary and sentence frames.

─ Students participate in choral repetition.

Clarifying

minutes

L.2.Recognizes simple

personal information

(e.g.name, age,

country of origin,

personal traits)

L.2. recognize often

spoken words similar to

the languages with which

they are familiar

─ Teacher asks questions to students to clarify the new meanings and phrases

using flashcards.

Oral Comprehension

Pre-task: Identification of personal information

─ Teacher introduces the goal of the lesson.

─ Teacher introduces to learners toys and puppets including name, age, country

of origin and personal traits. ( see

https://www.youtube.com/watch?v=KCZAtgacc7I)

─ Teacher models and learners listen and repeat.

─ Teacher asks questions to learners about the characters to check

comprehension and understanding.

Task rehearsal

─ Students listen to people introducing themselves and identify each person by

pointing or circling.

─ Task completion

─ Students listen to personal information related to their classmates or imaginary

people and point to the person being described. (Example: She is tall. She is

seven years old. She´s from the Costa Rica. She is Lucia).

Task assessment

─ Students do a matching game with Learn Colors Preschool Chant Colors Song

for Preschool by ELF Learning ELF Kids Videos

─ Teacher provides feedback to students´ answer using puppets or realia.

─ Whole group assesses their performance.

Goal: Approaching Good Excellent

─

20/25

minutes

R.PA2. Identify the

initial phoneme of a

spoken word.

R.PA.2. identify sounds

of letters /t/ /e/ of the

alphabet in order with a

concrete item or picture

representing the sound.

Phonemic Awareness

Pre-task: Identification of sounds

─ Teacher introduces the goal for the lesson.

─ Teachers uses brain gym as a warm-up activity.

─ Teacher activates students ‘prior knowledge by reviewing past lesson sounds

using pictures.

─ Teacher introduces the new sounds using the videos ¨Letter T Phonics Song

by Little Fox¨ and ¨Letter E Phonics Song¨ with sounds /t/ and /e/ with

exaggerated gestures and pictures associated with the sounds.

─ Teacher models the pronunciation of the sounds.

─ Teacher exaggerates the sounds.

─ At this point, it is not recommended to print the words on the pictures shown.

The goal is to make the students hear, notice and distinguish the initial sounds

of the words when they are heard.

─ Teacher asks questions to students using pictures to confirm understanding.

Task rehearsal

─ Learners repeat the sound /t/ and /e/ with three words that contain each of the

sounds in initial position.

─ Learners play hot potato. The learner who gets the pototo has to identify the

word in the picture and identify the initial sound.

─ Learners sing and chant words and phrases that contain the target sound using

flashcards. Task completion

─ Students match each sound with correct picture while listening to the teacher

saying the word and emphasizing the sound three times.

Task assessment

30/40

minutes

SP.1. Recognizes how

he/she or other person

is feeling using simple,

standard expressions.

SP.1. Express how I look

and feel using simple,

standard expressions.

─ Identifying the initial phoneme /t/ /e/of familiar words by listening and circling the

sound you hear.

─ Recognizing the sound heard by playing ¨Memory game¨ (Annex 5) going

with the sound heard /t/ /e/.

─ For feedback, the teacher pastes the three pictures on the board and as

teachers says the words, the students point to the picture of the word heard.

Whole group assesses their performance.

Goal: Approaching Good Excellent

Oral Production

Responding to personal information, descriptions and feelings

Pre-task

─ Teacher shares goal with the learner.

─ Students repeat learned expressions by teacher modeling supported with

pictures

─ Students watch videos related with feelings and physical appearance. (see

https://www.youtube.com/watch?v=zEk48QQSPo4&t=41s)

(https://www.youtube.com/watch?v=Eu-Ztd0XMUo&t=76s)

(https://www.youtube.com/watch?v=oxsWI8C30TE)

─ Students listen and repeat using gestures.

Task rehearsal

─ Students practice in small groups expressing feelings using flashcards and

saying, today I feel… (happy/sad) or I am… (happy / sad) as a response to the

question: how do you feel today?

─ Students practice the lyrics of the “ELS Song, She is Tall”, with the help of the

teacher.

25/40

minutes

SI.3.Expresses a lack

of understanding.

SI.3. express a lack of

understanding.

Task completion

─ Students draw themselves or take a selfie. They describe themselves using

two adjectives. One is for feelings and the other for physical appearance.

─ Learners describe their feelings and physical appearance to their partner using

a visual aid or gestures with short sentences.

Task assessment

─ Teacher observes students ‘performance to provide feedback or repair.

─ Self-assessment. Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

Pre-task

─ Teacher shares the goal with students.

─ Teacher shows pictures of two feelings for students to identify them. Teacher

includes two feelings students do not know and wait for their reaction….

─ Teacher explains that when this happens, students can say. “I don´t understand”.

Teacher shows a picture or draws on the wall the symbol /?/ and then repeat… I

don´t understand….

─ Students repeat after the teacher… I don´t understand…

─ Teacher says two questions related with feelings that students do not know for

them to answer, yes or no (example, Are you mad?, then, teacher says a new

one… wait… and say with the students … I don´t understand and shows the

symbol /?/.

─ Teacher introduces two questions like: Are you hungry? Yes/No, and Are you tall?

Yes/No. Students can answer… “what… I don´t understand”

Task Rehearsal

Students practice with their partner the question drill and the answer, Yes/ No or I

don´t understand. They take turns.

25/40

minutes

W.1. Says words for

the teacher to write.

W.1. dictate words for

the teacher to write.

Task completion

Teacher distributes a ? to all students. When they do not understand a question

said by the teacher, they hold up the sign and say, “I do not understand.” They

perform asking questions in pairs and responding… I don´t understand.

Task assessment

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

Pre-task: Expression of ideas through pre-writing

- Teacher shares goal with students.

- Teacher review greetings, leave-takings and sentence frames with students

using flashcards or a guessing game.

- Teacher shows students the way some vocabulary words are written in

English.

Task rehearsal

- New elbow partners are formed.

- Elbow partners identify colors, numbers, feelings, and adjectives for physical

traits, then select two. They prepare to dictate to the Teacher.

Task completion

- Students dictate words using native language for the teacher to repeat and

write in English.

20/40

minutes

- Option: Play “I Spy” as a way to do dictation. Students say I spy something

(age, size, etc.) and other students guess who the person is. Teacher then

writes the two descriptive words on the board as all say aloud in English.

Task assessment

- Students draw three pictures related to themselves in their notebooks and

write the words following the model given by the teacher on the board.

─ Teacher observes students ‘performance to provide feedback or repair.

─ Self-assessment. Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

Integrated Mini-Project

Time

Phase: _______

Reflective Teaching

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

Term: 1

Level: First

Unit: 1

Week: 4

Domain: Socio-Interpersonal

Scenario: All about me

Theme: Making New Friends

Enduring Understanding: Our names, the way we look, and the way we feel make us special.

Essential Question: What makes us special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Wh- questions in Simple Present

 Where do you live?

 Where are you from?

Clarifying Questions

─ Pardon?

 What?

 Repeat, please.

Vocabulary

4.Making new friends

Information questions

 What´s your name? Where are you from?

Function

 Getting to know others

Discourse Markers

And

Amanda and Nicole are friends.

Psycho-social

 Stimulating creativity through the arts

(drawing, acting, body language)

Socio-cultural

idioms/ phrases

─ After a while crocodile!

 How old are you?

 Nice to meet you/too.

Phonemic Awareness

/l/ /a/ (love, live, am, ant)

Assessment

Strategies &

Evidences of

learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner…

L.1.Recognizes simple

personal information

(e.g.name, age,

country of origin,

personal traits)

Learner can

L.1. Recognize simple

information such as

name, age, and perhaps

country of origin when

that information is given

slowly and clearly.

- Teacher greets students and introduces Essential Question and goals for

the day.

Pre-teaching

Warm up

─ Teacher uses the video, “Counting from 1 to 10“

https://www.youtube.com/watch?v=85M1yxIcHpw”

Activation of Prior Knowledge

─ Teacher reviews with students simple information such as name, age,

country, greetings and leave-takings, vocabulary and sentence frames using

puppets.

Modeling

─ Teacher uses flashcards to model pronunciation of vocabulary.

Clarifying

─ Students participate in choral repetition to review vocabulary.

minutes

Oral Comprehension

Pre-task: Identification of personal information

─ Teacher introduces the goal for the lesson.

─ Students repeat words and sentence frames related to name, age, country

and personal traits using visual aids (power point) or puppets.

Task rehearsal

─ Students listen to short personal introductions using puppets, videos or

pictures and students identify main details in oral form by responding to

teacher´s questions (name, age, nationality).

Task completion

─ Students listen to short conversations of personal introductions and identify

people´s personal details by circling or matching pictures with numbers.

Task assessment

─ Teacher observes students ‘performance to provide feedback or repair.

─ Self-assessment. Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

Post task

─ Students role-play short conversations and basic personal information

exchanges with the help of the teacher.

20/40

minutes

R.PA2. Identify the

initial phoneme of a

spoken word.

R.PA.2. identify sounds

of letters /l/ /a/ of the

alphabet in order with a

concrete item or picture

representing the sound.

Phonemic Awareness

Pre-task: Identification of sounds

─ Teacher introduces the goal for the lesson.

─ Teacher uses brain gym as a warm-up activity.

─ Teacher activates students ‘prior knowledge by reviewing past lesson

sounds using pictures.

─ Learners listen to the videos ¨Letter L Phonics Song by Little Fox¨ and

“Letter A Phonics Song” with sounds /l/ and /a/ with exaggerated gestures

and pictures associated with the sounds.

─ Teacher introduces the new sounds using the videos “Letter A Phonics

Song” by Little Fox¨ and “Letter l Phonics Song” with sounds /l/ and /a/

with exaggerated gestures and pictures associated with the sounds.

─ Teacher models the pronunciation of the sounds.

─ Teacher exaggerates the sounds.

─ At this point, it is not recommended to print the words on the pictures. The

goal is to make the students hear, notice and distinguish the initial sounds

of the words when they are heard.

─ Teacher asks questions to students using pictures to confirm

understanding.

Task rehearsal

─ Learners repeat the sound /l/ and /a/ with words that contain the sound at the

beginning of the word.

─ Learners sing and chant words and phrases that contain the target sound

using the video ¨Phonics Letter L song¨ and ¨Phonics Letter A song¨.

Task completion

─ Students match sounds with correct picture while listening to the teacher

saying the word and emphasizing initial sounds three times.

Task assessment

─ Learners identify the initial phoneme /l /a/of familiar words by listening and

circling the sound they hear.

20/40

minutes

SI.4.Responds in a

predictable pattern to

simple questions

about familiar things.

W.2. Represents an

event or character

from a picture story or

one main idea.

SI.4. understand and

respond in a predictable

pattern to simple

questions about familiar

things and if the other

person speaks slowly

and clearly.

W.2. draw pictures of an

event or character from

a picture story or one

main idea.

─ Recognizing the sound heard by playing ¨Memory game¨ (Annex 5) going

with the sound heard /l/ /a/.

Oral Production

Pre-task: Responding to simple questions

─ Teacher shares goal with the learners.

─ Teachers uses the video: If you are happy and you know it, clap your hands

song

─ Students repeat key phrases like; where are you from? Where do you live?

and respond to the drill with the teacher´s help.

─ Task rehearsal

─ With study buddies, students repeat personal information questions in a

chain drill modeled by the teacher with slow and clear pronunciation in a

rotating circle.

Task completion

─ Students ask and answer personal information questions as they stand in

circle. Turns are taken by tossing a lightweight classroom object like an

eraser to the student who must ask the question and the entire circle

responds. Task assessment

─ Once activity begins, Teacher can note areas that need to be clarified or

corrected in his or her notes.

─ Teacher observes students ‘performance to provide feedback or repair.

─ Self-assessment. Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

─

Pre-Task: Expression of ideas through pre-writing

─ Teacher shares the goal with the student.

25/40

minutes

─ Teacher describes two people in the form of a story.

─ Students listen to the story as they look at the pictures.

Task rehearsal

─ Teacher writes and students copy one or two words related to people´s

feelings and descriptions.

Task completion

─ Students create a drawing that represents one main idea from the story.

─ Teacher writes and students copy one or two words for describing people

and expressing feelings.

─ Task assessment

─ Students share their drawing as they exit the classroom.

─ Teacher observes students ‘performance to provide feedback or repair.

─ Self-assessment. Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

20/40

minutes

Integrated Mini-Project

Time

 Students plan and create collaborative a (poster, a mobile, magic box or mini-book) using cardboard or technology for introducing

oneself (age, birthday, and physical appearance and feelings).

 Students rehearse and briefly describe her/his self-using the poster, a mobile, magic box or mini-book to their partners in a rotating

circle.

─ Students participate in individual or group assessment.

120/200

minutes

Reflective Teaching

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

Unit 2 Scope and Sequence

Scenario: This is our Classroom

Enduring Understanding

The things in our classroom help make learning easier.

Essential Question

What makes our classroom special?

Assessment and Goals

Week 1

Week 2

Week 3

Week 4

Week 5

Theme

1. Stand up! Sit

Down!

Theme

2. Things in my

Classroom

Theme

3. My School Supplies

Theme

4. Where is my Pencil?

Assessment:

L.1. Recognizes simple

classroom instructions,

when expressed slowly

and clearly.

R.1. Identifies one or two-

step directions.

R.PA.3. Identifies the

initial phoneme in

spoken word.

SI.2. Expresses a lack of

understanding.

Assessment:

L.3.Recognizes spoken

words similar to the

native language.

R.PA.3. Identifies the

initial phoneme in

spoken word.

S.P.1. Names some

common objects in

familiar environments

W.1. Says words for

teacher to write.

Assessment:

L.2. Identifies simple

information about an

object.

R.PA.3. Identifies the

initial phoneme in spoken

word.

SI.1. Asks what the object

is.

W.2. Identifies one main

idea from an event or

character in a picture story.

Assessment:

R.2 Participates in choral

reading.

R.PA.3. Identifies the

initial phoneme in spoken

word.

SI.3. Responds in a

predictable pattern to

simple questions.

Assessment

Instruments for

Process/Product

 Sticky notes

 anecdotal note

cards

 Checklists

 Inside and outside

circle

Week 6

Suggested Integrated Mini

project

Goals:

L.1. understand simple

classroom instructions,

such as «Stand up,

please», «Come here»,

or «Close the door,

please» when expressed

slowly and clearly,

possibly with

accompanying gestures

and pictures.

R.1. follow one or two-

step directions

accompanied by

demonstrations to

complete classroom

routines.

R.PA.3. identify the initial

phoneme /o/ in spoken

word if attached to a

picture.

SI.2. express a lack of

understanding.

Goals:

L.3. understand simple

information about an

object (for example, the

size and color of a

book, and where it is) if

the person speaks

slowly and clearly,

possibly with

accompanying

gestures.

R.PA.3. identify the

initial phoneme of /g/,

/b/, / in spoken word if

attached to a picture.

S.P.1. name some

common objects in

familiar environments,

for example (e.g., It is a

ruler. It is a book.)

W.1. dictate words for

teacher to write.

Goals

L.2. recognize spoken

words similar to the

languages with which they

are familiar (e.g., class,

map, repeat).

R.PA.3. identify the initial

phoneme of / /n/, /h/ in

spoken word if attached to

a picture.

SI.1. ask what the object is

using learned expressions

of language by pointing to

it.

W.2. draw pictures of an

event or character from a

picture story or one main

idea.

W.3. Classifies drawings or

pictures within a graphic

organizer.

Goals:

R.2. participate in choral

reading (clapping and

chanting) in response to

the rhyme and rhythm of a

predictably patterned song

or picture story that is read

aloud

R.PA.3. identify the initial

phoneme of / /r/ in spoken

word if attached to a

picture.

SI.3. understand and

respond in a predictable

pattern to simple

questions about familiar

things if the other person

speaks slowly and clearly

W.3. organize drawings or

pictures within a graphic

organizer (sequence).

 Mistery box,

 poster,

 pictionary

Function

 Giving and following

directions

Function

 Identifying classroom

objects

Function

 Identifying school

supplies

Function

 Locating classroom

objects and people

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Grammar & Sentence

Frames

Imperative sentences

 Stand up.

 Sit down.

 Look at me.

Grammar &Sentence

Frames

(S-V-C) sentences with

 This is my

classroom.

 This is a table.

This is a book.

Adjectives (quantity/

size/color) with nouns

 This table is brown.

 The book is red.

 The two desks are

small.

Grammar & Sentence

Frames

Single word questions

 Pencil?

 Book?

 Can I borrow your pen?

Singular personal

possessive pronoun

I, my

 I love my classroom.

 This is my classroom.

 This is my book.

Grammar & Sentence

Frames

Prepositions of location

 I see a book on the

table.

 The pencil is in the

desk.

 The ruler is under the

chair.

Yes/No question using

verb “to be”

 Is this a pen?

 Is this a desk?

 Is this my pen?

Phonemic Awareness

/o/ (object, office, on)

Phonemic Awareness

/g/ /b/ (glue, girl,

book, boy)

Phonemic Awareness

/n/ /h/ (nine, number,

house, hand)

Phonemic Awareness

/r/ (ruler, red)

Vocabulary

1. Stand up! Sit down!

Vocabulary

2. Things in my

classroom

Vocabulary

3. My school supplies

Vocabulary

4. Where is your pencil?

Classroom language:

 Stand up, Sit down.

 Open / close your

book.

 Listen, Repeat, Be

Quiet, Draw.

Teacher’s desk, desks,

tables, chairs, fan,

whiteboard, lights, door,

windows, marker,

eraser, plants.

Adjectives:

 brown, black, blue,

green, red, yellow,

orange,

 soft, hard, big, small

 notebook, pen, pencil,

color pencils, ruler,

glue, scissors, eraser,

book, backpack

Cardinal numbers:

 1-10

Prepositions:

 in, on, under

Psycho-social

 Showing self-respect

Sociocultural

idioms/ phrases

 Sharing personal

belongings

 Study buddies

Psycho-social

 Showing respect

for classmates’,

teacher’s and

other´s belongings

Sociocultural

Idioms/phrases

 Taking turns when

working in groups

 Elbow partners

Psycho-social

 shows willingness to

work cooperatively

Sociocultural

Idioms/phrases

 Taking turns when

working in groups

 Classroom helper

Psycho-social

 shows willingness to

work cooperatively

Sociocultural

Idioms/phrases

 Asking for permission

to leave the room

(Restroom?)

Unit 2 This is our Classroom

Term: I

Level: First Grade

Unit: 2

Week: 1

Domain: Socio-interpersonal

Scenario: This is our Classroom

Theme: Stand up! Sit Down!

Enduring Understanding: The things in our classroom help make learning easier.

Essential Question: What makes our classroom special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Imperative sentences

 Stand up.

 Sit down.

 Look at me.

Vocabulary

Classroom language:

 Stand up, Sit down.

 Open / close your book.

 Listen, Repeat, Be Quiet, Draw.

Phonemic Awareness

Function

Giving and following directions

Discourse Markers

and

Psycho-social

 Showing self-respect

Socio-cultural

 Sharing personal belongings

Idioms/ phrases

 Study buddies

/o/ (object, office, on)

Assessment Strategies &

Evidences of learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner…

L.1. Recognizes simple

classroom instructions,

Learner can

L.1. understand

simple classroom

instructions, such as

«Stand up, please»,

Pre-teaching

Teacher greets the students and checks attendance by saying Hello! To the

whole class. Teacher shows Essential Question and goals for the day.

Teacher:

Warm-up

 Uses https://www.youtube.com/watch?v=t9WAGkQUUL0

Dancing video that teaches Stand Up, Turn Around, and Sit Down.

Activation of prior knowledge

Activates prior knowledge by showing picture of troll and bridge and

demonstrating actions with the video.

 Introduces classroom instructions with physical actions/ video/flashcards or

drawings. Modeling

 Models and repeats as needed.

minutes

when expressed slowly

and clearly.

R.1. Identifies one or two-

step directions.

«Come here», or

«Close the door,

please» when

expressed slowly

and clearly, possibly

with accompanying

gestures and

pictures.

R.1. follow one or

two-step directions

accompanied by

demonstrations to

complete classroom

routines.

Clarifying

 Clarifies vocabulary and expressions.

 Students participate in choral repetition accompanied with gestures without

using video.

Oral Comprehension (Listening)

Pre-task: Recognition of classroom instructions

 Teacher shares the listening goal with students.

 Students repeat chorally and individually words and phrases related to

classroom instructions after modeling by the teacher who uses actions,

symbols and flashcards to make meaning clear.

Task rehearsal

 Teacher introduces “study buddies” and pairs students together to practice

repeating instructions using flashcards. Students respond physically by

pointing to correct card when Teacher says the instruction aloud.

Task completion

 Students perform classroom instructions as they are heard using body

language.

Task assessment

 Teacher provides feedback to students using the flashcards again and

reinforces classroom instructions if need it.

 Students assess as a group their performance in achieving the goal.

Goal: Approaching Good Excellent

25/40

minutes

Written Comprehension ( Reading)

Pre-Task: Identification of classroom routines from a combination of print and

visual stimuli.

 Teacher shares the reading goal with learners and presents the classroom

routines and commands (adding any that are relevant to the specific classroom

as signs or projections on the board.

 Students read aloud a classroom command after the teacher, which is supported

by a picture, or drawing.

o Stand up. 

o Sit down. 

o Open your book. <>

o Close your book. II

o Listen.

o Repeat.  

o Be Quiet.

o Draw. 

o Look at me.

Task rehearsal

 Teacher shows a bag that includes written instructions with symbols printed on

strips of paper.

 Students play the following game and recognize the meaning of classroom

commands in print when a picture accompanies them.

 Game: I am the teacher and you are the student.

The teacher begins by modeling -- selecting a strip of paper, selecting a

student, then reading the instruction. That student then carries out the activity.

If the student does the instruction correctly, he becomes the teacher and

25/40

minutes

R.PA.3. Identifies the

initial phoneme in spoken

word.

R.PA.3. identify the

initial phoneme of

/o/ in spoken word if

attached to a picture.

selects another student, selects an instruction, and says it aloud. If the student

does not know the answer, the “teacher” must move to another student.

Task completion

 Students participate in choral reading of classroom instructions following the

printed signs pasted on the board or shown by the teacher and using body

language to show understanding of meanings.

Task assessment

 Teacher observes students participation and responses to assess their

achievement of the goal.

 Teachers reads the signs chorally with the students again using body language

and pictures to reinforce the meanings.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

 Teacher works on repair if necessary.

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background knowledge.

 Teacher shows pictures and models the initial sound of three words beginning

with /Ɔ/, on, office, open. Teacher exaggerates the sound. At this point, it is

not recommended to print the words on the pictures. The goal is to make the

students hear, notice and distinguish the initial sounds of the words when they

are heard.

 Teacher can use this video to get additional ideas.

https://www.youtube.com/watch?v=jxOeH16IaH8

minutes

SI.2. Expresses a lack of

understanding.

SI.2. express a lack

of understanding.

 Students repeat suggested sounds using the pictures below. Teacher can also

use the sentence: I open the door of my office and see what is on the desk.

-Teacher asks questions to students for clarification of understandings.

Task rehearsal

 Students repeat each letter sound and the three words right after the teacher.

Then they repeat the sentence chorally with the teacher´s help.

 Students practice the chant with their study buddy, as shown below:

o I open the door (mime opening a door)

o Of my office (sit down and touch desk)

o And see what is on my desk. (mime patting the top of the desk)

Task Completion

─ Students stand up as they listen to a word beginning with the sound /Ɔ/.

─ The teacher can use the chant above for students identifying the target

sounds.

Task assessment

 For feedback, the teacher pastes the three pictures on the board and as

teachers says the words, the students point to the picture of the word heard.

Whole group assesses their performance.

Goal: Approaching Good Excellent

Post- task

 Teacher shows the picture of either, open door, the office or on the desk and

students say the correct word, pronouncing it correctly.

Pre-task

─ Teacher shares the goal with students.

─ Teacher repeats classroom instructions for students to follow.

─ Teacher says one instruction that students don´t know and wait for their reaction….

─ Teacher explains that when this happens, students can say. “I don´t understand”.

Teacher shows a picture or draws on the wall the symbol /?/ and then repeat… I

don´t understand….

