Date: 03/12/23 Candidate: Vanessa J Guillen

Context/Grade Level: Summarize contextual information about your students, such as English language proficiency, cultural background, funds
of knowledge, interests, reading levels, developmental learning, social emotional, and/or behavioral needs.

More than half of my students are English Language Learners.

-They all come from a hispanic background.
-They love to sing and dance to Disney songs with me.
-They are interested in many things although I have noticed that they have a special interest in the things that surround them.
-My students love to do things and move while doing so.
- I have an IEP for one of my kindergarten students (speech).
- I used to be the preschool teacher for five of my twelve students, last year.
-On the behavioral needs side, I have three students that need some extra help with being able to stay in their spot, so that they can keep their
hands to themselves and be safe.

Standards: copy and paste from: https://www.cde.ca.gov/be/st/ss/

HSS.K.1.1

Follow rules, such as sharing and taking turns, and know the consequences of breaking them.

ELD Standards: https://www.cde.ca.gov/sp/el/er/eldstandards.asp

ELD.PI.K.1: Exchanging
information/ideas via oral
communication and conversations.

ELD.PI.K.5: Listening actively and

asking/ answering questions about
what was heard.

ELD Goal: Define target outcome(s) based on ELD standards to refine the academic use of English, and provide students access to subject area
knowledge, skills, and abilities. (Consider terms like understand, learn, analyze, solve)
 Students will use complete sentences to express what a rule is.

Content-Specific Objective: State what students will know and/or be able to do by the end of the lesson, how they will demonstrate the
knowledge or skills, and at what level of mastery.

Students will be able to identify what a rule is.

Academic Vocabulary: Identify specific words or phrases students will need to know, so they can engage, practice or evaluate target content.
Include both high utility or process words, such as analyze, function, or navigate and academic content words, such as acute, ecosystem, or
metaphor.

Rule

CalstateTEACH 3.0 Lesson Frame

ENGAGE PRACTICE CLOSE

Procedures How will you use students’ prior knowledge How will you provide learning experiences for How will you provide opportunities for
to engage their interest in the target students to explore and develop their students to reflect on their learning, connect
content? understanding of the target content? it to the world and/or other content areas?

I showed a picture of students their age
playing soccer. I will ask them what are
they playing? How do you play soccer?
Can I use my hands to play soccer?
Do you know what a rule is?
Today, you will learn about rules as well
as why you need to follow them.
We are going to do a small read aloud of
the book, David Goes to School. While I
am reading the book, I am going to stop
in different parts of the book and talk to
them about the rules that David is
breaking. We will go into a discussion on
how the illustrations of the book help us
figure out what is happening.
Students will do a writing activity where
they will use the sentence frame, “In
school, I can be….”.
They will also make an illustration that
relates to their writing.

Anchor What anchor competencies and teacher What anchor competencies and teacher What anchor competencies and teacher
Competencies moves will be used? Describe how. moves will be used? Describe how moves will be used? Describe how

Create Community Create a culture of engagement. Connect learning to brain.

(link)
Adaptations What differentiated content and/or What differentiated process activities will What differentiated product will specific
alternate pathway will specific students or specific students or groups of students need students or groups of students need to
groups of students need to access the to make sense of and/or process the target demonstrate their learning of target content?
target content? content?

I will code switch to my ELs. I will code switch to my ELs. My Kindergarten students will try and
sound out the words they are trying to
spell to write them.

My TK students will tell me their

sentence and I will help them identify the
beginning sound of the words they want
to say and write the rest for them with a
highlighter.

Technology How will you and your students use How will you and your students use How will you and your students use
technology to engage with the content? technology to interact with and process the technology to evaluate understanding of
content? content?

Students will view the images on my The read aloud will be presented in a
computer through the TV. digital format so my students can see
the pictures more clearly.

Assessment Pre-Assessment Formative Assessment as Progress Formative or Summative Assessment

How will you assess your students’ prior
knowledge and how might they self-assess
their own prior knowledge?
Monitoring
How will you gather data about what students
are learning as you teach? How might
students measure their own progress toward
their objective?
How will you determine if your students met
the target objective? How might your
students self-assess their outcomes?

I will see what they know about rules I will gather data by looking at their I will determine if my students met the
and grow their knowledge based on writing to see how they are doing. objective by looking at their writing as
what they already do know. well as what they tell me orally.

Reflection After teaching the lesson, reflect on whether or not your students met the lesson objective. What was most effective? What was least
effective? Use evidence to describe how you know.

I noticed that my students were engaged because this is something that we had not talked about since the beginning of the
school year. I never told them why they needed to follow the rules, I just had the “expectation” that they knew when in reality
that was not true.

Application Thinking about your students’ performance in this lesson, what will you include in the next lesson to support your students’ learning based
on what you observed and learned from this lesson?

In my next lesson, I will include more vocabulary words maybe synonyms of what a rule is so that my students know that their
are many different ways in which we can name “rules.”