ESL Dual Endorsement Practicum
Lesson Information Form
Name:Megan Gibiser / Location of Lesson: Mrs. Zanca’s Kindergarten classroom (room 101)- will use table in back reading roomDate of Lesson:March 11, 2014 / Time & Duration of Lesson: 2:25-2:50pm, 25 minute lesson
Students’ English Language Proficiency Level(s):One student is at level 1.0 and three students are at level 1.3 (Entering)
Virginia SOL: (Mathematics) K.3 The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth, and the ordered position of each object.
WIDA Standards
Grade Level/Cluster:PreK-Kindergarten
ELD Standard: Standard 3-The language of Mathematics
Language Domain(s): Speaking, Listening
Language Proficiency Level(s):Level 1- Entering
Grade: Kindergarten
Subject/Topic:Math/ Ordinal Numbers Duration: 25 minutes
SOLs:K.3 The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth, and the ordered position of each object.
Content Objective: The students will describe the ordinal position of an item in a set.
Language Objective: The students will recite the ordinal numbers from first to tenth.
Materials Needed: Ten toy cars,Styrofoam cups (labeled 1st-10th), toy,Ordinal Numbers Worksheet, crayons
Instructional Procedure:
1) Ask students to recall what ordinal numbers are. Explain that ordinal numbers state a position or place where something is. Provide an example of a race and show a visual image. Explain that in a race, someone comes in first, someone comes in second, and someone comes in third. Ask students if they can think of other times that we use ordinal numbers (calendar, rows on the rug, grade levels). (2 minutes)
2)Line up ten toy cars in a row. Tell students the cars were just in a race and we have to tell what order they came in. Using the ordinal number flash cards (see attached), place the correct card next to each car. Have students repeat the number words after you several times using a whisper voice, a high voice, and a low voice. Point out that ordinal numbers can be written in two ways (with words or numbers). Next, have students point to the correct car as you call out ordinal numbers. Finally, remove the cards and have students identify the ordinal number when you point to a specific car. (8 minutes)
3) Tell students that you are going to play a game to practice ordinal numbers. Set out the Styrofoam cups in order (1st-10th) so students can see the labels. Tell students to close their eyes while the teacher hides a toy under one of the cups. Students will take turns guessing which cup the toy is under. When students make a guess, they have to state the ordinal number (ex. “I think it is under the fifth cup.”) and count up to that number until they can look under the cup. Play will continue until the toy is found. (10 minutes)
Assessment: In addition to informally observing students’ participation during the lesson, the teacher will give students an exit ticket to assess their understanding. Give each student a copy of the fish coloring worksheet to complete independently. Tell them that they are going to color the fish different colors based on the ordinal number (Color words are printed in color to scaffold reading ability). Read the first statement together and then have them continue on their own. Explain that for the last question they are going to write the ordinal number of the fish that is not colored. (5 minutes)
ESL Dual Endorsement Practicum
Name ______
Color the 1st fish blue.
Color the 4th fish red.
Color the 7th fish yellow.
Color the 3rd fish purple.
Color the 6th fish green.
Color the 5th fish orange.
The ______fish is white.
Name ______
Color the 1st fish blue.
Color the 4th fish red.
Color the 7th fish yellow.
Color the 3rd fish purple.
Color the 6th fish green.
Color the 5th fish orange.
The ______fish is white.
First(1st) / Second
(2nd) / Third
(3rd)
Fourth
(4th) / Fifth
(5th) / Sixth
(6th)
Seventh
(7th) / Eighth
(8th) / Ninth
(9th)
Tenth
(10th)