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Share how you plan to provide instruction on how to locate and circle specific information and details in the text that describe the actions and responsibilities of different leaders, such as key actions, responsibilities, or characteristics of leaders.

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Share how you plan to explicitly teach the sentence structures commonly used to describe actions and responsibilities, such as subject-verb-object patterns or complex sentences with subordinate clauses, and model examples of sentences that describe the actions and responsibilities of leaders, highlighting the structure and components of each sentence.

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Share how you plan to introduce academic vocabulary related to the social studies content. They teach with key terms, concepts, and phrases related to different American leaders.

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Share how you plan to teach specific reading comprehension strategies to help them effectively understand the text describing the roles and responsibilities of different American leaders, including understanding specific details about what each leader does.

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Share how you plan to explicitly teach verb forms and tenses commonly used to describe actions, such as present simple, past simple, and present continuous, provide explanations and model examples of how each tense is used to convey different meanings in sentences.

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Share how you plan to teach and model the skills needed for effective oral communication, such as speaking clearly, using appropriate volume and intonation, maintaining eye contact, and using gestures to emphasize key points.

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Teacher will give students verbal sentence stems and model it for them. Have students practice the sentences with their partner.

_______ is the President of our country.

________ is the Principal of our school.

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Before Reading:

Building Background Knowledge: Activate prior knowledge.

Vocabulary Preview: Pre-teach key vocabulary words before reading. Use visuals, definitions, synonyms, and sentence examples to solidify understanding.

Setting a Purpose: Discuss the title, pictures, or opening sentences to help students predict what they might learn from the text.

During Reading:

Chunking: Break down the text into smaller, more manageable sections. Students can read and discuss each section before moving on.

Graphic Organizers: Provide graphic organizers like charts, timelines, or story maps to help students visualize the relationships between ideas and information.

Think-Alouds: Model your own thinking process by "thinking aloud" as you read. Verbalize what you're thinking, predict what might happen next, and clarify confusing parts.

Questioning: Encourage students to ask questions before, during, and after reading. This promotes active engagement with the text.

Comprehension Checks: Throughout the reading, pause and ask questions to ensure understanding. Question types can include main idea, details, sequencing, cause-and-effect, and making connections.

After Reading:

Summarizing: Have students summarize the text in their own words, orally or in writing.

Discussions and Activities: Facilitate discussions about the text, characters, plot, and themes. Encourage students to share their interpretations and make connections to their own lives.

Creative Activities: Use activities like drawing, acting out scenes, or writing short stories inspired by the text to deepen understanding.

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Give students verbal sentence stem.

I think __________.

The leader ____________.

When they are working with a partner have them repeat what their partner said.

I hear you say ___________.

Model to students how to speak clearly.

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Words and Pictures, possibly even manipulatives.

Then use it in a sentence and give examples.

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Visuals with words and pictures, using motions when applicable, and including some synonyms or multiple meanings when needed.

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Pictures - Pictionary using vocabulary cards.

Later in the week they can play Password-type vocab game in partnerships

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We plan to introduce academic vocabulary by diving deep into the words with a Frayer Model. Also allowing the space and time to ask questions about the terms in a discussion.

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Introduce academic vocabulary with words and pictures. Add a TPR movement if possible.

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Pictures/Visuals of Vocab

Act Out Vocab

Videos

Real Life Connections

Kid friendly definitions

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TSW use a graphic organizer to write down definitions, and parts of speech for each vocabulary word.

TTW introduce vocabulary with visuals, and sentence examples.

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Show students pictures of each leader we would be learning about. Explain briefly who they are. Show video and give examples and non examples of the vocabulary word from the text. Show PowerPoint of the text and show vocabulary words of how it is use in the text.

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Before introducing the "to do" of the assignment, we will chant a chant that describes what leaders in the classroom do.

ie, "clean up, clean up, I am a leader I clean up. Clean up, clean up I am a leader I ___"

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1. Use visuals and real-life examples.

