Constructivist Learning Design Day 1 Level: 1 Grade Subject: Language Arts Title: Painting pictures in our head Visualization

on SOL(s): 1.9 The student will read and demonstrate comprehension of a variety of fictional texts. e) Ask and answer who, what, when, where, why, and how questions about what is read. f) Identify characters, setting, and important events. h) Identify the main idea or theme. 1.10 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Preview the selection. b) Use prior and background knowledge as context for new learning. f) Ask and answer who, what, where, when, why, and how questions about what is read. g) Identify the main idea. h) Read and reread familiar passages with fluency, accuracy, and meaningful expression 1.12 The student will print legibly. b) Space words within sentences. c) Use the alphabetic code to write unknown words phonetically. 1.13 The student will write to communicate ideas for a variety of purposes. a) Generate ideas. b) Focus on one topic. f) Use correct spelling for commonly used sight words and phonetically regular words in final copies. g) Share writing with others WIDA Standard: ELP Standard 1- Social and Instructional Language, Grades 1-2. English language learners will process, understand, produce, or use: Level 4 Expanding: produce illustrations reflecting what is read. Situation Time: 35 minutes The purpose of this situation is to expose students to a new comprehension strategy, known as Visualization. Students will listen to the first half of the poem, My Neighbors Purple Dog, and be asked to draw what it makes them think about. Students will listen to the second half of the poem and draw how the picture in their mind changed. Students will reflect on how they knew what to draw in their picture by participating in class discussion and turn and talk. A. Students will draw their initial mental image, participate in turn and talk to share why they drew what was in their picture, and then draw their changed mental image after listening to the second half of the poem. As a class we will
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Groupings Time: 10 minutes

Bridge Time: 10 minutes

Questions Time: 5 minutes

Exhibit Time: 5 minutes Reflections Time: 5 minutes

ELL Modifications

discuss how they knew what to draw, and what happened to their picture as they listened to the rest of the poem. B. Students will listen to, and follow along with the poem My Neighbors Purple Dog on the SMARTboard. Students will be given My Neighbors Purple Dog worksheet to record their images using their own pencils and crayons, and at the end of class, an exit slip to write their reflections. Students will draw illustrations, which allow them to make a connection to their own knowledge. The teacher will activate students prior knowledge by asking them what they could do if they were reading a book, reading a poem, or listening to someone and there werent any picture to look at? After reading the first part of the poem, the teacher will ask guiding questions to help students reflect on what they drew and why they drew it. After hearing the rest of the poem, students will draw their new mental image. How did you know what to draw? What is the same in both of these pictures? Did their mental images change? Why or why not? After the discussion about visualization or mental images, students will turn to their neighbor and share their illustration and what they were thinking. The teacher will discuss with students what they used to picture what was going on in the poem. The teacher will guide students through this process by saying, Did you listen to the words? Did it make you feel happy or sad? Did you remember characters? Did you use this this information to draw your picture? Prior to reading the poem, as a class, we will go over unfamiliar vocabulary words in the poem so students can recognize the word and gain a better understanding. I will alter words by putting color words in corresponding colors and adding small pictures to illustrate certain words. Visualization, mental images, describing words The student will orally explain to their partner why their picture illustrates the poem, using terms discussed today (In my head I pictured..) and indicate certain words or phrases they remembered from the poem, Its eyes are large and green, endless tail, purple dog). The

Key vocabulary Language objectives

Supplementary materials Building background

Scaffolding techniques/ Interaction

student will write one sentence to generate ideas about why they think the neighbor painted his crocodile purple, using space words within sentences and correct spelling for commonly used sight words. Poem displayed on the white board for students to see as I read it to them. SMARTboard markers to highlight sight words. My Neighbors Dog is Purple worksheet. Utilizing the previously learned skill of discovering the main idea by identifying the characters and setting, students will identify the main idea of this poem. -Preview the poem with the students and go over unfamiliar vocabulary words -Insert pictures in the poem to illustrate corresponding words -Reread the poem -Modeling pausing, thinking about the poem, and drawing an illustration for the poem -List of words that reflected the ideas the students discussed about why they think the neighbor painted his dog purple The teacher will check the My Neighbors Dog Is Purple sheet, for students illustrations based off the poem.

Review/assessment

Student Sample

Student Sample

Constructivist Learning Design Day 2 Level: 1 Grade Subject: Language Arts Title: Defining Visualization Anchor Chart SOL(s): 1.1 The student will continue to demonstrate growth in the use of oral language. a) Listen and respond to a variety of electronic media and other age-appropriate material e) Express ideas orally in complete sentences. 1.3 The student will adapt or change oral language to fit the situation c) Ask and respond to questions. d) Follow simple two-step directions 1.8 The student will expand vocabulary. b) Develop vocabulary by listening to and reading a variety of texts 1.9 The student will read and demonstrate comprehension of a variety of fictional texts b) Set a purpose for reading d) Make and confirm predictions e) Ask and answer who, what, when, where, why, and how questions about what is read 1.13 The student will write to communicate ideas for a variety of purposes a) Generate ideas b) Focus on one topic c) Share writing with others WIDA Standard: ELP Standard 1- Social and Instructional Language, Grades 1-2. English language learners will process, understand, produce, or use: Level 4 Expanding: understand what it means to visualize, and identify when to use this strategy Situation Time: 30 minutes The purpose of this situation is to identify and define the reading comprehension strategy introduced yesterday, known as visualization. Students will help define this strategy on a class anchor chart, through a think-aloud. Students will listen to a read-aloud about scarecrows as the teacher models the strategy. Prior to the read aloud, students will share their knowledge about scarecrow, to ensure proper understanding of the reading material to allow them to create a visualization. a. Students will participate in discussion, sitting in a circle at the group rug, during the Situation. b. An anchor chart will be displayed on the board for the class to see and create together, using suggestions offered by the students. The teacher will review that they read a poem yesterday, My Neighbors Dog is Purple, emphasizing that it did not have pictures. The teacher will introduce another read-aloud, The Shy Scarecrow, explaining they will not be able to see the pictures.
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Groupings Time: 2 minutes

