Kim+Needham's+Demonstration+Lesson

Kim Needham SJVWP 2011

** LESSON OUTLINE ** *Focus: Build on oral language to assist in writing. *Objective: Students will learn how to write a friendly letter.

Model friendly letter

Students generate ideas

Editing

Read Aloud __ Letter for informal assessment

Kim Needham

SJVWP 2011

** Third Grade Lesson Demonstration **


 * *Focus: ** Build on oral language to assist in writing.


 * *Objective: ** Students will learn how to write friendly letters.


 * *Build Background: ** Use oral language to tap into prior knowledge.

**T:** We’re going to talk about birthdays. Raise your hand if you have a birthday.

I want you to write the month and date of your birthday on a sticky note and

then place it on the board with the correct month. We’ll do something with

this graph in a little bit.


 * T: ** What are some things you’ve gotten for you birthday?

**Sentence Frame:** One time I got __________ for my birthday.

**Structure:** Talking Sticks-think time, students take turns placing stick in middle

before talking, others listen/respond. Only one student talking at a time

(timed 2-3 min)

**T:** Magic fingers choose to share one thing from the discussion.

**T:** Have you ever received a letter for your birthday? Today we are going to

learn how to write a birthday letter to somebody in our class. Let’s look on

the board to see who’s birthday is the closest. It’s _____ birthday. Each of

you will write a letter to _____ and then we’ll put it together in a book and

give it to _____ as a present. (B-day graph could be carried over into math).


 * T: ** Model writing a birthday letter on chart paper. (Sit on floor)

Point out parts during writing: 5 parts, topic sentence, details, conclusion,

complete sentences, capitals, punctuation


 * T: ** Let’s read the letter together.

**T:** Now let’s review the 5 parts of the friendly letter. Choose student to place

the sentence strip next to its matching part on the chart.


 * S: ** Highlight label on paper.

**T:** Song: __Five Parts of a Letter__, model motion, sing fast/slow

**T:** Model how to make a rocket book to use later for birthday words.


 * T: ** Let’s talk about some things we can write about in our letter to _______.

**Structure:** Jot Thoughts- students generate one idea per sticky note, think

time (timed 2 minutes.) Students remove duplicate ideas from group and

share responses orally among group through round robin, select # of student

(timed 1 minute). Stand up when finished. Write ideas in rocket book.

**T:** Round robin, each person says one word and places the note on the

class vocabulary chart. New words can be added to class vocabulary chart and

rocket vocabulary book later.

**T:** Now that you all know the parts of a letter and have great writing ideas

for your birthday letter, I would like you to write a letter to _____. When

you finish writing your letter I want you to read it 3 times to make sure it

it says what you want it to say.

**S:** Write rough draft letter and read to self 3 times.


 * T: ** Model how to make editing wheel. Model coaching during editing.

**Structure:** Pair-Share editing process with shoulder partner.

**S:** Rewrite onto birthday paper and color. B-day student’s favorite color.

**Structure:** Stand up-Hand up- Pair up – Find a partner and read letter. Tallest

person goes first. Don’t forget to praise/thank partner. Read letter to 3

different partners. Turn in letters when done.

**T:** Read Aloud __Fairy Tail Mail__ and respond to story by writing another letter

for informal assessment if time allows.


 * Closing: ** “What I am Expected to Know in Writing by the End of Third Grade

Sample birthday book, End of Year Writing Portfolio

** RATIONALE **


 * *Oral language: ** When students have opportunities to build and refine their oral language, their writing also improves. All the language processes are interrelated, and students become more abled language users when they make use of all the processes in classroom activities, when they are asked to use both oral and written language in varied ways and for varied purposes. (Hudelson, 1989)

Students of all ages need to have many opportunities to listen to language and then to practice using language orally. But young students especially need many opportunities to listen and speak so they will develop good communication skills and become familiar with language. Developing this familiarity with language will help make it easy for all students to become fluent readers and writers. (Curran and Kagan, 2000).

***Cooperative Learning:** Students who are motivated to learn can succeed even in less than optimal environments. (Blachowicz and Ogle 2001).

***Sheltered Instruction Observation Protocol** **(SIOP Model):** Approaches for making content more comprehensible for English learners (and other students).

***Total Physical Response** **(TPR):** Students respond to commands that require physical movement (Dr. James J. Asher).

** *Whole Brain Teaching: ** Because we believe students’ greatest academic weakness is in writing, excellent writing is the core focus of every WBT classroom. (Chris Biffle, wholebrainteaching.com)

** REFERENCES **

Echevarria, M. E. (2008). //99 Ideas and Activities for Teaching English Learners with The SIOP Model.// Pearson.

Hudelson, S. "Teaching English Through Content-Area Activities." In P. Rigg and V.G. Allen (eds.), //When They Don't All Speak English: Integrating the ESL Student into the Regular Classroom.// Urbanna, Ill: National Council of Teachers of English, 1989.

Kagan, L. C. (2000). //Lessons for Little Ones Language Arts Grades K-2.// San Clemente: Kagan Publishing.

Nagin, N. W. (2006). //Because Writing Matters.// San Francisco: Josey-Bass. p. 41.

www.tpr-world.com

www.wholebrainteaching.com


 * Kim Needham **


 * SJVWP 2011 **

** EVALUATION **

1. How would this lesson (or part of) be useful at your grade level?

2. What modifications could be made to better address the English

learner?

3. How could this lesson be refined or expanded?

4. Comments: