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Dzon K Lesson Plan

The document discusses a lesson plan for a kindergarten math class. It includes details about a student from Russia who speaks both Russian and English. The lesson focuses on one-to-one correspondence and addition through using manipulatives and a story. The plan connects to standards and ensures adaptations are made for all students.

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111 views4 pages

Dzon K Lesson Plan

The document discusses a lesson plan for a kindergarten math class. It includes details about a student from Russia who speaks both Russian and English. The lesson focuses on one-to-one correspondence and addition through using manipulatives and a story. The plan connects to standards and ensures adaptations are made for all students.

Uploaded by

api-543931125
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Kali Dzon

Grade Level: Kindergarten


Subject: Math
ELs English
Proficiency Beginner
Level(s)
ESL Linguistic & There is a student in my class that is from Russia. Her family moved to the
Cultural area when she was a baby. The main language that they use at home is
Background Russian, in addition to English. She is able to read and write using the
English language skills at an 75% proficiency, however sometimes when
speaking she shows the barrier of language between Russian and English.
She sometimes mixes up words and replaces other verbs or words when
speaking.

PA State 1.2 K.A- With prompting and support, identify and retell key details of text.
Standard(s) 1.1 K.B- With prompting and support, answer questions about key details
in a text.
1.3 K.B- Answer questions about key details in a text.
1.5 K.A- Participate in collaborative conversations with peers and adults in
small and larger groups.
1.5 K.B- Asks and answer questions about key details in a text read aloud
or information presented orally or through other media.
1.5 K.E- Speak audibly and express thoughts, feelings, and ideas clearly.
AL.1 K.A- Explore and ask questions to seek meaningful information about
growing range of topics , ideas, and tasks.
2.1 K.A.1- Know number names and write and recite the count sequence
2.1 K.A.2- Apply one-to-one correspondence to count the number of
objects.

ESOL o English Language Learners Standard 3-


Standard(s) ELL’s communicate information, ideas, and concepts necessary for
academic success in the content area of mathematics.

16.3.PK-K.1L- Assemble sets of objects in response to oral prompts (e.g.,


two pencils; three erasers) using manipulatives with teacher modeling and a
partner.
16.3.PK-K.1R Identify labeled pictures of shapes in response to oral
prompts with manipulatives and teacher modeling.
16.3.PK-K.1S Repeat attributes of objects using words (e.g., long, short,
heavy) or gestures with teacher modeling.

Materials: o Book “Counting Crocodiles” By Judy Sierra


Sierra, J., & Hillenbrand, W. (2012). Counting Crocodiles. United States:
Paw Prints.
o Open area to read and discuss story
o Letter People Huggable Puppets, Letter Bb
o Colorful buttons
o Baskets with numbers 0-15
o Addition sign
o Equal sign
o Open, clear tables
o Paper/Pencils
o Magnetic Math Tin: Numbers and counting
Together Myself

**Addition problems as a class go here **Addition problems individually go here


In my lesson, I did a math activity that really focused on one-to-one

correspondence and where the children become familiar with the different

addition signs and manipulatives. The content that we covered in this course I

tried to make sure that I connected the lesson to that material. For example with

having a little girl who is an ESL student due to speaking Russian and English I

wanted to make sure to take in account her cultural background. With her family

speaking primarily Russian and her speaking English at school, this can become

difficult due to feeling like she is stuck between two worlds. With this being said,

we make sure that we keep up with the Russian words and allow her to speak both

English and Russian when she is learning material. I made sure to incorporate the

experiential approach for learning with having hands on activities like the

different math tins to allow them to visually see how to add things together and

how they work. I think the Threehold intervention framework is important and

this lesson allowed to see what makes the child successful and what I can do

different next time. I made sure to have critical thinking skills and higher order

thinking by applying knowledge that they knew from past experiences, taking the

information apart, evaluating, comprehending, and putting the information back

together. Lastly, with the challenges in math due to the language that presents

itself, I wanted to make sure the children were able to become familiar with the

vocabulary and what these different signs were used for before diving into the

lesson. This worked really well because of having everything broke down into

instructional practices by incorporating ‘I DO’ ‘WE DO’ and ‘THEY DO.’ Also

by making sure to have adaptations and accommodations also helped when trying
to make this lesson successful. So much was covered in this course and only so

little was established into this lesson plan.

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