2. Use gestures and actions to reinforce meaning.

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We plan to teach academic vocabulary by using a google power point to display each vocabulary word with images to show them a visual. We will then connect the vocabulary to concrete examples using realia connecting all the ideas together. 

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We plan to teach academic vocabulary by using a google power point to display each vocabulary word with images to show them a visual. We will then connect the vocabulary to concrete examples using realia connecting all the ideas together. 

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Identify essential vocabulary words so that students can all engage and participate in the lesson, then introduce the words in context to give extra opportunities to develop context clues skills. Pictures and visuals are always helpful, especially when discussing events that happened long ago and in places that students may be unfamiliar with.

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Vocabulary Development:

Introduce Key Words: Leader, responsibility, decision-making, influence, community, represent, inspire, motivate.

Activities:

Create a word wall with definitions and pictures.

Play charades with students acting out leader roles.

Have students use the words in sentences about different leaders.

Matching definitions with pictures

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During Targeted time we introduce it using picture cards with definitions. We will create an anchor chart together to reference it during the week.

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The five W questions, Who/what, where, when, how, and why.

Scaffold with sentence stems to answer questions for comprehension.

Retelling picture cards.

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We planned to introduce academic vocabulary by creating flashcards that have the words, the definition, and visuals to help aid in understanding. We would start off by displaying a PowerPoint to pre-teach the vocabulary 1 by 1, this could include real life examples, visuals of people, TPR opportunities, etc.

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Introduce vocabulary words by modeling and creating a mimic for each word. Utilize vocabulary cards with pictures, or vocabulary graphic organizers.

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We planned to introduce academic vocabulary by... building background knowledge with relatable concepts. Example: Schools, Families. (Teacher, Principal, Superintendent) Having the students discuss these different environments. This will then let us introduce American Leaders; Mayor Presidents, and Governors.

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Introduce Vocabulary : celebrate, customs, holiday, nation, symbol, leaders

Have Students Repeat words after us & show/ describe what they see in the picture

Game: Match vocab word with the picture.

Have students write a complete sentence with proper structure (Subject,verb, predicate, punctuation) <---SIMPLE SENTENCE

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We plan to introduce academic vocab. in several ways mainly using real life and possible background knowledge for students to be able to make a personal connection to the material.

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We planned to use academic vocabulary by introducing what a leader is. We would start at the school level, teacher - principal - superintendent and explain what each one does. We would use pictures that would demonstrate the similarities between the mayor and the teacher, the governor and the principal, and the President and the Superintendent.

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Video or snippet to provide background knowledge

Visual supports for grade level text

Address comprehension with questions and sentence stem answers

Write and/or draw main idea

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Think pair share what they know about the leaders. Retell what they heard.

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Retelling picture cards.

Sentence stems

Underline key words

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We will read a mentor text containing the vocabulary of the week. After the story, we will discuss and answer questions to check for comprehension and understanding.

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Ms. Perez, Ms. Fallas, Mrs. Ochoa                                                                              We plan to teach reading comprehension by having the students make predictions prior to reading, (picture walk), then the students will match academic vocabulary and images to connect the two in order to solidify the reading. The students will create a "mental" map sharing what they have learned from the reading.  

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Ms. Perez, Ms. Fallas, Mrs. Ochoa                                                                              We plan to teach reading comprehension by having the students make predictions prior to reading, (picture walk), then the students will match academic vocabulary and images to connect the two in order to solidify the reading. The students will create a "mental" map sharing what they have learned from the reading.  

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Comprehension:

Targeted Text:

Use age-appropriate passages about different leaders (historical figures, community leaders, fictional heroes).

Highlight vocabulary words within the text.

Comprehension Questions:

Who is the leader in this story?

What decisions did they make?

How did they influence others?

Thinking Skills:

Compare and contrast different leaders.

Discuss the qualities that make a good leader

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Underline words in the text that tell you relevant information. Think to yourself: does it support what the text is about?

