Teacher:

Morgan Piskadlo
Subject: Language Arts: Sequencing Beginning, Middle, End
Grade Level: 2nd Grade
Unit or Chapter: N/A
Acquisition stages of the ELLs in my class: 1 EL starting (level 1) language
proficiency and 2 ELs at developing (level 3) language proficiency.

* For this lesson, as a class we will be developing our understanding of Beginning,
Middle, and End through an exciting Read Aloud. The book chosen for this read
aloud is called Too Many Tamales By: Gary Soto. I imagined my EL students being
from Latin America. This book focuses on their culture in a way of what they eat
around the holidays that many students in my classroom have discussed or
celebrated.

1. What are the ELL or content area standards?
2.8 The student will read and demonstrate comprehension of fictional texts.
a) make and confirm predictions
b) Relate previous experiences to the main idea.
c) Ask and answer questions about what is read.
h) Summarize stories and events with beginning, middle, and end in the correct
sequence.

2. What key concepts will students learn, and what strategies will be used to
teach them?
Target Key Concepts:
Recognizing what is happening throughout the book while reading the
book I will have stopping points to gauge students understanding of the text.
The students will have an opportunity to discuss.
Sequencing is the strategy developing here, students will be able to recognize
the beginning, middle, and end throughout reading (by being prompted to
think about it) and after reading by doing an anchor chart with the teacher.
We will discuss a Bold Beginning, Mighty Middle, and Excellent Ending
throughout this book and how it could be modeled in our writing as authors.
Instructional Strategies for ELs:
Using Pictures to introduce story and use them throughout the book/ using
real life pictures to describe (level 1) this will help students understand
what we are talking about. Hopefully with the book chosen, they will feel
incorporated and know some of the background knowledge about the food
described in the book. This is a great way to ask student if he/she has ever
had tamales or do they eat tamales around the holidays.
Participate in whole group discussions (level 1) Although the EL students
might not be contributing in long sentences; they can contribute with
representing their culture.
Making predictions (level 3) Having the book represent there culture
students could use background knowledge to represent what might happen

in the story. Making predictions is something that as a class we will do first

to introduce the story.
Sequencing (level 3) Teacher can represent the sequence of the story
visually but also orally discuss it with the class.

3. What background knowledge will students need? How will it be activated?
We will be reading and discussing beginning, middle, and end through the
book Too Many Tamales By: Gary Soto.
Students will need a background of what the title actually meansWhat is a
Tamale? This is where students of this culture can speak up, if confortable.
As a class we will discuss what a tamale is and have a picture to represent it.
We might discuss the ingredients and see how many students would like to
eat tamales.
As the teacher I will have done my research to bring it to the students and
have a discussion about the heritage, culture, and when this food is usually
cooked. Pulling books to get students engaged in the Latino culture.
We might also bring in a holiday discussion because the book talks about
Christmas and other holidays that we might celebrate as a class. Having
students discussing as whole group, small group, and partners will get them
thinking about the culture and ready for fully understand the text.

4. List key terms, words, idioms, and phrases (TWIPs) to be pre-taught. Include
simple, student-friendly definitions. Identify words that are likely to be used
outside class as well as academic words that are content-specific.

Dusk growing dark; becoming night
Glittered shine or to sparkle
Tamales a Mexican dish of meat wrapped in dough that is baked in
cornhusks.
Masa dough made from corn flour
Kneading squeeze or massage with hands
Chattered talk very quickly




5. Design one or more of the following activities for TWIP instruction:
Matching vocabulary with definitions
Drawing and labeling As a first activity to introduce sequencing to the
class, after we have talked about it as a group, student will be able to label
and draw the beginning, middle, and end in this story. For EL students it
will help to be able to discuss first and then do, typically following the
model teacher does, all do, I do. During this activity students are
listening, speaking, reading, and writing throughout. Students who are
ELs will be able to retell a simple story by using pictures and labels and

identify what the beginning, middle, and end is through this activity.
Labeling maps
Filling out simple charts
Sequencing activity This will be the last and final activity that students
do on their own. Students will have been introduced to beginning, middle,
and end and what these things mean in a story. Students will then
represent the beginning, middle, and end on their own graphic organizer.
To differentiate the instruction students will be able to draw pictures,
write words or sentences depending on their level of development. As a
teacher, I will walk around and converse with the students about the
book and what they are describing as the beginning, middle, and end. As
the teacher this discussion will give me an idea of how many students
understand and if we need to revisit this strategy.
Group vocabulary activities and games To enhance all students in the
classroom ability on the vocabulary used throughout this book, I will have
students in groups play charades. This requires students to look at the
word and act out the word in different ways. For some of the words
students will be able to draw them out (those words will have a drawing
symbol next to the word to allow students to recognize that they can
draw there). For the EL students in my classroom this allows them with
visual aids, symbols, and able to communicate with their peers in there
assigned groups. This activity can take place before reading or after
reading, but the vocabulary has to be pre-taught by the teacher so the
students know what the words mean.
Student-generated word walls

6. Check which of the following strategies you will use in class:
Buddies & Cooperative Groups This is done throughout the learning
process through learning about vocabulary to learning about and having
conversations about the context of the book. For ELs having them included
in the discussion will make them feel included. Discussing with their peers is
such a powerful moment for them. Students learn from each other and I
believe that this lesson is perfect for that. It is actually a time for the ELs to
teach our class about their culture.
Graphic Organizers, Graphs, charts, photos, drawings As the teacher I will
have an anchor chart to pre-discuss vocabulary. This will be a visual for all
the students but will especially help the EL student in my classroom. I will
also have a graphic organizer to organize our thoughts with the students
about the beginning, middle, and end. The teacher will have one to describe
what each one is and how to determine it but also one to fill out specifically
about the story. Students will then use their own drawings, and graphic
organizers to depict and sequence the story.
Using body language, skits, storytelling, music, videos Body language, skits
will be apart of the activity for vocabulary by having the kids demonstrate

the words by getting in a group and playing charades. This is a non-speaking

activity and feel as though many of our EL students or students who do not
feel comfortable with language arts and reading will thrive in because they
just have to act out or draw the vocabulary word.

7. How will you modify text for beginning learners of English?

Since the teacher is reading the book, I believe that having many
discussions and getting students into groups is a way that I am modifying
text through activities.
While reading I will have reminders on the board about what is going on
with the story, labels and pictures will help here. As students complete
that activity at their seat, they will understand in more context about
what the story is about.
8. What kind of homework will you assign? How does it explicitly connect to
and provide additional practice for the days lesson?

N/A

9. How will you modify assessments for ELLs?

N/A