1. Comprehension, helping others, and Parts of Speech LLT 346 Elizabeth Barney

2. The book The little Engine that could, by Watty Piper Tells a story about helping others Personal favorite Has lots of colorful, entertaining pictures, and descriptive words. Ties together themes of helping others, persistence, and effort. Modifications: altered word choice to be classroom appropriate. “Happy clown.”

3. Standards 2 nd grade, level 2 proficiency English Language Arts Standards R.NT.02.03 Narrative Text: Identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events. R.CM.02.03: Comprehension: compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking question as they read. EL Proficiency Standards: L.3.2.e Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses. R.9.1.a Identify elements of a story, including character, setting, and sequence of events. R.9.2.a Demonstrate knowledge of story structure and sequence. L.1.2.a Follow simple three or four step oral directions to complete a classroom task.

4. Objectives -Use nouns, adjectives, and verbs to complete a story pyramid. -Identify the main character, setting, problem, sequence of events, and solution in a story and map the elements out on a story pyramid.

5. Lesson Agenda Review parts of a story Model parts of speech Read the story to them, use pictures to make predictions (encourages comprehension), encourage children to take notes (practice writing) Fill out comprehension chart in pairs, compare in groups of 4 and discuss (practice in speech) Use chart to complete a summary paragraph individually Give feedback individually on summary paragraphs.

6. Rationale The classroom I worked in this semester was very low level proficiency, so I wrote a simplistic lesson with these ELLs in mind. My major is Special Education, and I have used the strategy of a story pyramid to work with a student with comprehension difficulties this semester. I thought it was a perfect way to introduce the main structure and contents of a story, while engaging the student in a comprehension strategy at the same time. I chose the basic parts of speech because I thought this area fit well with the story pyramid. They are not forming actual sentences, but are using individual types of words to complete the chart.

7. Review Character is the main person or creature in the story, the one the story focuses on. The setting is the place where the story occurs, and the time during with it occurred. Problems are hard times the characters encounter, events are the main things that happen, and the solution is how the problems are solved.

8. Model parts of speech Noun is a person, place, thing, or idea, so the character would be an example of a noun. When describing the character, you would use adjectives to describe nouns. Tell the children they are going to use these words to fill in their charts after the story. “The little blue train chugged down the mountain” little, blue, examples of adjectives Train-noun Chugged- verb

9. Comprehension Chart Story Pyramid 1. _________________________________ Name of main character 2.__________________ ______________________ Two words describing main character 3._______________ ______________ ______________ Three words describing the setting. 4.____________ ____________ _____________ __________ Four words stating the problem. 5.____________ ____________ ___________ ___________ __________ Five words describing one event. 6.__________ ___________ ___________ __________ _________ _________ Six words describing second event. 7.__________ _________ ________ ________ _________ _________ _________ Seven words describing the third event. 8.__________ _________ _________ _________ _________ __________ ________ Eight words describing the solution.

10. Possible areas of concern Here is another coming, a fine big strong one Deletion of pronoun - may confuse the student. What is coming? Or may not realize "coming" is not the subject of the sentence. I carry the likes of you? Question- irregular form may cause confusion. and parlor cars in which people sit in soft arm-chairs and look out of big plate-glass windows Relative Phrase- is very long, ELL may not realize the whole phrase is connected to the idea of “parlor cars”. Our engine has broken down, and the boys and girls on the other side will have no toys to play with and no wholesome food to eat unless you help us. Complex sentence, uses three "ands" so students may get lost in all the additions. The very little engine looked up and saw the tears in the doll’s eyes, and she thought of the good little boys and girls on the other side of the mountain who would have no toys and no wholesome food unless she helped Conditional sentence- Use of "unless“ at the very end of a long sentence, less common form of condition, children may miss the conditional use. on the other side of the mountain Prepositional phrase – “on” and “mountain” may cause confusion as to the location this is referring to.