Online ELL Project - 4th Grade

Chris Omiecinski and Emma Steil

 Balanced Instruction
● For the Foundational Instruction piece of Balanced Instruction Peter is provided an
activity focused on skill reading, comprehension and fluency while Tyler is provided
an activity focused on fluency, in particular punctuation and expression. These are the
key areas of foundational instruction our students had the most problems in.

● For the Language Comprehension piece of Balanced Instruction both Peter and Tyler
will be reading the text “The Amazing Amazon”. This text is both informational and
enjoyable. In order to examine their comprehension, graphic organizers are provided
for them to write down main ideas and supporting details in the story. They will then
work on written comprehension by forming sentences based off of the graphic
organizer.
 Equity in Literacy Instruction and Differentiation
Both Tyler and Peter are provided the same text with activities to fit their specific learning needs

The students are required to post on Seesaw what they have learned after the lesson so they have opportunities to
share their own ideas and voice while also hearing other classmates point of view

The activities we have chosen for our ELL students fit their needs to become better readers and writers.
● Content: Peter and Tyler are provided online texts as well as online worksheets
● Process: The graphic organizers provided help both students comprehend what they have read and make sense
of it in their own words
● Products: Seesaw posts as opportunities to share with classmates what they have learned and build off of one
another
● Learning Environment: Activities will be provided based on the students needs and what they find enjoyable.
Students are encouraged to ask questions they may have on Seesaw.
 Culturally Responsive Instruction
- Recognizing each students diverse backgrounds, languages, and cultures
- Promoting respect for all students differences
- Collaborating with families by allowing students to share videos of their
home life
- Always placing students as the center of learning
- Providing activities that are both challenging and supporting to students
- Allowing students to access texts and other activities online for families that
may not have textbooks at home
 Lesson Begins:
We are going on a field trip!
Directions: Watch the video about the Amazon Rainforest.

https://www.youtube.com/watch?v=JEsV5rqbVNQ&feature=emb_err_watch_on_yt
 What we are doing next
We will be going through a book walk together on Chapter 1 of The Amazing
Amazon.

Be sure to listen to the main ideas that are being pointed out in the audio to help
you when you read!
 What to do next...
Read the story out loud to yourself.

Remember to use the skills we learned in our book walk to help you when
reading.

Be sure to use the book walk if you need help remembering what something
means.

Ex: “Why is this word bolded? Let me check the book walk again to find out.”
 Balanced Instruction: Language Comprehension
Instruction (Peter): Iowa Core Standards
W.4.1 - Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.

W.4.4 - Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
Balanced Instruction: Language Comprehension
Instruction (Peter)
Directions for Peter: After reading the
first chapter of the story, you will write 1
paragraph explaining what you liked in the
chapter. Be sure to use the information in
the chapter you just read to help you write
your paragraph. Remember the 5 star
sentence writing too!

Go to the next slide for your step-by-step

instructions of what to do.
 Balanced Instruction: Language Comprehension
Instruction (Peter)
Use the link below to fill out the graphic organizer for your paragraph. Then, screenshot it when you
are done and upload it to Seesaw.

Click here to use a graphic organizer to help with your writing.