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*Quick draw- next to each paragraph or sentence (depends on how long the text is)

*5 W's with pictures

*Sentence Starters for student answers

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Utilize comprehension strategies such as Prove it to Me, the 5 w's, taking notes/annotating text, making connections with the text, etc. It is also essential to have students TALK ABOUT the text.

It can be very effective to have students create questions that they can ask about a historical figure or event and have other students answer the created questions. This ensures that students are processing and synthesizing information at a level that allows them to both ask AND answer questions about the topic.

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Have students stop and highlight important details and vocab with teacher modeling

Have students explain why the detail is important. Have comprehension questions side by side if possible so students can look for questions while reading the text

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Adapt activities and materials to suit different learning styles and abilities.

Provide visual aids like pictures, timelines, and graphic organizers for support.

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Syntax surgery, identify nouns and verbs, sentence stems. Think pair share what they would be writing about before writing. Verbally rehears their sentence with a partner.

The leader is ______________.

He/ She ______________.

review the definition of a noun and verb.

Who and what

Ask questions.

Who is the leader? what did they do?

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Video to activate prior knowledge.

Review vocabulary to ensure the understanding in the text.

Stop and ask questions during the text for understanding.

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Using color- coding to highlight parts of the text where they found their answer (prove it).

Students create questions from the text and then have their peers answer these questions.

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Post reading - summarize main ideas and important details, hi-lite vocab for discussion to be extended also re-read strategy, finding text evidence for support of ideas

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Sentence Surgery

Sentence stems and frames

Think ,pair, share sentences

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Use of Graphic Organizers: Provide graphic organizers specifically designed to capture key details. For example, use a chart with categories like "who," "what," "where," "when," "why," and "how." This helps students identify and categorize important information.

Highlighting and Underlining: Have students revisit the text and highlight or underline key details based on the graphic organizer or reading focus.

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For enriching reading comprehension, we would have our students use graphic organizers, text evidence, visuals, a drawing per paragraph, and pair sharing.

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Teacher poses questions at certain points in text reading.

Partner talk and then sentence stem for answers

Class created Anchor chart with Main Idea and Key Details.

Prove It- Find answers to questions/details in text.

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Pre-reading: Activating prior knowledge w/ KWL/Thinking Maps

While reading: take notes on key pieces of information/graphic organizers

Post-reading: Summarizing

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We plan to teach and use context clues so they can better understand the text. Using context clues will also help them better understand words they don't understand in the text as well. This will give them better clarity when reading the passage.

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*Sentence Starters- To summarize to tell key details from text

*Retelling Cards/ Pictures- Ask questions using retelling cards to find key details.

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Sentence Structure:

"Leaders are people who make decisions for others."

"Good leaders are responsible and help others."

"Martin Luther King Jr. was a leader who inspired people to fight for equality."

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Read the story cards that have the the vocabulary in the story. Then pull out details by asking students what an important idea was that they read.

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TWBAT guide students on what is an action - "verbs".

SWBAT to describe some actions that they do when they are being leaders.

The lesson will guide students to begin to think of themselves as leaders and their actions as leaders so that they can identify the actions (verbs) in the passage.

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We would walk students though highlighting pieces of the text that could help them with overall comprehension. To take it a step further, we could provide real life examples: i.e have a Principal or someone from the community visit the classroom to help them understand the roles.

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After students have read a passage about leaders, the class can discuss and highlight information about the leaders. From here students can use sentence frames to fill in facts from the passage. They can also begin to use beginning transition words to share with partners.

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Utilize highlighting skills with a purpose. We identify specific details that need to be highlighted in order to better develop a student's understanding of the text or will allow them to engage in discussion about the topic. Teachers should already have an idea of what specific details they are looking for students to highlight before they begin the lesson so that they can plan for potential discussions that follow.

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Before asking students to underline or identify key details, the teacher should preview the text with students, activate prior knowledge, and ask guiding questions. Once these three steps are completed, it will be easier for the students to underline key details and fill in graphic organizers.

