Student: Sandra Meza Lesson Title: Contar, Leer, y Escribir 15 y 16 Date Submitted: February 8th, 2013 Date for

Implementation: March 6 and March 7

Cooperating Teacher: Ann Adams Lesson Area-Math School Site-The Language Academy Grade Levels -Kindergarten Description of Group: Spanish dual immersion Group Size: 24 Goal California Content Standard Number Sense 1.2: Count, recognize, represent, name and order a number of objects (up to 30). CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Objective Students will be able to recognize and write the numerals that describe the quantities 15 and 16 Language Objective Given oral sentence frames, students will be able to state how many items are in a set of objects as measured by teacher observations. Hay____. (There are ____) 10 y ___ ms son ____. (10 and ___ more, is___) Formative Assessment: Students will be able to name the number from the symbol and be able to tell the amount of items in a set using ten frames as measured by teacher observation. Summative Assessment: Students will clap 15 or 16 times in order to show me that they can count and quantify 15 and/or 16 Materials/preparation Day 1: For me: One small twenty frame magnetic sheet Magnetic circles A copy of the worksheet Document camera Large number flashcards For students: Work sheet Pencils/crayons Day 2: For me: One small twenty frame magnetic sheet Magnetic circles Two large 10 frames (make out of construction paper) Large counters (atleast 20) Two pieces of dark construction paper

A small whiteboard and whiteboard marker For students: A whiteboard A dry-erase marker The Lesson (completely in Spanish) Introduction Day 1 I will begin the lesson by going over the numbers 0-14, for this I will use large number flashcards and have the class collectively say the number on the card. Once we get to 14 I will add in 15 and then 16 by asking what comes next or what 14 and one more is, 15 and one more, etc. (First cards in order and then again randomly). (3 min) I will then have the students tell me (using the sentence frames) how many Im putting up on the ten frames that are on the board up to 14 and then ask them how many more I need for 15 and then 16. Ask them how they know that its 15 or 16? Have them turn to their partner and tell how they knew. Talk about what they know about these numbers. (5 min) After this activity I will ask the students to sit back down on the rug and each row will get dismissed to their seats so that we can go over the worksheet portion of the lesson in which they get to practice writing the numbers 15 and 16. We will go over the worksheet as a class; I will be doing the worksheet on the document camera so that the students can all see. (20 min) Students will be instructed to do the last three items by themselves. I will then go around with a stamp and as they finish I will check their work (asking questions like how did you know) and once they get a stamp they are to put their sheet away and line up for lunch (10 min) Day 2 The students will quickly review 15 and 16 using the sentence frames 10 y ___ ms son ____. (10 and ___ more, is___) by using the twenty frame on the white board I will periodically stop to ask the students how they know the answer. (5 min) I will let them know that they are going to be doing something different today because they will be staying on the rug the entire time. That they will be sitting along the perimeter or on the edge of the rug. And that they will be using their whiteboards. I will then explain that todays activity will require them to pay close attention because I will be hiding items under a paper and they will have to write the number on their boards and hold it up to let me see. (1 min) I will connect the activity to their review one by explaining that I will use two large ten frames just like the small ones we just used and some counters in order to represent the numbers. I will tell them that I will only say how many I am adding but it will be covered up until they show me their responses, and only then I will lift up the paper so that they can see the amount of items to check their answers. (2 min)

