Name: Rosario Martinez Grade/Subject: Elementary Date: 2023-2024

1. Texas Essential Knowledge and Skills (TEKS):(C2)

110.3. English Language Arts and Reading, Grade 1, Adopted 2017.

((2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and
writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to
communicate, decode, and spell. The student is expected to:

(A) demonstrate phonological awareness by:

1. (i) producing a series of rhyming words;

2. (ii) recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
3. (iii) distinguishing between long and short vowel sounds in one-syllable words;

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Assess student reading fluency of rhyming words beginning with same initial sound.
Students will describe and/or identify similar word sound.

3. SMART Given online resource Rhyme to Read, TLW turn on reader for reading aloud with words being
Objective(s): (C3) highlighted while read, student will read aloud one 4-6 page book and verbally answer five “W”
questions (who, what, when, where, why) within 30 minutes for language skills development.

What does rhyming words do to make reading easier?

Essential Question:
Why do rhyming words sound the same?
How are rhyming words different?

4. Central Focus Student will use familiar 3-4 letter high frequency grade level sight words in a short sentence to
(C4) identify and compare rhyming words.
How will this lesson link
with other lessons in the
unit?
TLW (The learner will) or teacher will identify reading fluency, use of proper pronunciation of
Learning Targets sight words and identification of rhyming words.
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Evaluate the rhyming words by explaining what makes them rhyme.
represents the language
of the discipline that
students need to learn and
use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in Demonstrate phonological awareness in reading fluency of rhyming words.
meaningful ways.

There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak, listen,
demonstrate and perform.
 Students will utilize various methods to communicate their understanding of task twiht
use of: Think-pair-share, class discussion, write a reflection or fill out graphic organizer.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

TLW (The learner will) be given language supports such as conventions, rules of language,
Venn Diagram, etc., for expressing their answers in writing. This is to assess language skills.

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, Instructor will provide increased opportunities throughout school day to engage in reading
representations, and activities with breaks in between in order to increase reading fluency.
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and 1. Key words or phrases to motivate participation. Ex: I’ve got this.
practice the concepts and
language they need to
learn within the 2. Jigsaw puzzle cooperative group exercise
discipline

Site the researcher’s

name as you refer to the Discourse strategies - (GO TO Page)
strategy. -Write: Write a reflection.

-Talk: Write a poem or fill out a graphic organizer.

Researcher:
Robert Marzano for
language function. Syntax - (GO TO Page)
1. Graphic organizers

2. Venn Diagram
Teachworthy YouTube
video: Ms Bullock, The
Simple Summary Making Content Comprehensible (R9)

Five finger & palm exercise asking questions: who, what, when, where, why and how, in less
than five words for each question
Summary in 3 sentences with less than 20 words total.

Module 7: Comprehensible Input Technique added on 10/07/23 for emergent bilingual students:
-Adapt content to English Learner’s proficiency level by using a variety of techniques such as
graphic organizers and leveled study guides. To include highlighting of key vocabulary terms
and pre-teaching these vocabulary terms. Also providing multiple opportunities to use these
terms. And scaffolding too.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Instructor will do multiple informal “check-ins” with students by asking simple
Assessment(s) must be questions that help assess what information a student knows and also doesn’t know early in the
aligned to the TEKS, subject content lesson by assigning small group centers. This check-in allows for instructor to
and objectives. further modify the teaching method to help the student succeed in learning comprehension of
subject content. Example: TLW (The Learner Will) engage in small group to answer several
questions and instructor will quiz each member in the group over some of the questions.
 Summative: At conclusion of subject matter lesson. Instructor will offer multiple options to
assess what student has learned at that point in time. Summative assessment allows multiple
options for assessing learned material such as oral or verbal response, essay response, multiple
choice response to specific teacher questions over learned material. Example: TLW (The
Learner Will) answer questions in both essay and multiple choice form to identify current level
of knowledge in subject area. Or TLW participate in oral exercise in groups to answer multiple
questions as a group. Then TLW be prepared to answer random questions upon being called by
teacher.

Assessment of your language demands:

Formative: TLW be able to successfully engage in reading answer aloud or verbally
responding to 1-5 questions from memory recall either individually with teacher, in small group
or in front of classroom.

Summative: TLW participate in various options consisting of written, oral, manipulative/tactile

or online program for purpose of answering subject content questions to assess current level of
knowledge at that point in time. TLW elect or be assigned for writing essay, oral answering,
hands on manipulatives or use of online computer program for assessment.

8. Hook (C7) Hook activity (make connections to prior learning)

TLW (The Learner Will) participate in group activity, Fishbowl for purpose of identifying
subject topic questions and answers with classmates in group.
Closure (C7)
Closure Activity: (make connections to prior learning)
TLW (The Learner Will) participate in pair/share activity to engage in oral question and
answers for summarizing what they learned.
Student Assets (C7)
Personal assets: student background information they bring to classroom environment. Teacher
can build on student background interests and experiences.
Cultural assets: student cultural background, traditions, world views, languages they bring to
classroom environment. Teacher can utilize this information for support for learning.
Community assets: Common background such as residences and common experiences such as
community events that students share from their up bringing with other students in same areas
of the community. Teacher can use community assets to support learning.
9. Body of Lesson/
Teaching Strategies and I DO – Instruction stage by teacher.
Learning Task(s) TLW (The Learner Will) participate following step by step instruction after teacher
(C9) models directions. Teacher will provide systematic instruction breaking down steps into
components. Students will follow modeling example.
Be sure to include:
How will students learn WE DO – Guided practice stage.
and use academic TLW (The Learner Will) participate in guided practice as a whole class or small guided
language? groups for writing exercises that teacher will provided feedback and assist student in
working on the feedback response to avoid picking up incorrect writing habbits.