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Find the Main Idea first, look at context clues to find key phrases/words that relate to the idea.

whole group/discussion/ask questions

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Ms. Perez, Ms. Fallas, Mrs. Ochoa                                           

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Ms. Perez, Ms. Fallas, Mrs. Ochoa                                           

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The students will use their mental map with their ideas from the previous days lesson. The mental map will be reviewed to identify, through teacher modeling, how to locate key details and the ones that are not key details.

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Start Simple:

Focus on basic sentence structure: Begin with simple Subject-Verb sentences (e.g., "I eat." "She sleeps.") Gradually add complexity with objects (e.g., "I eat an apple.") and adjectives (e.h., "The red apple is sweet.").

Use sentence starters and frames: Provide sentence starters or frames to guide students in forming grammatically correct sentences (e.g., "The dog is _____." "I like to _____.").

Use visuals: Pictures, flashcards, or real objects can help students connect words and understand sentence structure through visual cues.

Build Gradually:

Introduce new structures one at a time: Focus on a specific sentence structure like questions (e.g., "What is your name?"), negatives (e.g., "I don't like broccoli."), or plurals (e.g., "The cats are playing."). Provide ample practice with each new structure before moving on.

Sentence expansion activities: Start with a simple sentence and have students add details to expand it. (e.g., "The girl is reading." - "The girl with brown hair is reading a book in the library.")

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Teacher will read the passage as students follow along with their booklets. Teacher will stop at an important detail students may need and ask them to think whether or not that is important and helps us understand the passage better. Teacher will then explain why that detail is important and highlight the sentence (students will follow)

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Teaching what a main idea and key details are and using another topic to show examples.

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Develop sense of "key" versus not key details by dissecting a paragraph sentence by sentence. Discuss if the sentence is relevant, or if it would be used in a short summary of the passage.

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Pictures/Illustrations

Sentences stems

Key Words

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Use examples of text that illustrates what is considered a "key detail" and what information isn't as important.

Use of Main Idea/Key Detail type of graphic organizers modeling by teacher, discuss w/examples.

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We plan to teach key details by using the say something strategy. This gives students the opportunity to collaborate and interpret the text one page at a time. Rather reading the whole story at once, we will stop and check, and they will turn and talk with their table or partner what is a key detail in that part of the text.

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Providing the main idea of the text and reading different sentences to have students decide if they are important to understanding information about the main idea. Underline words/phrases that students think are important to understanding the text.

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sentence stems

mixed up sentence from the text- student will correct

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Using multisensory grammar. Starting with what is a noun. Have students engage in activities such as bringing items that are nouns to share out. Continue to do this with the basic parts of speech and slowly progress to complex sentence structures.

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(Subject,verb, predicate, punctuation) <---SIMPLE SENTENCE

Students and teacher will work together to use this simple sentence structure template as a guidance to ensure they have all components.

WHY?

Students need to understand the proper tense of the verb in order to understand the sentence (past tense, present tense, and future tense).

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The teacher will share that key details include: who, what, when, where, why, and how in order to determine if the key detail is relevant. The teacher will use sentence stems, locate evidence within the reading, write it to demonstrate how to complete the stems, then conduct a, "we do" in order to complete the next sentence stem with the students.

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We plan to teach sentence structure by using multi sensory grammar. This strategy correlates a color with different parts of speech, making it easier to put together a sentence.

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Review that a verb is an action word, things people do. Give examples of a verb. Look at examples of verbs from the book. Show students picture of verbs.

Think pair share things leaders do.

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TWBAT work with students to make a list of leaders' characteristics. (Teacher will ensure that students have key passage characteristics).

SWBAT listen to the passage, so that they can hear the actions that the leader does in the passage.

Along with their partner, students will then decide key actions that the leader does.

STEMS

A great leader does ______.

I heard that ____ did ____.

In the passage leaders make _____.

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By strategically using verb forms and tenses, you can effectively guide students' understanding of leadership concepts and their development in different timeframes.