I will model/demonstrate how I want them to show me their responses using the white boards and how I expect them to act during this activity [think in their heads, write down their answer, wait for me to count to three and then show me, no talking to classmates, when showing answer dont shout out and wait for me to call on you to give me your response]. (3 min). The students will then be instructed to come to the carpet with their whiteboards. They will be instructed to sit and not get anything out. (5 min) We will do a practice one or two just orally so they can see that they have to pay close attention, and then one or two practicing answering on the whiteboards without talking.(5 min) Procedure I will proceed to have the base number of ten that they will help me count out on one ten frame. I will state that this one will always stay uncovered and will always stay the same, but it is the other one that will change and I will cover and this is the number they need to listen for. I will start every time by reminding them that there are 10 and I am adding ___ more. [only go up to number 16 since 15 and 16 are the focus] Then I will count to 3 and they will turn their boards around I will ask a student to explain how they knew it was that number. Repeat as time or attention allows (10 min) NOTE: Start with 10 and some more and then move on to just adding to the number thats already there, if thats too much go back to original. Closure Students will be asked to put their whiteboards in their bags and will be dismissed a few at a time to put them away and come back to the rug (3 min) We will review 15 and 16 using the sentence frames and how we knew that those were the numbers and each row must clap 15 or 16 times to be dismissed to go to lunch. Modifications I have made sure to connect this lesson to their previous practice with the number by using the same sentence frame. One of the main goals of the lesson is for the children to understand that 11-20 are just 10 (a number they are familiar with) and some more. I used ten frames to represent the amounts since we have been working so much with them and also because we have discussed many times that it is easier to see a number when it is organized that when its all in a bunch. This lesson also allowed for all students to participate since the majority of it requires a non-verbal response. This way every child has the opportunity to share their answer with the class.

Student: Sandra Meza Lesson Title: Contar, Leer, y Escribir 17 y 18 Date Submitted: February 8th, 2013 Date for Implementation: March 8 and March 11

Cooperating Teacher: Ann Adams Lesson Area-Math School Site-The Language Academy Grade Levels -Kindergarten Description of Group: Spanish dual immersion Group Size: 24 Goal California Content Standard Number Sense 1.2: Count, recognize, represent, name and order a number of objects (up to 30). CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Objective Students will be able to recognize the quantities up to 17 and 18 Language Objective Given oral sentence frames, students will be able to state how many items are in a set of objects. They will also be able to state how many more or less they need to change the number of items in the set, as measured by teacher observations. Hay____. (There are ____) 10 y ___ ms son ____. (10 and ___ more, is___) Pongo ___. (I put ____) Quito____. (I take away____) Formative Assessment: I will monitor group interactions and conversations focusing on whether or not the students are saying how many they have to ass or take away in order to change the numbers. Summative Assessment: Students will be able to name the number from the visual representation and be able to tell the amount of items in a set using ten frames as measured by teacher observation. Materials/preparation Day 1: For me: One small twenty frame magnetic sheet Magnetic circles A copy of the worksheet Document camera Large number flashcards For students: Work sheet Pencils/crayons Day 2: For me: One small twenty frame magnetic sheet Magnetic circles

Document camera One set of cards [10-18] Each table: One twenty frame counters one set of cards numbers 10-18 The Lesson (completely in Spanish) Introduction Day 1 I will begin the lesson by going over the numbers 0-16, for this I will use large number flashcards and have the class collectively say the number on the card. (First in order and then randomly). (2 min) I will then have the students tell me (using the sentence frames) how many Im putting up on the ten frames that are on the board up to 14 and then ask them how many more I need for 17 and then 18. Ask them how they know that its 17 or 18? Talk about what they know about these numbers. (5 min) I will have number cards up to 18 and then hand out 5 sequential cards (14, 15,16,17,18 for example) to random students and have them stand up and line themselves up in numerical order according to the number they have. I will ask rest of class for confirmation or suggestions on what they should do. (7 min) After this activity I will ask the students to sit back down on the rug and each row will get dismissed to their seats so that we can go over the worksheet portion of the lesson in which they get to practice writing the numbers 17 and 18. We will go over the worksheet as a class; I will be doing the worksheet on the document camera so that the students can all see. (30 min) Day 2 Introduction The students will quickly review 17 and 18 using the sentence frames 10 y ___ ms son ____. (10 and ___ more, is___) by using the twenty frame on the white board I will periodically stop to ask the students how they know the answer. (5 min) I will then introduce the activity. I will remind them that they have done something very similar to this in the past [remind them of when they used a 10 frame and dice to change the numbers]. Tell them they are going to be using twenty frames and number cards to practice changing numbers up to 18. (3 min) Procedure Explain that they will have the cards on the table and they will take turns choosing a card and using the counters to show that number on the twenty frames. Make sure to state that they should NOT remove all of the counters from the person before but simply change that number to represent the new number. Remind them to say pongo (I put) or quito (I take away) or to use those words in conjunction with