Bridge Time: 5 minutes

Questions Time:10 minutes

During the bridge, the teacher will ask: -what is it called when you close your eyes and picture what you are reading? -What can help you visualize or make pictures in your head? -Can visualizations or our mental images change as we read? Did your mental images change yesterday when we read My Neighbors Dog is Purple? Students will then be introduced to scarecrows and be asked: -Who knows what a scarecrow is? -What are they made of? -Who uses them? Where can they be found? As students offer suggestions to the question, What can help you visualize or make pictures in your head? the teacher will record students responses on the anchor chart. As the teacher reads and pauses through The Shy Scarecrow, students will stop to visualize. The teacher will choose students to describe their mental image to the class. The teacher will discuss with students that visualizing is when you create a picture in your head as you read or listen to the words of a story or poem. Students will review what they defined visualization to me, and ways to help them visualize (I can/We can). Prior to reading the story, as a class, we will go over unfamiliar concepts and vocabulary words so that students will understand what is happening in the story. Unfamiliar concepts may include scarecrows. To clarify this concept pictures will be provided to go along with the discussion. Visualization, mental images, describing words, scarecrow Students will explain what to do when there arent pictures, as well as, share their mental images during the read-aloud. Students will be able to view the anchor chart to help them as they practice this reading comprehension strategy. The teacher will talk about other reading strategies they have learned so far to help students connect how to use these different strategies to read books.

Exhibit Time: 10 minutes

Reflections Time: 5 minutes

ELL Modifications

Key vocabulary

Language objectives

Supplementary materials Building background

Scaffolding techniques/ Interaction

Review/assessment

-Reviewing concept introduced yesterday and listing responses -Previewing the read aloud with students to go over unfamiliar concepts or vocabulary words -Modeling, pausing throughout the read aloud The teacher will informally asses the students progress and knowledge through discussions.

Class anchor chart

Level: 1 Grade Subject: Language Arts Title: Close your eyes and VISUALIZE! SOL(s): 1.1 The student will continue to demonstrate growth in the use of oral language. a) Listen and respond to a variety of electronic media and other age-appropriate material. e) Express ideas orally in complete sentences. 1.3 The student will adapt or change oral language to fit the situation c) Ask and respond to questions. d) Follow simple two-step directions 1.8 The student will expand vocabulary. b) Develop vocabulary by listening to and reading a variety of texts 1.9 The student will read and demonstrate comprehension of a variety of fictional texts b) Set a purpose for reading d) Make and confirm predictions e) Ask and answer who, what, when, where, why, and how questions about what is read 1.13 The student will write to communicate ideas for a variety of purposes a) Generate ideas b) Focus on one topic c) Share writing with others WIDA Standard: ELP Standard 1- Social and Instructional Language, Grades 1-2. English language learners will process, understand, produce, or use: Level 4 Expanding: produce illustrations reflecting what is read. Situation Time: 30 minutes The purpose of this situation is to use students new knowledge. Students will listen to Scarecrow by Cynthia Rylant, respond to questions throughout the reading, then illustrate their mental image. Students will write a sentence describing their mental image. Finally, teacher selected students will share their mental image with the class. c. Students will participate in discussion, sitting in a circle at the group rug, during the Situation. After listening to Scarecrow, students will return to their tables and draw their mental image. d. An anchor chart will be displayed on the board for the class to see and create together, using suggestions offered by the students. The teacher will review scarecrows with students and key characteristics of visualizing. During the bridge, the teacher will ask: -What did we read a book about yesterday?

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Constructivist Learning Design - Day 3

Groupings Time: 2 minutes

Bridge Time: 5 minutes Questions Time:10 minutes

-Oh no! I have one surprise for youyoure not allowed to see the pictures! What will you do to understand what is happening in the story? Exhibit Time: 10 minutes As students offer suggestions to the question, What will you do to understand what is happening in the story? Responses will be located on the anchor chart from the previous lesson. As the teacher reads and pauses through Scarecrow, students will turn and talk with the person sitting next to them about what they are seeing. The teacher will discuss with students that visualizing helps us remember what happened in the story. Students will share what they liked about this strategy. Prior to reading the story, as a class, we will go over unfamiliar concepts and vocabulary words so that students will understand what is happening in the story. For especially complex words, corresponding pictures will be next to the words, or movements associated with the word will help students understand. (Example: endless; stretch arms out as long as you can).. Visualization, mental images, describing words, scarecrow, understand Students will explain what to do when there arent pictures, as well as, share their mental images during the read-aloud with their peers. Students will be able to view the anchor chart to help them as they practice this reading comprehension strategy. Students will have access to use pencils, erasers, and crayons to illustrate their mental image for an audience. The teacher will talk about other reading strategies they have learned so far to help students connect how to use these different strategies to read books. -Reviewing concept introduced yesterday and listing responses -Previewing the read aloud with students to go over unfamiliar concepts or vocabulary words -Modeling, pausing throughout the read aloud -Rereading text as I model creating my own mental image and as students create their own The teacher will informally asses the students progress and knowledge through discussions.

Reflections Time: 5 minutes ELL Modifications

Key vocabulary

Language objectives

Supplementary materials

Building background

Scaffolding techniques/ Interaction

Review/assessment

The teacher will formally asses the students ability to visualize by looking at their worksheets and noticing associations between students illustrations and words in the text.

Student Sample

Student Sample