For Example:

Present Simple: This is ideal for defining key vocabulary and general characteristics of leadership.

Example: "A leader makes decisions for others."

Example: "Leaders show responsibility and inspire action."

Present Continuous: This is useful for discussing ongoing processes related to leadership qualities.

Example: "Our class president is currently planning a school fundraiser."

Example: "Effective leaders are always learning and adapting."

Past Simple: This tense is perfect for exploring historical leaders and specific events.

Example: "Abraham Lincoln led the United States during the Civil War."

Example: "Martin Luther King Jr. delivered his famous "I Have a Dream" speech in 1963."

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explicitly teach sentence structures

Example:

What does a leader do?

3 part sentence. A leader leads.

4 part sentence. A leader leads people.

7 part sentence. A good leader leads people in actions.

Creating a class noun/verb/adjective bank to help build increasingly complex sentence.

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Multisensory grammar can be helpful for allowing students to recreate sentences independently. We have students highlight different parts of speech so that they understand when and where certain words/parts of speech can be used. We give immediate feedback to students about the quality of their sentences and guide the students to either add or remove elements of their written sentences.

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Teach is and was with examples.

Abraham was a great leader and Joe Biden is a great leader.

Then continue to provide examples and have students practice.

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1. Building the Foundation:

Start with Action Verbs: Begin by focusing on high-frequency words that students can easily connect to through movement and visuals. Utilize flashcards with pictures and simple verbs like "run," "jump," "eat," "sleep."

TPR (Total Physical Response): Combine actions with spoken verbs. For example, say "jump" and jump in the air, or say "clap your hands" while demonstrating the action. Encourage students to mimic you, associating the verb with the physical movement.

2. Context is King:

Daily Routines: Use familiar daily routines to illustrate present tense verbs. Create a chart or visuals depicting actions throughout the day ("I wake up," "We eat breakfast"). Practice using "I am" or "We are" to reinforce present continuous tense.

Story Sequencing: Use picture cards or simple story prompts to introduce past tense verbs. Students can sequence the pictures and use past tense verbs to describe the events ("The girl ran. The boy jumped.").

3. Making it Engaging:

Games and Activities: Learning shouldn't be static!

Charades: Play charades using verb actions. Students take turns acting out verbs while others guess.

Simon Says: Give instructions that involve verbs ("Simon Says touch your toes!").

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TTW guide students to identify actions and responsibilities of leaders by identifying different adjectives that describe their roles.

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After reading the mentor text, the teacher will facilitate a discussion about what happened in the story using "wh" questions. While the teacher reads the mentor text, the teacher will pause to point out a key detail about a leader in the story. The teacher will model how she takes a moment to highlight and underline the details. The teacher will show excitement that she recognizes the word in the text and dictates why she is highlighting it. The teacher will write the detail in a graphic organizer that students can see to model how she writes the detail to emphasize the importance of it and how it relates to that leader. The students will highlight the detail in their copy of the text and write it in their graphic organizer. The teacher will continue using the graphic organizer throughout the story to model how to identify key details in any story.

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Sentences with missing portion ( noun or verb) with visual support.

Read a sentence wrong (barking was dog the)

Sentence matching noun on one part, verb on another

Kernel Sentence and then expanding by adding to the sentence

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Discourse Features:

Descriptive Language: Use simple yet descriptive language to paint a picture of leadership qualities.

Example: "A leader is someone who is kind and helpful."

Sequencing and Cause-and-Effect: Introduce basic sequencing to show how leaders help others.

Example: "The teacher (leader) tells us the rules, so we can all play safely (positive outcome)."

Positive Reinforcement: Emphasize positive qualities associated with leadership.

Example: "Leaders are strong because they help others!"

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The students will highlight the "who/nouns" within the reading one color with teacher guidance. They will then highlight, in another color, with teacher guidance, the "what/verb." The students will then be given a bank of words to complete missing nouns and verbs within a sentence stem to complete the sentences.