─ Students repeat after the teacher… I don´t understand…

─ Teacher says two instructions students know for them to perform, then, teacher

says a new one… wait… and say with the students … I don´t understand and

shows the symbol /?/.

25/40

minutes

Task Rehearsal

Students practice with their study buddy classroom instructions. One student says an

instruction, and the study buddy says … I don´t understand … and they take turns.

Task completion

Teacher distributes a ? to all students. When they do not understand an instruction

said by the teacher, they hold up the sign and say, “I do not understand.” They

perform giving classroom instructions in pairs and responding… I don´t understand.

Task assessment

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

Integrated Mini-Project

Time

Phase: _______

Reflective Teaching

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

Term: I

Level: First Grade

Unit: 2

Week: 2

Domain: Socio-interpersonal

Scenario: This is our Classroom

Theme: Things in My Classroom

Enduring Understanding: The things in our classroom help make learning easier.

Essential Question: What makes our classroom special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

(S-V-C) sentences with BE

* This is my classroom.

* This is a table.

* This is a book.

Adjectives (quantity/ size/color) with nouns

* This table is brown.

* The book is red.

* The two desks are small.

Vocabulary

Teacher’s desk, desks, tables, chairs, fan,

whiteboard, lights, door, windows, marker,

Function

 Identifying classroom objects

Discourse Markers

and

Psycho-social

 Showing respect for classmates’,

teacher’s and other´s belongings

Sociocultural

 Taking turns when working in groups

Idioms/phrases

 Elbow partners

eraser, plants.

Adjectives: * brown, black, blue, green, red,

yellow, orange, soft, hard, big, small

Phonemic Awareness

/g/ /b/ (glue, girl, book, boy)

Assessment Strategies &

Evidences of learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner…

Learner can

Pre-teaching

- Teacher greets the students, checking attendance by saying Hello/ Good

morning and name of students. Teacher shows Essential Question and

goals for the day. Warm –up

- Teacher sings the song with students, what is this?. Look at the song in

https://www.youtube.com/watch?v=pZWBLOVariE.

- Teacher uses all three sets of flashcards from http://esl-

kids.com/flashcards/classroom.html You can also look at this classroom

items chant: https://www.youtube.com/watch?v=41cJ0mqWses

Activation of prior knowledge

- Teacher activates students´ prior knowledge by saying: This is ______ and

waits before saying the vocabulary word. Introduce no more than seven

words for classroom objects.

Modeling

- Teacher models and students repeat the new sentence frames and words.

minutes

L.3.Recognizes spoken

words similar to the

native language.

L.3. understand

simple information

about an object (for

example, the size

and color of a book,

and where it is) if

the person speaks

slowly and clearly,

possibly with

accompanying

gestures.

Clarifying

- Teacher clarifies vocabulary and expressions.

Oral Comprehension

Pre- task: Identification of classroom objects

- Teacher shares the goal.

- Students repeat chorally and individually words and phrases related to

classroom objects after modeling by the teacher.

- Teacher introduces four colors and 2 sizes using flashcards with words printed

on them.http://esl-kids.com/flashcards/classroom.html

- Teacher models: This is a desk. The desk is green and small.

- Students repeat chorally.

- Teacher ends with This is an elbow partner and explains that the person sitting

next to the student becomes his elbow partner for the next activity.

Task rehearsal

- Teacher distributes a set of the flashcards or a worksheet made by making the

classroom items smaller to fit on one page.

- Students color five classroom items following teacher´s instructions like…color

the pencil blue.

- Students listen to teacher´s description of classroom objects or audio

recordings and circle the school item being described. For example, the blue

pencil is on the desk.

Task completion

- Students are given a worksheet with four classroom object with two different

sizes.

- Students have to number each of the school items using numbers from 1 to 4

as they listen to the teacher´s description or the audio recording.

25/40

minutes

S.P.1. Names some

common objects in

familiar environments

S.P.1. name some

common objects in

familiar

environments, for

example (e.g., It is

a ruler. It is a book.)

Task assessment

- Teacher checks students ‘answers for feedback on the board.

- Whole group assesses achievement of the goal.

Goal: Approaching Met Excelled

- Teacher checks assessment to analyze if repair is needed.

Oral and Written Production

Pre-Task: Identification of classroom objects

- Teacher shares goal with learners.

- Students repeat a key word right after it is modeled (e.g., ruler, book) with

slow and clear pronunciation.

Task rehearsal

- Teacher writes colors and sizes on the board as a word bank and the phrase…

this is….

- Elbow partners practice This is ________ using a descriptor. (This is an

eraser. The eraser is small.)

Task completion

- Students identify classroom objects from pictures by playing a guessing

game.

Two teams are formed as elbow partners are now split up. The two teams compete for

points. Points are obtained as Teacher shows an object without words printed on the

25/40

minutes

W.1. Says words for

teacher to write.

W.1. dictate words

for teacher to write.

flashcard and the member of the first team addressed must say This is _____. If the

response is only the object, the team receives one point. If the response is the object

and a description, (This is a book. The book is red or the book is small.) The team

receives two points.

- Another possibility is to form a circle. Each student chooses a favorite

classroom object. Each student has to say … this is a… and the ____ is ___

color or size.

Task assessment

- Teacher shows classroom objects for students to name them using complete

sentences like: this is a… or it is a (n)…

- Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

Pre-task: Expression of ideas through pre-writing

- Teacher shares goal with students.

- Teacher review classroom vocabulary and sentence frames with students

using flashcards or a guessing game.

- Teacher shows students the way some vocabulary words are written in

English.

Task rehearsal

- New elbow partners are formed as students come from the previous game.

- Elbow partners identify classroom objects they see in the classroom and select

two. They prepare to dictate to the Teacher.

Task completion

25/40

minutes

R.PA.3. Identifies the

initial phoneme in

spoken word.

R.PA.3. identify the

initial phoneme of

/g/, /b/ in spoken

word if attached to

a picture.

- Students dictate words using native language for the teacher to repeat and

write in English.

- Option: Play “I Spy” as a way to do dictation. Students say I spy something

(color, size, etc.) and other students guess what the object is. Teacher then

writes the object on the board as all say aloud in English.

Task assessment

- Students draw three classroom objects in their notebooks and write the words

following the model given by the teacher on the board.

Phonemic Awareness

Pre-task: Identification of sounds

- Teacher shares the goal with the learners.

- Teacher activates students background knowledge by reviewing past week

sounds.

- Teacher introduces the sounds using videos like this:

- https://www.youtube.com/watch?v=O96r1dZ4Nqg

- https://www.youtube.com/watch?v=F7WyPqms5x0

- Teacher models for repetition suggested sounds and shows items in pictures

that contains the phoneme in initial position. /g/ / b/

o Girl

o Glue

o Gum

o Book

o Boy

o Bell

minutes

─ Teacher asks questions to students for clarification of understanding.

Task rehearsal

- Elbow partners repeat each letter sound right after the teacher and point to

where the object is as they heard the word and the sound in initial position.

- Elbow partners stand up or sit down as they listen to the sound of words

beginning with /g/ and sit down when they hear words beginning with the

sound /b/

Task completion

- Elbow partners match sounds with pictures as they listen to the chant

o This is a /g. g/ girl.

o This is the / g. g. g/ glue.

o This is the gum.

o This is the / b, b, b / boy.

o This is the book.

o This is the bell.

Task assessment

- Students say the word as teacher shows the pictures.

- Teacher checks students’ pronunciation.

- Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

Integrated Mini-Project

Phase: _______

Time:

Reflective Teaching

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

Term: I

Level: First Grade

Unit: 2

Week: 3

Domain: Socio-interpersonal

Scenario: This is our Classroom

Theme: My School Supplies

Enduring Understanding: The things in our classroom help make learning easier.

Essential Question: What makes our classroom special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Single word questions

 Pencil?

 Book?

 Can I borrow your pen?

Singular personal possessive pronoun

I, my

 I love my classroom.

 This is my classroom.

 This is my book.

Vocabulary

Function

Identifying school supplies

Discourse Markers

and

Psycho-social

 shows willingness to work cooperatively

Sociocultural

 Taking turns when working in groups

Idioms/phrases

 Classroom helper

My school supplies

 notebook, pen, pencil, color pencils, ruler,

glue, scissors, eraser, book, backpack

Cardinal numbers:

 1-10

Phonemic Awareness

/n/ /h/ (nine, number, house, hand)

Assessment Strategies &

Evidences of learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner…

Learner can

Pre-teaching

Teacher greets the students, checking attendance by saying Hello, Good

morning/ afternoon and how are you today? To whole group and some of the

students.

Teacher shows Essential Question and goals for the day.

Warm-up

─ Teacher sings the song in https://www.youtube.com/watch?v=pZWBLOVariE

as using body movements.

Activation of prior knowledge

– Teacher uses the video https://www.youtube.com/watch?v=41cJ0mqWses to

activate students’ background knowledge.

– Teacher introduces and reviews key vocabulary and sentence frames using

realia of the objects mentioned in the video.

minutes

L.2. Identifies simple

information about an

object.

L.2. recognize

spoken words similar

to the languages

with which they are

familiar (e.g., class,

map, repeat).

Modeling

– Teacher models and students repeat.

Clarifying

– Teacher clarifies vocabulary and expressions.

– Students participate in choral repetition as realia is shown.

Oral and Written Comprehension

Pre- task: Identification of classroom objects

– Students repeat chorally and individually words and phrases related to

classroom objects after modeling by the teacher who uses realia to illustrate

the objects.

Task rehearsal

– Students listen to classroom objects` descriptions and identify them by showing

them to the teacher. For example, I cut with the scissors.

Task completion

– Students identify classroom objects by finding the objects in the classroom as

part of the game (see below).

– The teacher describes the object… It is red, it is small. I write on it.

– The students find out what object it is and show it to the teacher.

Task assessment

– Teachers place a mark by the student’s name or a post-it note on their desk

when they successfully identify the classroom object.

– Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

25/40

minutes

R.PA.3. Identifies the

initial phoneme in spoken

word.

R.PA.3. identify the

initial phoneme of

/n/, /h/ in spoken

word if attached to a

picture.

Post task

– Students work with elbow partners to practice This is ______. The _____ is

_______. (This is a stapler. The stapler is black.)

– Game: Stand up and Find

Teacher calls on a student and ask them to find a certain object in the classroom.

Once the student has found the object, the students says This is _______. The

________ is ______. The student then calls on another student and asks them

to find another object.

Phonemic Awareness

Pre-task: Identification of sounds

– Teacher shares the goal with the learners.

– Teacher activates students background knowledge by reviewing past week

sounds. Warm-up

– Teacher shows a video for letter /n/ as.

– /https://www.youtube.com/watch?v=qE5HEeoVGb0,

https://www.youtube.com/watch?v=LYyK7KurvMs and letter /h/

https://www.youtube.com/watch?v=ndf_-FJsPVk,

https://www.youtube.com/watch?v=NtUSMBzacQ0. Here, you can choose and

edit the video to make it shorter.

– Teacher introduces and models suggested sounds of /n/, /h/ with a concrete

item or picture representing the word that contains the phoneme in initial position.

– /n/ -- nine, number, next

– /h/ -- house, hand, hard

– Students repeat sounds and words as teacher shows the pictures.

– Teacher asks questions for clarification.

Task rehearsal

– Repeating each letter sound right after the teacher.

– Identifying the pictures that contain sound /n/ at the beginning of the word.

minutes

– Identifying the pictures that contain sound /h/ at the beginning of the word.

Task completion

– Matching sounds with initial letter sound using pictures.

Nine 9

Number 1,2,3,4,5 /h/

Next 

House  /n/

Hand 

Hard 

Task assessment

– Students stand up as they listen to words with sound /h/ and sit down when

they listen words with sound /n/

– Teacher checks students’ pronunciation when chanting.

o Nine is a number and the next one is ten.

o A house is hard to build by hand.

– Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

Oral and Written Production

Pre-task: Asking yes/ no questions about classroom objects

– Teacher shares goal with the learner.

25/40

minutes

SI.1. Asks what the object

is.

SI.1. ask what the

object is using

learned expressions

of language by

pointing to it.

– Students repeat expressions right after they are modeled (e.g., Is this a pencil?

Repeat, please?).

Task rehearsal

– Students stand in a circle and participate in short drillings of yes/no questions.

Teacher shares a bag of objects with one student in the circle and after the

student draws an item from the bag (could be strip of paper or picture of larger

items), Teacher models, book? And student answers. Yes/No. It can become

more complex or risky for students like this. Teacher asks. Is this a ______?

and student responds Yes/No.. Student then does the same with another

student who draws a different item. Students can play hot potato.

Task completion

– All items in the bag are put on a table or floor. Teacher models asking for an

object by pointing and raising inflection as a question, Is this an eraser? The

student answers, yes or no. This can be done easier depending on the group. It

can be … glue? And the student answers… Yes/No.

– Study bodies put their schools items on the table and practice… Is this a Book?

The partner answers… Yes/No.

–

Task assessment

– Teacher observes above and notes those who can ask the question and

answer it.

– PAIR assesses achievement of the goal.

Goal: Approaching Good Excellent

Pre-Task: Expression of ideas through pre-writing

– Teacher shares the goal with the student.

– Teacher describes the following picture in simple form as a story.

– Students listen to the story as they look at this picture.

25/40

minutes

W.2. Identifies one main

idea from an event or

character in a picture story.

W.2. draw pictures of

an event or character

from a picture story

or one main idea.

Task rehearsal

– Teacher writes and students copy one or two words identifying classroom

objects in the classroom picture.

Task completion

– Students create a drawing that represents one main idea from the story.

– Teacher writes and students copy one or two words identifying classroom

objects in the drawing.

Task assessment

– Students share their drawing as they exit the classroom.

Integrated Mini-Project

Phase: _______

Time:

Reflective Teaching

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

Term: I

Level: First Grade

Unit: 2

Week: 4

Domain: Socio-interpersonal

Scenario: This is our Classroom

Theme: Where is my Pencil?

Enduring Understanding: The things in our classroom help make learning easier.

Essential Question: What makes our classroom special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Prepositions of location

 I see a book on the table.

 The pencil is in the desk.

 The ruler is under the chair.

Yes/No question using verb “to be”

 Is this a pen?

 Is this a desk?

 Is this my pen?

Vocabulary

Prepositions:

 in, on, under

Function

Locating classroom objects and people

Discourse Markers

and

Psycho-social

 shows willingness to work cooperatively

Sociocultural

 Asking for permission to leave the room

Idioms/phrases

(Restroom?)

Phonemic Awareness

/r/ (ruler, red)

Assessment Strategies &

Evidences of learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner…

Learner can

Pre-teaching

─ Teacher greets the students, checking attendance by saying Hello, Good

morning/ afternoon and how are you today? To whole group and some of

the students.

─ Teacher shows Essential Question and goals for the day.

Warm-up

─ Teacher does brain gym.

Teacher…

─ Uses https://www.youtube.com/watch?v=ltHM9ClvBig “Where is my

pencil/music book?” Models dialogue as an opportunity for role-play.

Activation of prior knowledge

─ Activates prior knowledge after first viewing and ask what else could they

look for in a classroom.

─ Introduces the role play by having students attempt to play the parts in the

video. Modeling

─ Models and repeats the video and role play several times.

Clarifying

─ Clarify vocabulary and expression.

minutes

R.2 Participates in choral

reading.

R.2. participate in

choral reading

(clapping and

chanting) in

response to the

rhyme and rhythm of

a predictably

patterned song or

picture story that is

read aloud.

Oral and Written Comprehension

Pre- task: Participation in choral reading

─ Teacher models clapping and chanting the following.

─ https://www.youtube.com/watch?v=uDGwhiwwxXA

─ Where is…?

Teacher can write the lyrics on the board or use a projector.

Task rehearsal

─ Students practice the chant within a whole group with teacher modeling.

Task completion

─ The class is divided in two groups. Students in one group chant the

question and the other half of the class answer the question using

prepositions of location.

─ Students see the video without the sound as a resource to do the whole

class choral reading.

─ Students point to the objects to show understanding of meanings.

Task assessment

─ Teacher asks individuals to point to objects as he/she says them aloud.

─ Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

Oral and Written Production

Pre-task: Responding to simple questions

─ Teacher shares goal with the learners.

25/40

minutes

25/40

minutes

SI.3. Responds in a

predictable pattern to

simple questions.

R.PA.3. identify the initial

phoneme of /r/ in spoken

word if attached to a

picture.

SI.3. understand and

respond in a

predictable pattern

to simple questions

about familiar things

if the other person

speaks slowly and

clearly

R.PA.3. identify the

initial phoneme /r/ in

spoken word if

attached to a picture.

─ Students repeat a key word (pencil, book, notebook, and desk) in the

model question: Is this a _____? Is this a (same word) on my desk/in the

room/under the chair? Teacher nods yes when it is and shakes head no

when it is not. (Objects will need to be placed around the room in obvious

positions and on items students already know as vocabulary.)

Task rehearsal

─ With study buddies, students repeat yes/no questions related to classroom

objects modeled by the teacher with slow clear pronunciation.

Task completion

─ Students ask and answer questions about classroom objects as they stand

in circle. Turns are taken by tossing a light weight classroom object like an

eraser to the student who must ask the question and the entire circle

responds.

Task assessment

─ Once activity begins, Teacher can note areas that need to be clarified or

corrected in his or her notes.

Phonemic Awareness

Pre-task: Identification of sounds

─ Teacher shares the goal with the learners.

─ Teacher activates students background knowledge by reviewing past week

sounds.

─ Teacher introduces and models suggested sounds with a concrete item or

picture representing the word that contains the phoneme in initial position.

o /r/ - red, read, ruler

minutes

─ Students listen to the song for sound and letter /r/. look at

─ https://www.youtube.com/watch?v=zQ7vvPa4pAk

─ Students repeat the words and sounds after the teacher.

─ Teacher asks questions for clarification.

Task rehearsal

─ Students repeat each letter sound right after the teacher and repeat the

following sentences:

o I read a book.

o I read a red book.

o I use a red ruler.

Task completion

─ Students match sound /r/ in initial position of words with pictures that

contain that word.

Task assessment

─ Teacher checks students’ answers to the task for providing feedback or repair.

─ Teacher models the pronunciation of the words to the students and they repeat

for a second time.

W.3. Classifies drawings or

pictures within a graphic

organizer.

W.3. organize

drawings or pictures

within a graphic

organizer

(sequence).

Oral and Written Production

Pre-task: Expression of ideas through pre-writing

─ Teacher shares the goal with the learners.

─ Teacher reviews classroom objects with learners using the following story.

o This is my classroom.

o My classroom has a ______, _____, and _____ in it.

o This is my backpack.

o I have a _____, _____, and ______ in my backpack.

o I love my classroom!

Task Rehearsal

─ Students complete the blanks of the story using drawings.

Task completion

─ Students order pictures of classroom items by category in a graphic

organizer with step-by-step teacher modeling. The graphic organizer can be

a T-chart with Classroom and Backpack as the two columns. Items must be

listed in order. Or the organizer can be placing the flashcards in the correct

order.

Task assessment

─ Students report on completed pair work using

3 pencils = Excellent, no errors

2 pencils = Good, 1-2 errors

1 pencil = We need to keep trying.

25/40

minutes

100

Integrated Mini-Project

Time

Phase:

 Students plan and create collaboratively a (mystery box, poster, Pictionary) with classroom objects and school items.

 Students rehearse and briefly describe classroom items and routines to the class using the (poster, mystery box, Pictionary).

 Students participate in individual and group assessment.

120/200

minutes

Reflective Teaching

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

101

Unit 3 Scope and Sequence

Scenario: We all are different

Enduring Understanding

Families come in all shapes and sizes with different likes and dislikes. All families are special.

Essential Question

What makes families special?

Assessment and Goals

Week 1

Week 2

Week 3

Week 4

Week 5

Theme

1.Meet my Family

Theme

2.What my Family Looks

Theme

5. Different Things my

Family Likes to Do

Theme

6. I Like…

Assessment:

L.1. Identifies

nuclear family

members from aural stimuli

when it is

spoken slowly and

clearly.

R.1. Participates in

choral reading to

identify family

members.

R.PA2. Identifies the

initial and final

phoneme of a

spoken word.

SI.2. Expresses a

lack of understanding.

Goals:

Assessment:

L.2. Recognizes simple

information about family

members if the person

speaks slowly and clearly.

R.PA2. Identifies the

initial and final

phoneme of a

spoken word.

SI.1. Responds in a

predictable pattern

to simple questions.

SP.1. Recognizes

how he/she or other

person is feeling

using simple,

standard

expressions.

Goals:

Assessment:

R.PA2. Identifies the

initial and final

phoneme of a

spoken word.

SP.2. Recognizes basic

family activities using

expressions like “My father

likes cooking”.

W.1. Represents an

event or character

from a picture story

or one main idea.

W.2. Organizes

drawings or pictures

within a graphic

organizer.

Goals:

Assessment:

L.3. Recognizes

words, names, and

numbers when

heard in a short,

simple recording

delivered at a slow

pace.

R.PA2. Identifies the

initial and final

phoneme of a

spoken word.

SP.2. Recognizes basic

family activities using

expressions like “I like ice

cream and popcorn”.

W.3. Says words for

the teacher to write.

Goals:

Assessment

Instruments for

Process/Product

 Sticky notes and

anecdotal note cards

 Checklists

 Self-assessment rubrics

 Rubrics

Week 6

Suggested Integrated Mini

project

1. Family Alphabet Book or

family- mini-book Album

102

L.1. Recognize the words

for people around them

(e.g. father, mother, brother,

sister, baby).

R.PA2. identify the initial

phoneme of a spoken word

if these words have been

previously encountered and

they are attached to a

picture.

SI.2. express a lack of

understanding.

W.1. draw pictures of an

event or character from a

picture story or one main

idea.

L.2. Understand simple

information about a

person (for example,

appearance and feelings)

if the person speaks slowly

and clearly, possibly with

accompanying gestures.

R.PA2. identify the initial

phoneme of a spoken

word if these words have

been previously

encountered and they are

attached to a picture.

SI.1. understand and

respond in a predictable

pattern to simple

questions.

SP.1. recognizes how

he/she or other person is

feeling using simple,

standard expressions.

(Happy, sad, mad)

R.1. participate in choral

reading (clapping and

chanting) in response to the

rhyme and rhythm of a

predictably patterned song or

picture story that is read

aloud.

R.PA2. identify the initial

phoneme of a spoken word if

these words have been

previously encountered and

they are attached to a

picture.

SP.2. recognizes basic family

activities using expressions

like “My father likes running”.

W.2. organize drawings or

pictures within a graphic

organizer (sequence or Venn

diagram).

L.3. understand words,

names, and numbers

previously learned when

heard in a short,

simple recording delivered at

a slow pace.

R.PA2. identify the initial

phoneme of a spoken word if

these words have been

previously encountered and

they are attached to a

picture.

SP.2. recognizes basic family

activities using expressions

like “I like ice cream and my

mother likes popcorn”.

W.3. dictate words for

teacher to write.

Function

Identifying family

members

Function

Identifying

nuclear family

members`

physical traits

Function

Naming hobbies

and activities

practiced with

the family

Function

Talking about

likes and dislikes

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Grammar & Sentence

Frames

(S-V-C) Sentences

Grammar &Sentence

Frames

Singular personal

Grammar & Sentence

Frames

Simple present tense

Grammar & Sentence

Frames

Simple present tense

103

with verb (to be)

This/she is my

mother/sister.

This/he is my

father/brother.

possessive Pronoun

My mother is tall

Yes-no question

using verb “to be”

Is your mom tall?

Yes.

Is your family big?

No.

Is David your

father? Yes

I have _____ (two

sisters and a brother).

regular verbs

My family watches

TV.

regular verbs

I like ice cream.

