Gives sentence stem to "respond in a complete sentence and use academic vocabulary appropriately." (ELLevation, 2021)

"since students’ receptive skills (listening and reading) generally precede their productive skills (speaking and writing), TPR gives them a way to demonstrate comprehension and participate fully with grade-level content. When students use a hand or body gesture to symbolize a key term, they often learn the terms more quickly and retain them for longer." (Colorín Colorado, 2024).

Students will make predictions during a picture walk of the text, Ten Apples Up on Top. Teacher may prompt with anticipatory questions such as "who do you think the story is about" or "what do you think they will do with the apples?"

Students will listen to the read aloud The Little Old Lady Who Wasn't Afraid of Anything and model the actions associated with each clothing item (shoes go clomp clomp=stomping).

"If your child is able to make good and fairly accurate predictions while reading, chances are she comprehends the story well." (Reading Rockets, 2020). 

Students will engage in a second read aloud of Ten Apples Up On Top. When the character of the bear enters the story, the teacher will ask the question, "How do you think the bear feels when the animals come into his house?" Students will answer using a language frame and word bank. 

"Learning to draw conclusions and inferences is a skill that develops over time. The skill requires children to put together various pieces of information, and relies on good word knowledge. Help your child develop skill by providing experience with inferential information, making implied information more clear, and helping your child draw conclusions based on the evidence." (Reading Rockets, 2019). 

Students will watch a video about things families do together and read the book World of Families before completing a drawing/dictation about what they like to do with their families. 

"Having the right background knowledge is critical to ensuring that students understand a lesson. This knowledge provides a foundation on which the rest of the lesson can be built. For ELLs, it can make a significant difference in their comprehension of the lesson and any related materials or texts." (Breiseth, L., 2021)

Students will use nouns and adjectives to appropriately answer the question "What is your favorite type of apple and why?"

"Modeling is at the core of good teaching for all students, and also essential for ensuring Els understand both your content and language expectations for your tasks." (Singer, 2018)

Students will make an apple craft that depicts the parts of the apple. After the craft is complete, students will demonstrate 1:1 counting by identifying how many seeds are in their apple using the language frame "My apple has ___ seeds."

"Signal words act as anchors to signal students as to what type of word should be provided." (Continental Press, 2018). 

Students will take laminated leaves out of a sensory bin and use the word bank to describe their leaves using adjectives (bumpy, pointing, round, red). 

"You can provide a prompt for students to answer, but require students to select vocabulary from a provided work bank to help them reinforce their understanding of each word they previously learned in class." (Model Teaching, 2023).