Learning to Add Kindergarten Math CALLA Model Lesson

Learning to Add Kindergarten Math

CALLA Model Lesson Plan � CALLA, or Cognitive Academic Language Learning Approach was developed by Chamot and O' Malley. It was developed as an instructional model to meet not just academic but language needs of ESL students. It is a teaching method that links content instruction with language learning goals. Using the CALLA method, new content is taught through hands-on learning experiences, and new information is linked to prior knowledge. The lesson plan will incorporate CALLA strategies, and the cycle of instruction.

Learning to add �Lesson Objective: Kindergarteners will learn to read and solve addition problems using 0 -10.

TEKS Math and Language Skills � Knowledge and skills. ◦ ◦ ◦ � (1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to: � (a) Number, operation, and quantitative reasoning. The student models addition (joining) and subtraction (separating). The student is expected to model and create addition and subtraction problems in real situations with concrete objects (13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: � (A) identify mathematics in everyday situations; (14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to: � (A) communicate mathematical ideas using objects, words, pictures, numbers, and technology; and � (B) relate everyday language to mathematical language and symbols. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. ◦ (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.

TESOL Standards Goal 2, Standard 1 � To use English to achieve academically in all content areas: Students will use English to interact in the classroom. Goal 2, Standard 3 � To use English to achieve academically in all content area: Students will use appropriate learning strategies to construct and apply academic knowledge.

CALLA Learning Strategies � Cognitive Strategies-Students will use a recording sheet to record addition problems generated with manipulative. � Vocabulary Learning-Students will practice “reading” addition problems using the correct vocabulary. � Social/Affective Strategies-Students will cooperate with a partner to generate addition problems with a dice.

Materials � Book: 12 ways to get to 11 by Eve Merrian � Flannel Board � Flannel Cut of barnyard, Hen, and Chicks � Word cards of: addition, add, more, equals � Number card: 1 -12 � Math signs: addition sign and equal sign � Unifix cubes � Addition Body Part Dance Song

CALLA Cycles � Preparation: Determine what students already know � Presentation: Present new information in a concrete way � Practice: Students will practice the strategies just learned to create addition problems. � Evaluation: Teacher evaluation of the product and process of addition.

Preparation Assessing number sense � Students are called to the circle time carpet � The teacher will play the addition body part song � When the song is over, teacher will write on board what happen in the song. � At this time teacher will access prior knowledge of numeral recognition � The teacher will give students unifix cubes � The teacher will show students number cards out of sequence � The students will show the correct number of cubes in correspondence to the number card

Presentation � Teacher will read the book 12 ways to get to 11 � After reading the book, the teacher will present the word cards for addition, more, add, equal � After the story the teacher will use flannel board to act out the story on the board. � While the teacher is doing this students will orally state the addition problem. � Students will be asked to get in a group and make a addition problem from what they remembered in the book.

Practice � After discussing the story together as a class, the small groups will be given dice one (0 -5) and one (5 -10) � The group will take turn rolling the dice � Using the cubes and a recording sheet the students will create addition problems together � The students will help each other with the vocabulary while reading the addition problem

Evaluation � The teacher will walk around and listen as groups practice reading the addition problems. � The teacher will ask students to show they created the problem and the answer. � The teacher will help and assist as needed � The recording sheets will be evidence of evaluation

Conclusion � The lesson plan not only adheres to the academic development but also helps with the language development of the students � The three components were touched in the lesson plan � The lesson plan also incorporated the cycle of instruction � This lesson plan follows the CALLA model very clearly.

Conclusion for the three components � Metacognitive Aspect: Linking prior experience, and using the listening, speaking, reading, and writing components in the lesson plan � Cognitive Aspect: Summarizing and do hands on learning � Social Affectiveness Aspect: Working in a group

Conclusion: Instructional Cycle � Preparation: Using the song to introduce the concept and testing prior knowledge � Presentation: Reading the book and speaking about the math problem � Practice: Using the flannel board to display the story, and using the dice to make their own equations � Evaluation: Teacher walks around to observe and uses recording sheet for evaluation