Phonemic Awareness

/d/ /i/ (dad, dog, iguana,

Indian)

Phonemic Awareness

/p/ /u/ (Pop, party,

uniform, United States)

Phonemic Awareness

/f/ /i/ (father, family, ice,

ice cream, island)

Phonemic Awareness

/c/ /u/ (car, cake,

umbrella, uncle)

Vocabulary

1. Meet my family

Family members:

 Father, mother, sister,

brother

Vocabulary

2. What my family looks

Personal Descriptions and

feelings:

 Tall, short, little,

handsome,

 pretty, happy, sad

Cardinal numbers: 1-10

Vocabulary

3. Different things my family

likes to do

Action Verbs:

 Plays, eats, watches,

talks, likes, cooks,

Vocabulary

4. I like…

 Video games

 Playing with my family

and friends

 Reading a book

 Exercising

Psycho-social

Respecting

others in my

family

Socio-cultural

idioms/ phrases

Introducing

family members

Psycho-social

Respecting

senior citizens

and gender

roles

Sociocultural

Idioms/phrases

- Helping others

at home

Psycho-social

Motivating good

communication,

collaboration,

and self esteem

Sociocultural

Idioms/phrases

Using positive

Psycho-social

Motivating good

communication,

collaboration,

and self esteem

Sociocultural

Idioms/phrases

Using positive

104

in celebrations

and family

reunions

(Mother’s day,

Father's day,

family birthday

celebrations,

leisure activities)

Little brother

Big brother

and affectionate

expression

familiar address

forms (dear,

darling)

Like father like

Son

and affectionate

expression

familiar address

forms (dear,

darling)

Like father like

Son

105

Unit 3 We are all different

Term: II

Level: First Grade

Unit: 3

Week: 1

Domain: Socio-interpersonal

Scenario: We are all different

Theme: Meet my family

Enduring Understanding: Families come in all shapes and sizes with different likes and dislikes. All families are special.

Essential Question: What makes families special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

How are you? I am fine. (verb to be)

(S-V-C) Sentences with verb (to be)

 This/she is my mother/sister.

 This/he is my father/brother.

Vocabulary

Meet my family

Family members: Father, mother, sister, brother

Phonemic Awareness

d/ /i/ (dad, dog, dinosaur) ( iguana, Indian, igloo)

Function

 Identifying family members

Discourse Markers

and

Psycho-social

 Respecting others in my family

Socio-cultural

 Introducing family members in

celebrations and family reunions

(Mother’s day, Father's day, family

birthday celebrations, leisure activities)

Idioms/Phrases

 Mommy, mom

 Daddy, dad

106

Assessment Strategies

& Evidences of

Learning

(Diagnostic, Formative,

Summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner …

L.1. Identifies nuclear

family members from

aural stimuli when it is

spoken slowly and

clearly.

Learner can

L.1. Recognize the

words for people

around them (e.g.

father, mother, brother,

sister, baby).

Pre-teaching

Teacher greets the students and checks attendance by asking

students to respond to their name with the word “family.” Teacher

shows Essential Question and goals for the day.

Teacher:

– Warm up

– Uses a family song as a warm-up.

o https://youtu.be/mjFcrv6Lfx8

o https://youtu.be/GiRUF7hvWuM

–

– Activation of prior knowledge

– Activates prior knowledge by asking question

o Do you have a mother? a father? a brother? a sister? a baby?

– Introduces key vocabulary and sentence frames by using a power

point presentation, visual aids, or puppets

–

– Modeling

– Models vocabulary and sentence frames through choral repetition,

body language and flashcards

https://en.islcollective.com/resources/printables/worksheets_doc_docx

/family_flashcards/family-beginner-prea1/8071.

–

– Clarifying

– Clarifies vocabulary and expressions using questions and flashcards.

3 minutes

minutes

107

Oral Comprehension (Listening)

Pre-task: Recognition of family members

– Teacher shares the listening goal with students.

– Students repeat chorally and individually words and phrases related to

family to make meaning clear.

Task rehearsal

 Teacher shows picture and students guess who some of the people in

the picture might be using vocabulary. Teacher shares the rhyme

below while placing word strips for family members near the matching

person in the picture. (If students are prepared to go beyond

immediate family members, story can be adjusted to include those in a

second verse.) Students listen the first time.

Hooray! Hooray! Today is a holiday!

Today my family cooks and plays.

There is my mom. There is my dad.

My big brother helps and no one is mad.

I like to watch with my uncle at the door.

My little sister plays with things on the floor.

So many people in my family.

There is no other place I want to be.

108

W.1. Represents an

event or character from a

picture story or one main

idea.

SI.1. Responds in a

predictable pattern to

simple questions.

W.1. draw pictures of an

event or character from

a picture story or one

main idea.

SI.1. understand and

respond in a

predictable pattern to

simple questions.

https://s-media-cache-

ak0.pinimg.com/originals/17/e7/cc/17e7cc5690d65d09f4140ea59877c0f0.jpg

Task completion

 When the Teacher reads the rhyming story the second time, the

students clap each time they hear the word family or a member of the

family.

Task assessment

 Teacher listens, assesses and repairs by pointing at different people in

the picture and students saying who they are.

 Students assess themselves by standing if they know all the words for

family or raising their hands if they know some.

Written and Spoken Production (writing to speak)

Pre-task: Explaining a picture and answering questions

– Teacher shares the goal with students.

– Students draw a similar holiday picture of their family.

minutes

109

R.PA2. Identifies the

initial and final phoneme

of a spoken word.

R.PA2. identify the

initial phoneme of a

spoken word if these

words have been

previously encountered

and they are attached

to a picture.

Task rehearsal

 When students finish drawing their pictures, Teacher introduces

gapped sentences: This is my ______.

 Teacher models for students pointing to pictures and asking Who is

this?

Task completion

 In pairs, students ask and answer Who is this? as they share who is in

their pictures.

Task assessment

 Teacher walks around room as pairs are asking and responding and

notes where repairs or clarifications are needed.

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background

knowledge.

 Teacher shows pictures and models the initial sound of three words

beginning with d/ (dad, dog, dinosaur) and /i/ (iguana, Indian, igloo).

Teacher exaggerates the sound. At this point, it is not recommended

to print the words on the pictures. The goal is to make the students

hear, notice and distinguish the initial sounds of the words when they

are heard.

 Teacher can use this video to get additional ideas.

https://youtu.be/CrTgb5t_SCc

https://youtu.be/4HUoPmfwAB8

 Students repeat suggested sounds using the pictures below.

minutes

110

 Teacher can also use fun sentences such as:

The words dinosaur, dog and dad begin with the letter d.

These three words are fun but only two are family.

An iguana likes it hot.

An igloo is for the cold.

An Indian is has many stories

Because his family is very old.

Task rehearsal

 Students repeat each letter sound and the three words right after the

teacher. Then they repeat the sentence chorally with the teacher´s

help.

 Students practice the sentences.

111

Task Completion

─ Students listen as Teacher says list of vocabulary words and stand

when they hear one of the words starting with d or I. When they stand,

Teacher calls on individuals to say the word aloud.

Task assessment

 For feedback, the teacher pastes the pictures on the board and as

teachers says the words, the students point to the picture of the word

heard. Whole group assesses their performance.

Goal: Approaching Good Excellent

Integrated Mini-Project

Time

Phase: _________

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

112

Term: II

Level: First Grade

Unit: 3

Week: 2

Domain: Socio-interpersonal

Scenario: We all are different

Theme: What my family looks like

Enduring Understanding: Families come in all shapes and sizes with different likes and dislikes. All families are special.

Essential Question: What makes families special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Singular personal possessive pronoun

 My mother is tall

Yes-no question using verb “to be”

 Is your mom tall?

 Yes.

 Is your family big?

 No.

 Is David your father? Yes

I have _____ (two sisters and a brother).

Vocabulary

What my family looks like

Personal Descriptions and feelings:

 Tall, short, little, handsome,

 pretty, happy, sad

Cardinal numbers: 1-10

Phonemic Awareness

/p/ /u/ (Pop, party, uniform, United States)

Function

- Identifying nuclear family members`

physical traits

Discourse Markers

and

Psycho-social

- Respecting senior citizens and gender roles

Socio-cultural

- Helping others

Idioms/Phrases

 at home

 Little brother/sister

 Big brother/sister

113

Assessment Strategies

& Evidences of

Learning

(Diagnostic, Formative,

Summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner …

L.2. Recognizes simple

information about family

members if the person

speaks slowly and clearly.

SI.1. Responds in a

predictable pattern

to simple questions.

SP.1. Recognizes

how he/she or other

Learner can…

L.2. Understand simple

information about a

person (for example,

appearance and feelings)

if the person speaks

slowly and clearly,

possibly with

accompanying gestures.

SI.1. understand and

respond in a predictable

pattern to simple

questions.

SP.1. recognizes how

he/she or other person is

Pre-teaching

Teacher greets the students and checks attendance by saying the full

name of each student and pointing out “__________ is your family

name.” Teacher shows Essential Question and goals for the day.

Teacher:

– Warm up

– Uses one of the following videos about family:

o https://youtu.be/dH5RTW0gh30

o https://youtu.be/G3oo5Xxv8yU

–

– Activation of prior knowledge

– Activates prior knowledge by having students stand or raise their hand

as they hear a family member on the video that they know.

– Introduces new vocabulary for describing family members by

illustrating with photos of his/her own family or using students dressed

in outfits that would match their role (hat for father, purse for mother,

toy for baby sister, etc.)

Modeling

– Models and repeats as needed.

– Clarifying

– Clarifies vocabulary and expressions.

– Students participate in choral repetition accompanied with gestures

Oral Comprehension & Production

Pre-task: Answering questions about family members

3 minutes

minutes

114

person is feeling

using simple,

standard expressions.

R.PA2. Identifies the

initial and final

phoneme of a

spoken word.

feeling using simple,

standard expressions.

(Happy, sad, mad)

R.PA2. identify the initial

phoneme of a spoken

word if these words have

been

– Teacher shares the speaking goal with students.

– Teacher reviews the numbers 1-10 by showing pictures of families

(searching images for families on the Internet or using pictures of

families he/she knows) and asking students to count the family

members.

– Teacher shares videos using adjectives such as one of these:

o https://youtu.be/oxsWI8C30TE

o https://youtu.be/rrSY1dSvdio

o This video is good but too long for first graders. Select a

portion that includes seven or less adjectives.

https://youtu.be/qRKrtiFhD5c

– Students repeat chorally and individually words and phrases related to

family members, numbers and descriptions after modeling by the

teacher who uses actions, symbols and flashcards to make meaning

clear.

Task rehearsal

– Teacher uses the various costumes used earlier to create a family in

front of the class. He/she then asks questions using the descriptions

chosen from the videos or introduced via flashcards. For instance,

1. This is my mother. Is my mother short? Is my mother pretty?

2. This is my father. Is my father tall? Is my father handsome?

3. This is my brother. Is my brother young?

4. This is my sister Is my sister old?

5. This is my family. Is my family big? Is my family happy?

6. This is my little sister. Is my little sister old?

 Students respond chorally to each of the questions.

Task completion

– Students take turns answering questions by rolling a dice and the

number that appears is the number of the question the Teacher will

ask.

115

previously encountered

and they are attached to

a picture.

Task assessment

 Teacher draws a happy face and a sad face on the board. Teacher

asks Are you happy or sad about your English today? Students say I

am happy or I am sad and point at the correct face.

Phonemic Awareness

Pre-task: Identification of sounds

– Teacher shares goals with the students.

– Teacher reviews past unit sounds to activate students´ background

knowledge.

– Teacher shows realia and models the initial sound of words beginning

with /p/ (pop, party) and /u/ (uniform, United States). Realia could be:

o Pop – balloon, firecracker, toy that makes a popping sound

o Party – party hat

o Uniform – school uniform

o United States – map of U.S.

– Teacher exaggerates the sound. At this point, it is not recommended

to print the words. The goal is to make the students hear, notice and

distinguish the initial sounds of the words when they are heard.

– Teacher can use this video to get additional ideas.

o https://youtu.be/-b35OB_n9Mw

o https://youtu.be/QOzFfOPOtpY

– Students repeat suggested sounds using the realia. Teacher can also

using sentences such as:

o Peter, please don’t forget to pop the popcorn for the party!

o He lives in the United States and wears a uniform to work.

Task rehearsal

– Students repeat each letter sound and the words right after the

teacher. Then they repeat the sentence chorally with the teacher´s

help.

minutes

116

Task Completion

– Students stand in a circle. The teacher begins by tossing a ball to one

of the students and saying either /p/ or /u/. When the student catches

the ball, they must say a word that begins with that sound. Then the

student throws the ball to another student and says a sound.

Task assessment

– For feedback, the teacher shows the realia and as teachers says the

words, the students point to object that is the word they heard. Whole

group assesses their performance.

Goal: Approaching Good Excellent

Integrated Mini-Project

Time

Phase: _________

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

117

Term: II

Level: First Grade

Unit: 3

Week: 3

Domain: Socio-interpersonal

Scenario: We all are different

Theme: Different things families like to do

Enduring Understanding: Families come in all shapes and sizes with different likes and dislikes. All families are special.

Essential Question: What makes families special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Simple present tense regular verbs

 My family watches TV.

Vocabulary

Different things my family likes to do

Action Verbs:

 Plays, eats, watches, talks, likes, cooks,

Phonemic Awareness

/f/ /i/ (father, family, ice, ice cream, island)

Function

 Naming hobbies and activities practiced

with the family

Discourse Markers

and

Psycho-social

 Motivating good communication,

collaboration, and self esteem

Socio-cultural

 Using positive and affectionate expression

familiar address forms (dear, darling)

Idioms/Phrases

- Like father like son

Assessment Strategies

& Evidences of

Learning

(Diagnostic, Formative,

Summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner …

Learner can…

Pre-teaching

Teacher greets the students and checks attendance by asking each

student to answer with how many people are in their family. Teacher

shows Essential Question and goals for the day.

3 minutes

118

R.PA2. Identifies the

initial and final

phoneme of a

spoken word.

R.PA2. identify the initial

phoneme of a spoken

word if these words have

been

previously encountered

and they are attached to

a picture.

Teacher:

 Warm up

 Uses videos like the ones below which show families doing things

together:

o https://youtu.be/-wqLG_MvtFM

o https://youtu.be/ii_LtHrEiao



 Activation of prior knowledge

 Activates prior knowledge by miming the action verbs in the vocabulary

and asking students to repeat the actions.

 Introduces sentence frame My family ________ and asks students to

stand if it is true of their family.



 Modeling

 Models and repeats as needed.



 Clarifying

 Clarifies vocabulary and expressions.

 Students participate in choral repetition accompanied with gestures.

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background

knowledge.

 Teacher shows pictures and models the initial sound of three words

beginning with /f/ and /i/ (finger, father, family, ice, ice cream, island).

Teacher exaggerates the sound. At this point, it is not recommended

to print the words on the pictures. The goal is to make the students

minutes

119

hear, notice and distinguish the initial sounds of the words when they

are heard.

 Teacher can use this video to get additional ideas.

o https://youtu.be/pQh0tTN55hE

o https://youtu.be/4HUoPmfwAB8

 Students repeat suggested sounds using the pictures below. Teacher

can also use the sentences below with actions:

o (Show thumb) This is the father of the finger family.

o (Wipe brow and then shiver) After a hot day on an island in the

sun, I want ice and ice cream when I am done.

120

SP.2. Recognizes basic

family activities using

expressions like “My father

likes cooking”.

SP.2. recognizes basic

family activities using

expressions like “My

father likes running”.

Task rehearsal

 Students repeat each letter sound and the three words right after the

teacher. Then they repeat the sentence chorally with the teacher´s

help.

 Students practice sentences.

Task Completion

 Students draw from a “deck” made with the pictures facing downward

and say the sound and the word when they reveal the car they have

chosen.

Task assessment

 For feedback, the teacher pastes the three pictures on the board and

as teachers says the words, the students point to the picture of the

word heard. Whole group assesses their performance.

Goal: Approaching Good Excellent

Post- task

 Students draw ice cream cones using directions here: http://www.how-

to-draw-cartoons-online.com/cartoon-ice-cream.html. Or Teacher

distributes three circles and a triangle to each student and as they say

the three words correctly for both /i/ an /f/, they build their ice cream

cones.

Oral Production (Speaking)

Pre-task: Telling what families do together

 Teacher shares the speaking goal with students.

 Students repeat chorally and individually words and phrases related to

family activities after modeling by the teacher who uses actions,

symbols and flashcards to make meaning clear.

minutes

121

W.1. Represents an

event or character

from a picture story

or one main idea.

W.2. Organizes

drawings or pictures

within a graphic

organizer.

W.1. draw pictures of an

event or character from a

picture story or one main

idea.

W.2. organize drawings

or pictures within a

graphic organizer

(sequence or Venn

diagram).

Task rehearsal

 Students again watch one of the videos about what families like to do

together and stand if their family likes to do those things.

o https://youtu.be/-wqLG_MvtFM

o https://youtu.be/ii_LtHrEiao

Task completion

 Students play a game where all children except one are sitting in a

circle. Student in middle uses one of the sentences My family _____. If

the statement is true for other students they must switch chairs. Play

continues until all have been in the middle of the circle.

Task assessment

 Teacher stops video or holds up pictures and students respond.

 Teacher notes where repair or clarification is needed.

 Students stand if they like their progress and sit if they think they need

to practice more.

Written Production

Pre-task: My family and me

 Teacher shares the goal with students.

 Teacher shows and models drawing stick figure family members.



minutes

122

Task rehearsal

 Students uses circles and lines to draw stick figures representing their

family. Each member should be on separate piece of paper

Task completion

 Students put their family members in order from oldest to youngest.

Task assessment

 Teacher checks for understanding and need for repair.

 Students stand if they like their progress and sit if they think they need

to practice more.

Post Task

 Teacher shares social language of “little brother” and “big sister” etc.

 Students identify who is the little brother/sister and/or big brother/sister

in their pictures.

Integrated Mini-Project

Time

Phase: _________

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

123

Term: II

Level: First Grade

Unit: 3

Week: 4

Domain: Socio-interpersonal

Scenario: We all are different

Theme: I like…

Enduring Understanding: Families come in all shapes and sizes with different likes and dislikes. All families are special.

Essential Question: What makes families special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Simple present tense regular verbs

– I like ice cream.

Vocabulary

I like…

 Video games

 Playing with my family and friends

 Reading a book

 Exercising

Phonemic Awareness

/c/ /u/ (car, cake, umbrella, uncle)

Function

Talking about likes and dislikes

Discourse Markers

and

Psycho-social

 Respecting others in my family

Socio-cultural

 Using positive and affectionate

expression familiar address forms

(dear, darling)

Idioms/Phrases

– Big brother/sister, little brother/sister

Assessment Strategies

& Evidences of

Learning

(Diagnostic, Formative,

Summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

124

Learner …

L.3. Recognizes

words, names, and

numbers when

heard in a short,

simple recording

delivered at a slow pace.

Learner can…

L.3. understand words,

names, and numbers

previously learned when

heard in a short,

simple recording

delivered at a slow pace.

Pre-teaching

Teacher greets the students and checks attendance by asking

students to respond with one thing their family does together. Teacher

shows Essential Question and goals for the day.

Teacher:

– Warm up

– Uses the video with family members “and me” featured:

https://youtu.be/GiRUF7hvWuM

–

– Activation of prior knowledge

– Activates prior knowledge by showing happy face and sad face on the

board. Asks students to use prior vocabulary to tell things that make

them happy and things that make them sad. (happy = play, sad = no ice

cream).

– Introduces “I like” by referencing the things that students said make

them happy and using realia or pantomime to illustrate new

vocabulary.

–

– Modeling

– Models and repeats as needed.

–

– Clarifying

– Clarifies vocabulary and expressions.

– Students participate in choral repetition accompanied with gestures.

Oral Comprehension

Pre-task:

– Teacher shares the listening goal with students.

– Teacher shares one of the following videos about things students like

to do:

o https://youtu.be/gH89yUhIAV0

o https://youtu.be/QZ_1SAdy0jk

3 minutes

minutes

125

SP.2. Recognizes basic

family activities using

expressions like “I like ice

cream and popcorn”.

SP.2. recognizes basic

family activities using

expressions like “I like ice

cream and my mother

likes popcorn”.

– Students repeat chorally and individually words and phrases related to

likes after modeling by the teacher who uses actions, symbols and

flashcards to make meaning clear.

Task rehearsal

 Students draw a happy face on one piece of paper and a sad face on

another. When the Teacher says things they like they hold up a happy

face. When they do not like it, they hold up a sad face.

Task completion

 Students play the game they played in a previous lesson where one

student is in the middle of a circle of seated students and now says I

like ___ and all students who like that thing must find a new seat.

Task assessment

 Students hold up happy or sad face to assessment their progress

toward goal.

Oral Production (Speaking)

Pre-task: Telling family likes

– Teacher shares the speaking goal with students.

– Teacher models I like _____ and my _____ likes ______.

– Students repeat chorally and individually words and phrases related to

classroom instructions after modeling by the teacher who uses

actions, symbols and flashcards to make meaning clear.

Task rehearsal

 Using flash cards of things and actions from throughout the unit,

Teacher creates a “deck” of cards for likes and another deck for family

members.

 Teacher models drawing from both decks in order to complete the

sentence I like ______ and my _______ likes _______. If the family

member does NOT like the item drawn then students draw a second

minutes

126

W.3. Says words for

the teacher to write.

R.PA2. Identifies the

initial and final phoneme of

a spoken word.

W.3. dictate words for

teacher to write.

R.PA2. identify the initial

phoneme of a spoken

word if these words have

been previously

encountered and they are

attached to a picture.

time and use the first for their like and the second for the family member.

For instance, I like ice cream and my mother likes popcorn.

Task completion

 Students take turns playing the card game.

Task assessment

 Students show a happy face if they like their progress toward goal and

a sad face if they think they need more practice.

Written Production

Pre-task: Listing likes

– Teacher shares the goal with students.

– Teacher returns to the happy and sad face drawn on the board at the

first of the lesson. And asks students to tell her things to write beneath

each one, adding to the list based on the additional words used after

the initial brainstorming by students.

Task rehearsal

– Students talk in pairs to think of words.

Task completion

– Students dictate likes and dislikes.

Task assessment

– Teacher notes need for clarity and repair.

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

minutes

127

 Teacher reviews past unit sounds to activate students´ background

knowledge.

 Teacher shows pictures and models the initial sound of words

beginning with /c/ and /u/ (car, cake, umbrella, uncle).

 Teacher exaggerates the sound. At this point, it is not recommended

to print the words on the pictures. The goal is to make the students

hear, notice and distinguish the initial sounds of the words when they

are heard.

 Teacher can use this video to get additional ideas.

o https://youtu.be/qxSEXxEfdU0

o https://youtu.be/QOzFfOPOtpY

 Students repeat suggested sounds using the pictures below.

 Teacher can also use the sentences:

o Can you put the cake in the car?

o Uncle Sam is a cartoon from the U.S.

o My umbrella is not ugly.

minutes

128

Task rehearsal

 Students repeat each letter sound and the three words right after the

teacher. Then they repeat the sentence chorally with the teacher´s

help.

 Students practice the sentences.

Task Completion

─ The teacher passes an umbrella to a student and the student must say

the /u/ words. The teacher passes a toy car to a student and the student

must say the /c/ words.

Task assessment

 For feedback, the teacher pastes the three pictures on the board and

as teachers says the words, the students point to the picture of the

word heard. Whole group assesses their performance.

Goal: Approaching Good Excellent

Integrated Mini-Project

Time

Phase: _________

– Planning, creating a Family Alphabet Book for the unit.

– Rehearsing and briefly describing it to the rest of the class, following teacher’s instructions.

– Participating in individual assessment.

120/200

minutes

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

129

Unit 4 Scope and Sequence

Scenario: Going to school, so cool!

Enduring

Understanding

Our school is special because of the people, the places, and the things we do there.

Essential Question

What makes our school special?

Assessment and Goals

Week 1

Week 2

Week 3

Week 4

Week 5

Theme

This is my School

Theme

Helpers at my School

Theme

Going around School

Theme

A Week at my School

Assessment:

L.2. Recognizes simple

information about a

place if the person

speaks slowly and

clearly.

R.PA.3. Identifies the

initial phoneme in

spoken word.

SP.1. Names some

common places and

people in familiar

environments.

Goals:

Assessment:

L.1.Recognizes the

words for people around

them.

R.PA.3. Identifies the

initial phoneme in

spoken word.

S.I.1. Responds in a

predictable pattern to

simple questions about

familiar things.

W.1.Says words for

teacher to write.

Goals:

Assessment:

R.1.Identifies main

characters from a picture

story.