the sentence frame (5 min). Model with a student a few times on the doc cam (3 min) Dismiss children row by row to their seats where the cards and frames will already be waiting for them. (3 min) Have the students do the activity and walk around to each group and asking students how they knew what the number was (10 min) Closure Have the students stop and clean up [Put the cards back in the baggie and give me the bag and the frame sheet] (3 min) Have students come back to the rug and have them do a partner talk about one thing they learned today in math (5 min) Modifications I made sure to connect to a past lesson where they did a similar activity so that all students would have an idea. I made sure to have familiar sentence frames so that the Spanish Language Learners would be able to participate. I provided visual modeling for my visual learners. The activity involves using manipulatives which can help all students visualize the amounts and also really help and incorporate kinesthetic learners. I also made sure to give the students to option of using both the sentence frame along with the words quito, (I take away) and pongo (I put) for those students with stronger Spanish skills.

Student: Sandra Meza Lesson Title: Contar, Leer, y Escribir 19 y 20 Date Submitted: February 8th, 2013 Date for Implementation: March 12 and March 13

Cooperating Teacher: Ann Adams Lesson Area-Math School Site-The Language Academy Grade Levels -Kindergarten Description of Group: Spanish dual immersion Group Size: 24 Goal California Content Standard Number Sense 1.2: Count, recognize, represent, name and order a number of objects (up to 30). CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Objective Students will be able to recognize and write the numerals as well as ten frame pictorial representation that describe the quantities from 0-20

Language Objective Given oral sentence frames, students will be able to state how many items are in a set of objects as measured by teacher observations. Hay____. (There are ____) 10 y ___ ms son ____. (10 and ___ more, is___) Formative Assessment: I will be listening for the students oral responses (using the sentence frames) to questions about how many items are in a set or based on the numeral representation. Summative Assessment: The students will complete a booklet that has the pictorial representations as well as the written version of the oral sentence frame 10 y ___ ms son ____. (10 and ___ more, is___). They will correctly fill in the blanks in the sentence frame for the numbers 10-20. Materials/preparation For me: (DAY 1) Twenty frame card Magnetic dots Large number cards Document Camera Worksheet (DAY 2) A set of memory playing cards Pocket Chart Twenty frame card 2 ten frame cards Expo marker Small set of number cards 0-20 For each Table: One set of memory playing cards (DAY 2) For each student: One worksheet (DAY 1) One booklet (DAY 2)

The Lesson (completely in Spanish) Day 1 Introduction I will begin the lesson by going over the numbers 0-18, for this I will use large number flashcards and have the class collectively say the number on the card. (First in order and then randomly). (2 min) I will then have the students tell me (using the sentence frames) how many Im putting up on the 20 frame that is on the board up to number 18 and then ask them how many more I need for 19 and then 20. Talk about what they know about these numbers. (5 min) I will have number cards from 15 to 20 and then hand them out to random students and have them stand up and line themselves up in numerical order according to their number forwards and then backwards. (7 min) Procedure After this activity I will ask the students to sit back down on the rug and each row will get dismissed to their seats so that we can go over the worksheet portion of the lesson. I will explain that they get to practice counting and writing the numbers 19 and 20. (5 min) We will go over the worksheet as a class but I will inform students that they will be doing the last portion on their own; I will be doing the worksheet on the document camera so that the students can all see. (20 min) Closure I will walk around and stamp students work if they have correctly written the number of items in the set on the worksheet. This allows me to see who has understood this portion of the lesson and serves as a type of assessment for this portion.

