There Was An Old Lady Who Allowed A Bat

Teacher:
Grade: Kinder ELP Level: ELL 1
Performance Objective: Reading Domain
Standard 1: The student will demonstrate understanding of print concepts of the English language.
Activity: There Was an Old Lady Who Swallowed a Bat.
Using the book have students follow along with the story and have students identify the parts of the book.
Basic: B-1: identifying the front cover, back cover, and title page of a book to establish directionality.
Using the book as a guide tell me the parts of the book (front, back cover, and spine)
Explain to me where to find the author, illustrator, and where the title page is located.
Extension: The students will get a partner and describe the parts of the book, and where to find the author, illustrator, and where the title page is
located.
Performance Objective: Listening and Speaking Domain
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
Activity: There Was an Old Lady Who Swallowed a Bat.
Using the book and a puppet (or pictures) have students follow along with the story.
Basic: B-4: using pictures and key words to sequence a series of events from information shared in read-aloud, presentations, and conversations.
• Identify each animal in order with simple descriptive sentences.
• Tell me the first five animals in order.
Extension: The students will use the book as a guide and fill in the blanks.
Example: There was an old lady who swallowed a ________. I don’t why she swallowed a ________ imagine that!
Students will cut and paste the animals in order and label with correct identification.
Performance Objective: Writing Domain
Standard 3: Students use the steps of the writing process as a writing piece moves toward completion.
Activity: There Was an Old Lady Who Swallowed a Bat.
After reading the story as a refresher the students will create their own story using “There was an old lady who swallowed” _________. Using pictures and known key words.
Basic: B-1: generating ideas through class discussion by drawing pictures about the ideas generated.
B-2: creating a group draft by drawing or dictating for a specific
purpose.

Using the book as a guide have the student come up with ideas of how they can change the story. Make a list of what the students come up so they can create their own story.
Have students illustrate their new story.
Extension: Have the students share their story with a partner or class.

Rationale
Reading Domain:
The activity for the reading domain is for the student(s) to identify the parts of a book that was read to the class. They will explain to me and their fellow classmates what the front cover, back cover, spine, title page, author, and illustrator of the book. This helps to reinforce the use of academic language in the classroom. By using the key terms written out for the student to see and the continuous use of the terms along with an explanation by the teacher using a book as an example the teacher is creating a learning environment that will nurture the development of the students English language (TESOL, 2006). The extension using the same standard and principles when the student find a partner and explain the parts of a book helps the student translate from academic to social language and back. When the student is with a partner or a group, they can discuss the topic and key words and if unsure, the other student can explain it in the academic knowledge of the parts of a book and can use it in future communication.
Listening and Speaking Domain: The activity for listening and speaking domain is for the student(s) to use pictures and key words to sequence a series of events from the book read-aloud. There will pictures of the animals from the story, cut and laminated for the students to use as a group and put the story sequence in order. This helps the student identify the animals or objects in the story and encourages the student to be thinking and talking about the story with his/her peers (Finley, 2014). This activity is critical for the students successful processing of academic tasks that may show up in the standardized tests. The student will gain confidence in speaking in front of the class when asked, after he/she has become comfortable using the key words and phrases in the group setting. The extension is very helpful for ELL students to summarize a section of the reading and complete the sentences using the pictures and key words.
Writing Domain: The activity for the writing domain is for the student(s) as a class to come up with their own version of the story. The teacher will write down a few of the students choices on the board as a group. The teacher will have the students write out the main part of the story adding in their version of what the old lady ate. This will bridge the ELL students understanding constructing meaningful text from illustrations and key phrases. This will prepare the ELL student to formulate simple structures of everyday vocabulary and expressions (TESOL, 2006). References
AZed.org (N.D.) English Language Proficiency Standards (ELP) from Arizona. Retrieved on November 21, 2014 from http://www.azed.gov/english-language-learners/files/2011/09/stage-i-all.pdf
Teachers of English to Speakers of Other Languages (2006) TESOL Pre-K–12 English Language Proficiency Standards Framework. Retrieved on November 21, 2014 from http://www.tesol.org/docs/books/bk_prek-12elpstandards_framework_318.pdf?sfvrsn=2
Finley, T. (2014) 8 Strategies for Teaching Academic Language. Retrieved on November 21, 2014 from http://www.edutopia.org/blog/8-strategies-teaching-academic-language-todd-finley