R.PA3. Identify the initial

phoneme of a spoken

word.

S.I.2. Asks for something

when pointing or

gesturing.

W.2. Represents an

event or character from a

picture story or one main

idea.

Assessment:

R.2.Sequences pictures to

show understanding of a

text heard or read.

R.PA3. Identify the initial

phoneme of a spoken

word.

S.I.3. Responds in a

predictable pattern to

simple questions about

familiar things

W.3.Organizes drawings

or pictures within a graphic

organizer.

Goals:

Assessment

Instruments for

Process/Product

 Sticky notes

 Anecdotal note

cards

 Checklists

 Inside and outside

circle

Week 6

Suggested Integrated Mini

project

 a storybook

identifying and

describing places in

the school using

130

L.2.understand simple

information about a

place (e.g., where it is)

and instructions, such as

«Go to the library»,

«Come inside», if the

person speaks slowly

and clearly, possibly with

accompanying gestures.

R.PA.3. identify the initial

phoneme of /j/, in

spoken word if attached

to a picture.

SP.1. name some

common places and

people in familiar

environments.

L.1.recognize and

understand the words for

people around them

(e.g., teacher, students,

principal).

R.PA.3. identify the initial

phoneme of / /k/ in

spoken word if attached

to a picture.

SI.1. understand and

respond in a predictable

pattern to simple

questions about familiar

things (e.g., Where is the

principal’s office? Next to

the library) if the other

person speaks slowly

and clearly.

W.1.dictate words for

teacher to write.

Goals

R.1. identify main

characters by pointing,

naming or labeling from

a picture story that is

read aloud.

R.PA.3. identify the initial

phoneme of /w/ in

spoken word if attached

to a picture.

SI.2.ask for something

when pointing or

gesturing to support the

request.

W.2.draw pictures of an

event or character from a

picture story or one main

idea.

R.2.sequence pictures to

show understanding of a

text heard or read that is

supported by pictures in a

heavily patterned book to

include a clear beginning,

middle and end.

SI.3. understand and

respond in a predictable

pattern to simple

questions about familiar

things if the other person

speaks slowly and clearly.

R.PA.3. identify the initial

phoneme of /y/ in spoken

word if attached to a

picture.

W.3.organize drawings or

pictures within a graphic

organizer (sequence).

play dough,

drawings or

recyclable materials

available

Function

 Identifying places in

the school

Function

 Naming helpers at

the school

Function

 Recognizing

location (in front of,

near, behind)

Function

 Describing basic

school routines

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Grammar & Sentence

Frames

Grammar &Sentence

Frames

Grammar & Sentence

Frames

Grammar & Sentence

Frames

131

(S-V)- (S-V-C) sentences

– This is the principal’s

office/computer lab…

– This is the

__________.

(principal, teacher,

janitor, cook, security

guard, secretary)

Imperative sentences

 Go to the library.

(principal’s office,

restroom)

 Come to class (the

board).

 Line up.

Question/Answers with

 Is she the principal?

Yes/No

 Is she the janitor?

Yes/No

 Where is the gym? It’s

next to the computer

lab.

Adverbs (first, then, next)

 First I go to school.

 Then I study.

 Next I go home.

Prepositions (in front of,

near, behind)

 The security guard is

in front of the gate.

 The principal’s office

is near the library.

The kitchen is behind

the cafeteria.

Prepositional phrases of

time and place IN, ON,

 I go to school on

Monday.(Tuesday,

Wednesday,

Thursday, Friday)

 They study English at

school.

 I live in Costa Rica.

(S-V-C) Sentences

 I do my homework.

 I eat lunch.

 I play soccer.

(S-V-C) sentences (Simple

present verbs)

 I study English.

 I play games.

 I eat lunch.

Phonemic Awareness

/j/ (janitor, jump,

jacket)

Phonemic Awareness

/k/(key, kick, kitchen)

Phonemic Awareness

/w/ (water, walk,

week)

Phonemic Awareness

/y/ (you, year, yellow,

yes)

Vocabulary

This Is My School

(Places in my school)

 Library

 Restrooms

 Cafeteria

Vocabulary

Helpers at My School

(People at school)

 teacher, students,

principal, janitor, cook,

security guard,

Vocabulary

Going around school

(Prepositions)

 in front of, behind,

near

Vocabulary

A Week at My School

(School activities)

 Walk to class

 Study at school/ at

home

132

 Dining room

 Principal’s office

 Classrooms

 Gym

 Playground

 Computer lab

secretary

Cardinal numbers

 1 – 15

 Listen and practice

 Line up at the cafeteria

Psycho-social

 Respecting

classmates,

teachers and other

helpers and other´s

belongings

Socio-cultural

idioms/ phrases

 Addressing people

of different ages and

conditions according

the degree of

formality and

informality when

(Mrs., Mr.)

 So cool!

Psycho-social

 Respecting

classmates,

teachers and

other helpers and

other´s

belongings

Sociocultural

Idioms/phrases

 Turn taking

 So cool!

Psycho-social

 Inspiring

creativity,

communication,

collaboration, and

critical thinking

through working

in projects

Sociocultural

Idioms/phrases

 Politeness --

avoiding negative

behavior

(bullying)

 What´s up?

Psycho-social

 Inspiring creativity,

communication,

collaboration, and

critical thinking

through working in

projects

Sociocultural

Idioms/phrases

 Politeness --

avoiding negative

behavior (bullying)

 We are number

one

133

Unit 4 Going to school, so cool!

Term: II

Level: First Grade

Unit: 4

Week: 1

Domain: Socio-interpersonal

Scenario: Going to school, so cool!

Theme: This is my School

Enduring Understanding: Our school is special because of the people, the places, and the things we do there.

Essential Question: What makes our school special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

(S-V)- (S-V-C) sentences

– This is the principal’s office/computer lab…

– This is the __________. (principal, teacher,

janitor, cook, security guard, secretary)

Imperative sentences

 Go to the library. (principal’s office, restroom)

 Come to class (the board).

 Line up.

Vocabulary

This Is My School (Places in my school)

Function

– Identifying places in the school

Discourse Markers

and

Psycho-social

 Respecting classmates, teachers and other

helpers and other´s belongings

Socio-cultural

idioms/ phrases

 Addressing people of different ages and

conditions according the degree of formality

and informality when (Mrs., Mr.)

 So cool!

134

 Library

 Restrooms

 Cafeteria

 Dining room

 Principal’s office

 Classrooms

 Gym

 Playground

 Computer lab

Phonemic Awareness

/j/ (janitor, jump, jacket)

Assessment Strategies

& Evidences of learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner

Learner can

Pre-teaching

Teacher greets the students and checks attendance by asking students to

respond when he/she says “Going to school…” with “So cool!” Students can

use the thumbs up signal when saying the phrase. Class can follow this routine

throughout this unit.

Teacher:

Warm up

 Uses the vocabulary on a tour of the school and models:

o This is the (place)_.

o This is Mr./Mrs./Miss ___________.

o He/she is the __________.

3 minutes

17 minutes

135

L.2. Recognizes simple

information about a place

if the person speaks

slowly and clearly.

L.2.understand

simple information

about a place (e.g.,

where it is) and

instructions, such as

«Go to the library»,

«Come inside», if

the person speaks

slowly and clearly,

possibly with

accompanying

gestures.

NOTE: If a real tour of the school is not possible, create a layout of the

school inside the classroom using visuals such as tables, brooms, etc. to

designate the areas. Or use a drawing of the school.



 Activation of Prior Knowledge

 Activates prior knowledge by pointing out the different locations and miming an

action that is done there (eating in dining room, typing in computer lab, etc.).



 Modeling

 Models and repeats as needed.

30 minutes

136



 Clarifying

 Clarifies vocabulary and expressions.

 Students participate in choral repetition …

Oral Comprehension (Listening)

Pre-task: Performance of classroom instructions and location of people and

objects

 Teacher shares the listening goal with students.

 Students repeat chorally and individually words and phrases related to the

school and instructions after modeling by the teacher who uses actions and a

large drawing of the school to make meaning clear.

Task rehearsal

 Teacher introduces game using dice, coins or rocks to be used as playing

pieces, and small versions of the large drawing of the school. Students are in

groups of four, sharing the drawing and each has a playing piece. Teacher

models throwing one die and tracing with his/her finger on the map or doing the

action that corresponds with the visible number of the die.

o 1. Go to the cafeteria.

o 2. Go to the restroom.

o 3. Come to the classroom.

o 4. Come to the board.

o 5. Line up at the door.

o 6. Go to the principal’s office.

 Students respond physically by completing the action with their playing pieces

on their mini-drawings of the school.

137

R.PA.3. Identifies the

initial phoneme in spoken

word.

R.PA.3. identify the

initial phoneme of /j/,

in spoken word if

attached to a picture.

Task completion

 Students form two teams and stand in front of the large drawing of the school.

The first student on each team is told a specific action and must perform that

action on the drawing using their hand as though they are walking through the

school.

Task assessment

 Teacher provides feedback to students using thumbs up when the student

responds correctly, thumbs down when the student responds incorrectly, and

hand toggling from side to side (similar to mas o menos action) when student is

close but not correct.

 Students assess as a group their performance in achieving the goal using the

same motions.

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background knowledge.

 Teacher shows pictures (see below) and models the initial sound of words with

/j/ sound: janitor, jump, jacket. Teacher exaggerates the sound. At this point,

it is not recommended to print the words on the pictures. The goal is to make

the students hear, notice and distinguish the initial sounds of the words when

they are heard. Teacher can use part of the video featuring the /j/ sound found

at https://youtu.be/GkcqRmdwKlE.

40 minutes

138

139

Task rehearsal

 Students repeat the letter sound and the three words right after the teacher. .

Teacher also uses the sentence: See the janitor jump for his jacket.

 Then students repeat the sentence chorally with the teacher´s help.

 Students practice the chant with their study buddy, as shown below:

o See (hands on eyes, looking)

o The janitor (sweeping with broom)

o Jump (jumping)

o For his jacket. (putting on a jacket)

Task Completion

 Students perform the actions and say the words aloud with their study buddies

as Teacher walks around the classroom and repairs as needed. Teacher asks

questions to students for clarification of understandings.

Task assessment

 For feedback, the teacher pastes the three pictures on the board and as

teacher says the words, the students point to the picture of the word heard.

140

SP.1. Names some

common places and

people in familiar

environments.

SP.1. name some

common places and

people in familiar

environments.

 Whole group assesses their performance using thumbs up, down or sideways.

Note: For other words with the /j/ sound see the worksheet found at

http://www.enchantedlearning.com/Jisfor.shtml

Oral Production (Speaking)

Pre-Task: Responding to simple questions related to location

 Teacher shares the speaking goal with learners.

 Teacher enlists 7 students to role play based on the objects they receive from

him/her. First the 7 students stand at the front of the classroom with their backs

to the other students and holding the objects (see italics below for suggested

objects to represent roles). One by one the teacher says: This is the _____.

Teacher then models with the student the action of taking the object and

placing it in the correct location on the drawing of the school that has been

used throughout the class period. Teacher says the imperative sentence aloud

as student goes to the appropriate spot.

This is the principal. (set of keys)

Go to the principal’s office.

This is the teacher. (eraser or

something that the teacher wears

like a sweater or glasses)

Go to the classroom.

Go to the computer lab.

This is the janitor. (broom)

Go to the restroom.

This is the cook. (spoon or pot)

Go to the cafeteria.

Go to the dining room.

This is the security guard. (lock)

Go to the playground.

This is the secretary. (clipboard or

papers)

Go to the office.

25 minutes

141

This is the librarian. (book)

Go to the library.

Task rehearsal

 Students return to the line and Teacher stands behind each and models with

entire class repeating each of the statements as the 7 each time take the object

to the correct spot.

Task completion

 The 7 then take their objects to others in the classroom and a new group of 7

line up before the class. The student who was holding the object now says This

is the _______. And waits for class to say Go to the _______.

 This step is repeated until all have had a chance to hold and place an object.

Task assessment

Teacher observes students’ participation and responses to assess their

achievement of the goal using sticky notes on students’ desks when he/she

observes the student participating by saying one or more of the sentences.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

 Teacher works on repair if necessary.

Post-task

 Using words and questions to ask for names of people or confirm meaning,

Teacher asks Students to give thumbs up for yes or thumbs down for no and

stands behind the 7 standing students and asks Is this the ________? Teacher

5 minutes

142

sometimes says correct and sometimes incorrect word and students respond

with appropriate motion.

Integrated Mini-Project

Time

Phase: _______

Reflective Teaching

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

143

Term: II

Level: First Grade

Unit: 4

Week: 2

Domain: Socio-interpersonal

Scenario: Going to school, so cool!

Theme: Helpers at my School

Enduring Understanding: Our school is special because of the people, the places, and the things we do there.

Essential Question: What makes our school special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Question/Answers with BE

 Is she the principal? Yes/No

 Is she the janitor? Yes/No

 Where is the gym? It’s next to the computer

lab.

Adverbs (first, then, next)

 First I go to school.

 Then I study.

 Next I go home.

Vocabulary

Function

– Naming helpers at the school

Discourse Markers

and

Psycho-social

 Respecting classmates, teachers and

other helpers and other´s belongings

Sociocultural

Idioms/phrases

 Turn taking

 So cool!

144

Helpers at My School (People at school)

 teacher, students, principal, janitor, cook,

security guard, secretary

Phonemic Awareness

/k/(key, kick, kitchen)

Assessment Strategies

& Evidences of learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner

Learner can

Pre-teaching

Teacher greets the students and checks attendance by asking students to

respond when he/she says “Going to school…” with “So cool!” Students can

use the thumbs up signal when saying the phrase.

Teacher:

 Uses the online picture book about School Helpers found here

http://www.uniteforliteracy.com/boces/mep/book?BookId=219.

 Activates prior knowledge by asking the name of the person as he/she shows

picture book. Note: Students should be reminded to use follow the socio

cultural emphasis of using Mr., Mrs., etc. with names.

 Introduces new vocabulary found in picture book not previously used in week 1.

 Models and repeats as needed.

 Clarifies vocabulary and expressions.

 Students participate in choral repetition of the sentences with the discourse

marker and.

3 minutes

minutes

145

L.1.Recognizes the words

for people around them.

L.1.recognize and

understand the

words for people

around them (e.g.,

teacher, students,

principal).

Oral Comprehension (Listening)

Pre-task: Recognition of people in school

 Teacher shares the listening goal with students.

 Teacher shows pictures he/she has taken of the real school helpers at the

school.

 Teacher models This is Mr. ______ and he is the ________.

Task rehearsal

 As Teacher shows photos, students repeat chorally and individually the

gapped sentence after modeling by the teacher who uses photos to make

meaning clear.

Task completion

 In pairs, students watch to see what photo the Teacher is showing and then

listen to what the Teacher says. Sometimes the teacher will say the correct role

and sometimes the incorrect one. Students will turn their heads back and forth

for no if the statement is incorrect and up and down for yes if the role is correct.

Task assessment

 Teacher shows a photo and says This is Mr. ________. Is he the ________?

Students respond physically with yes or no.

 Teacher provides feedback to students nodding for yes when students are

correct and shaking head for no when they are not correct.

 Students assess as a group their performance in achieving the goal.

Goal: Approaching Good Excellent

Phonemic Awareness

Pre-task: Identification of sounds

minutes

146

R.PA.3. Identifies the

initial phoneme in spoken

word.

R.PA.3. identify the

initial phoneme of /

/k/ in spoken word if

attached to a picture.

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background knowledge.

 Teacher shows pictures and models the initial sound of words with the /k/

sound: key, kick, kitchen. Teacher exaggerates the sound. At this point, it is not

recommended to print the words on the pictures. The goal is to make the

students hear, notice and distinguish the initial sounds of the words when they

are heard.

 Teacher can use this video to get additional ideas.

https://youtu.be/DHRQXGTSvw0

147

148

Task rehearsal

 Students repeat each letter sound and the three words right after the teacher.

 Then they repeat the chant below chorally with the teacher´s help and using

the pictures as prompts. Students practice the chant with their study buddy:

o Pedro kkkk kicks the ball.

o Ana kkk kicks too.

o The kkk key hangs on the kkkitchen wall.

o What other k words can you do?

Task Completion

 Teacher reads aloud a list of words and students stand up and kick when they

hear a word beginning with the /k/ sound.

Task assessment

149

S.I.1. Responds in a

predictable pattern to

simple questions about

familiar things.

SI.1. understand and

respond in a

predictable pattern

to simple questions

about familiar things

(e.g., Where is the

principal’s office?

Next to the library) if

the other person

speaks slowly and

clearly.

 For feedback, the teacher pastes the pictures on the board and as the teacher

says the words, the students point to the picture of the word heard. Whole

group assesses their performance.

Goal: Approaching Good Excellent

For other words with the /k/ sound see the worksheet found at

http://www.enchantedlearning.com/Kisfor.shtml.

Oral and Written Production (Speaking and Writing)

Pre-Task: Responds to questions

 Teacher shares the speaking and writing goals with learners.

 Teacher uses the large drawing of the school previously used in order to show

the meaning of “next to”. She points out prior vocabulary like cafeteria and

classroom and completes the sentence correctly The __________ is next to

the ___________.

 The teacher then models: Where is the ___________? The _______ is next to

the _________.

Task rehearsal

 The teacher models the question and response for every room on the drawing

and the students respond chorally.

Task completion

 Students form two lines. One line is the question line. The other is the answer

line. The two lines face each other so that partners are formed. The partner in

the question line says Where is the ____? (choosing what to ask about) and

the partner in the answer line responds. Then the question line shifts one spot

to the right and the questions continue. After all have asked a question, the two

lines switch roles with the answer line now asking the questions.

minutes

150

W.1.Says words for

teacher to write.

W.1.dictate words

for teacher to write.

Task assessment

 Teacher observes students’ participation and responses to assess their

achievement of the goal.

 Teacher asks each student individually Where is the ____? and makes note of

where repair will be needed.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

 Teacher works on repair if necessary.

Post- task

 Teacher asks students to ask where a room is. As individual students respond

with Where is the _____? Teacher writes “next to the __________.”

Integrated Mini-Project

Phase: _______

Time:

Reflective Teaching

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

minutes

151

Term: II

Level: First Grade

Unit: 4

Week: 3

Domain: Socio-interpersonal

Scenario: Going to school, so cool!

Theme: Going around School

Enduring Understanding: Our school is special because of the people, the places, and the things we do there.

Essential Question: What makes our school special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Prepositions (in front of, near, behind)

 The security guard is in front of the gate.

 The principal’s office is near the library.

 The kitchen is behind the cafeteria.

Prepositional phrases of time and place IN, ON,

 I go to school on Monday.(Tuesday,

Wednesday, Thursday, Friday)

 They study English at school.

 I live in Costa Rica.

Vocabulary

Function

– Recognizing location (in front of, near,

behind)

Discourse Markers

and

Psycho-social

 Inspiring creativity, communication,

collaboration, and critical thinking

through working in projects

Sociocultural

Idioms/phrases

 Politeness -- avoiding negative behavior

(bullying)

 What´s up?

152

Going around school (Prepositions)

 in front of, behind, near

Cardinal numbers

 1 – 15

Phonemic Awareness

/w/ (water, walk, week)

Assessment Strategies

& Evidences of learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner

Learner can

Pre-teaching

 Teacher greets the students and checks attendance by asking students to

respond when he/she says “Going to school…” with “So cool!” Students can

use the thumbs up signal when saying the phrase.

Teacher:

 Warm up

 Uses “How Many Friends Can You Count” – online book

http://www.uniteforliteracy.com/unite/friends/book?BookId=102



 Activation of prior knowledge

 Activates prior knowledge by reviewing numbers using this poster:

3 minutes

minutes

153

 Introduces new vocabulary of 11-15 by counting students in the room and

asking numbers 11, 12, 13, 14, 15 to stand.

Modeling

 Models and repeats as needed.



 Clarifying

 Clarifies vocabulary and expressions.

 Students participate in choral repetition of numbers as teacher points to poster.

Written Comprehension (Reading)

minutes

154

R.1.Identifies main

characters from a picture

story.

R.1. identify main

characters by

pointing, naming or

labeling from a

picture story that is

read aloud.

Pre-task: Identifying main characters

 Teacher shares the reading goal with students.

 Teacher reviews the meanings of in front of, near and behind using the pictures

from the book used during pre-teaching.

The orange basket is near the three friends.

The boy is in front of the chalkboard.

The chalkboard is behind the boy.

155

The three boys are in front of the books.

The books are behind the three boys.

The boy in blue is behind two boys.

The boy in white is in front of two boys.

156

The boys are near the door.

The food is in front of the two boys.

The four girls are near the wall.

The four girls are in front of the wall.

157

The boy is near the goal.

The ball is in front of the boy.

The tree is behind the goal.

The seven friends are in front of the books.

 Students repeat chorally and individually in front of, near and behind after

modeling by the teacher who points to positions in pictures to make meaning

clear.

158

R.PA.3. identify the

initial phoneme of

/w/ in spoken word if

attached to a picture.

Task rehearsal

 Teacher introduces three questions:

o Who is in front of the ____?

o Who is behind the ____?

o Who is near the ____?

 In pairs, students point to the appropriate answer when the teacher shows a

picture and asks a question.

Task completion

 Students play a game with two teams facing the pictures that are either

projected or printed. The teacher asks the first student in each line to point to

the answer to the question as he/she asks Who is …. Teams get a point when

the student points to the correct person or thing.

Task assessment

 Teacher notes the scores as part of the assessment of the task.

 Teacher asks “Who is in front of/behind/or near” various students in the room

and assesses if students have an understanding of the phrases.

 Students assess as a group their performance in achieving the goal.

Goal: Approaching Good Excellent

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background knowledge.

 Teacher shows pictures and models the initial sound of words with the /w/

sound: water, walk, week. Teacher exaggerates the sound. At this point, it is

not recommended to print the words on the pictures. The goal is to make the

minutes

159

R.PA3. Identify the initial

phoneme of a spoken

word.

students hear, notice and distinguish the initial sounds of the words when they

are heard.

 Teacher can use this video to get additional ideas

https://youtu.be/8ovG9ptOjBw

 Students repeat suggested sounds. Teacher can also use the sentence: Each

week I walk my dog and then I drink a glass of water. Or teacher can introduce

the chant that follows the pictures.

160

-Teacher asks questions to students for clarification of understandings.

Task rehearsal

 Students repeat each letter sound and the three words right after the teacher.

Then they repeat the sentence chorally with the teacher´s help.

 Students practice the following chant with motions with their study buddy, as

shown below:

o Seven days make a week. (hold up 7 fingers)

o Too much water makes a ceiling leak. (look up to the ceiling and wipe

top of head as though water has dripped on it)

o I walk my dog each day for fun. (walk in place)

o And sometimes our walk becomes a run. (run in place)

Task Completion

161

S.I.2. Asks for something

when pointing or

gesturing.

SI.2.ask for

something when

pointing or gesturing

to support the

request.

─ Teacher reads from a list of several words or repeats the chant and students

stand up as they listen to a word beginning with the sound.

─ The teacher can use the chant above for students identifying the target sounds.

Task assessment

 For feedback, the teacher pastes the three pictures on the board and as

teachers says the words, the students point to the picture of the word heard.

Whole group assesses their performance.

Goal: Approaching Good Excellent

For other words with the /w/ sound see the worksheet found at

http://www.enchantedlearning.com/Wisfor.shtml.

Oral and Written Production

Pre-Task: Asking for something

 Teacher shares the speaking goal with learners and presents the map of the

school. He/ she then presents two cups with strips of paper inside. One cup

has the phrases in front of, near, and behind written on individual strips of

paper. The other cup has the rooms of the school printed on the strips. The

teacher models drawing one strip from each cup. The teacher then says What

room is __(in front of, near, behind)______ the ___(name of room on strip)__?

The teacher models going to the map and pointing at the correct room.

Task rehearsal

 At least seven students draw from the cups and the Teacher frames the

question. All students respond by pointing at the map.

162

W.2. Represents an event

or character from a picture

story or one main idea.

W.2.draw pictures of

an event or

character from a

picture story or one

main idea.

Task completion

 Each student is given a turn to draw and respond to the question.

