8 - What We Know
Objective:
By the end of the lesson each student will be able to orally restate a composed sentence using different parts of speech and academic langage.
Standard Reference:
Reading Strand 1, Concept 6, Comprehension Strategies: PO 6. Connect information and events in text to life experiences and to related text
and sources.
ELP III Standards: Language Strand: Vocabulary: The student will demonstrate knowledge of vocabulary by:
PE-4: identifying gradespecific academic
vocabulary including key
words, symbols, or
operations with instructional
support
E-4: identifying gradespecific academic
vocabulary including
key words, symbols, or
operations.
B-4: categorizing gradespecific academic
vocabulary and symbols
by content, with
instructional support.
(math, science, social studies)
(math, science, social studies)
(math, science, social studies)
LI-4: explaining the
meaning of
grade-specific
academic vocabulary
and symbols with
instructional support.
HI-4 explaining the
meaning and usage of
grade-specific
academic vocabulary
and symbols.
(math, science, social studies)
Rationale for Lesson Based Upon Student Data:
Beginning a sentence with different parts of speech and upgrading academic language assists the students in comprehending expository
text.
Content
Standards and Objectives
Teacher Behavior
Presenting Instructional Content
Student Behavior
Activities and Materials
Assessment
Academic Feedback
Students will talk with a
partner about their
knowledge of topic.
Students will repeat
vocabulary as directed by
the teacher
Require the use of complete
sentences.
Prior to instruction the teacher will identify
key vocabulary, materials needed to build
background such as video, books, pictures,
etc and prepare a chart with What We
Know About (Topic) and a list of parts of
speech.
Students will talk about what
they know the topic.
Students will repeat key
vocabulary as directed.
Teacher will build background by showing
selected material.
Teacher will facilitate a discussion. She will ask
partners to talk about when/where they have
observed about the topic. She will solicit what
students know about the topic
Students’ oral participation
with partner and in the
group.
Introduce vocabulary selected.
Selected students will
produce a complete sentence
about the topic. Students
will chorally read the
recorded sentence.
Teacher calls on selected students to give a
complete sentence about what they know
about the selected topic. Teacher records
the statement on the chart and directs the
group to repeat the sentence.
Students will repeat the
sentence modeled by the
teacher.
Teacher introduces the list of parts of
speech and also lists that sentences may not
begin with:
 A
 An
 The
 Those
 This
Examine the first sentence with the
students. Model how you would change the
sentence to have the same meaning, but
begin with another part of speech and
substituting academic language. Record on
the chart. Cross off the part of speech used.
Ask the students to repeat.
Selected students will
respond in complete
sentences about what they
know about the topic. The
group will chorally repeat
the sentence written on the
chart.
Students will repeat the
sentence modeled by the
teacher.
Listen to the student talk
and select those students
you will call on for
statements.
Ensure students respond in
complete sentences.
Require that all participate
in the choral reading of the
recorded sentence.
Require that all participate
in the choral reading of the
recorded sentence.
Students will orally construct
sentences beginning with
different parts of speech and
academic language
Ask them to work with a partner to create a
new sentence for each of the remaining
sentences using a different part of speech
and academic language. Select a student to
respond. Record on chart. Direct the
students to chorally read each sentence after
it is recorded. Cross off the part of speech
used.
Re read the new constructed sentences with
the group one last time
Students will work orally
with a partner to construct a
new sentence as indicated
by the teacher using a
different part of speech and
academic language. The
group will chorally read the
sentence.
Monitor the pair as they
construct sentences that
they are using different
parts of speech and
academic language. As the
groups work, choose the
students you will call on to
share his/her sentence
Require that all participate
in the choral reading of the
recorded sentence.