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EL Support Lesson
Students will be able to represent numbers using objects.
Students will be able to identify and match numbers and their quantities using tactile supports.
- Gather the students together for a read-aloud.
- Introduce the book On the Launch PadUsing the vocabulary cards and defining key words from the book. Display a card and ask students to turn and talk to a partner to share what they see. Have pairs share out and clarify meaning as needed.
Explicit Instruction/Teacher modeling(10 minutes)
- Read the book aloud. As you read, emphasize the number each page focuses on (e.g., page one focuses on stars) and model counting the objects highlighted on each page.
- Display the numbers 1-10 (using the number cards) on the board and re-read the book from back to front, this time pointing to the corresponding number as you read.
- Explain that you can count forward or backward by saying, "I can count from 1-12 like I just did, or I can count backwards from 12-1. Counting backwards can be fun, but usually we want to count forward. It is like walking backwards (demonstrate). It's fun, but we wouldn't want to do it every day!"
- Model how to count objects using one-to-one correspondence (e.g., "How many bears do I have? One, two, three," et cetera).
Guided practise(3 minutes)
- Point to the number cards on the board and say, "Today we are going to practise using our cards to help us count. I am going to put my cards in order on the rug (place the cards 1-10 in a line on the rug in view of the whole class) and will match my counters to the cards."
- Model how to place one counter under each number. Then count from 1-10 and have the class echo-count after you.
- Repeat this process, this time having the students count chorally with you as a group.
Group work time(5 minutes)
- Explain that now you will put the students in pairs and pass out counters and pre-cut number cards to each pair. They will get to put the cards in order on the rug and practise counting out their objects.
- Pass out materials and have students work in pairs on the rug (if space allows).
Additional EL adaptations
- Preview or review numbers 1-10 using songs or additional stories (e.g. 1,2,3 To the Zoo: A Counting BookBy Eric Carle).
- Pass out number cards 1-5 for students to put in order and match with counters.
- Have students practise counting in their home language (L1).
- Challenge students to play a game with the number cards where they pull a card (e.g., 5) and need to count out 5 counters.
- Create a large bulletin board and have students write number words 1-10 in their home languages and create corresponding visuals through different mediums (gems, shells, painting, et cetera). The header could be something like "Numbers Around the World."
- Assess students at work to check if they are able to accurately match their number cards to the corresponding quantity.
- Ask guiding questions to check student understanding: "How many is this?" "How do you know? "Can you show me five?"
Review and closing(5 minutes)
- Close by reading an additional counting book (such as Fish Eyes: A Book You Can Count OnBy Lois Elhert) and have the students practise counting along with you.