Task assessment

 Teacher observes students’ participation and responses to assess their

achievement of the goal.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

Post- task

 Teacher refers to the pictures from the picture book and then asks students to

draw a similar picture that includes 10-15 different objects in the picture.

 Students draw and then show the picture to the Teacher, counting the items

and pointing when the teacher asks What is near, in front of or behind

something in the picture.

Integrated Mini-Project

Phase: _______

Time:

Reflective Teaching

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

163

Term: II

Level: First Grade

Unit: 4

Week: 4

Domain: Socio-interpersonal

Scenario: Going to school, so cool!

Theme: A Week at my School

Enduring Understanding: Our school is special because of the people, the places, and the things we do there.

Essential Question: What makes our school special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

(S-V-C) Sentences

 I do my homework.

 I eat lunch.

 I play soccer.

(S-V-C) sentences (Simple present verbs)

 I study English.

 I play games.

 I eat lunch.

Vocabulary

A Week at My School (School activities)

Function

– Describing basic school routines

Discourse Markers

and

Psycho-social

 Inspiring creativity, communication,

collaboration, and critical thinking

through working in projects

Sociocultural

Idioms/phrases

 Politeness -- avoiding negative behavior

(bullying)

 We are number one

164

 Walk to class

 Study at school/ at home

 Listen and practice

 Line up at the cafeteria

Phonemic Awareness

/y/ (you, year, yellow, yes)

Assessment Strategies

& Evidences of learning

(Diagnostic, formative,

summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner

Learner can

Pre-teaching

Teacher greets the students and checks attendance by asking students to

respond when he/she says “Going to school…” with “So cool!” Students can

use the thumbs up signal when saying the phrase.

Teacher:

 Warm up

 Uses the online picture book “Are You Ready for School?” to introduce actions

that students do at school. The first time the Teacher reads the book aloud.

The second time he/she turns the question into a response that students

repeat. For example the page that says Are you ready to listen…? Has the

response of: I listen at school.



 Activation of prior knowledge

 Activates prior knowledge by pointing to rooms on the school map and saying I

eat in the cafeteria. I play in the gym. I go to the principal’s office. I read in the

library, etc.

 Modeling

 Models and repeats as needed.

minutes

165

R.2.Sequences pictures to

show understanding of a

text heard or read.

R.2.sequence

pictures to show

understanding of a

text heard or read

that is supported by

pictures in a heavily

patterned book to

include a clear

beginning, middle

and end.



 Clarifying

 Clarifies vocabulary and expressions.

 Students participate in choral repetition of action sentences.

Written Comprehension (Reading)

Pre-task: Identify main ideas in a short story

 Teacher shares the reading goal with students.

 Students listen to the video “Back to School Rules”

https://www.youtube.com/watch?v=RyLzsQKFpB0 and say aloud the places in

the video that they know as places at school.

 Students repeat chorally and individually words and phrases related to bullying

after modeling by the teacher who uses actions and pictures (see below) to

make meaning clear.

Task rehearsal

 Listening for a second time, students repeat when the teacher stops the video

and says aloud the rules related to bullying.

Task completion

 Students in pairs arrange the 3 pictures of the bullying story.

Task assessment

 Teacher provides feedback to students using the “We’re number one!” signal of

the index finger raised to indicate students’ successful arranging of pictures.

 Students assess as a group their performance in achieving the goal.

Goal: Approaching Good Excellent

minutes

166

167

R.PA3. Identify the initial

phoneme of a spoken

word.

R.PA.3. identify the

initial phoneme of /y/

in spoken word if

attached to a picture.

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background knowledge.

 Teacher shows pictures and models the initial sound of words with /y/ sound:

you, year, yellow, yes. Teacher exaggerates the sound. At this point, it is not

recommended to print the words on the pictures. The goal is to make the

students hear, notice and distinguish the initial sounds of the words when they

are heard.

 Teacher can use this video to get additional ideas

https://youtu.be/RJH2oMKPeaw

minutes

168

 Students repeat suggested sounds as Teacher uses the pictures below.

169

-Teacher asks questions to students for clarification of understandings using realia

and actions such as pointing to me/pointing to you, a week calendar/a year

calendar, a yellow crayon/a black crayon, nodding head for yes/nodding head for

no.

170

Task rehearsal

 Students repeat each letter sound and the words right after the teacher. Then

they repeat the words chorally with the teacher´s help as he/she does action or

shows realia.

 Students practice the chant with their study buddy, as shown below:

o You

o Year

o Yellow

o Yes

o Begin with Y and are the best!

Task Completion

 Students stand up as they listen to a word beginning with the sound.

 The teacher can use the chant above for students identifying the target sounds.

Task assessment

 For feedback, the teacher pastes the pictures on the board and as teachers

says the words, the students point to the picture of the word heard. Whole

group assesses their performance.

Goal: Approaching Good Excellent

For other words with the /y/ sound see the worksheet found at

http://www.enchantedlearning.com/yisfor.shtml.

Oral and Written Production (Speaking and Writing)

Pre-Task: Answering questions then expressing ideas through pre-writing

 Teacher shares the speaking and writing goals with learners and presents first,

next, then placing the pictures in order as the sentences are said.

minutes

171

S.I.3. Responds in a

predictable pattern to

simple questions about

familiar things

SI.3. understand and

respond in a

predictable pattern

to simple questions

about familiar things

if the other person

speaks slowly and

clearly.

o First, I walk to class.

o Then I listen and practice English.

o Next I study at home.

 Students repeat steps in order after teacher models.

Task rehearsal

 Teacher asks what do you do first and then points to picture modeling First I

walk to class. He/she continues with each step.

 Students repeat.

172

W.3.Organizes drawings

or pictures within a graphic

organizer.

W.3.organize

drawings or pictures

within a graphic

organizer

(sequence).

Task completion

 In pairs, students ask and answer What do you do first? What do you do next?

And then?

Task assessment

 Teacher observes students’ participation and responses to assess their

achievement of the goal.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

 Teacher works on repair if necessary.

Post- task

 Teacher models ordering pictures by word category in a graphic organizer

such as a sequence page.

 Create a sequence page for a simple activity around the house or at school.

Use any blank sheet of paper. Fold the paper into squares. Start with 4 large

squares. Students then draw the steps they know in the order in which the

steps occur. For example, draw each step it takes to make a peanut butter and

jelly sandwich or to brush their teeth.

 Option: Students can show the picture and say First, Then, Next as they reveal

the order.

Integrated Mini-Project

Time:

Phase: _______

– Planning and creating collaboratively a storybook identifying and describing places in the school using play dough, drawings or

recyclable materials available.

– Rehearsing and briefly describing the mini-project to the class.

– Participating in individual assessment.

120/200

minutes

Reflective Teaching

173

What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection

174

Unit 5 Scope and Sequence

Scenario: My Neighborhood

Enduring Understanding

Our neighborhood is special because of the people, the places, and how we help each other.

Essential Question

What makes our neighborhood special?

Assessment and Goals

Week 1

Week 2

Week 3

Week 4

Week 5

Theme

1. This is my

Neighborhood

Theme

2. Where is the

School?

Theme

3. How can I Get to the

Supermarket?

Theme

4. Community Helpers

Assessment:

L.1. Recognizes simple

questions which directly

concern them such as

their name and where

they are from.

R.1. Participates in

choral reading.

R.PA.3. Identifies the

initial phoneme in a

spoken word.

SI.1. Responds in a

predictable pattern to

simple questions about

familiar things.

Assessment:

L.2. Recognizes names

of community helpers.

R.2. Sequences

pictures to show

understanding of text

heard or read aloud.

R.PA.3. Identifies the

initial phoneme in a

spoken word.

W.1. Organizes

drawings or pictures

within a graphic

organizer.

Goals:

Assessment:

SI.2. Asks for something

when pointing or

gesturing.

R.PA.3. Identifies the

initial phoneme in a

spoken word.

SP.1. Names some

common words or objects

in familiar environments.

W.2. Represents an event

or character from a picture

story or one main idea.

Goals

Assessment:

R.PA.3. Identifies the

initial phoneme in a

spoken word.

SP.2. Uses one or two

learned expressions

greeting, farewell, and

politeness.

W.3. Says words for

teacher to write.

Goals:

Assessment

Instruments for

Process/Product

 Sticky notes

 anecdotal note

cards

 Checklists

 Inside and outside

circle

Week 6

Suggested Integrated Mini

project

 mural

 storybook about your

neighborhood

175

Goals:

L.1. understand simple

questions which directly

concern them such as

their name and where

they are from.

R.1. participate in choral

reading (clapping and

chanting) in response to

the rhyme and rhythm of

a predictably patterned

song or picture story that

is read aloud.

R.PA.3. identify the initial

phoneme of /v/, /x/, /z/,

/qu/ in spoken word if

attached to a picture.

SI.1. understand and

respond in a predictable

pattern to simple

questions about familiar

things if the other person

speaks slowly and

clearly.

L.2. recognize and

understand the words

for people around them

(e.g., firefighter, shop

owner, doctor).

R.2. sequence pictures

to show understanding

of text heard or read

that is supported by

pictures in a heavily

patterned book to

include a clear

beginning, middle, and

end.

R.PA.3. identify the

initial phoneme of /v/,

/x/, /z/, /qu/ in spoken

word if attached to a

picture.

W.1. organize drawings

or pictures within a

graphic organizer

(sequence).

SI.2. ask for something

when pointing or gesturing

to support the request.

R.PA.3. identify the initial

phoneme of /v/, /x/, /z/,

/qu/ in spoken word if

attached to a picture.

SP.1. name some common

words or objects in familiar

environments.

W.2. draw pictures of an

event or character from a

picture story or one main

idea.

R.PA.3. identify the initial

phoneme of /v/, /x/, /z/,

/qu/ in spoken word if

attached to a picture.

SP.2. use one or two

learned expressions:

greeting, farewell, and

politeness.

W.3. dictate words for

teacher to write.

Function

 Identifying places in

my community

Function

 Asking for and

giving information

for locating places

Function

 Giving and following

directions to get

around town

Function

 Identifying community

helpers

176

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Grammar & Sentence

Frames

(S-V-C) Sentences

 My name is (name). I

live in (name of town).

I (live, play, study)

here.

 My neighborhood has

a ____ (park, church,

school).

 He/she is a ______

(teacher, police

officer, doctor, nurse)

Grammar &Sentence

Frames

Question/Answers with

 Is he the teacher?

Yes/No

 Is she the shop

owner? Yes/No

 Where is the

church? It in front of

the park.

Grammar & Sentence

Frames

Prepositions of place (in

front of, near, behind, up,

down)

 The church is in front of

the park.

 The school is near the

church.

 The park is behind the

church.

Imperative sentences

 Cross the street.

 Go to the corner (store,

bank)

 Turn right/left

Grammar & Sentence

Frames

(S-V-C) Sentences

 My name is (name). I

live in (name of town). I

(live, play, study) here.

 My neighborhood has a

____ (park, church,

school).

 He/she is a ______

(teacher, police officer,

doctor, nurse)

Phonemic Awareness

/v/(veterinarian,

visitor, vegetable)

Phonemic Awareness

/x/(x-ray)

Phonemic Awareness

/z/ (zoo, zipper, zebra)

Phonemic Awareness

/qu/ (Queen street,

question, quiz)

Vocabulary

1. This is my

neighborhood

Places of my community

Vocabulary

2. Where is the school?

Prepositions of place:

 in front of, near,

behind, up, down…

Vocabulary

3. How can I get to the

supermarket?

 Go straight.

 Turn left/right

 Stop

Vocabulary

4. Community Helpers

 Teacher, priest, pastor,

firefighter, farmer, shop

owner, police officer,

doctor, nurse, engineer,

177

 neighborhood, town,

church, park, school,

hospital, gas station,

restaurant, bank,

police station, bus

station, supermarket,

bookstore

Adverb:

 right, left

Subject Pronouns:

 it, they

Cardinal numbers:

 1 – 20

lawyer, police officer,

secretary

Pronouns:

 He, she

Greetings/phrases of

politeness:

 hello, good-bye,

please, you are

welcome and thank you

Psycho-social

 Appreciating

neighborhood

surroundings.

Socio-cultural

idioms/ phrases

 Expressing gratitude

with appropriate use

of “please” and “thank

you”

 Home is where the

heart is.

Psycho-social

 Showing respect

and courtesy when

meeting other

people.

Sociocultural

Idioms/phrases

 Using different

choices of formal

greetings with

community helpers

(Mr., Mrs., Miss,

Ms.)

 “Thank you very

much.”

Psycho-social

 Showing respect and

courtesy when meeting

other people.

Sociocultural

Idioms/phrases

 Using different choices

of formal greetings with

community helpers

(Mr., Mrs., Miss, Ms.)

 There is no place like

home.

Psycho-social

 Developing

collaborative skills.

Sociocultural

Idioms/phrases

 Showing interest in

others

178

Unit 5 My Neighborhood

Term: III

Level: First Grade

Unit: 5

Week: 1

Domain: Socio-interpersonal

Scenario: My Neighborhood

Theme: This is my Neighborhood

Enduring Understanding: Our neighborhood is special because of the people, the places, and how we help each other.

Essential Question: What makes our neighborhood special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

(S-V-C) Sentences

 My name is (name). I live in (name of town). I

(live, play, study) here.

 My neighborhood has a ____ (park, church,

school).

Vocabulary

1. This is my neighborhood

Places of my community

 neighborhood, town, church, park, school,

hospital, gas station, restaurant, bank, police

station, bus station, supermarket, bookstore

Phonemic Awareness

/v/(veterinarian, visitor, vegetable)

Function

Identifying places in my community

Discourse Markers

and

Psycho-social

 Appreciating neighborhood

surroundings.

Socio-cultural

 Expressing gratitude with appropriate

use of “please” and “thank you”

Idioms/Phrases

– Home is where the heart is.

Assessment Strategies

& Evidences of

Learning

(Diagnostic, Formative,

Summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

179

Learner …

L.1. Recognizes simple

questions which directly

concern them such as

their name and where

they are from.

Learner can

L.1. understand simple

questions which

directly concern them

such as their name and

where they are from.

Pre-teaching

Teacher greets the Learners and checks attendance by asking

Learners to respond when he/she asks “Where are you?” with “I’m

here!” Learners can point at the ground emphatically when saying the

phrase. Class can follow this routine throughout this unit.

Teacher shows Essential Question and goals for the day.

Teacher:

– Uses pictures of neighborhood locations to present the new vocabulary

to the class, starting with only a few locations and gradually adding

more.

– Models and repeats as needed. Gestures can be taught to Learners

representing the different locations of a neighborhood, to be made

after saying the name of that place. Some ideas for gestures are:

-Church: Hands clasped together in prayer.

-Soccer field: A kick.

-School: Writing in the air, or touching chin/head in thought.

-Hospital: Pretending to cough.

-Restaurant: Gesture for eating.

-Police station: Putting hands together for handcuffs.

-Bus station: Turning “wheel” back and forth and humming the sound a

bus makes.

-Supermarket: Pushing a shopping cart in the air.

-Fire station: Shooting an air fire hose.

– Learners participate in choral repetition accompanied with gestures

– Clarifies vocabulary and expressions.

Oral Comprehension (Listening to Speak)

Pre-task: Identifying neighborhood locations

– Teacher shares the listening goal with Learners.

– Teacher reviews Q&A structure by asking “Where is the ____?” and

then pointing at its picture and saying “This is the _____!” Pictures of

the neighborhood locations should be hung on the board in a grid as

follows:

L1 L2 L3

minutes

180

L4 L5 L6

L7 L8 L9

Task rehearsal

- Tic tac toe: The locations on the board are divided into a “tic tac toe” board,

with each location being numbered (as above) and learners are divided into

two teams. Teams take turns choosing a location by saying it’s number

(example: “one”), and then its name (example: “police station”). If they are

correct, they get to make their symbol on that section of the grid. The first

team to get 3 boxes in a row with their symbol wins.

-Flyswatter: Learners are organized into 2 or more teams, with each team

lined up in front of the board. Learners take turns being at front of their line

and participating with a flyswatter in their hand. When the teacher asks

“Where is the _____?”, the participating learners must run up to the board and

point to/hit the location with their fly swatter. The first learner to successfully

touch the correct location and respond “This is the ____!” gets a point for

his/her team.

Task completion

-Police Station! : Pictures of neighborhood locations are stuck to the

wall/chairs in a circle around the room, with the exception of the police station

and school, which are stuck in two corners outside of the circle. As the rest of

the class waits in the “school” corner, groups of 5-6 students take turns

entering the circle to play. While playing, learners listen for the teacher to ask

“Where is the ____?” and then must run to that location and give the proper

response. At the teacher’s discretion, learners who make too many

mistakes/are too slow can be sent to the police station for a couple of rounds.

Task assessment

 Teacher provides feedback to students using thumbs up when the

student responds correctly, thumbs down when the student responds

incorrectly, and hand toggling from side to side (similar to mas o

menos action) when student is close but not correct.

 Students assess as a group their performance in achieving the goal

using the same motions.

181

R.PA.3. Identifies the

initial phoneme in a

spoken word.

R.PA.3. identify the

initial phoneme of /v/ in

spoken word if

attached to a picture.

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the Learners.

 Teacher reviews past unit sounds to activate Learners´ background

knowledge.

 Teacher shows pictures and models the initial sound of three words

beginning with <v>: vegetable, visitor, vet. Teacher exaggerates the

sound. At this point, it is not recommended to print the words on the

pictures. The goal is to make the Learners hear, notice and distinguish

the initial sounds of the words when they are heard.

 Teacher can use this video to get additional ideas.

https://www.youtube.com/watch?v=f4DjZotvHnM&feature=shar

e&list=PL544A5F7EEAC5AFB5&index=22

 Learners repeat suggested sounds using the pictures below. Teacher

can also use the sentence: Visitors and vets, vegetables they get.

Task rehearsal

 Learners repeat each letter sound and the three words right after the

teacher. Then they repeat the sentence chorally with the teacher´s

help.

 Learners practice the chant with a study buddy, as shown below:

o Visitors (hold up left hand)

o And vets (hold up right hand)

o Vegetables (point at picture of vegetables)

o They get. (grab the air and pull it towards them)

Task Completion

 Students hear six different words which include the three targeted

words with /v/ sound at the beginning. Students identify the words

beginning with the /v/ sound by performing the actions as the words

are heard. Students can say the words aloud with their study buddies

as Teacher walks around the classroom and repairs as needed.

Teacher asks questions to students for clarification of understandings.

Task assessment

minutes

182

SP.1. Names some

common words or

objects in familiar

environments.

SP.1. name some

common words or

objects in familiar

environments.

 For feedback, the teacher pastes the three pictures on the board along

with other three pictures of a different sound already studied. As

teacher says the words, the students point to the picture of the word

with the /V/ sound in initial position.

 Whole group assesses their performance using thumbs up, down or

sideways.

Note: For other words with the /v/ sound see the worksheet found at:

http://www.enchantedlearning.com/Visfor.shtml

Oral Production (Writing to Speak)

Pre-task: Neighborhood presentation

– Teacher shares the speaking goal with Learners.

– Teacher shows example of completed “My Neighborhood” sheet and

goes through it with the learners.

Task rehearsal

- Learners cut and paste the printed name of their neighborhood at the

top of the sheet. Teacher checks by asking “Where do you live?” as

learners respond with the name of their neighborhood.

- Learners complete the rest of the sheet by cutting out the pictures of

two locations they have in their neighborhood and pasting them on

their sheet.

- As learners finish their sheets, they stand up and take their sheets to

the front of the room, and look for a partner. In pairs, learners practice

giving their presentations.

Task completion

- Learners take turns giving their presentations following this format:

-Hello, my name is _______.

- This is [name of neighborhood], (as they say this they should

make a circular gesture indicating their complete picture)

-This is the _____, and this is the _____ (the two locations, pointing

at them each as they say their names).

-Thank you, goodbye!

Optional: Worksheets and presentations could be done in pairs.

183

Task assessment

 Teacher observes students’ participation and responses to assess

their achievement of the goal using sticky notes on students’ desks

when he/she observes the student participating by saying one or more

of the sentences.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

 Teacher works on repair if necessary.

Integrated Mini-Project

Time

Phase: _________

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

184

Term: III

Level: First Grade

Unit: 5

Week: 2

Domain: Socio-interpersonal

Scenario: My Neighborhood

Theme: Where is the School?

Enduring Understanding: Our neighborhood is special because of the people, the places, and how we help each other.

Essential Question: What makes our neighborhood special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Question/Answers with BE

 Is he the teacher? Yes/No

 Is she the shop owner? Yes/No

 Where is the church? It in front of the park.

Vocabulary

2. Where is the school?

Prepositions of place:

 in front of, near, behind, up, down…

Adverb:

 right, left

Subject Pronouns:

 it, they

Phonemic Awareness

/x/(x-ray OR eXcellent, eXam, and eXercise)

Function

Asking for and giving information for

locating places

Discourse Markers

and

Psycho-social

 Showing respect and courtesy when

meeting other people.

Socio-cultural

 Using different choices of formal

greetings with community helpers (Mr.,

Mrs., Miss, Ms.)

Idioms/Phrases

– “Thank you very much.”

Assessment Strategies

& Evidences of

Learning

Goals

Pedagogical Mediation/ Didactic Sequence

Time

185

(Diagnostic, Formative,

Summative)

Learner …

R.1. Participates in

choral reading.

Learner can

R.1. participate in

choral reading

(clapping and chanting)

in response to the

rhyme and rhythm of a

predictably patterned

song or picture story

that is read aloud.

Pre-teaching

Teacher greets the Learners and checks attendance by asking

Learners to respond when he/she asks “Where are you?” with “I’m

here!” Learners can point at the ground emphatically when saying the

phrase. Class can follow this routine throughout this unit.

Teacher shows Essential Question and goals for the day.

Teacher:

- Performs the prepositions song as learners listen

(https://www.youtube.com/watch?v=xERTESWbqhU)

– Introduces prepositions “up, down, behind” using hand gestures,

puppets or video. Practices by asking students “where’s the teacher?”

and positioning either him/herself or a puppet/picture of a teacher on a

stick in different positions relative to chair. Learners respond with the

preposition and gesture.

– Repeats the process above by first adding “in front of” and then “left of,

right of”

– Models and repeats as needed.

– Clarifies vocabulary and expressions.

– Teacher and learners perform prepositions together with gestures and

accompanying music.

Written Comprehension (Reading)

Pre-task: “Where’s the School?” Choral Reading

– Teacher shares the reading goal with Learners.

– Learners receive a picture of a school and a picture of a soccer field

(optional: taped to a stick/ruler for more fun)

Task rehearsal

- Teacher reads the story “Where’s the School?” to the class (see

annexes). As learners listen, they should hold their soccer field and

school pictures in the correct position based on what is said (and in

such a way so that both the learner and teacher can easily see the

picture).

Task completion

15 to 20

minutes

186

R.PA.3. Identifies the

initial phoneme in a

spoken word.

R.PA.3. identify the

initial phoneme of /x/

in spoken word if

attached to a picture.

- The class repeats the activity, but this time learners should chorally

repeat what the teacher reads.

Task assessment

- Teacher holds his/her two pictures in different positions and asks

“where is the school?” Learners try to respond correctly and teacher

gives them oral feedback.

- Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the Learners.

 Teacher reviews past unit sounds to activate Learners´ background

knowledge.

 Teacher shows pictures and models the initial sound of three words

beginning with <x>: excellent, exam, and exercise. Teacher

exaggerates the sound. At this point, it is not recommended to print

the words on the pictures. The goal is to make the Learners hear,

notice and distinguish the initial sounds of the words when they are

heard.

 Teacher can use this video to get additional ideas.

https://www.youtube.com/watch?v=P_t6P6UvDxI&index=5&list=

PL544A5F7EEAC5AFB5

 Learners repeat suggested sounds using the pictures below. Teacher

can also use the sentence: Exercise before an exam? Excellent idea!

Task rehearsal

 Learners repeat each letter sound and the three words right after the

teacher. Then they repeat the sentence chorally with the teacher´s

help.

 Learners practice the chant with their study buddy as shown below:

o Exercise. (run in place)

o Before an exam? (gesture with the thumb over your shoulder

for “before”, and point to your hand or write in the air for

“exam”)

o Excellent (Two thumbs up)

o Idea! (Point to your head)

minutes

187

SI.1. Responds in a

predictable pattern to

simple questions about

familiar things.

