Mainstream English Language Development
(Build proficiency in Standard English for non-standard English Speakers)
Grade: 2-3 Unit: 1 Week: Start Smart
Day
MELD Activities
Resource(s): Protocols for Culturally Responsive Learning and Increased
Student Engagement
Material(s): pictures of traffic signs (attached), pictures used for poster, and
construction or poster paper, participation protocol poster
Objective: To learn and practice protocols for student participation.
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Introducing Participation Protocols into the Classroom
• Display common traffic signs, instruct students to shout out what they
think each one means
• Ask students to discuss why traffic signs are important for our safety
Explain that participation protocols are like traffic signs, they tell when and how
to participate with the class as a whole.
• Have students utilize the Raise a Righteous Hand protocol to share their
knowledge of traffic signs as you record their ideas on chart paper.
Small Group IWT: Create a poster using one of the traffic signs showing its
purpose. Students can draw pictures, use words, etc. For example: A car
stopped at a stop sign.
• Have students utilize the Whip Around protocol to share the traffic sign
they see most often in their community.
Whole Group: Practice responding protocols
• Call and Response – Students will actively respond in unison to the
speaker either verbally or with a movement (such as a clap) to an either
improvised or pre-taught “call”.
• Call and Response will be used to call students’ attention from either
small group or independent activities.
• Select a few Call and Response protocols that you will use with your
students and practice using them with the students. Examples: Teacher
says, “Welcome”. Students respond, “Back”, or, Teacher says, “When I
say peace, you say quiet.” Teacher: Peace, Students: Quiet, or Catch the
beat: Teacher claps out a rhythm and then students clap out the same
rhythm.
Resource(s): Protocols for Culturally Responsive Learning and Increased
Student Engagement
Material(s): participation protocol poster
Objective: To learn and practice protocols for student participation.
Introducing Participation Protocols into the Classroom
Review with students that participation protocols are like traffic signs, they tell
when and how to participate with the class as a whole.
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Display the participation protocol poster.
Remind students that just like traffic signs there are certain expectations
for different situations in the classroom.
Introduce and practice using different participation protocols with
students as examples of different ways for them to participate in the
classroom.
Select a few participation protocols that you will use with your students
and practice using them with the students. Some examples you can use
are: Pick-A-Stick: Ask students “What their favorite flavor of ice cream
is and why?, Roll ‘Em: Ask students “What do they think the cafeteria
should serve at lunch, and why? Give-A-Shout Out: Ask students
questions such as “What day is it?” “What month is it?” or “What city do
we live in?”
Use the “I do, we do, and you do” to model and demonstrate the protocol.
The goal is to have students “Think First” before attempting to answer
and to know how they are expected to respond in class.
Resource(s): Protocols for Culturally Responsive Learning and Increased
Student Engagement
Material(s): Culturally Relevant Book selected by teacher from classroom
library, drawing/writing paper
Objective: To learn and practice protocols for student discussion.
3
Introducing Discussion Protocols in the Classroom
• Teacher will review story elements with students focusing on identifying
characters in a story.
• Teacher reads the book selected from classroom library and charts the
characters they encounter in the story.
• Teachers give students drawing/writing paper to illustrate/write about
their favorite character from the story.
• Prior to using the discussion protocols ask students to think about why
they think working together and sharing ideas is important. Briefly
explain that working together is a part of cooperative learning and it
involves explaining your thoughts and ideas to your classmates (which
helps you to learn and remember things) and learning from your
classmates thoughts and ideas to understand something better.
• Introduce the Discussion protocols and tell them what good listeners and
speakers do.
Ask students questions about the story and have them practice using the
discussion protocols.
• Use the “I do, we do, and you do” to model and demonstrate the protocol.
Select a few discussion protocols that you will use with your students and
practice using them with the students. Some examples you can use are: ThinkPair-Share, Put Your Two Cents In, or Give One, Get One.
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Resource(s): Protocols for Culturally Responsive Learning and Increase Student
Engagement, GLC Module 2
Material(s): Shapes/Colors Handout/ Jobs Handout
Objective: To work cooperatively with a group.
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Introducing Cooperative Learning Protocols
Return to the idea of teamwork by telling students that, it sometimes helps teams
be more successful when team members have assigned jobs or responsibilities.
Analogy: what would happen if there weren’t a teacher in the classroom?
Think-Pair-Share
• Once students have the opportunity to discuss this concept, tell them that
everyone is going to work in their teams of four today, but they are going
to have to plan with their teammates (assign jobs in order to get the task
accomplished).
• Hand each student the Shapes/Colors handouts and the four
corresponding colored crayons. Explain the need to have the whole
team’s papers colored correctly according to the handout within an
allotted time, but they will need to share only those four crayons.
• Allow 5 minutes or so to plan with their group and instruct them to begin.
• When time is up, students share their group’s strategies, successes, and
difficulties, providing affirmation for teamwork and use of “roles” within
the group.
Teacher and students can also discuss the responsibilities of each job from
handout.
What’s in a Name?
Objective: students will brainstorm using a graphic organizer to list the
characteristics that are associated with their name.
Materials: graphic organizer (bubble map), chapter excerpt from Esperanza
rising
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Lesson Sequence
1. Teacher will explain that students will be writing an autobiographical
poem, paragraph, or essay that begins with an exploration of their name.
2. Teacher will use the “I do, we do, you” model to guide students through
the prewriting stage of the Writing process.
3. Teacher will share his/her model of a completed graphic organizer with
the class.
