Then use it in a sentence and give examples.

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

Act Out Vocab

Videos

Real Life Connections

Kid friendly definitions

TTW introduce vocabulary with visuals, and sentence examples.

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

2. Use gestures and actions to reinforce meaning.

• 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

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

Scaffold with sentence stems to answer questions for comprehension.

Retelling picture cards.

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

• 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.

Visual supports for grade level text

Address comprehension with questions and sentence stem answers

Write and/or draw main idea

Sentence stems

Underline key words

• 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

*5 W's with pictures

*Sentence Starters for student answers

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.

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

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?

Review vocabulary to ensure the understanding in the text.

Stop and ask questions during the text for understanding.

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

Sentence stems and frames

Think ,pair, share sentences

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.

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

Post-reading: Summarizing

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

• "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."

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.

whole group/discussion/ask questions

• 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.")

Sentences stems

Key Words

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

mixed up sentence from the text- student will correct

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).

Think pair share things leaders do.

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 _____.

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.

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."

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

Then continue to provide examples and have students practice.

• 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!").

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

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.

• 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!"

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

past tense - (walked)

present tense - (walking)

future tense - ( will walk)

"One detail about ____ is _____."

"Another detail about ____ is ____."

"Lastly, a detail about ____is ____."

_______ is the President of our country.

________ is the Principal of our school.

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

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.

Physical movement to demonstrate the action.

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.

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.

• 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.

Teacher will say, "when speaking we use a complete sentences. We need to know who is talking (subject), what the action is (verb) and the rest of the sentence (predicate).

SWBAT speak in complete sentences.

Teacher will support students on scaffolding their answer/question. (when a student gives a one word answer, scaffold, subject, verb and predicate.)

(verb)

Think, Pair, Share

Assigned Strategic Partners for sharing together with a specific direction for who goes first and when it is time to switch turns. Next question reverse.

Mix, Pair, Share. Music playing and students walking. When the music stops find a partner. Use pictures to stimulate conversations while teacher monitors the room listening (will correct grammar mistakes when the group comes back together)

The teacher will recap the three verb tenses learned and how they are used to describe actions related to historical leaders.

Sentence stems- discuss playground talk versus classroom talk and importance of using complete sentences.

Visuals of vocabulary and stems posted so students have references accessible.

• Vocabulary Building:

  • Encourage students to read widely and explore various genres. Exposure to diverse vocabulary enhances language comprehension and expression.

  • Introduce new words in context. Provide definitions, synonyms, and antonyms to deepen understanding.

  • Use word games, puzzles, and mnemonic devices to reinforce vocabulary retention.

• Grammar and Syntax:

  • Teach grammar rules explicitly. Focus on sentence structure, verb tenses, subject-verb agreement, and punctuation.

  • Provide practice exercises to reinforce correct usage.

  • Analyze well-written texts to highlight grammatical patterns.

Ex: He lived at the White House.

He lives at the White House.

He is living at the White House.

TTW refer back to a sentence from the passage. TSW identify the verb tense in the sentence.TS can use the verb forms to tell about the passage.

• Practice active listening. Use audio materials, podcasts, and TED Talks.

• Develop oral communication skills through debates, presentations, and role-playing.

Content-Specific Language:

• Tailor language instruction to subject areas (e.g., scientific terminology, historical context).

• Use real-world examples and case studies.