SI.1. understand and

respond in a

predictable pattern to

simple questions about

familiar things if the

other person speaks

slowly and clearly.

Task Completion

─ Teacher reads from a list of several words or repeats the chant and

students stand up as they listen to a word beginning with the sound.

─ The teacher can use the chant above for students identifying the target

sounds. Task assessment

 For feedback, the teacher pastes the three pictures on the board and

as teachers says the words, the Learners point to the picture of the

word heard. Whole group assesses their performance.

Goal: Approaching Good Excellent

Oral Production (Spoken Interaction)

Pre-task: Arrange and Ask

– Teacher shares the speaking goal with Learners.

– Learners take turns coming to the front and taking a picture of a

location in the community out of a bag and sayings “This is the ____”.

If they are unable to remember the name, the class can help them.

Task rehearsal

- Teacher holds up two locations and asks the learners “where is the

_____?” Learners should respond by saying: [preposition] + the + [2nd

location]. After a little practice, a volunteer learner can come to the

front and take the role of the teacher.

Task completion

- Learners are grouped in pairs or trios, and each group receives a set

of pictures of locations. Learners take turns being the asker and the

answerer. Askers position two pictures relative to each other and ask

“where is the ____?” while answerers respond using the correct

preposition.

Task assessment

minutes

188

W.1. Organizes drawings

or pictures within a

graphic organizer.

W.1. organize drawings

or pictures within a

graphic organizer

(sequence).

 Teacher observes students’ participation and responses to assess

their achievement of the goal.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

Written Production

Pre-task: “Match My Town”

– Teacher shares the goal with Learners.

– Learners receive blank town boards and a set of cut-out pictures of

town locations.

Task rehearsal

- The class practices for the activity by using a large town grid on the

board and large pictures of the community locations. Volunteer

learners take turns listening to one instruction from the teacher and

taping a location correctly on the board.

Task completion

- Learners listen to instructions from the teacher about where to put

each location in their community, and tape it to their board. Each

board should come with one location (ex: soccer field) already taped

onto the board, and the first 4 directions should all use that central

location as a reference. Learners should hold up their boards for the

teacher to see after each instruction to check.

Task assessment

 Teacher observes students’ participation and responses to assess

their achievement of the goal.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

minutes

Integrated Mini-Project

Time

189

Phase: _________

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

190

Term: III

Level: First Grade

Unit: 5

Week: 3

Domain: Socio-interpersonal

Scenario: My Neighborhood

Theme: How can I Get to the Supermarket?

Enduring Understanding: Our neighborhood is special because of the people, the places, and how we help each other.

Essential Question: What makes our neighborhood special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Prepositions of place (in front of, near, behind, up,

down)

 The church is in front of the park.

 The school is near the church.

 The park is behind the church.

Imperative sentences

 Cross the street.

 Go to the corner (store, bank)

Turn right/left

Vocabulary

3. How can I get to the supermarket?

 Go straight.

 Turn left/right

 Stop

Cardinal numbers:

 1 – 20

Phonemic Awareness

/z/ (zoo, zipper, zebra)

Function

Giving and following directions to get

around town

Discourse Markers

and

Psycho-social

 Showing respect and courtesy when

meeting other people.

Socio-cultural

 Using different choices of formal

greetings with community helpers (Mr.,

Mrs., Miss, Ms.)

There is no place like home.

Idioms/Phrases

-There is no place like home.

191

Assessment Strategies

& Evidences of

Learning

(Diagnostic, Formative,

Summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner …

Learner can

Pre-teaching

Teacher greets the Learners and checks attendance by asking

learners “where are you?” This time, learners can use a preposition of

place to answer the question. Pictures/labels of neighborhood

locations should be stuck to the desks so that learners can respond to

this question using the new vocabulary. Teacher shows Essential

Question and goals for the day.

Teacher:

– Reviews previous material by playing “School, School, Soccer Field”

(duck duck goose variant): Learners sit in a circle in the middle of the

classroom. At the center of the circle, put a desk with a picture of a

school on it- while outside of the circle of learners another larger circle

should be made of desks with pictures of neighborhood locations that

the teacher wants to review stuck to them. Make sure to leave enough

space between the students and desks for safe running!

One learner (“the talker”) walks around the outside of the circle of

learners, stopping at each learner and saying the name of a

neighborhood location. If the talker says “school”, then nothing

happens and the he/she continues to the next person in the circle. If

the talker says the name of one of the locations OUTSIDE of the

circle, however, then the talker and the person he/she was talking to

must race to that location. The last one to reach the location becomes

the new talker.

– Activates prior knowledge and introduces terms for giving directions by

singing/acting out “Directions Song for Kids”

https://www.youtube.com/watch?v=Vgyer0IauyQ

– Reviews directions with learners, teaching them to say “go” instead of

“move”. Make sure that learners practice the following directions: Go

straight, go left, go right, go back, stop. It is recommended that the

teacher use “TPR” and that the students physically respond to the

instructions as they hear them.

minutes

192

R.2. Sequences pictures

to show understanding of

text heard or read aloud.

R.2. sequence pictures

to show understanding

of text heard or read

that is supported by

pictures in a heavily

patterned book to

include a clear

beginning, middle, and

end.

Written Comprehension (Reading)

Pre-task: “Where’s the Hospital?” Story

– Teacher shares the reading goal with students.

– Learners play “Follow Me!”: Learners stand in a line in an empty

space. The first learner in the line must follow the directions of the

teacher, while the others should follow his/her lead. The result should

be that the learners move around the classroom like a train or a snake,

taking turns being the leader.

Task rehearsal

- Sign check: Learners each receive a set of printed pictures signifying

the different directions. The teacher should review what each sign

represents by calling out each command and having the learners hold

up the correct sign.

- Teams and sentences: Now the learners will break up into teams and

repeat the previous activity with a few changes: It will be a competition

to see which team can have ALL of its members hold up the correct

sign corresponding to the directions given by the teacher. Warm up

with a couple of rounds of simply saying the direction word, then say

short sentences using the directions (ex: At the light, go right!).

Task completion

- Learners sit down with their story boards, direction cards, and tape. As

they listen to the teacher read/show the “Where’s the Hospital?” story,

they should tape the pictures in the right order on their storyboard

(Only 4 directions will be used)

Task assessment

- After allowing the learners to hear the story twice and monitoring their

results, the teacher can lead a self/teacher assessment by reading the

story a third time- but this time, holding up the correct picture for each

step and putting it on the board.

Oral Production (Speaking)

minutes

193

SI.2. Asks for something

when pointing or

gesturing.

SI.2. ask for something

when pointing or

gesturing to support

the request.

R.PA.3. identify the

initial phoneme of /v/,

Pre-task: Group Cat Hunt

– Teacher shares the speaking goal with students.

– Students repeat chorally and individually words and phrases related to

classroom instructions after modeling by the teacher who uses

actions, symbols and flashcards to review and make meaning clear

Task rehearsal

- Teacher guided practice: Pictures of neighborhood locations are

arranged in a grid on the floor, with at least a meter separating them.

Volunteer learners (“seekers”) stand outside of the grid, blindfolded, as

the teacher hides a picture of a cat beneath one of the buildings.

- The seeker removes his/her blindfold and asks “Where is my cat?”

- The seeker follows the teacher’s instructions until reaching the correct

location, where the teacher will tell them to stop and ask them “So,

where is your cat?”

- The learner should respond “behind the _____”

- OPTIONAL: Seekers can work in pairs, and the audience can assist

them by repeating directions and gesturing in what direction they

should go.

Task completion

- The game is repeated, but this time one learner hides the cat and

gives instructions to his/her study buddy as he/she asks, where is my

cat? This can be done in a rotating circle.

Task assessment

 Teacher observes students’ participation and responses to assess

their achievement of the goal.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background

knowledge.

minutes

194

R.PA.3. Identifies the

initial phoneme in a

spoken word.

/x/, /z/, /qu/ in spoken

word if attached to a

picture.

 Teacher shows pictures and models the initial sound of three words

beginning with /z/ (zoo, zipper, zebra). Teacher exaggerates the

sound. At this point, it is not recommended to print the words on the

pictures. The goal is to make the students hear, notice and distinguish

the initial sounds of the words when they are heard.

 Teacher can use this video to get additional ideas.

https://www.youtube.com/watch?v=nR2wx4Qv4WA&list=PL544

A5F7EEAC5AFB5&index=3

 Students repeat suggested sounds using the pictures below. Teacher

can also use the sentence:

Where’s the zebra’s zipper?

In the zoo!

In the zoo! Task rehearsal

 Students repeat each letter sound and the three words right after the

teacher. Then they repeat the sentence chorally with the teacher´s

help.

 Learners practice the chant with their study buddy as shown below:

o Where’s… (shrugs to express doubt)

o The zebra’s… (draws lines with finger on torso)

o Zipper? (makes the motion of opening a zipper)

o In the zoo! (Point to picture of zoo)

Task Completion

─ Teacher reads from a list of several words or repeats the chant and

students stand up as they listen to a word beginning with the sound.

─ The teacher can use the chant above for students identifying the target

sounds. Task assessment

 For feedback, the teacher pastes the three pictures on the board and

as teachers says the words, the Learners point to the picture of the

word heard. Whole group assesses their performance.

Goal: Approaching Good Excellent

Written Production

195

W.2. Represents an

event or character from a

picture story or one main

idea.

W.2. draw pictures of an

event or character from

a picture story or one

main idea.

Pre-task: “Speed Eraser”

– Teacher shares the goal with students.

– Students break down into two or three teams and stand by the board.

Each team must choose a “bus driver” who will wear a blind fold, hold

a marker, and stand directly in front of his/her team’s section of the

board. Each section should have a full grid of neighborhood location

pictures arranged on it.

Task rehearsal

- Playing the game as a class: The teacher will call out the name of a

location, then allow the learners 5 seconds to find the location before

saying “go!”

- The bus driver will move their marker on the board according to the

instructions of their team mates (“go straight” = up, “go back” = down).

The first bus driver to reach their destination and stop on it (by marking

an “X”) earns a point for their team. Make sure that bus drivers move

their markers at a reasonable speed to avoid confusion.

- Then, the next bus driver erases the old trail before beginning the next

round (optional: the first team to erase its trail gets a half point).

Task completion

- Learners sit at their desks individually with a neighborhood/community

map and picture of a “walker”. Learners listen to the teacher as

he/she describes the different locations the walker visits..

- Learners follow the teacher’s directions and draw the walker´s path

around their neighborhood until reaching the final destination.

- When finished, the teacher can ask the class “Where is the cat?” and

the learners should respond “In the [name of the location where they

stopped].

Task assessment

 Teacher observes students’ participation and responses to assess

their achievement of the goal.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

minutes

Integrated Mini-Project

Time

196

Phase: _________

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

197

Term: III

Level: First Grade

Unit: 5

Week: 4

Domain: Socio-interpersonal

Scenario: My Neighborhood

Theme: Community Helpers

Enduring Understanding: Our neighborhood is special because of the people, the places, and how we help each other.

Essential Question: What makes our neighborhood special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

S-V-C) Sentences

 My name is (name). I live in (name of town). I

(live, play, study) here.

 My neighborhood has a ____ (park, church,

school).

 He/she is a ______ (teacher, police officer,

doctor, nurse)

Vocabulary

4. Community Helpers

 Teacher, priest, pastor, firefighter, farmer,

shop owner, police officer, doctor, nurse,

engineer, lawyer, police officer, secretary

Pronouns:

 He, she

Greetings/phrases of politeness:

hello, good-bye, please, you are welcome and

thank you

Function

Identifying community helpers

Discourse Markers

and

Psycho-social

 Developing collaborative skills.

Socio-cultural

 Showing interest in others

Idioms/Phrases

-There is no place like home.

198

Phonemic Awareness

/qu/ (Queen, question, quiz)

Assessment Strategies

& Evidences of

Learning

(Diagnostic, Formative,

Summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner …

Learner can

Pre-teaching

Teacher greets the Learners and checks attendance by asking

learners “where are you?” This time, learners can use a preposition of

place to answer the question. Pictures/labels of neighborhood

locations should be stuck to the desks so that learners can respond to

this question using the new vocabulary. Teacher shows Essential

Question and goals for the day.

Teacher:

– Activates prior knowledge by leading learners in a brainstorm of the

community helpers they already know

– Introduces community helpers using picture flashcards and gestures

related to their work. Community helpers should be introduced

following the structure of “This is a _____.” Possible gestures include:

-Priest: Hands clasped together in prayer.

-Soccer player: A kick.

-Teacher Writing in the air, or touching chin/head in thought.

-Doctor: Showing an air stethoscope.

-Chef: Dropping ingredients in an invisible pot and stiring

-Police officer: Holding up hand for attention/to stop someone.

-Bus driver: Turning “wheel” back and forth and humming the sound a

bus makes.

-Cashier: Handling a cash register, or scanning items.

-Fire station: Shooting an air fire hose.

minutes

199

L.2. Recognizes names

of community helpers.

L.2. recognize and

understand the words

for people around them

(e.g., firefighter, shop

owner, doctor).

– Models and repeats as needed.

– Clarifies vocabulary and expressions.

– Students participate in choral repetition accompanied with gestures.

Oral Comprehension (Listening)

Pre-task: Go to Work!

– Teacher shares the listening goal with students.

– Teacher posts pictures of neighborhood locations on the board. Then,

they take the picture of a community helper and ask the learners ex:

“Where is the doctor?” and prompt them to say “The hospital”. Then,

post the picture of the community helper next to the correct location.

– Repeat with the rest of the community helpers, allowing learners to

come up to the board and place the community helper when they have

answered.

Task rehearsal

- Play: “What am I?”: Learners line up or make a circle and each place a

piece of masking tape on their forehead and stick a picture of a

community helper there, facing outwards, without seeing what the

profession was.

- When each learner has a profession, they have 30 seconds to

circulate the room looking at the pictures of their classmates and

making gestures/sounds that will help them to guess what their

profession is.

- When the time is up, the teacher calls “stop!”. Then, students stand up

or sit down as they listen to their occupation being called up.

- After, the teacher says all doctors and the learners return to their initial

line/circle and take turns announcing their community helpers by

pointing to the profession card and saying “this is a ____.” After

making their guess, the learners can remove the picture from their

forehead and check it.

minutes

200

R.PA.3. Identifies the

initial phoneme in a

spoken word.

R.PA.3. identify the

initial phoneme of /v/,

/x/, /z/, /qu/ in spoken

word if attached to a

picture.

Task completion

- Post pictures of the community locations on the wall or on a series of

desks in a circle.

- Play: “Go to work!”: Learners form a circle, and the teacher walks

around it giving each of them a name tag and telling them the name of

the community member it represents/reinforcing it with a gesture.

- When all of the learners know their professions, the teacher declares

“Teachers, go to work !” and the learners must walk to the correct

picture.

- When the learners have reached their locations, the teacher can ask

each group at each location “Where is the ____?” to which they can

respond with the name of the location.

Task assessment

 Teacher observes students’ participation and responses to assess

their achievement of the goal.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background

knowledge.

 Teacher shows pictures and models the initial sound of three words

beginning with /qu/ (Queen, question, quiz). Teacher exaggerates

the sound. At this point, it is not recommended to print the words on

the pictures. The goal is to make the students hear, notice and

distinguish the initial sounds of the words when they are heard.

 Teacher can use this video to get additional ideas.

https://www.youtube.com/watch?v=P4LLJ6PjpXs&index=19&list

=PL544A5F7EEAC5AFB5

minutes

201

SP.2. Uses one or two

learned expressions

SP.2. use one or two

learned expressions:

 Students repeat suggested sounds using the pictures below. Teacher

can also use the sentence: “The queen questions the quality of the

quiz” Task rehearsal

 Students repeat each letter sound and the three words right after the

teacher. Then they repeat the sentence chorally with the teacher´s

help.

- Students practice the chant with a study buddy as shown below:

o The queen. (Position body regally and form a crown on your

head)

o questions (Make an expression of doubt while putting a hand

on your chin)

o the quality (Move your thumb up and down in the “mas o

menos” pattern)

o of the quiz (Tap on your palm, pretending it is a quiz)



Task Completion

─ Teacher reads from a list of several words or repeats the chant and

students stand up as they listen to a word beginning with the sound.

─ The teacher can use the chant above for students identifying the target

sounds. Task assessment

 For feedback, the teacher pastes the three pictures on the board and

as teachers says the words, the students point to the picture of the

word heard. Whole group assesses their performance.

Goal: Approaching Good Excellent

202

greeting, farewell, and

politeness.

greeting, farewell, and

politeness.

Oral Production (Speaking)

Pre-task: Neighborhood presentations part II

– Teacher shares the speaking goal with students.

– Learners take out their neighborhood presentation papers from week 1

and cut out pictures of neighborhood helpers to paste next to

Task rehearsal

- In pairs, learners check their neighborhood location/community helper

combinations to make sure they go together (ex: hospital and doctor).

- Learners practice giving their presentations to their partners.

Task completion

- Learners take turns giving their presentations following this format:

-Hello, my name is _______.

- This is [name of neighborhood], (as they say this they should

make a circular gesture indicating their complete picture)

-This is the _____, and this is the _____ (the first location and the

first community helper).

-This is the _____, and this is the _____ (the second location and the

second community helper).

-Thank you, goodbye!

Optional: Worksheets and presentations could be done in pairs.

Task assessment

 Teacher observes students’ participation and responses to assess

their achievement of the goal using sticky notes on students’ desks

when he/she observes the student participating by saying one or more

of the sentences.

minutes

203

W.3. Says words for

teacher to write.

W.3. dictate words for

teacher to write.

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

 Teacher works on repair if necessary.

Written Production

Pre-task: The teacher needs help!

– Teacher shares the goal with students.

Task rehearsal

– Learners play “Who is lost?”: The teacher shows a group of 4 or 5

pictures of community helpers, and the learners help to identify them.

Then, the teacher takes the pictures away for a moment, and shows

them to the learners again- this time hiding one. The teacher then asks

the learners “who is lost?” and the learners can respond with either

“the firefighter!” or “where is the firefighter?”

– This game should be played a few times, first increasing/changing the

pictures that are shown, and then changing to “What is lost” and

playing with neighborhood locations instead of professions.

Task completion

- Now, the teacher will give a presentation about their community to the

class, following a similar format to the presentations the learners did in

their oral production task this week but with two important differences:

It is expanded, and the teacher can’t remember some of the words.

- As the teacher gives the presentation, they should periodically forget

an important word (one of the vocabulary words from this unit) as they

point at a picture representing that word, and prompt the learners to

help them remember it. When the learners help the teacher to

remember a word, the teacher should write that word on the board so

that they don’t forget it!

- Here’s an example of how a teacher presentation might flow:

minutes

204

Teacher: Good morning everyone! My name is Nira and I live in

Purriscal. This is Purriscal. This is the school, the hospital, the church,

and the….the…. hmmmmmm…. (points at picture)

Learners: The supermarket!

Teacher: Ahhhh yes, the supermarket- thank you! (writes

“supermarket” on the board).

Teacher: The hospital it right of the fire station, and the church is….

Hmmmmmm…. (holds up directional picture)

Learners: Behind!

Teacher: Right! Behind the fire station.

Etc.

Task assessment

 Teacher provides feedback to students using thumbs up when the

student responds correctly, thumbs down when the student responds

incorrectly, and hand toggling from side to side (similar to mas o

menos action) when student is close but not correct.

 Students assess as a group their performance in achieving the goal

using the same motions.

Post task

- Learners play “memory” using pictures of community helpers and

locations and trying to match each community helper with the place

where they work. They need to practice so they don’t become like the

teacher!

Integrated Mini-Project

Time

Phase: Integrated Mini-Project

 Planning and creating collaboratively a (mural or storybook) about your neighborhood and present it to the class orally.

 Rehearsing and briefly describing the mini-project to the class.

 Participating in individual and peer assessment.

120/200

minutes

205

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

206

Unit 6 Scope and Sequence

Scenario: Playtime

Enduring

Understanding

Our playtime is filled with fun games and activities played with people we like.

Essential Question

What makes playtime special?

Assessment and Goals

Week 1

Week 2

Week 3

Week 4

Week 5

Theme

Fun Games and

Activities

Theme

I Need a Rope to Play

Theme

My Favorite Game and

Activities

Theme

Show Me How to Play

Assessment:

L.1.Recognizes spoken

words similar to the

language with which they

are familiar.

R.1.Participates in choral

reading.

R.PA.3 Identifies the

short vowels in spoken

word.

S.P.1. Names some

common activities in

familiar environments.

Goals:

Assessment:

L.3. Recognizes words,

names, and numbers

when heard in a short,

simple recording

delivered at a slow pace.

SI.1. Asks for something

when pointing or

gesturing.

R.PA.3 Identifies the

short vowels in spoken

word.

W.1. Organizes drawings

or pictures within a

graphic organizer.

Goals:

Assessment:

R.2. Sequences pictures

to show understanding of

text heard or read.

R.PA.3 Identifies the

short vowels in spoken

word.

S.P.2. Expresses likes

and dislikes using

simple, standard

expressions.

W.2. Represents an

event or character from a

picture story or one main

idea.

Goals

Assessment:

L.2. Recognizes simple

instructions when

expressed slowly and

clearly.

R.PA.3 Identifies the short

vowels in spoken word.

S.P.1. Names some

common activities in

familiar environments.

W.3. Says words for

teacher to write.

Goals:

Assessment

Instruments for

Process/Product

 Sticky notes

 Anecdotal note cards

 Checklists

 Inside and outside

circle

Week 6

Suggested Integrated Mini

project

 Mini-book with pictures

and sentences about their

favorite games and

activities using recyclable

materials.

207

L.1. recognize spoken

words similar to the

languages with which

they are familiar (e.g.,

ball, music).

R.1. participate in choral

reading (clapping and

chanting) in response to

the rhyme and rhythm of

a predictably patterned

song or picture story that

is read aloud

R.PA.3. identify the short

vowels /a/ in spoken

word if attached to a

picture.

S.P.1. name some

common objects in

familiar environments

(e.g., ball, doll, bike).

L.3. understand words,

names, and numbers

previously learned when

heard in a short, simple

recording delivered at a

slow pace.

R.PA.3. identify the short

vowels / /e/, in spoken

word if attached to a

picture.

SI.1. ask for something

when pointing or

gesturing supports the

request. (e.g., kick, run,

catch)

W.1. organize drawings

or pictures within a

graphic organizer

(sequence).

R.2. sequence pictures

to show understanding of

text heard or read that is

supported by pictures in

a heavily patterned book

to include a clear

beginning, middle, and

end.

R.PA.3. identify the short

vowels /o/ in spoken

word if attached to a

picture.

SP.2. express likes and

dislikes using simple,

standard expressions.

W.2. draw pictures of an

event or character from a

picture story or one main

idea.

L.2. understand simple

instructions, such as «turn

left», «turn right», or «turn

off» when expressed

slowly and clearly,

possibly with

accompanying gestures

and pictures.

R.PA.3. identify the short

vowels /u/ in spoken word

if attached to a picture.

S.P.1. name some

common activities in

familiar environments.

W.3. dictate words for

teacher to write.

Function

 Naming and labeling

games and fun

activities

Function

 Asking for and

giving information

about games and

activities

Function

 Talking about likes

and dislikes

Function

 Giving and following

instructions

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Discourse Markers

– and

Grammar & Sentence

Frames

Grammar &Sentence

Frames

Grammar & Sentence

Frames

Grammar & Sentence

Frames

208

S-V)- (S-V-C) sentences

 I play _______. (ball,

soccer)

 I _____ the ball.

(catch, throw)

 She likes _______. ,

doll, jacks, jump rope)

Question/Answers with

– What is this? (Ball,

bike, doll)

Numbers

 He has ___ cars.

 They have___ dolls.

 I have ___ jacks.

(S-V)- (S-V-C) sentences

 I play _______. (ball,

soccer)

 I _____ the ball.

(catch, throw)

 She likes _______. ,

doll, jacks, jump rope)

Question/Answers with

 Is _________ fun/

boring? Yes/No (using

vocabulary list)

 Is _________ difficult/

easy to play? Yes/No

(using vocabulary list)

Prepositions (on, in,

under, in front of, near,

behind, up, down)

 Throw the jacks on the

table.