Day 2 Introduction The students will quickly review numbers up to and including 19 and 20 using the sentence frames 10 y ___ ms son ____. (10 and ___ more, is___). (3 min) Procedure I will then have the students all sit down and I will go over to the pocket chart where I have cards set up and I will explain the days activity. (students expected responses are in parenthesis) *English translation in Brackets]

Ok ustedes, recuerdan cuando hablamos sobre los nmeros 11 y 12 y jugaron el juego de memoria? (si) [Ok you guys, remember when we went over numbers 11 and 12 we played a game of memory? (yes)] Ok, pues hoy van a jugar otra versin, es el mismo juego pero un poquito diferente. Estas cartas tienen nmeros (show number card) y las dems tienen dibujos pero estos son con marcos de 10 como el que esta all. Como el que usamos todos los das para practicar tienen circulitos que son como las fichas que usamos. (Show card with dots). *Ok, well today we are going to play another version, so its the same game but a little bit different. These cards have numbers and the rest have pictures but these are 10 frames just like the ones we use every day to practice. And these have little circles just like the magnetic chips we use] So lo que ustedes van a hacer es poner las cartas cara abajo. Qu quiere decir cara abajo? (face down) la cara es el lado que tiene el dibujo o el numero ok? So esa part para abajo. Para dnde? (abajo) [ So what you are going to do is put the cards face down. The face is where the picture or number is. So that part goes down. Where does it go? (down)] Cuando todas estn cara abajo en sus mesas van a tomar turnos dganme tomamos turnos (tomamos turnos). Y van a voltear 2 cartas solamente. [When all of the cards are face down on your tables you are going to take turns, tell me we are going to take turns (we are going to take turns) and you are going to turn 2 cards only.] Si son pares van a agarrarlas y se quedan con ellas. Dganme si son pares se quedan conmigo. Esperar la respuesta. [If they are a pair then you take them and they stay with you. Tell me if they are a pair they stay with me, wait for response] Si NO so pares, las voltean otra vez y las dejan. Dganme si no son pares las dejo. Esperar la respuesta Cuando ya no haya cartas van a contar sus cartas, para ver quien tiene ms. [if they are NOT pairs then you turn them back around and leave them. Tell me if they are not pairs I leave them, wait for response. When there are no more cards count your cards and see who has the most] Recuerden que tienen que decir cuntos hay cuando volteen las cartas. [remember you have to say how many there are when you flip the cards] Ok yo voy a pedir a _____ para que venga ayudarme. *ok Im going to as ____ to come and help me+ Play the game with student, all the while modeling using the sentence frames. Take 3-4 turns to make sure they get plenty of examples. Ok so atencin ustedes no hagan nada solo escuchen. Los capitanes son ________. Los capitanes van a tener que mover los nombres y ellos van a poner las cartas cara abajo. Capitanes can a ser PRIMERO [ok attention all, dont do anything only listen. The captains are ___ Name captains____. The captains are

going to move the name plates and are going to put the cards face down. Captains are first.] (10 Min) Dismiss captains first so they can move names and start setting up cards. Then dismiss the rows one by one (2 min) Go around and tell them who is going to go 1,2,3,4 (1 min) And have them start playing until all the cards are done (15 min) Have students clean up and come back to the rug (5 min). Review quickly the sentence frame, this time with a written version and do a few practice examples just like in the beginning of the lesson but this time using the written version. On the pocket chart I will have the sentence frame on a sentence strip 10 y ___ ms son ____. (10 and ___ more, is___) and I will have a ten frame, ten frame and twenty frame respectively over the number ten and the two blanks of the sentence frame. (This will be exactly how it is set up in the booklets that they will be completing. I will let the students know that they will be filling out a booklet in which they will have to fill in the numbers that are missing. I will really emphasize that this is exactly the same as we practice in the beginning of each math lesson, only now they will have to write the numbers instead of just saying them. I will show them the booklet so that they see that the setup is just like the one on the pocket chart. I will tell them that they are to do this activity by themselves. (7 min) I will dismiss row by row to get their writing baskets and go to their seats and begin working on the booklet (5 min). The students will then work on the booklet (20 min). Closure Have students come back to the rug and together go over the booklet. I will select 3 of the problems and ask students to tell me how they solved it or how they knew what number to put.

Modifications I will have a lot of connections to previous lessons which will help all students use background knowledge to understand this lesson. I use a game that all students are familiar with because a different version was played in an earlier lesson. I allow for connections to English terms (face down) in case the SLLs are unfamiliar with the term Cara abajo. I make sure to incorporate echo talk so that the students will actively say what they have to do; this also allows them to practice the language. I also had a lot of movements to go along with my words to that SLLs and the students in general had a visual of what they were supposed to do.