NNA1 Task 4 Lesson Plan- Reading
GENERAL INFORMATION
Lesson Title & Subject(s): Building Comfort and Confidence in ELL Newcomers- Reading
Subject/ Content Area: Grammar and Vocabulary for Elementary Students
Topic or Unit of Study: The unit will develop an ELL student’s skills in listening, speaking,
reading, and writing by introducing the student to vocabulary words that encompass their daily
routines at school. This lesson will focus on reading ability.
Grade/Level: The unit is appropriate for elementary students in grades K-6. The targeted
language proficiency level for the lesson is “Beginning.”
Instructional Setting:
The setting for this lesson is dependent upon the age and proficiency level of the students. For
younger students (K-2), a push-in environment would be appropriate, as the content would
benefit all learners in the room. Older students at the Beginning level would benefit most from
this in an ESL pull-out environment. This could be either a small or large group setting, with
proper support.
Each environment described above would have a lot of graphics and visual aids, and the specific
lesson materials that align with the vocabulary, such as a poster of a school bus, or the daily
schedule written on the board, etc. This lesson will require the teacher to prepare student reading
booklets.
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.4 Ask and answer questions about unknown words in a text.
RL.K. 7 With prompting and support, describe the relationship between illustrations and the
story in which they appear (e.g., what moment in a story an illustration depicts)
RL.K.10 Actively engage in group reading activities with purpose and understanding.
Activate prior knowledge and draw on previous experiences in order to make text-to-self or
text-to-text connections and comparisons.
W.K.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
, L.K.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
K.10 An English Language Learner can . . . make accurate use of standard English to
communicate in grade-appropriate speech and writing.
K.2 An English Language Learner can . . . participate in grade-appropriate oral and written
exchanges of information, ideas, and analyses, responding to peer, audience, or reader
comments and questions.
http://education.ohio.gov/Topics/Learning-in-Ohio/English-Language-Art/English-Language-Arts-
Standards
Lesson Objective(s):
Given a word bank of six vocabulary words, the student will be able to read the sentence, with
appropriate support, or follow along with their finger, and identify the vocabulary word with
66% accuracy.
Given 6 new sentences using the given vocabulary words, the student will be able to read the
sentence with 66% accuracy.
MATERIALS AND RESOURCES
Instructional Materials:
Worksheets for creating the student’s “Reading Booklets”.
Resources:
Materials and resources explanation:
The booklets will have a title page, the vocabulary list, and six pages containing a sentence and
picture of each vocabulary word. Each worksheet will be divided into quarters with the
information. The teacher will need to cut these out and staple them in order ahead of class time.
For example, if the vocabulary words were: nurse, librarian, principal, custodian, counselor, and
cafeteria worker, then each of these words would be used in a sentence on one page of the
booklet, along with a sketch of that person. The title page and vocabulary list would be the first
2 pages of the booklet.
Student Prerequisite Skills/Connections to Previous Learning:
The student has previously learned how to pronounce the vocabulary words from this unit. The
student has also identified pictures of the vocabulary words (like a picture of a nurse). The
students will use this information to help them read sentences containing the vocabulary word.
Instructional Strategy (or Strategies):
The instructional strategy for this lesson will be cooperative learning. The students will work in
pairs, reading sentences to one another.
GENERAL INFORMATION
Lesson Title & Subject(s): Building Comfort and Confidence in ELL Newcomers- Reading
Subject/ Content Area: Grammar and Vocabulary for Elementary Students
Topic or Unit of Study: The unit will develop an ELL student’s skills in listening, speaking,
reading, and writing by introducing the student to vocabulary words that encompass their daily
routines at school. This lesson will focus on reading ability.
Grade/Level: The unit is appropriate for elementary students in grades K-6. The targeted
language proficiency level for the lesson is “Beginning.”
Instructional Setting:
The setting for this lesson is dependent upon the age and proficiency level of the students. For
younger students (K-2), a push-in environment would be appropriate, as the content would
benefit all learners in the room. Older students at the Beginning level would benefit most from
this in an ESL pull-out environment. This could be either a small or large group setting, with
proper support.
Each environment described above would have a lot of graphics and visual aids, and the specific
lesson materials that align with the vocabulary, such as a poster of a school bus, or the daily
schedule written on the board, etc. This lesson will require the teacher to prepare student reading
booklets.
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.4 Ask and answer questions about unknown words in a text.
RL.K. 7 With prompting and support, describe the relationship between illustrations and the
story in which they appear (e.g., what moment in a story an illustration depicts)
RL.K.10 Actively engage in group reading activities with purpose and understanding.
Activate prior knowledge and draw on previous experiences in order to make text-to-self or
text-to-text connections and comparisons.
W.K.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
, L.K.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
K.10 An English Language Learner can . . . make accurate use of standard English to
communicate in grade-appropriate speech and writing.
K.2 An English Language Learner can . . . participate in grade-appropriate oral and written
exchanges of information, ideas, and analyses, responding to peer, audience, or reader
comments and questions.
http://education.ohio.gov/Topics/Learning-in-Ohio/English-Language-Art/English-Language-Arts-
Standards
Lesson Objective(s):
Given a word bank of six vocabulary words, the student will be able to read the sentence, with
appropriate support, or follow along with their finger, and identify the vocabulary word with
66% accuracy.
Given 6 new sentences using the given vocabulary words, the student will be able to read the
sentence with 66% accuracy.
MATERIALS AND RESOURCES
Instructional Materials:
Worksheets for creating the student’s “Reading Booklets”.
Resources:
Materials and resources explanation:
The booklets will have a title page, the vocabulary list, and six pages containing a sentence and
picture of each vocabulary word. Each worksheet will be divided into quarters with the
information. The teacher will need to cut these out and staple them in order ahead of class time.
For example, if the vocabulary words were: nurse, librarian, principal, custodian, counselor, and
cafeteria worker, then each of these words would be used in a sentence on one page of the
booklet, along with a sketch of that person. The title page and vocabulary list would be the first
2 pages of the booklet.
Student Prerequisite Skills/Connections to Previous Learning:
The student has previously learned how to pronounce the vocabulary words from this unit. The
student has also identified pictures of the vocabulary words (like a picture of a nurse). The
students will use this information to help them read sentences containing the vocabulary word.
Instructional Strategy (or Strategies):
The instructional strategy for this lesson will be cooperative learning. The students will work in
pairs, reading sentences to one another.
