### EL Support Lesson

# 1, 2, 3 Numbers!

#### Objectives

##### Academic

Students will be able to practise one-to-one correspondence and counting to 10.

##### Language

Students will be able to verbally count to 10 using visual supports.

#### Introduction

*(3 minutes)*

- Gather the class together for a read aloud.
- Explain that a
**Zoo**Is a large park where wild animals live and are cared for by people. - Ask, "Has anyone ever been to a zoo before? What kinds of animals did you see?"
- Invite students to turn and talk to share either their experience at the zoo or an animal that they like.
- Display the cover of the text,
*Count the Monkeys*And say, "Today we're going to read a book about animals you might see at the zoo. We're going to practise counting them! We**Count**To find out how many of something there is."

#### Explicit Instruction/Teacher modeling

*(10 minutes)*

- Read aloud the text,
*Count the Monkeys*By Mac Barnett and Kevin Cornell and pause to count the number of animals on each page. - Write the numbers 1-10 on the board and point to each number as you count the animals on each page (e.g., point to the number one for the page with one monkey).

#### Guided practise

*(5 minutes)*

- Refer back to the book and ask the following questions for students to either answer in a group or pair share with a partner:
- How many animals are on this page?
- How many more animals are on this page than the last page?
- How do you know?

- Explain that now the class will get a chance to practise counting as a group.
- Point to each number 1-10 on the board and have the class to echo count after you. As you count, invite one student at a time up to model how numbers correspond to quantity (e.g., three students should be standing when you get to the number three).
- Pair students together and pass out 10 maths manipulatives to each pair.
- Point to a number on the board (e.g., four) and ask each pair to count out four of their manipulatives.
- Check that all students are able to accurately match the number to the corresponding quantity.

#### Group work time

*(5 minutes)*

- Display the Tracing Numbers & Counting: 3 worksheet and go over the instructions.
- Have students practise writing the number three in the air using invisible markers.
- Pass out worksheets to each student to complete independently.

#### Additional EL adaptations

BEGINNING

- Work with a smaller group of students to practise matching numbers to the corresponding quantity of items (e.g., the number four to four buttons).
- Use a number line or hundreds chart to support student understanding of the number sequence.

ADVANCED

- Invite students to practise their one-to-one correspondance skills using larger numbers.

#### Assessment

*(5 minutes)*

- As students are working, check that they are able to accurately match the correct number of objects to the target number (e.g., three bears for the number three).
- Ask guiding questions to support understanding, such as "How many
**____**Do you have? Can you hold up each one as you count it? How do you know it makes the number ?"

#### Review and closing

*(2 minutes)*

- Gather the class back together and practise counting the number of hands, eyes, or feet in the classroom to provide additional one-to-one counting practise.