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ELD LESSON PLAN STRATEGY: Realia Strategies Grade Level: First Grade ELD/CELDT levels: beginning - early intermediate

(1-2) Subject: Sheltered Science Content Standard(s): ELD: Listening & Speaking: Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms. ELD Reading: Demonstrate comprehension of simple vocabulary with an appropriate action. ELA: Write and speak in complete, coherent sentences. Summary of Strategy/Lesson Overview: Realia strategies focus on presenting tangible objects from which students can learn and build their vocabulary. By giving students a way to touch, see, hear and smell the object, they can understand the lesson better than by having a picture drawn for them or by simply being told about the concept. Furthermore, when giving students the actual experience of a particular object, they have the opportunity to build concrete memories of their experience. This teaching strategy also gives students the chance to experience real world objects as part of their daily lessons. In this lesson, students will be learning about liquid as a form of matter. Using the Realia strategy, students will be shown how the flow of liquids can be either fast of slow. On a slanted cookie sheet, the teacher will place 4 different types of liquid: water, honey, ketchup, and mustard. The teacher will ask the students to predict which liquid will run down the cookie sheet faster. The students will then be able to see whether their predictions are correct when the teacher places the liquid on the sheet, holds it nearly vertical, and allows the liquids to flow. After the demonstration of the flow of liquids, each student will then complete a structured sentence orally. The framework for this sentence is the following: The (liquid) is ______(ing). Students will also complete a graphic organizer that shows the word liquid on the top of the page and space for a picture on the bottom of the page. The students will draw a picture of the liquid of their choice. Links to Prior Knowledge or Experience: (Background knowledge gained outside school or in school/skills) Students have learned about liquids in a previous lesson. In this previous lesson, they generated a list of liquids and learned that this form of matter takes the shape of the containers in which they are poured. Students have background knowledge of liquids. They have seen and played with water, poured syrup or honey over pancakes, and squirted ketchup out of a bottle. Students are curious to see which liquid flows the fastest or slowest in our demonstration of liquids. Most of the students will need help with the oral structured sentences.

Performance Objective(s): Students will: demonstrate understanding of how liquids flow by orally describing what is happening while the liquids are running down the cookie sheet. use structured sentences to build their speaking and academic language skills. use graphic organizers to show their understanding of liquids Assessment/Evaluation: Predictions/answers given during the demonstration of liquids. Ability to complete the structured sentence. Drawing of a liquid on their graphic organizer. End of unit test (given at the end of the week after the rest of the unit has been taught). Scaffolds for English learners & Children with Special Needs: Herrell & Jordan Strategy: Realia Strategies Connecting Language Acquistion to the Real World Group work: This is an ELD intervention class and contains seven students. We work as a whole group. Visual activity. Realia Academic Language Vocabulary: liquid, flow(ing), matter, water, fast(er), slow(er), Functions: describing, predicting, Genre: non-fiction, scientific observation Language Demands: Listen to discussion and demonstration, sharing information in a group setting, report results of the demonstration, understand oral and written text. Edu 275 Effective Teaching Winter 2011