 Kick the ball in the net.

 Stand in front of the

net.

Imperative sentences

 Turn right/left.

 Stand up., Sit down.

 Look at me.

Frequency adverbs:

(always, sometimes,

never)

 I _____ play soccer

on Monday

 She ____ walks to

school.

 He _____ stand up.

Phonemic Awareness

/a/ (apple, arm)

Phonemic Awareness

/e/ (egg, elephant)

Phonemic Awareness

/i/ (iguana, ice cream)

/o/ (on, off)

Phonemic Awareness

/u/ (umbrella, uniform)

Vocabulary

Fun Games and

Activities

Vocabulary

I need a rope to play.

 Dolls, rope, jacks,

ball, bike, cards,

Vocabulary

My favorite game and

activities

Vocabulary

Show me how to play

Actions Verbs:

209

Games

 Multimedia, Cards,

 Memory games

 Hopscotch

 Treasure hunt

 Jump rope

Activities

 Ride a bike

 Play with

dolls/balls/cars

 Play jacks

 Sing a song

Cardinal numbers:

 1-30

Expressions

 I like…

 I don´t like…

Adjectives:

 difficult, easy, fun,

boring

Days of the week

 play, throw, kick, catch,

run, ride, jump, turn,

start, stop

Adverbs:

Move to the right, move to

the left

Psycho-social

 Respecting rules of

the games,

teammates

Socio-cultural

idioms/ phrases

– Expressing gratitude,

appropriate use of

please and thank

you.

Psycho-social

 Showing intercultural

awareness (games in

other cultures)

Sociocultural

Idioms/phrases

 Showing social

interaction manners

and politeness when

taking turns and

following rules

 I pass.

Psycho-social

 Showing intercultural

awareness (games in

other cultures)

Sociocultural

Idioms/phrases

 Expressing likes and

dislikes

 He/she is the MVP

(most valuable

player).

Psycho-social

 Developing teamwork

skills, persistence,

perseverance

Sociocultural

Idioms/phrases

 Showing social

interaction manners and

politeness when taking

turns and following rules

 If at first you don’t

succeed, try, try again.

210

Unit 6 Playtime

Term: III

Level: First Grade

Unit: 6

Week: 1

Domain: Socio-interpersonal

Scenario: Playtime

Theme: Fun Games and Activities

Enduring Understanding: Our playtime is filled with fun games and activities played with people we like.

Essential Question: What makes playtime special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

S-V)- (S-V-C) sentences

– I play _______. (ball, soccer)

– I _____ the ball. (catch, throw)

– She likes _______. (doll, jacks, jump rope)

Vocabulary

Games

 Multimedia, Cards,

 Memory games

 Hopscotch

 Treasure hunt

 Jump rope

Activities

 Ride a bike

 Play with dolls/balls/cars

 Play jacks

 Sing a song



Function

– Naming and labeling games and fun

activities

Discourse Markers

– and

Psycho-social

 Respecting rules of the games,

teammates

Socio-cultural

– Expressing gratitude, appropriate use of

please and thank you.

211

Phonemic Awareness

/a/ (apple, arm)

Assessment Strategies

& Evidences of

Learning

(Diagnostic, Formative,

Summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner …

L.1.Recognizes spoken

words similar to the

language with which they

are familiar.

Learner can

L.1. recognize spoken

words similar to the

languages with which

they are familiar (e.g.,

ball, music).

Pre-teaching

Teacher greets the students and checks attendance by calling out

names and asking students to respond with “I like games.” Teacher

shows Essential Question and goals for the day.

Teacher:

– Warm up

– Uses the following table of cognates written in two columns on the

board. (Or teachers can watch the video on making foldables and

create foldable learning tools for the students.) As the students enter,

only the English words are visible. Teacher explains that some words

sound similar in English and in Spanish.

Activities

Actividades

Favorite

Favorito

Bicycle

Bicicleta

Memory

Memoria

Music

Musica

Volleyball

Voleibol

Football

Futbol

Jacks

Baseball

Beisbol

– Activation of prior knowledge

– Activates prior knowledge by playing a Guessing Game with students.

Teacher says the word in English and students stand up when they

have a guess as to what the word in Spanish is.

3 minutes

minutes

212

R.1.Participates in choral

reading.

R.PA.3 Identifies the

short vowels in spoken

word.

R.1. participate in

choral reading

(clapping and chanting)

in response to the

rhyme and rhythm of a

predictably patterned

song or picture story

that is read aloud

– Introduces any words the students did not guess with physical actions/

video/flashcards or drawings and adds the words: games, cards,

hopscotch, treasure hunt and jump rope. (Pictures can be found at

conclusion of Lesson Plans.)

–

– Modeling

– Models and repeats as needed.

–

– Clarifying

– Clarifies vocabulary and expressions.

– Students participate in choral repetition accompanied with gestures.

Oral and Written Comprehension (Listening and Reading)

Pre-task: Recognizing Words

– Teacher shares the listening and reading goals with students.

– Teacher introduces a jump rope and shows the students how to jump.

If resources are available, all students can have a jump rope or a large

one can be used for three students to use at one time.

– Teacher introduces the jump rope chant written on the board and

reads aloud in the chant rhythm:

I play games and that’s a fact

Football, baseball,

volleyball, and jacks

Cards and hopscotch

Treasure hunts too.

And I can

jump rope with you.

– Students repeat chorally and individually words and phrases after

modeling by the teacher who models jumping and chanting.

Task rehearsal

– With elbow partners, students practice the chant and jumping rope.

– Teacher listens to pairs and repairs as needed.

minutes

213

S.P.1. Names some

common activities in

familiar environments.

R.PA.3. identify the

short vowels /a/ in

spoken word if

attached to a picture.

Task completion

– As Teacher points to words of chant on the board and using a longer

rope, students jump and chant. If no rope is available, students can

simply jump up and down. If a student is unable to physically jump

rope, he/she can beat the rhythm on the desk and chant.

Task assessment

– Teacher shows pictures (see below) at random to random students

and records whether responses are accurate.

– Students assess their work by either cheering (hands raised in air as

they say Rah! Rah! Rah! Or running in place because the class needs

more practice)

Post task

– Option if time allows. Use the following table of more cognates written

in two columns on the board. Teacher explains that some words sound

similar in English and in Spanish. Follow the instructions from Pre-

teaching for a guessing game.

Activities

Actividades

Directions

Direcciones

Favorite

Favorito

Group

Groupo

Leader

Lider

Map

Mapa

Memory

Memoria

Minute

Minuto

Paper

Papel

Practice

Practica

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background

knowledge.

minutes

214

S.P.1. name some

common objects in

familiar environments

(e.g., ball, doll, bike).

 Teacher shows pictures and models the initial sound of the example

words beginning with the /a/ sound: apple, arm. Teacher exaggerates

the sound. At this point, it is not recommended to print the words on

the pictures. The goal is to make the students hear, notice and

distinguish the initial sounds of the words when they are heard.

 Teacher can use a video to get additional ideas.

https://youtu.be/RhjVQ3shwHk

https://youtu.be/y8pZ3F8KB_Y

 Students repeat suggested sounds using the picture that can be found

at the end of the lesson plans. Teacher can also mime and say the

sentence: I stretch my arm to grab the apple.

Task rehearsal

 Students repeat the letter sound and the words right after the teacher.

Then they repeat the sentence chorally with the teacher´s help.

 Students practice listening for the /a/ sound as the Teacher says

words from previous lessons and includes words with the A sound

including apple, arm, activities, answers. When they hear the /a/ sound

they raise their arm.

Task Completion

─ Students line up in front of the picture of the arm and the apple tree.

As each comes to the picture they point to the arm and say arm and

point to the apple and say apple.

Task Completion

─ Teacher then says (emphasizing the /a/ sound: We are going to

assess this activity. Raise your arm if you think you were excellent.

Raise your arm if you think you need to practice.

Post Task

– Use the worksheet found at

http://www.enchantedlearning.com/aisfor.shtml for additional ideas.

215

– Or show the video again from this link and focus on repeating section

featuring the sentence: The ants are always angry.

https://youtu.be/RhjVQ3shwHk

Oral Production (Speaking)

Pre-task: Name that Game

– Teacher shares the speaking goal with students.

– Teacher introduces the sentence frames and the familiar objects

(using realia or photos):

o I play _______.

o I don’t play ______.

– Students repeat chorally and individually words and phrases related to

games after modeling by the teacher.

Task rehearsal

– Teacher shows a picture or realia and stands at the left side of the

room saying one sentence frame and then moves to the right side of

the room to say another. For instance, the image is of a ball. At the left

side of the room the teacher says “I play ball.” Moving to the right side

of the room, the teacher says “I don’t play ball.” Students then move to

the side of the room that is right for them and says the sentence aloud.

Task completion

– Teacher shows a picture or realia and students name the item in the

picture.

Task assessment

– Students assess their work by either cheering (hands raised in air as

they say Rah! Rah! Rah!) or running in place because the class needs

more practice).

Integrated Mini-Project

Time

216

Phase: _________

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

217

Term: III

Level: First Grade

Unit: 6

Week: 2

Domain: Socio-interpersonal

Scenario: Playtime

Theme: I need a rope to play

Enduring Understanding: Our playtime is filled with fun games and activities played with people we like.

Essential Question: What makes playtime special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Question/Answers with BE

– What is this? (Ball, bike, doll)

Numbers

 He has ___ cars.

 They have___ dolls.

 I have ___ jacks.

Vocabulary

I need a rope to play.

 Dolls, rope, jacks, ball, bike, cards

Cardinal numbers:

 1-30

Phonemic Awareness

/e/ (egg, elephant)

Function

 Asking for and giving information

about games and activities

Discourse Markers

– and

Psycho-social

 Showing intercultural awareness (games

in other cultures)

Sociocultural

Idioms/phrases

 Showing social interaction manners and

politeness when taking turns and

following rules

 I pass.

Assessment Strategies

& Evidences of

Learning

Goals

Pedagogical Mediation/ Didactic Sequence

Time

218

(Diagnostic, Formative,

Summative)

Learner …

Learner can

Pre-teaching

Teacher greets the students and checks attendance by calling out

names and asking students to respond with “I like games.” Teacher

shows Essential Question and goals for the day.

Teacher:

– Warm up

– Uses the video that shows learning to count to 30 on a playground:

https://youtu.be/qUzCHArKp8I

–

– Activation prior knowledge

– Activates prior knowledge by playing a matching game with students

using the “I see ___ dolls” worksheet that can be found at the

conclusion of the lesson plans.

– Introduces numbers the students do not know using the picture of 30

balls.

3 minutes

minutes

219

L.3. Recognizes words,

names, and numbers

when heard in a short,

simple recording

delivered at a slow pace.

– Modeling

– Models and repeats as needed.

–

– Clarifying

– Clarifies vocabulary and expressions.

– Students participate in choral repetition accompanied by Teacher

pointing and counting out the balls, first with numbers printed and then

without.

Oral Comprehension and Production (Listening to Speak)

Pre-task: Recognizing games and numbers

– Teacher shares the listening goal with students.

– Teacher uses the following online storybooks.

https://www.storyjumper.com/book/index/15833712/Sports-Around-

the-World#

On the following pages, Teacher counts out and models:

A – They have 6 helmets. What do they have? They have 6 helmets.

B – They have 4 helmets. What do they have? They have 4 helmets.

minutes

220

SI.1. Asks for something

when pointing or

gesturing.

R.PA.3 Identifies the

short vowels in spoken

word.

L.3. understand words,

names, and numbers

previously learned

when heard in a short,

simple recording

delivered at a slow

pace.

C – He has 1 bat and 1 ball. What does he have? He has 1 bat and 1

ball.

E – They have 4 horses. What do they have? They have 4 horses.

F – They have 2 uniforms. What do they have? They have 2 uniforms.

H – They have 7 hockey sticks. What do they have? They have 7

hockey sticks.

P – They have 3 horses. What do they have? They have 3 horses.

R – They have 1 ball. What do they have? They have 1 ball.

V – The cycle has 1 wheel. What does it have? The cycle has 1 wheel.

V – They have 1 ball and 1 net. What do they have? They have 1 ball

and 1 net.

W – They have 1 ball and 1 net. What do they have? They have 1 ball

and 1 net.

Z – She has 2 gloves. What does she have? She has 2 gloves.

– Students repeat chorally and individually the questions and answers

related to each picture of sports from around the world.

Task rehearsal

– In pairs, as the Teacher moves through the pages of the book, the

students practice pointing to the picture and asking and answering the

question.

Task completion

– With students standing in a circle, the Teacher models throwing a ball

to another student and asking What do they/he/she have? While

pointing to a picture from the book. Student answers and then throws

ball to another student and asks the question. Teacher continues to

move to different pages in the book. Play continues until all have

asked and answered the question.

Task assessment

– Teacher explains that 10 fingers equals needs practice, 20 fingers

(flashing all fingers twice) equals good and 30 fingers equals excellent.

Teacher asks class to assess themselves.

minutes

221

SI.1. ask for something

when pointing or

gesturing supports the

request. (e.g., kick, run,

catch)

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background

knowledge.

 Teacher shows pictures and models the initial sound of three words

beginning with /e/ sound: egg, elephant. Teacher exaggerates the

sound. At this point, it is not recommended to print the words on the

pictures. The goal is to make the students hear, notice and distinguish

the initial sounds of the words when they are heard.

 Teacher can use this video to get additional ideas.

o https://youtu.be/XSSRErI9KMc

o https://youtu.be/P4649Ok9S4Y

 Students repeat suggested sounds using the pictures that follow the

lesson plans and the sentence: The elephant eats an egg.

 Teacher (having previously reviewed the rules for hopscotch here

http://www.wikihow.com/Play-Hopscotch shows the video

(https://youtu.be/fZzswQaICfM) for hopscotch with the sound down.

Three hopscotch diagrams are either drawn on the sidewalk outside or

taped on the floor in the room. He/she models how to play using the

number and either elephant or egg as she/lands on each spot. (1

elephant, 2 eggs, 3 elephants, 4 eggs, etc.)

minutes

222

W.1. Organizes drawings

or pictures within a

graphic organizer.

R.PA.3. identify the

short vowels / /e/, in

spoken word if

attached to a picture.

Task rehearsal

 Students repeat the letter sound and the words right after the teacher.

Then they play the game of hopscotch. Group can be divided into

three groups with each getting a turn at playing at each hopscotch

diagram.

Task Completion

─ As students conclude their time at the game they come to the teacher

who shows the picture of the elephant and the egg and students point

to each and say the word.

Task assessment

─ Teacher then says (emphasizing the /e/ sound in “excellent”: We are

going to assess this activity. Raise your arm if you think you were

excellent. Raise your arm if you think you need to practice.

223

W.1. organize drawings

or pictures within a

graphic organizer

(sequence).

Post Task

– Use the worksheet found at

http://www.enchantedlearning.com/Eisfor.shtml for additional ideas.

Written Production

Pre-task: Organizing

– Teacher shares the goal with students.

– Teacher then distributes the cut boxes of the two hopscotch tables

number 11-20 and 21-30 in separate envelopes to each student.

– Teacher models putting the boxes in the correct order.

Task rehearsal

 Students work in pairs to complete the graphic organizers.

Task completion

224

 Students select one envelope and individually place the pieces in the

correct order. Then they select the other and complete the same

activity.

Task assessment

– Teacher reminds students that 10 fingers equals needs practice, 20

fingers (flashing all fingers twice) equals good and 30 fingers equals

excellent. Teacher asks class to assess themselves.

Integrated Mini-Project

Time

Phase: _________

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

225

Term: III

Level: First Grade

Unit: 6

Week: 3

Domain: Socio-interpersonal

Scenario: Playtime

Theme: My Favorite Games and Activities

Enduring Understanding: Our playtime is filled with fun games and activities played with people we like.

Essential Question: What makes playtime special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

(S-V)- (S-V-C) sentences

 I play _______. (ball, soccer)

 I _____ the ball. (catch, throw)

 She likes _______. , doll, jacks, jump rope)

Question/Answers with BE

 Is _________ fun/ boring? Yes/No (using

vocabulary list)

 Is _________ difficult/ easy to play? Yes/No

(using vocabulary list)

Vocabulary

Expressions

 I like…

 I don´t like…

Adjectives:

 difficult, easy, fun, boring

Days of the week

Phonemic Awareness

/i/ (iguana, ice cream)

/o/ (on, off)

Function

– Talking about likes and dislikes

Discourse Markers

– and

Psycho-social

 Showing intercultural awareness (games

in other cultures)

Sociocultural

Idioms/phrases

 Expressing likes and dislikes

 He/she is the MVP (most valuable

player).

226

Assessment Strategies

& Evidences of

Learning

(Diagnostic, Formative,

Summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner …

R.2. Sequences pictures

to show understanding of

text heard or read.

Learner can

Pre-teaching

Teacher greets the students and checks attendance by calling out

names and asking students to respond with “I like games.” Teacher

shows Essential Question and goals for the day.

Teacher:

– Warm up

– Uses the video found here that that introduces the days of the week

https://youtu.be/MLs9OHSAqYc-.

– Activation of prior knowledge

– Activates prior knowledge by using a folded page where “day” is

visible and Teacher reveals the specific day of the week:

Sun

day

Mon

day

Tues

day

Wed

day

Thurs

day

Fri

day

Satur

day

– Introduces days of the week using the folded page. Distributes copies

to students for them to fold and follow Teacher’s example.

–

3 minutes

minutes

227

R.PA.3 Identifies the

short vowels in spoken

word.

R.2. sequence pictures

to show understanding

of text heard or read

that is supported by

pictures in a heavily

patterned book to

include a clear

beginning, middle, and

end.

– Modeling

– Models and repeats as needed.

–

– Clarifying

– Clarifies vocabulary.

– Students participate in choral repetition accompanied by Teacher and

using the folded page.

– Option: Teacher can use Total Physical Response method similar to

what is used by teacher in the video found here

https://youtu.be/23lfsLvNjtI.

Written Comprehension (Reading)

Pre-task:

– Teacher shares the reading goal with students.

– Teacher uses the following online storybook.

https://www.storyjumper.com/book/index/26072088/Super-Sam-s-

Busy-Week -

– Students repeat chorally and individually the days of the week as the

Teacher reads the book aloud for the first time and models pointing to

the days on the folded paper from the first activity.

Task rehearsal

– As the Teacher reads the book, teams of students (4 to each team)

place the pictures in the correct order. (See pictures in the resource

section following the lesson plans.)

Task completion

– Students individually place the pictures in the appropriate order when

the Teacher says the day of the week aloud.

Task assessment

minutes

228

S.P.2. Expresses likes

and dislikes using

simple, standard

expressions.

R.PA.3. identify the

short vowels /i/ and /o/

in spoken word if

attached to a picture.

– Teacher explains that 10 fingers equals needs practice, 20 fingers

(flashing all fingers twice) equals good and 30 fingers equals excellent.

Teacher asks class to assess themselves.

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background

knowledge.

 Teacher shows pictures (see resource section following lesson plans)

and models the initial sound of words beginning with /i/ (iguana, ice

cream) and /o/ (on, off). Teacher exaggerates the sound. At this

point, it is not recommended to print the words on the pictures. The

goal is to make the students hear, notice and distinguish the initial

sounds of the words when they are heard.

 Teacher can use these videos to get additional ideas.

o https://youtu.be/4HUoPmfwAB8

o https://youtu.be/jxOeH16IaH8

o https://youtu.be/uG1PZyQM_PQ

o https://youtu.be/o5rBUYKfQ4w

 Students repeat suggested sounds using the pictures that follow the

lesson plans and the sentence: I eat ice cream and watch the iguana

turn the light on and off.

Task rehearsal

─ Students repeat the letter sound and the words right after the teacher.

─ Students form two circles, one inside the other. The two circles face

one another so that pairs are formed. The teacher shows the picture

and the students in the inside circle repeat the word for 30 seconds

and then the students on the outside circle repeat the word for 30

seconds. The inside circle shifts to the next person and the next word

is practiced.

minutes

229

W.2. Represents an

event or character from a

picture story or one main

idea.

SP.2. express likes and

dislikes using simple,

standard expressions.

Task Completion

– Students stand when they hear the word in a list of words beginning with

other letters. They then repeat the word aloud and point at the

appropriate picture.

Task assessment

─ Teacher then says: We are going to assess this activity. Raise your

arm if you think you were excellent. Raise your arm if you think you

need to practice.

Post Task

– Use the worksheets found at

http://www.enchantedlearning.com/Iisfor.shtml and

http://www.enchantedlearning.com/Oisfor.shtml for additional ideas.

Oral Production (Speaking)

Pre-task: Talking about favorites

– Teacher shares the speaking goal with students.

– Teacher introduces vocabulary (easy, difficult, boring and fun) using

mime and the following graphic organizer.

Easy

Fun

Difficult

Boring

–

– Teacher writes a large ? mark on one side of the board and a

__________ (blank line) on the other side of the board. He/she then

models asking the question as he/she stands by the ? and then

answering when he/she moves to the _______

o Q: Is baseball easy to play?

minutes

230

W.2. draw pictures of

an event or character

from a picture story or

one main idea.

 A: Yes. (uses green sheet of paper from previous

activity and nods head up and down while smiling.)

 A: No. (uses red sheet of paper from previous activity

and shakes head from side to side while frowning.)

o Q: Is baseball fun?

 A: Yes. (uses green sheet of paper from previous

activity and nods head up and down while smiling.)

 A: No. (uses red sheet of paper from previous activity

and shakes head from side to side while frowning.)

o Q: Is baseball difficult to play?

 A: Yes. (uses green sheet of paper from previous

activity and nods head up and down while frowning.)

 A: No. (uses red sheet of paper from previous activity

and shakes head from side to side while smiling.)

o Q: Is baseball boring?

 A: Yes. (uses green sheet of paper from previous

activity and nods head up and down while frowning.)

 A: No. (uses red sheet of paper from previous activity

and shakes head from side to side while smiling.)

o Q: Do you like baseball?

 A: Yes. I like baseball.

 A: No. I don’t like baseball.

– Teacher continues to model with other sports using photos of sports to

clarify.

Task rehearsal

 Students work in pairs and answer to each other using the appropriate

TPR as the Teacher asks the question aloud.

Task completion

231

 Teacher shows two envelopes to each student. One envelope has the

name of sports and the other has the vocabulary. Each student

chooses a slip of paper from each of the envelope. The teacher then

asks the question and the student responds appropriately.

Task assessment

– Teacher asks students to hold up the green sheet if they believe the

class succeeded at the goal and the red sheet if they need more work.

Written Production

Pre-task: Sharing the main idea

– Teacher shares the goal with students.

– Teacher returns to the book found at https://youtu.be/MLs9OHSAqYc-

and reads it again. Prior to reading, the Teacher asks the students to

listen and pick the one activity that Super Sam does that they like the

most, their favorite activity.

Task rehearsal

 Teacher reads the book and asks students use a green or red piece of

paper that has previously been distributed to each and say yes with

green and no with red to the question: Is this your favorite activity?

Task completion

 Students draw the answer to the question: What is your favorite

activity?

Task assessment

– Teacher has the days of the week posted on the board. Students tape

their drawings under the day of the week that Sam does their favorite

activity.

Integrated Mini-Project

Time

Phase: _________

232

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

233

Term: III

Level: First Grade

Unit: 6

Week: 4

Domain: Socio-interpersonal

Scenario: Playtime

Theme: Show Me How to Play

Enduring Understanding: Our playtime is filled with fun games and activities played with people we like.

Essential Question: What makes playtime special?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Prepositions (on, in, under, in front of, near,

behind, up, down)

 Throw the jacks on the table.

 Kick the ball in the net.

 Stand in front of the net.

Imperative sentences

 Turn right/left.

 Stand up., Sit down.

 Look at me.

Frequency adverbs:

(always, sometimes, never)

 I _____ play soccer on Monday

 She ____ walks to school.

 He _____ stand up.

Vocabulary

Actions Verbs:

 play, throw, kick, catch, run, ride, jump, turn,

start, stop

Adverbs:

Function

– Giving and following instructions

Discourse Markers

– and

Psycho-social

 Developing teamwork skills, persistence,

perseverance

Sociocultural

Idioms/phrases

 Showing social interaction manners and

politeness when taking turns and

following rules

 If at first you don’t succeed, try, try again.