4. Students complete their own graphic organizers.
5. Students will share their completed graphic organizer with at least two
other students. (Teacher may select appropriate discussion protocols).
6. Teacher will conduct a read aloud of a chapter about a name in the book
Esperanza Rising.
a. Students will use an appropriate response or discussion protocol
to answer an essential question posed about the reading.
What’s in a Name?
Objective: students will brainstorm using a graphic organizer to list the
characteristics that are associated with their name.
Materials: graphic organizer (bubble map), chapter excerpt from Esperanza
rising
6
Lesson Sequence
1. Teacher will explain that students will be writing an autobiographical
poem, paragraph, or essay that begins with an exploration of their name.
2. Teacher will use the “I do, we do, you” model to guide students through
the prewriting stage of the Writing process.
3. Teacher will share his/her model of a completed graphic organizer with
the class.
4. Students complete their own graphic organizers.
5. Students will use the “Give one, Get one” discussion protocol to share
their completed graphic organizer with at least two other students.
(Teacher may select appropriate discussion protocols).
a. Students will use a graphic organizer as an accountability sheet to
ensure they are being active participants in the classroom
discussions.
b. This product can provide anadditional scaffold to students when
they move through the writing process.
6. Teacher will conduct a read aloud of a chapter about a name in the book
Esperanza Rising.
a. Students will use an appropriate response or discussion protocol
to answer an essential question posed about the reading.
What’s in a Name?
This is another way that students can practice prewriting, as you continue to gain
information about your students. In addition, this prewriting activity is
responsive to different intelligences displayed by your students.
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Objectives:
1) Students will create a visual display to map out the floor plan of where
they live.
2) Teacher will administer the meld diagnostic screener individually to
each student.
Materials: graphic organizer
Lesson Sequence
1. Teacher will instruct students to think about their family memories, and
in doing so, think about a place that they lived in, that were important to
them—or that holds special memories for them.
2. Teacher will instruct students that today’s planning for their
autobiographical writing will take the form of a floor plan of a special
place that holds good memories for them.
3. Teacher will use the “I do, we do, you” model to guide students through
the prewriting stage of the Writing process.
4. Teacher will share his/her model of a completed graphic organizer with
the class.
5. Students complete their own graphic organizers.
6. Using their graphic organizers, students will complete a list of people,
foods, games, smells, events, sayings, and accidents.
a. After completing their lists, students will be instructed to identify
three items, in total, that they would be comfortable writing about.
7. While students are working on their graphic organizers, teachers can
begin calling students to administer the meld diagnostic tools.
What’s in a Name?
In this session, teachers will help students understand how to transfer
information from a graphic organizer into writing.
Objectives:
1) Students and teacher will work together to develop the success
criteria for their autobiographical narrative.
2) Students will begin the process of drafting their autobiographical
narrative writing (poem, paragraph, or essay).
3) Teachers will continue to administer the MELD Diagnostic
screener.
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Materials: graphic organizer
Lesson Sequence
1. Teachers will model the process of turning a graphic organizer into a
paragraph, poem, or essay (depending on the final product the teacher
has selected).
2. Teachers will present a model of a final draft to review with
students—allowing students to develop their success criteria.
a. If this is what a good autobiographical narrative looks like,
then what should you include in yours.
b. Use this process to develop your success criteria for this
assignment.
3. Teacher will use the “I do, we do, you” model to guide students
through the process of turning their graphic organizers into a draft.
a. Teachers will help students understand how to translate the
ideas from the graphic organizer into complete sentences.
4. As students begin to work independently, the teacher can complete
the MELD diagnostic screeners.
What’s in a Name?
Objectives:
1) Students will complete their drafts of their autobiographical
narratives.
2) Students will share their drafts with their peers to help them
determine if their writing meets the success criteria for the
assignment.
3) Teachers will continue to administer the meld diagnostic
screener.
Materials: success criteria (rubric), drafts of writing
Lesson Sequence
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1. Students should be allowed time to complete the drafts of their
autobiographical narratives.
a. If students complete drafts before the rest of the class, the teacher
should review the writing with the students to add proofreading
marks where needed.
2. After al the students have finished their drafts, the teacher will model
how to evaluate a draft, referring the success criteria for the assignment.
a. Teachers should read a model paper to the class, and the class can
help determine if the writing meets the criterion stated on the
rubric.
3. Students will participate in two sessions of musical shares to share their
writing with their peers.
a. As students read their drafts to one another, they should work
with a partner to determine if each criterion referenced in the
rubric is present in their writing.
5. Teachers will collect student writings to provide feedback for revision
a. Utilize 2 highlighter colors and a pen.
b. 1 highlighter color for vocabulary used for synonym
development, 2nd highlighter color to identify the use of home
language, and the pen would be used for editing marks.
In this session teachers will facilitate and coach students through the revision
stage of the writing process and time to prepare final draft
Objective: Students will progress through the revision stage of the writing
process in preparation for the final draft.
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Materials: Editing and proofreading Marks chart, final published formatting
and access to technology
Lesson Sequence
1. Teacher will review editing and proofreading marks
2. Teachers lift possible vocabulary for synonym development
(personal Thesaurus)
a. Teacher will model how to use the personal thesaurus for
students
3. Teacher will demonstrate contrastive analysis with sentence
lifting from students writing drafts
Students will revise and edit rough draft using the strategies modeled by the
teacher. Students will rotate in small groups with teacher for support.