Vocabulary Development Activity Sheet

As I previously mentioned in the past paragraphs, I have English learners in the classroom, for that reason I decided to focus on several SDAIE strategies throughout the unit. Those strategies are visuals, graphic organizers, gallery walk, and sentence starter/frames. The use of visual aids including kinesthetic delivery of the lesson creates a real experience for the students and a real model of what they are learning about. The use of various SDAIE strategies will be incorporated, including but not limited to speaking slowly, providing individual assistance, and scaffolding. The SDAIE strategies are helpful for all of the students in the class because most of the students come from Spanish speaking homes and they struggle with the language. In order to provide extra support to Els, I designed the unit with lots of group work and pair sharing which is very helpful for Els, because it allows them to participate and become engaged with the content verus having to work alone. These accommodations for learning and assessment tasks provide students with access to the curriculum and allow the students to demonstrate their learning through a variety

1.1 Sort and classify objects by one attribute into two or more groups, with increasing accuracy.

Then go over the alphabet chart and blends chart with the class. They do this every morning so they know how to say them. Do not let students get ahead of each other make sure that they read them together!

For example, if the word nucleus was used (identified or written), then it would be in the color green. All of the words had a specific color whether it is on the word wall, flip-charts, notes, or drawings. This seems like an extremely effective strategy due to students visually seeing the image/color to gain knowledge. The three learning strategies were utilized during the lesson, which supported the students in learning materials easier. The teacher visually presented the notes, while she verbally explained the information, then the student’s experienced hands-on learning when they were completing graphic organizers in small groups. The students were given guided and full notes during the lecture. The guided notes required the students to fill in the blanks with the missing words. Other students were given guided notes as well as full notes. In that situation students were encouraged to highlight the full notes in front of them and then transfer the information to the guided notes blanks. These notes were given to students who were struggling or had an IEP. It was great to witness a teacher utilizing a variety of strategies to help the students learn together.

My plan for extending this reading experience for the listeners is to have them mix the colors by hand. After the read aloud, I would tell the students that now we will be mixing our own colors! While the students are still on the rug, I would give them the instructions. Students will be given a piece of paper titled “My Personal Color Palette.” They will use this sheet to mix their own colors and give their new colors a name. Due to the lack of time, I was not able to do this activity with the

Example: The brown bear looks like he has fur because of the lines and the different colors. Also, ask the students what do they think the bear feels likes and why do they feel this way. After reading and discussing the book have the students think of an animal that was in the book or a different animal that they would like to draw and paint. Once the children have chosen their animals, pass around white multipurpose paper. Have them cut the white multipurpose papers in half (the long way). The children will then write the name and color of the animals they have chosen at the bottom of each page. Ask the children about the colors of the animals they have chosen. Have them explain why they chose that color for the animal. After the colors have been chosen, the children will collect each color paint. They will then pour a small amount of each

At first, everyone in the class was told to look at an old picture that went viral on all social media. This picture that shown on the screen was a blue and black dress. The reason behind to it on why it went viral because there were a group of people who see the dress as white and gold. And people were arguing how the dress was blue and black and not white and gold. Later on, we watched a video where they had a theory that explained about color consistency. Where they provided an example of a puzzle cube and how they had a brown

Pre-teaching vocabulary needed for the lesson (e.g.,e.g., energy, motion, potential energy, kinetic energy, transformation, mass, speed, gravity, height, etc.)

This is a color center that can potentially be left out all year for the students to interact with colors in many different ways. The center offers students the chance to explore a concept that is all around us. A concept we see in our early childhood setting, homes and outdoors as well. Beginning to notice the obvious differences between black and white or the more subtle differences between beige and tan will help students notice the differing attributes, which is a precursor to sorting, naming and down the road reading the color word.

Artists of all skill levels are rediscovering the enduring trance of coloring. Whether while watching TV at home, escaping responsibilities at work, or passing the time during long layovers, pages composed of intricate black-and-white lines waiting to be filled with wisely selected color schemes are claiming the attention of adults everywhere. Coloring books have been reinstated as the popular pastime for adults.

Students will choose one of the activities listed below and play in small groups or individually.

As I went through the terms, I had them watch my example/illustration and then have them create their own. While most of the students are still at the level where they copy my definition and example, it still allows for the more advanced students to process and comprehend the terms to write paraphrased definitions and construct their own examples/illustrations. Having the definitions already printed for the students who struggle with English helped with the class pacing. Because of that, the students were able to finish filling in their sheets in the time provided. Having the colored pencils also allowed the students to personalize and take ownership of their

It is natural for younger children wanting to talk continuously. One way to encourage talking is by asking questions to the students. Questions help students to recall information, develop fluency in the target language, engage students in thinking out of the box, teaching them how to ask questions properly, and provide them a platform to express their thoughts. Higher order thinking questions are important to teach students think a little deeper. In this lesson students classified M&M’s by color, count how many of each color they had, and they prepared a bar graph to compare the numbers. At the end of the lesson we did a classroom survey to determine the group favorite colors in order of preference. On the classroom floor we had different

If you have not fully understood the coloring of your images, you have go through the chapter on Basic Concepts.

As I sat on the floor smelling the old vintage red carpet in my home that had nails sticking out of it, I reached into the box of 64 different vibrant crayons. A box composed of a wide range of colors and scents tickled my little nose hairs and would only cost five dollars at my local craft store. This box allowed me to have a lively childhood because it allowed me to have fun. Usually, when I would use these crayons, it would take hours to color just one polar bear because I wanted to make sure that I wouldn’t color outside the lines. I loved the satisfaction and attention I would receive once I showed my parents my coloring job and be told, "Nice artistic skills, son." Comments like that would make me ecstatic and help me sleep better at night.