Learning to Add

Kindergarten Math
CALLA Model Lesson Plan
 CALLA, or Cognitive Academic Language Learning
Approach was developed by Chamot and O'
Malley. It was developed as an instructional model
to meet not just academic but language needs of
ESL students. It is a teaching method that links
content instruction with language learning goals.
Using the CALLA method, new content is taught
through hands-on learning experiences, and new
information is linked to prior knowledge. The
lesson plan will incorporate CALLA strategies, and
the cycle of instruction.
 Learning to add
 Lesson Objective: Kindergarteners will
learn to read and solve addition
problems using 0-10.
TEKS Math and Language Skills
 Knowledge and skills.
◦ (1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is
expected to:
 (a) Number, operation, and quantitative reasoning. The student models addition (joining) and subtraction (separating). The
student is expected to model and create addition and subtraction problems in real situations with concrete objects
◦ (13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve
problems connected to everyday experiences and activities in and outside of school. The student is expected to:
 (A) identify mathematics in everyday situations;
◦ (14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics
using informal language. The student is expected to:
 (A) communicate mathematical ideas using objects, words, pictures, numbers, and technology; and
 (B) relate everyday language to mathematical language and symbols.

 (2) For students whose first language is not English, the students' native language serves as a
foundation for English language acquisition.
◦ (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read
simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that
students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while
simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction
that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite
their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling,
and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.
 TESOL Standards
Goal 2, Standard 1
 To use English to achieve academically in all

content areas: Students will use English to

interact in the classroom.
Goal 2, Standard 3
 To use English to achieve academically in all

content area: Students will use appropriate

learning strategies to construct and apply
academic knowledge.
CALLA Learning Strategies
 Cognitive Strategies-Students will use a
recording sheet to record addition problems
generated with manipulative.
 Vocabulary Learning-Students will practice

“reading” addition problems using the correct

vocabulary.
 Social/Affective Strategies-Students will

cooperate with a partner to generate addition

problems with a dice.
 Materials
 Book: 12 ways to get to 11 by Eve Merrian
 Flannel Board
 Flannel Cut out of barnyard, Hen, and Chicks
 Word cards of: addition, add, more, equals
 Number card: 1-12
 Math signs: addition sign and equal sign
 Unifix cubes
 Addition Body Part Dance Song
CALLA Cycles

 Preparation: Determine what students already

know
 Presentation: Present new information in a

concrete way
 Practice: Students will practice the strategies

just learned to create addition problems.

 Evaluation: Teacher evaluation of the product

and process of addition.

Preparation
Assessing number sense
 Students are called to the circle time carpet
 The teacher will play the addition body part song
 When the song is over, teacher will write on board
what happen in the song.
 At this time teacher will access prior knowledge of
numeral recognition
 The teacher will give students unifix cubes
 The teacher will show students number cards out
of sequence
 The students will show the correct number of
cubes in correspondence to the number card
Presentation
 Teacher will read the book 12 ways to get to 11
 After reading the book, the teacher will present

the word cards for addition, more, add, equal

 After the story the teacher will use flannel board

to act out the story on the board.

 While the teacher is doing this students will

orally state the addition problem.

 Students will be asked to get in a group and

make a addition problem from what they

remembered in the book.
Practice
 After discussing the story together as a class,
the small groups will be given dice one (0-5)
and one (5-10)
 The group will take turn rolling the dice
 Using the cubes and a recording sheet the

students will create addition problems

together
 The students will help each other with the

vocabulary while reading the addition

problem
Evaluation
 The teacher will walk around and listen as
groups practice reading the addition
problems.
 The teacher will ask students to show how

they created the problem and the answer.

 The teacher will help and assist as needed
 The recording sheets will be evidence of

evaluation
Conclusion
 The lesson plan not only adheres to the
academic development but also helps with
the language development of the students
 The three components were touched in the

lesson plan
 The lesson plan also incorporated the cycle of

instruction
 This lesson plan follows the CALLA model

very clearly.
Conclusion for the three components
 Metacognitive Aspect: Linking prior
experience, and using the listening, speaking,
reading, and writing components in the
lesson plan
 Cognitive Aspect: Summarizing and do hands

on learning
 Social Affectiveness Aspect: Working in a

group
Conclusion: Instructional Cycle
 Preparation: Using the song to introduce the
concept and testing prior knowledge
 Presentation: Reading the book and speaking

about the math problem

 Practice: Using the flannel board to display

the story, and using the dice to make their

own equations
 Evaluation: Teacher walks around to observe

and uses recording sheet for evaluation