I had my first observation on Friday, and it was a lot of fun! I designed a lesson for Z, a kindergartner whose L1 is Bengali. I decided to focus the lesson on inferencing emotions after reviewing Z’s Online IPT placement test (the district gives this to all entering ESL students) and noting that he had a “severe weakness” in this area.
Interestingly, Z doesn’t have very many weaknesses – let alone severe ones. He reads on an advanced reading level and routinely writes paragraphs in his morning journal. We pull Z daily not for intervention but for extension. I kept that in mind as I designed this lesson to strengthen his inferencing emotions weakness. For example, the lesson is designed around a 1st grade TEKS rather than a kindergarten one.
Subject Area: English/Language Arts
110.12.B(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe characters in a story and the reasons for their actions and feelings.
(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: (J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
II. A. 4. Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions.
Lesson Objective(s)/Performance Outcomes:
Content: I will be able to use my picture clues, words in my book, and the things I already know to make inferences.
Language: I will be able to make inferences about people’s feelings.
Timeline and Lesson:
Go over objectives and discuss real-world application.
Watch Brain Pop video about inferencing and check for understanding. https://jr.brainpop.com/readingandwriting/comprehension/makeinferences/
Tell Z, “Let’s play a game and try to infer how someone feels by looking at how they feel!” Show Z flashcards with pictures of children experiencing various emotions.
Introduce book “Jet is Naughty” with picture walk (for prediction). Pre-teach vocab words “naughty” and “helicopter.” Show video of helicopter on technology.
Read using previous comprehension goals of stopping at the end of each page and checking for comprehension “What is this page about?”. (“This page is about ____). Stop while reading and ask Z, “What can you infer about ____ “ on pgs. 5, 7, 11, 16. Focus on feelings, relationships, and story content when making inferences.
Transition into assessment.
Assess using below criteria.
Content And Language: I will show Z a flashcard with a picture of a person and a sentence that matches. Z will verbally compose a sentence about the feelings of the person in the picture and then write the sentence with support.
Measure of Success:
3 – Can verbally and in writing compose a reasonable sentence
2- Can verbally OR in writing compose a reasonable sentence
1 – Cannot verbally or in writing compose a reasonable sentence.
Z will also self-assess.
Materials and Resources
–BrainPopJr video about inferencing
–book “Jet Is Naughty”
–Z’s comprehension tools and book baggie
Management of the Instructional Environment (strategies for engaging, motivating, and inspiring students): Write the learning targets out for reference and explicitly talk about why we learn what we are learning. One-on-one instruction and extension/intervention for Z. Student-led discussions, close proximity to students.
Show BrainPopJr video about inferencing to Z as well as visual for helicopter (vocabulary word in book) if needed.
Diversity and Equity
Language Adaptations/Modifications (for beginning, intermediate, and advanced students: Comprehension and vocabulary support; teaching inferencing; questioning; checking for understanding; pre-teaching vocabulary
Special Needs Modifications: Z is working with a first grade TEK to extend his kindergarten knowledge (EXPO).