1. Write your paragraph. Remember to use your graphic organizer to help you combine all of your
information. Make sure to Seesaw your paragraph with a picture of the amazon!
2. Take a video of yourself reading your paragraph out loud and post the video to Seesaw.
3. Look at your classmates work on Seesaw. See if they wrote any of the same things you did!
Comment on 1 friend’s Seesaw’s of what you liked about what they wrote.
4. Ask anyone in your home if they know anything about the Amazon Rainforest. Tell them what
you have learned!
 Why I Chose the Next Foundational Skill Set
● This allowed Peter to individually practice his fluency skills.
● When reading, he would read in a staggered way instead of fluent.
● This next set allows him to practice his fluency and becoming a more natural
reader.
● Also, it allows for his comprehension skills to build with fluency because it
gives him practice of how to maintain information he read too.
 Foundational Skill Instruction (Peter)
EE.SL.4.2
Ask and answer questions about details from a text read aloud or information presented orally or
through other media.
RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
Read on–level text with purpose and understanding.
Read on–level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings.
Use context to confirm or self–correct word recognition and understanding, rereading as
necessary.
RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
 Foundational Skill Instruction: Skill
Reading/Comprehension/Fluency (Peter)
1. With a family member in your house, have them set a timer for 1 minute.
2. When the timer starts, begin reading the story about basketball.
3. When the timer stops after 1 minute, stop reading and make a mark of the last word you ended
at.
4. After, have a family member start a timer for 1 minute again and read from the beginning of the
story again.
5. When the timer stops, stop reading and mark the last word you read. (See if you passed the first
mark you stopped reading at!)
6. After that, have a family member start a timer for 1 minute and begin reading from the
beginning of the story again. When the timer stops, make a mark at the last word you read.
Check to see if you passed the other two marks!
1. Click here for the basketball story.
 Foundational Skill Instruction: Skill
Reading/Comprehension/Fluency (Peter)
What to do after the timed reading:

1. Once you are done timing yourself

reading, read the entire story out loud to
yourself.
2. When you are done reading the story out
loud to yourself, answer the questions that
are after the story.
3. When you are done answering the
questions, screenshot your answers and
post them to Seesaw!
Balanced Instruction: Language Comprehension Instruction (Tyler)
Iowa Core Standards

RI.4.2- Determine the main idea of a text and explain how it is supported by key
details; summarize the text.

SL.4.4- Report on a topic or text, tell a story, or recount an experience in an

organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
 Balanced Instruction: Language Comprehension Instruction Activities (Tyler)

Directions for Tyler: After carefully reading Chapter 1: The Amazing Amazon use the graphic organizer to
find the main idea and supporting details. (Remember to place the main idea in the middle circle and your 5
supporting details around the main idea.).

Click here to access the graphic organizer!

Once you are finished filling out the graphic organizer take a screenshot and upload it to Seesaw.

Look at your classmates uploads of their graphic organizers. Do you see any similarities or differences in
your main ideas?

- Leave a comment on a classmates post that had a different main idea than you did explaining
why you either agree or disagree with their viewpoint.
 Balanced Instruction: Language Comprehension Instruction Activities (Tyler)

Directions for Tyler: Looking at the graphic organizer you have previously created, use the worksheet to
write four sentences in your own words supporting your main idea using your supporting details. You will
put your four sentences at the top of the sheet. Next, write a summary of the text at the bottom of the
worksheet using the four sentences you created as well as stating the main idea. Remember to use your own
words and ideas!

Click here to access worksheet!

Take a screenshot of your completed worksheet and upload it to Seesaw

Lastly, I would like for you to upload a video on Seesaw explaining three things you learned
while reading the chapter, two things you enjoyed while reading the chapter, and one
question you have.
 Why I Chose the Next Foundational Skill Set
● This activity allows for Tyler to practice working on reading sentences
fluently
● The punctuation activity allows for him to think about reading with
expression and where to place punctuation marks depending on the sentences
● This activity allows for Tyler to build on his fluency and comprehension
skills
Balanced Instruction: Foundation Skill Instruction (Tyler)
Iowa Core Standards
RF.4.4
Read with sufficient accuracy and fluency to support comprehension.

1. Read on–level text with purpose and understanding.

2. Read on–level prose and poetry orally with accuracy, appropriate rate, and expression
on successive readings.

3. Use context to confirm or self–correct word recognition and understanding, rereading

as necessary.
Balanced Instruction: Foundation Skill Instruction Activities (Tyler)

Directions for Tyler: Use this link to access the punctuation worksheet. Complete the
entire worksheet and read the sentences out loud using the fluency checklist. Post the
worksheet to Seesaw when finished.