234

Move to the right, move to the left

Phonemic Awareness

/u/ (umbrella, uniform)

Assessment Strategies

& Evidences of

Learning

(Diagnostic, Formative,

Summative)

Goals

Pedagogical Mediation/ Didactic Sequence

Time

Learner …

L.2. Recognizes simple

instructions when

expressed slowly and

clearly.

Learner can

L.2. understand simple

instructions, such as

«turn left», «turn right»,

or «turn off» when

expressed slowly and

clearly, possibly with

accompanying

gestures and pictures.

Pre-teaching

Teacher greets the students and checks attendance by calling out

names and asking students to respond with “I like games.” Teacher

shows Essential Question and goals for the day.

Teacher:

– Warm up

– Uses the video found here that that introduces actions and imperatives

https://youtu.be/fuZktwZKYNE .

–

– Activation of prior knowledge

– Activates prior knowledge by using an adaptation of the game Mother,

May I? and calling it “Teacher, May I?” Rules are that all students are

seated. Teacher calls on student for an action like Stand up. Student

must say “Teacher, May I stand up?” and do the action after the

Teacher responds with “Yes, please.”. If student does not say the

polite phrase or does the wrong action, student goes to side of room

and is out of the play.

– Introduces actions with Total Physical Response and then plays game.

–

– Modeling

– Models and repeats as needed.

–

– Clarifying

3 minutes

minutes

235

– Clarifies vocabulary.

– Students participate in individual repetition accompanied by Teacher

as they play the game.

Oral Comprehension (Listening)

Pre-task:

– Teacher shares the listening goal with students.

– Teacher uses the following illustrations on separate sheets of paper:

minutes

236

R.PA.3 Identifies the

short vowels in spoken

word.

R.PA.3. identify the

short vowels /u/ in

spoken word if

attached to a picture.

– Students repeat chorally and individually turn left, turn right, go

straight, stop as teacher models the commands and shows the

appropriate sign.

Task rehearsal

– Students form teams of four and practice observing the directions by

using toy cars on a map (if toys are available). If toys are not available,

teams can use the illustrations of cars and the map found in the

resource section following the lesson plans.

Task completion

– Students individually follow the instructions given by the teacher and

the team watches and assesses.

Task assessment

– Teacher gives out green and red pieces of paper (or flags if possible)

and students use green to indicate that he/she succeeded or red to

indicate that he/she will need to try again.

Phonemic Awareness

Pre-task: Identification of sounds

– Teacher shares goals with the students.

– Teacher reviews past unit sounds to activate students´ background

knowledge.

– Teacher shows pictures (see resource section following lesson plans)

and/or realia and models the initial sound of words beginning with /u/ --

umbrella, uniform. Teacher exaggerates the sound. At this point, it is

not recommended to print the words on the pictures. The goal is to

make the students hear, notice and distinguish the initial sounds of the

words when they are heard.

– Teacher can use these videos to get additional ideas.

o https://youtu.be/9rxBj_RPsHg?list=PLwc8ozSnDqeeEuktPPBh

d75vqixE7PZgk

o https://youtu.be/QOzFfOPOtpY

minutes

237

S.P.1. Names some

common activities in

familiar environments.

S.P.1. name some

common activities in

familiar environments.

– Students repeat suggested sounds using the pictures that follow the

lesson plans and the sentence: Use your umbrella and keep your

uniform dry.

Task rehearsal

– Students repeat the letter sound and the words right after the teacher.

– Students form two circles, one inside the other. The two circles face

one another so that pairs are formed. The teacher shows the picture

and the students in the inside circle repeat the word for 30 seconds

and then the students on the outside circle repeat the word for 30

seconds. The inside circle shifts to the next person and the next word

is practiced.

Task Completion

– Students stand when they hear the word in a list of words beginning with

other letters. They then repeat the word aloud and point at the

appropriate picture.

Task assessment

– Teacher then says: We are going to assess this activity. Raise your

arm if you think you were excellent. Raise your arm if you think you

need to practice.

Post Task

– Use the worksheets found at

http://www.enchantedlearning.com/Uisfor.shtml.

Oral Production (Speaking)

Pre-task: Talking about rules of games

– Teacher shares the speaking goal with students.

– Teacher introduces vocabulary using the book from the previous

lesson about sports around the world and pointing to the photos where

the following rules are applicable.

https://www.storyjumper.com/book/index/15833712/Sports-Around-

the-World#

238

W.3. Says words for

teacher to write.

W.3. dictate words for

teacher to write.

o Keep your helmet on your head.

o Kick the ball in the net.

o Stand in front of the net..

– Teacher models on by tapping top of head, in by placing fingers of one

hand inside cup formed by other hand, and in front of by placing one

hand in front of the other.

Task rehearsal

– Students work in pairs and say the appropriate rule and demonstrate

the Total Physical Response action as the Teacher shows the photos

from the book.

Task completion

– Teacher shows pages of book and tosses a ball to individual students

who say the rule. Student then tosses the ball to another student.

Task assessment

– Teacher asks students Nod for yes and Shake head for no if they feel

that the class succeeded at the goal.

Written Production

Pre-task: Pre-writing

– Teacher shares the goal with students.

– Teacher displays pictures used throughout the unit and says the word

as each is placed on the wall.

– Students repeat the words.

Task rehearsal

– Students work in pairs and identify 3 words for teacher to write.

Task completion

– As teacher calls on each student, students dictate a word for the

teacher to write.

239

Task assessment

– Teacher writes the words Needs work, Good, or Excellent on the

board and tells the class his/her assessment of their work.

Integrated Mini-Project

Time

Phase: _________

– Planning and creating collaboratively a mini-book with pictures and sentences about their favorite games and activities

using recyclable materials.

– Rehearsing and briefly describing the mini-book to the class in a poster exhibition.

– Participating in individual assessment.

120-200

minutes

Reflective Teaching

What worked well

What didn’t work well

How to Improve

Enduring Understanding Reflection

240

Teaching Resources

Resources Unit 1

Greetings and leave-taking, introductions

1. The Greetings Song, Maple Leaf Learning

https://www.youtube.com/watch?v=gVIFEVLzP4o

2. What´s your name? Song

https://www.youtube.com/watch?v=Uv1JkBL5728

3. Hello How Are You Song

https://www.youtube.com/watch?v=x23rTDl4AMs

4. What's Your Name? Song for Kids

https://www.youtube.com/watch?v=BAFSTrSNJMg

5. Greetings and leave-taking worksheets

http://eslchallenge.weebly.com/english-yes-1.html

6. Bye Bye Goodbye | Goodbye Song for Kids | Super Simple Songs

https://www.youtube.com/watch?v=PraN5ZoSjiY

7. Hello Hello! | Kids Song | Nursery Rhymes | Super Simple Songs

https://www.youtube.com/watch?v=fN1Cyr0ZK9M

8. 1st grade dialogue (hello, How are you?)

https://www.youtube.com/watch?v=3axKumzMsuo

9. Greeting song - Hi. Hello. How are you? | ESL Song & Story - Learning English for Kids

https://www.youtube.com/watch?v=_oM-eV2RSQM

241

10. My name's Gogo, What's your name?, We Love English

https://www.youtube.com/watch?v=m1McPCnixOY

11. How old are you?, We Love English

https://www.youtube.com/watch?v=qGcoN9fwCuU

12. ♫How are you? or How old are you? - Song for kids. (Grade 1)♫

https://www.youtube.com/watch?v=4Du-AyqMNN4

13. How old are you? I'm five years old. - Easy Dialogue - English cartoon with subtitles, English Singsing

https://www.youtube.com/watch?v=yWaVltUyDZM

14. Song How old are you?

https://www.youtube.com/watch?v=_Zaf178jxMg

15. Use Polite Words - Animated Lesson with Sign Language

https://www.youtube.com/watch?v=o1WJnbJDTS0

16. Please and Thank You | Little Mandy Manners | TinyGrads | Children's Videos | Character Songs, TinyGrads

https://www.youtube.com/watch?v=kOrC64u_Qjc

17. Understand the Basic School Rules, Signing Savvy

https://www.youtube.com/watch?v=RyLzsQKFpB0

18. The Rules of the Classroom (song for kids about the 6 rules of the classroom), Harry Kindergarten Music

https://www.youtube.com/watch?v=uWXPCP8t00M

19. The Thank You Song, KidsTV123

https://www.youtube.com/watch?v=OcfqDPAy7zc

20. Children's Song. Manners and Character. Sung to the tune of Twinkle Twinkle Little Star.TinyGrads

242

https://www.youtube.com/watch?v=XEjVu8Kj_2I

21. Hello Friends.wmv

https://www.youtube.com/watch?v=3ywIu30lqKA

22. Classroom Manners Can You Teach My Alligator Manners WMV V9

https://www.youtube.com/watch?v=viRbh0TK3WU

23. Hello Song. Dave Moran - Kids Songs

https://www.youtube.com/watch?v=Rh8fI5uIxYs

24. See You Later, Alligator | Goodbye Song | Super Simple Songs

https://www.youtube.com/watch?v=UQfvAlmr5g0

Phonemic Awareness

NEW* ABC Phonics - Semi Slow Version

https://www.youtube.com/watch?v=tY9g04JwrQk&index=7&list=PLtXf78zN40CK9V7oCJ0k4fqh_rkUEQbKt

Phonics Song with TWO Words - A For Apple - ABC Alphabet Songs with Sounds for Children, ChuChu TV Nursery Rhymes & Kids Songs

https://www.youtube.com/watch?v=hq3yfQnllfQ

Phonics Song 2

https://www.youtube.com/watch?v=BELlZKpi1Zs

Phonological Awareness, Help for Reading

https://www.youtube.com/watch?v=iIoZoh7EpGo

Phonics Letter- M song, Kids TV - Nursery Rhymes And Children’s Songs

https://www.youtube.com/watch?v=xUOc-UwTVBA

243

Phonics Letter- E song

https://www.youtube.com/watch?v=PMDpfPky054

Phonics Letter- S song

https://www.youtube.com/watch?v=McACiO5dwGM

Phonics Letter- A song

https://www.youtube.com/watch?v=y8pZ3F8KB_Y&list=PLDt4VQajKv8zYrZxZwjWDfii4rQPCB-XE

Phonics Letter- T song

https://www.youtube.com/watch?v=4PhbUhrI4KE&spfreload=1

Phonics Letter- L song

https://www.youtube.com/watch?v=YASqLUId4n8

Letter E | Phonics Song by Little Fox

https://www.youtube.com/watch?v=ndvDbf3hxJ8

Letter A | Phonics Song by Little Fox

https://www.youtube.com/watch?v=GuzI2xGL5y4

Letter T | Phonics Song by Little Fox

https://www.youtube.com/watch?v=NtAMla25G70

Letter L | Phonics Song by Little Fox

https://www.youtube.com/watch?v=9y6hclpYCWk

Letter M | Phonics Song by Little Fox

https://www.youtube.com/watch?v=OCY2QTZU54c

Letter S | Phonics Song by Little Fox

244

https://www.youtube.com/watch?v=vr7EqGjNAsk

Alphabet Phonics with Urple the Purple Puppet and David

https://www.youtube.com/watch?v=9EcfiO7ykc8

"Fun Kids Songs" ABC Phonics Chant

https://www.youtube.com/watch?v=UwrebC_wlJM

Learn Question Words For Kids | Grammar Grade 1 | Periwinkle

https://www.youtube.com/watch?v=Wwfhpm1xjF8

Question Words for kids

https://www.youtube.com/watch?v=Irn4FAakSVg

05 'Question Words?' Song (Who, Why, What, When, Where, How) English on Tour, Cambridge English Online

https://www.youtube.com/watch?v=FKol8wznKXs

Learn Opposites - Tall – Short

https://www.youtube.com/watch?v=YBsMsS5nphk

Adjectives Words for Kids - Adjectives to Descriptive Vocabulary - Elf Kids Videos

https://www.youtube.com/watch?v=sEDy0wGaXJY

Colors

Let's Learn The Colors! - Cartoon Animation Color Songs for Children by ChuChuTV

https://www.youtube.com/watch?v=tkpfg-1FJLU

The Rainbow Colors Song

https://www.youtube.com/watch?v=tRNy2i75tCc

FUNNY SONG: The Color Song

https://www.youtube.com/watch?v=gavT_q9CLME

245

Learn Colors - Preschool Chant - Colors Song for Preschool by ELF Learning - ELF Kids Videos

https://www.youtube.com/watch?v=qhOTU8_1Af4

Numbers

Fun Numbers Chant (1-10) - Learning Numbers by ELF Learning - ELF Kids Videos

https://www.youtube.com/watch?v=W97pOhZVJJI

Counting the Numbers Let's Count from 1 to 10 - Let's learn!

https://www.youtube.com/watch?v=14Ca9qLIkDk

246

Annexes

Annex 1

Fly Swatter Game

Level: Any Level

Divide your class into 2 groups.

Choose 2 ss. and ask them to go to the back part of the classroom and turn back.

Display on the blackboard/floor vocabulary words and over 10 of them paste "flies"

made of cardboard paper with a piece of velcro on them.

Give both ss. a fly swatter with the other side of velcro on them.

The objective on the game is that you will say a word and ss. will turn back and run to "fly swat" the word that has the bug over it.

The ss. who "kills" the fly has to spell the word and then he will score a point for his team.

With the fly swatter and the velcro flies, you can invent many different games. Try it!!!

247

Annex 2

Hot Potato Game

How to play the game of Hot Potato

Object of the Game: Don’t get caught holding the hot potato when the music stops playing.

Need: Bean bag or ball for the hot potato, something to play music. Anything can be used for a hot potato - a doll, toy car or piece of

fabric.

Set up the game: Sit children in a circle facing towards the center with one of them holding the “hot potato”.

How to Play and Rules: Start the music and have the children start to pass the hot potato around the circle. When the music stops

the person holding the hot potato is out. Continue the game until there is only one person left in the circle. They are the winner.

Variation of Hot Potato: For children's parties the "potato" can be any item - it make the game even better if an object from the party

theme is used.

248

Annex 3

Learning names game

Learning names is a very important part of building community among learners! There are many, many activities for learning names.

Remember that each name is like a vocabulary word and students need time to encounter and clarify them and the practice them a

lot!! These are a few we have done:

1. Self- assessment: ask people to think about how many names they already know and how many they would like to learn.

2. Pair practice- check with a partner to see which names you know between the two of you.

3. Students are sitting or standing in a circle. Pass an object (a stone, a stick, a pen). The person holding the object says the

name they would like to be called three times slowly. After 5 or 6 people, pass a second object. This time the person holding

the object says nothing and everyone else in the class says their name 3 times slowly.

4. Pair practice- check with a partner to practice the names you know between the two of you.

5. Ball toss. Stand in a circle and toss a ball. Say your own name and the name of the person you are tossing it to. Once this has

gotten started, start a second and/or third ball.

6. Partner quiz – quiz each other!

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Annex 4

Four corners Game

What it is: Four corners is a classroom game (posted in honor of all my readers who are teachers!) that I remember playing in grade school as a

reward for good behavior or at parties. It’s simple, there’s not really any skill involved, and it’s fun. The best type of classroom game there is.

Best for: A classroom full of students! I would say you need about 10 people at a minimum, to however many can fit comfortably in your room.

What you need: Just players and a room with four corners! Ooh, actually, if you were in a hexagon-shaped room, you could play six corners…but

that’s beyond the point.

How to play: First assign each corner of your room a number one through four, like this:

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The numbers will stay the same and everyone will need to remember them.

Then select one player to be It, like Melanie. Melanie stands in the middle of the room, closes her eyes, and counts to ten (or another specified

number). While she’s counting, all of the other players silently move to a corner of the room. Each player can pick whichever corner they want.

When Melanie is done counting, she keeps her eyes closed and then tries to guess which corner has the most people, based on the sounds she might

have heard when she was counting. Say she heard a lot of rustling and banging over by the door in corner number 4. She would say out loud,

“Four!” Then all of the players in corner 4 would be out and would go sit down at their desks. Then Melanie begins another round, counting to ten

again while players move to whichever corner they want. Then Melanie picks a corner, the players in that corner are out, and a new round starts.

Play continues until one player is left – the new It.

Strategies: You obviously want to be quiet when picking a corner. You don’t want Melanie to know that your corner is occupied! But, if you have

time and if you move fast, maybe you could throw her off – make a noise over by corner 3 before hurrying silently back to corner 2. (The corner

3 people wouldn’t like it much, though.) When I’ve played, we’ve mostly tried to move as silently as possible and avoided too much “strategy.”

There’s just something about this simple game that’s fun enough on its own: the countdown, hurrying to pick a corner, moving silently with

everyone else, making eye contact and trying not to giggle, the suspense, the last-minute mind changes where you dart across the room. Ah, good

times in Mrs. Pritchard’sthird grade class.

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Annex 5

"Memory Game"

Rules for playing

1. Mix up the cards.

2. Lay them in rows, face down.

3. Turn over any two cards.

4. If the two cards match, keep them.

5. If they don't match, turn them back over.

6. Remember what was on each card and where it was.

7. Watch and remember during the other player's turn.

8. The game is over when all the cards have been matched.

9. The player with the most matches wins.

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Resources Unit 2

Theme 1: Stand Up! Sit Down

Theme 1: Commands

https://www.youtube.com/watch?v=fuZktwZKYNE

Video that teaches command through TPR.

https://www.youtube.com/watch?v=UIGD9uFY-C4

Video that teaches commands through simple phrase repetition.

Theme 2: Things in the Classroom

https://en.islcollective.com/wuploads/preview_new/big_23270_school_supplies_pictionary_1.jpg

Page with things found in the classroom. (Better.)

https://s-media-cache-ak0.pinimg.com/736x/bd/37/c3/bd37c3b5b404b4e941fa0dad7d0133ae.jpg

Page with things found in the classroom.

Theme 3: School Supplies

https://www.youtube.com/watch?v=ahtIGvV-WeM

Things in a classroom chant.

https://www.youtube.com/watch?v=g7kK989HiRQ

Things in a classroom: Talking Flashcards.

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Theme 4: Where is my Pencil?

Other

https://www.youtube.com/watch?v=orhZCfgTPDk

For TEACHERS. Idea for teaching possessives. This method could be used for your, mine, his, her, their, etc.

https://www.youtube.com/watch?v=WVA5VcGXLP8

Simple video for possessive adjectives in the classroom.

Game: Items on My Desk

A student is asked to place three (or more) items on their desk. The teacher would do the same. The teacher would begin by modeling:

Teacher: On my desk is my pencil, my marker, and my eraser.

Maria, what is on your desk?

Maria: On my desk is my book, my crayon, and my scissors.

Juan, what is on your desk?

Other examples are: What is on his desk? What is in our locker? What is on our door? Etc.

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- This game serves to teach possessives (my, your, our).

- This also reinforces classroom supplies.

- Use of repetition, modeling, and student engagement/interaction.

Game: Around the World/Around the Classroom

This activity works well in a room of about 15-20 students.

Basic set-up: The teacher would need to have a box of school supplies or a set of paper-sized flashcards with images of school supplies on

them (or whatever the item being taught is.)

To begin, the teacher chooses a student to start, and that student goes to the desk/chair of the student next to him/her. When the two students

are ready, the teacher pulls an item out of the box/shows a flashcard, and the first student to say the correct answer moves on to the next

person. The person who is slower or gets the word wrong has to sit down in that seat.

The winner moves on to the next person and the same thing happens. When/if the student gets bested, he/she has to sit down where they lose.

If the student makes it back to his/her seat and gets a final word correct there, he/she is declared the winner.

Game: Flyswatter

This game is simple. The class is divided into 2 groups, and they have to form lines. Photos of the items the students have been learning are

taped on the whiteboard/blackboard or a wall. The person in the front of each line is given a flyswatter, and the entire team is asked to stand

behind a certain line or a piece of tape. The teacher will call out an object and the students will race to the wall/board and ‘swat’ the item the

teacher has called. The student who swats the right object earns a point for his/her team.

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Integrated Mini Project #1: What’s In Your Backpack?

Make Printouts of a backpack vector image such as this one:

http://content.mycutegraphics.com/graphics/school/black-white-backpack.png

Each student will be given one of these and asked to color it.

Next, the students will be asked to flip the backpack over to the blank side and there, they can draw what is in their backpack.

When they are done, a student will present their backpack to the class.

(Has the potential to reinforce numbers, colors, school supplies as well as the preposition ‘in’.)

Integrated Mini Project #2: Our Classroom

Students will be given a blank sheet of paper and asked to create a drawing of the classroom. Instructions will be given that require them to

draw items from a specific list of classroom items. (5-10 items) Students will present their classroom to the class and tell where the specific

objects are located within the classroom.

Integrated Mini Project #3: The Daily Routine

For this project, students could be given graphic sequences or comic strips that show the following:

Students coming into the classroom.

Students walking to their desk.

Students sitting down.

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Teacher greeting the class. (“Hello Class.”)

Class responding. (“Hello Teacher.”)

Teacher teaching class.

Class ending. (Teacher says “Class is finished. You may leave.”)

Student stand up.

Students leave class.

These items would be out of order, and the student would cut out the squares and be given a separate sheet of paper to paste them in order.

The option would also be given for students to be able to color these images before beginning to cut and paste.

This activity would incorporate fine motor skills with the cutting and pasting. Additionally, it would focus on classroom commands and

sequencing.

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Resources Unit 5

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(Paste neighborhood

name here)

(Paste location picture

here)

(Paste location picture

here)

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Sing the following words to the music below:

https://www.youtube.com/watch?v=7FXH36epPnY

Up down behind x 2

In front of x 2

Left of, right of x2

In front of x2

Make the following gestures each time you sing one of the words:

Up (point up with two hands)

Down (point down with two hands)

Behind (point back with two thumbs)

In front of (hands held out flat in front)

Left of (hold hand out to the left)

Right of (hold hand out to the right)

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Hello friend- nice to

meet you! Want to

see our

neighborhoods?

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Hello! I live in

Rainbowville. Here,

the CHURCH is IN

FRONT OF the soccer

field.

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Hello! I live in In

Cloudy Town. In

Cloudy Town the

CHURCH is RIGHT OF

the soccer field.

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Good morning! I live in

In Two Palms. In Two

Palms the CHURCH is

BEHIND the soccer

field.

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Hi! I live in Sun City.

Here, the school is LEFT

OF the soccer field.

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My Neighborhood

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Excuse me, where

is the hospital?

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From the school

entrance, GO LEFT

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Then, GO STRAIGHT

past the restaurant

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At the police

station, GO RIGHT.

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STOP when you see

the big white

building. That is the

hospital!

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Bus Driver

Cashier

Chef

Teacher

Soccer Player

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Doctor

Priest

Police Officer

Firefighter

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Resources Unit 6

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I see ___ dolls.

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I see ___ dolls.

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AUTORIDADES

Sonia Marta Mora Escalante

Ministra de Educación Pública

Alicia E. Vargas Porras

Viceministra Académica

Rosa Carranza Rojas

Director Dirección de Desarrollo Curricular

Anabelle Venegas Fernández

Jefa, Departamento de Primero y Segundo Ciclos

Rocío Torres Arias

Jefa, Departamento de Evaluación de los Aprendizajes

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Comisión redactora

Ana Isabel Campos Centeno

Yaudy Ramírez Vásquez

Asesoras Nacionales de Inglés Primero y Segundo Ciclos

Colaboradores

Karen Campbell, Peace Corps volunteer

Chelsea Geier, Peace Corps volunteer

Colleen Hewitt, Peace Corps volunteer

James Lucas, Peace Corps volunteer

Evan Patton, Peace Corps volunteer

Nira Penn, Peace Corps volunteer

Darrell Potter, Peace Corps volunteer

Jeremy Schmidt, Peace Corps volunteer

Douglas Tyler, Peace Corps volunteer

Diseño de Portada

Christian Vargas Rojas, Dirección de Recursos Tecnológicos en Educación

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Acronym

Meaning

Listening goal one

Reading goal one

RPA.1

Reading Phonemic Awareness goal one

SI. 1

Spoken Interaction goal one

SP.1

Spoken Production goal one

Writing goal one

IMP

Integrated Mini Project

Guide 1st Grade

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