Three higher order

thinking questions. YOU DO –
TLW (The Learner Will) participate in learning process at their own level and will benefit
from additional teacher guided practice and assistance through scaffolding and modeling.
Marzano Strategy
Tomlinson’s Tiered Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the
Learning strategy content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Scaffolds, partially scaffolding notes,

writing templates.

o Gifted / advanced learners: Providing feedback, modeling, independent student work.

Compacting Curriculum – assessing students knowledge and skills. Providing alternate activities for
students that master tasks. Students that do not require instruction move on to problem solving activities
while others receive instruction

Technology: -(GO TO page)

Justify, Assess, describe, predict, select.
Apps: Storytelling, podcasting

Assemble, categorize, plan, rearrange, write.

Apps: Moderating, Weebly

Marzano Strategy - (GO TO page)

Cooperative Grouping, Graphic organizers, Advanced organizers, Similarities & Differences,
Summarizing & Notetaking, Cues & Questions.

Higher Order Thinking Questions (GO TO page)

1. How would you….?

2. Why does ……. occur?
3. What is the main idea or topic of….?

Grouping / Partnering Technique: (Hattie)

Language instruction is found to have strong influence on student achievement.
Scaffolding has strong influence on student achievement.
Small group instruction.
Cooperative grouping.
Positive peer influence.
Self Regulation.
Peer Tutoring.
Classroom discussions.
Non-linguistic representation imagry and concept mapping. Visual learning.
Use of compare and contrast.

Potential misconceptions and your plan to address it:

Misconceptions are that learning is teacher centered and my plan is to redirect this focus to
student centered learning by providing grade level appropriate material for students utilize in
learning.

10. Resources and

materials needed (C9) (How might you differentiate materials and resources for learners with various needs?)
I can differentiate materials and resources for students with various needs by organization
(E7) into centers: Tiered Instruction, Anchoring Activities, Flexible Grouping, Compacting
Curriculum with appropriate materials/resources.
Supplies needed:
Lined wide ruled paper, pencil with eraser, district school provided tablet or computer,
district approved application programs, tactile manipulatives for non-linguistic

11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
representation aids, Crayola markers, Crayola crayons, expo markers, white board,
projector screen for teacher instruction presentation.
Assistive Technology Examples:
-PECS = picture exchange communication system. I can utilize this form in low tech image
cards or high tech tablet touch screen with read aloud option for non-verbal and lower
level students to promote communication of needs to decrease frustration and enhnce
participation.
- Slant boards – I can utilize slant board for assisting student positioning when needed to
increase participation when standard flat desktop utilization or access is unsuccessful.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
1. I can create a designated area both inside the classroom and possibly a special
designated sensory break room for students to transition from the classroom to take a
break when frustrated or having any emotional dysregulation. Here the student can lay
down on cushioned matt or bean bag. Student can have option to rock themselves on a
rocker chair or swing.
2. I can incorporate sensory items such as bouncy bands on chairs, alternative seating,
play-doh, fidgets, light up visual stimulation toys and various other sensory tools for
purpose of assisting students regulate their emotions to help redirect their focus to
learning. This can be utilized in classroom or sensory room or break area.
3. Additionally I can transition students often each class period to various centers such as
circle time, brain break dancing/exercises, work centers, reward fun centers, tactile
manipulative building centers for science and social studies. This helps keep students
focused with transition.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Alternative work options such as oral versus written. Alternative seating, alternative
classroom environment such as a quiet space/area, reward incentives, multiple choice
options with read aloud options.
2. Bouncy bands for chair
3. Fidgets
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Cognition level work versus grade level work. Reduction of class work. Alternative
simpler class work, non-linquistic representation supports, practice test tasking with exam
being exact same format questions.
2. Visual response by drawing versus writing.
3. Visual instruction material such as graphs, charts, images versus written instructions.
Strategies for ELLs (strategies that support language acquisition)
1. Visual aids – Non-linguistic representation, graphic organizers, diagrams.
2. Music: songs and poems.
3. Read aloud. Rhyme to Read books.

4. Voice to text. Text to speech.

5. Drawing, gestures.

Module #8 – Section TL8 Assignement – Science Class Goals

1. To create TEK grade level science material. I will use TEA website to plan and
grade up or down to meet student cognition level in order to promote success. I
would provide instruction to each table in small group and assess student
understanding by asking each student 2-3 important task questions to gauge their
understanding.
2. To design science lesson with various topics in centers. I would break down topic
into smaller sections in center stations for students to grasp all elements of topic. I
would provide simple daily worksheets to assess accuracy in completion of science
worksheet.
3. To use evidence-based strategies for science lesson. I would use graphic organizers
to brain storm, then carryout the activities at center stations. I would use exit
tickets to assess student understanding at end of day and/or week.