EL Support Lesson

Is It Tall or Short?

Students will love this engaging lesson plan that incorporates movement, stories, and building to learn all about comparing height! It can be used as a stand alone or support lesson for the Comparing Tall and Short lesson plan.
This lesson can be used as a pre-lesson for theComparing Tall and ShortLesson plan.
GradeSubjectView aligned standards
This lesson can be used as a pre-lesson for theComparing Tall and ShortLesson plan.
Academic

Students will be able to differentiate between short and tall.

Language

Students will be able to explain the differences between tall and short using visual and tactile supports.

(5 minutes)
Which Tower is Taller?Teach Background Knowledge TemplateWrite Student-Facing Language Objectives ReferenceVocabulary Cards: EL Support Lesson: Is It Tall Or Short?Glossary: EL Support Lesson: Is It Tall or Short?
  • Gather the class together.
  • Introduce the lesson by telling the students you are going to play a "follow the leader" game. Explain that you will turn into something and the students should then copy your words and movements.
  • Ask the students to stand up. Then make a variety of height comparison statements while doing a corresponding pose (e.g., I am a tall tree, I am short tree, I am a tall building, I am a short building, etc.).
  • Explain that today you will be learning all about things that are short and tall!
(10 minutes)
  • Read aloud the book, You Are (Not) Small. As you read, point out the differences in height on each page. Ask questions about the story: Who is taller? Who is shorter?
  • Introduce the new vocabulary using the vocabulary cards and using real-world examples to define Height, Short,Tall, and Compare.
  • Model comparing items in the classroom by their height, e.g., "The plant is taller than the desk."
(5 minutes)
  • Display two images or objects and ask "Can you point to the one that is tall? Which one is short?"
  • Explain that when we compare the height or how tall something is we can say, "This is shorter than ____Or this is taller than ____."
  • Show two more pictures or objects and as a group practise using the new vocabulary to describe them, "The ____Is shorter than the ____, the ____Is taller than the ____."
  • Pair students together and explain that they will get a set of snap cubes and each will be making a tower. One tower should be short and one should be tall.
  • Ask students to practise comparing their towers using the new vocabulary, e.g., "This tower is shorter than that tower. This tower is taller than that tower."
(15 minutes)
  • Display the Which Tower is Taller? worksheet and go over the instructions.
  • Pass out the worksheet and snap cubes for students to use when completing their worksheet.
  • Ask students to turn and talk with a partner to share how they figured out which tower was taller on their worksheet.

Beginning

  • Provide additional opportunities for students to identify tall/short using thumbs up/down or pointing.
  • Work with students in a small group to build and describe tall/short towers.

Advanced

  • Challenge students to identify and describe additional items in the classroom as tall/short.
  • Ask students to bring a short/tall item to class as a show & tell. Have students explain how they know the item is tall/short.
(5 minutes)
  • Take anecdotal notes (and pictures if able) of students while they are at work to capture their thinking and learning process. Use these notes as part of an interactive learning display to show student learning through time.
  • Collect student work samples to assess if they are able to accurately compare two heights.
(3 minutes)
  • Gather students back together and say, "Go stand next to something that is shorter than this desk." Repeat with several more short/tall statements using objects in the classroom.
  • Ask students to turn and talk to finish the sentence, "I can tell if something is shorter/taller by ____."

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