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Teach student that verbs are action words.

Teach students how to connect the correct verb tense in a sentence by modeling.

(Regular Verbs)

-s is added to a singular subject

-ed = past tense

-ing = present tense

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Use a multi-sensory "Grammar Wall" as an activity for sentence construction practice., sentence stems and support while writing.

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For Sentence Building, the teacher can use pictures and introduce the concept of a sentence. The teacher can start with a simple sentence structure like "The __ ." Fill in the blank with the object from the picture (e.g., The cat ). The teacher can have students help choose the verb that makes sense (The cat jumps). The teacher can also use sentence strips with missing words. Read the incomplete sentence together (e.g., The jumps.). Then, the teacher can show the corresponding picture and have students identify the missing word (cat).

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Verb chart- regular verb (walk)

past tense - (walked)

present tense - (walking)

future tense - ( will walk)

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Using the graphic organizer, students will draw a picture of three details about a leader. Students will color and label their drawings. Students will use the drawing to build a sentence using the details to complete a sentence stem.

"One detail about ____ is _____."

"Another detail about ____ is ____."

"Lastly, a detail about ____is ____."

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Teach students what verb tenses are and how we can use them. Work on examples together as a whole group before having independent practice to do a knowledge check of understanding.

Then, pull in the text we have been using to find evidence of the verb tenses to apply it to the lesson.

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Beginning:

We would start on by having a resource with predetermined sentences, this would be displayed in front of the class.

As required by our school Principal, we all would have a Multisensory Grammar wall in our classroom.

This would be utilized prior to the beginning of the lesson.

Conducting the lesson:

We would then work together to pick it apart and identify each specific part of speech outlining what each means and how they are properly used.

This could be done by assisting students in using the grammar wall to follow the Multisensory color coding.

By doing this we would then be able to fully focus on each piece of sentence building.

This would aid students in being fully successful in creating and understanding sentence structures.

Closing

We would encourage students to try to build a sentence on their own utilizing the skills that they learned in the lesson; and the resources in around the room.

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We will teach verb forms and tenses by using examples of action verbs. We will then create and anchor chart with past present and future. For an example: Ran, running, will run.

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Explain or review what a verb is.

Physical movement to demonstrate the action.

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Start with dissecting a paragraph and looking for patterns within. Students come up with patterns for past, present, and future.

Then students work as class to fill in blanks/ decide between two choices for which tense of the verb fits.

Last, students create their own 3 sentences. One for past, present, and future.

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TSW orally share about the role of a leader using Proper nouns or pronouns with a key details.

TTW write it down shared sentences on an anchor chart. TSW practice using sentence frames provided by the teacher.

TTW model how to restate a sentence from the passage using conjunctions and pronouns.

Ex: The President of the United States attends meetings every day.

Everyday, the President's has a responsibility to attend meetings.

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1. Building Comfort with Classroom Talk:

Circle Time: Regular circle time discussions allow students to practice speaking and listening skills in a safe and supportive environment. Use visuals, props, and open-ended questions to encourage participation.

Turn-Taking and Wait Time: Model turn-taking and provide wait time after asking questions. This allows ELLs time to process information and formulate their responses.

Sentence Starters and Frames: Provide sentence starters or frames to scaffold student responses, such as "I think..." or "The answer is...".

2. Focus on Academic Vocabulary:

Pre-Teach Key Words: Before introducing new concepts, pre-teach important vocabulary words. Use visuals, real-life examples, synonyms, and simple definitions to ensure understanding.

3. Collaborative Learning:

Partner Talks: Pair students up to discuss a topic or answer a question together. This allows them to practice using language, build confidence, and learn from each other.

Small Group Discussions: Facilitate small group discussions on focused topics. This provides a less intimidating environment for ELLs to participate and practice academic discourse skills.

Role-Playing Activities: Use role-playing activities to help students practice communication skills in different contexts. For example, students can role-play interviewing an animal or presenting information to the class.