Group 1

Bernal, Sara
Bustamante, Thailandia
Davis, Desire
Hernandez, Alexis

Project 4: Balanced Approach Teaching Protocol

ELPS Learning Strategies and MATERIALS

Objectives

Learning Strategies: - Brick

c1A: Use Prior knowledge to learn new - Sticks
language. - Straw
c1C: Use techniques to learn new - Magnifying glass
vocabulary. - Pictures of strong vs. weak man
c1D: Speak using learning strategies - Anchor Chart Paper
c1E: Use and reuse new basic - The Three Little Pigs book
academic language to internalize language - Expository text
c1H: Expand repertoire of language - The True Story of the Three Little
learning strategies Pigs
Listening Objectives: - The Three Little Javelinas
c2B: Recognize English sound system
in new vocabulary
c2C: Learn new language heard in
classroom interactions and instruction
c2D: Monitor understanding and seek
clarification
c2G: Understand general meaning,
main points, and details
c2I: Demonstrate listening
comprehension
Speaking Objectives:
c3A: Practice using English sound
system in new vocabulary
c3B: Use new vocabulary in stories,
descriptions, and classroom
communication
c3C: Speak using a variety of sentence
structures
c3E: Share in cooperative groups
c3G: Express opinions, ideas and
feelings
c3H: Narrate, describe and explain
c3I: Adapt spoken language for formal
and informal purposes
Reading Objectives:
c4B: Recognize directionality of
English text
c4C: Develop sight vocabulary and
 Group 1
Bernal, Sara
Bustamante, Thailandia
Davis, Desire
Hernandez, Alexis

Project 4: Balanced Approach Teaching Protocol

language structures
c4D: Use prereading supports
c4F: Use visual and contextual
supports to read text
c4G: Show comprehension of English
text individually and in groups
c4H: Read silently with comprehension
c4I: Show comprehension through
basic reading skills
c4J: Show comprehension through
inferential skills
c4K: Show comprehension through
analytical skills
Writing Objectives:
c5B: Write newly acquired vocabulary
c5C: Spell familiar English words
c5D: Edit writing
c5E: Employ complex grammatical
structures
c5F: Write using variety of sentence
structures and words
c5G: Narrate, describe, and explain in
writing

FOCUS & PURPOSE Teacher will introduce the Balanced

Approach to Reading method to the class.
Students will understand the order of the
method and the purpose of each step in the
method.

BEFORE READING To build prior knowledge, teacher will

bring materials such as brick, sticks and
straw to class and allow students to touch
materials and examine materials with
magnifying glass. Teacher will ask
students which material would be the
strongest to build with ( the teacher will
stand up and curl her arms to show strong
for the word strongest and show a picture
of a muscular man) and which material
would be the weakest to build with ( the
teacher will model a weak stance and
show a picture of weak man). Teacher will
 Group 1
Bernal, Sara
Bustamante, Thailandia
Davis, Desire
Hernandez, Alexis

Project 4: Balanced Approach Teaching Protocol

break students into groups of 3. In the

groups, Teacher will give the students 20
minutes to discuss which material is the
strongest and which material is the
weakest. Teacher will have a T-chart with
the picture of man with a lot of muscles to
symbolize strong and picture of a wimpy
man to symbolize weak. The teacher will
ask each group to place the material they
thought was strong in the strong category
and the weakest material in the weak
category. As the students place the
materials under the correct categories, the
teacher will spell out the words for each
picture. Then, the teacher will ask each
student if they built a house, which
material they would use.

Beginning student: teacher will accept

one word answer or student can point to
the material.
Intermediate student: Student will use
the sentence stem I will use the
_______.
Advanced student: Student can use the
sentence stem above, but will have to add
because ______________ and give an
explanation as to why they will choose
that particular material.
Advanced High student: Student will be
asked to contrast their choice of material
with one they did not choose. Their
answer might sound like this: I would
choose ___________ because _________,
but I would not choose _________
because _____________. or I would
choose ____________ over ___________
because ______________.

READ ALOUD The teacher will introduce the story The

Three Little Pigs by saying: Today, I am
going to read a story to you about some
 Group 1
Bernal, Sara
Bustamante, Thailandia
Davis, Desire
Hernandez, Alexis

Project 4: Balanced Approach Teaching Protocol

pigs that use these materials to build a

house of their own. However, the pigs run
into a big problem.

As the teacher reads the book aloud for the

students, she will find meaningful places
to stop and think aloud to model good
reading strategies for students. For
example, she might stop when the first
little pig decides to build his house out of
straw and think aloud by saying, I
remember examining the materials earlier
and I remember thinking that wasnt a
very strong building material. I wonder if
this little pigs house will be strong.

SHARED READING Teacher will read the Big Book The Three
Little Pigs. After the reading, teacher will
introduce the contraction Ill. Teacher
will call students up one at a time and
locate and point to the contraction Ill.

Students may participate in coming up and

identifying the contraction Ill if they are
comfortable doing so.

GUIDED READING Students will receive expository text about

different houses and how they have been
built throughout time and how they have
changed to make them strong. These
pieces will be modified to their individual
reading levels, but they will be receiving
the same information.

Teacher will guide them to create a chart

of some pros and cons they read about
each type of house.

INDEPENDENT READING Students will randomly receive a different

version of The Three Little Pigs. They
might receive
1) The Three Little Pigs (Original)
2) The True Story of the Three Little
 Group 1
Bernal, Sara
Bustamante, Thailandia
Davis, Desire
Hernandez, Alexis

Project 4: Balanced Approach Teaching Protocol

Pigs
3) The Three Little Javelinas

They will read the book they received

independently. During this time, the
teacher will walk around and have quick
conferenced with the students asking them
if they notice some differences or
similarities in the books.

LITERATURE CIRCLES Students will be separated into three

different groups depending on the version
of the book they received. They will create
literature circles where they will discuss
the differences and similarities in the
books and whether they like the different
versions better or the original version
better.

Students will then travel to other groups.

Teacher can organize these groups or
students can organize the groups
themselves with the teacher as a
facilitator. The new groups will be a
mixture of students who read different
books. The groups might have two
students who read book 1, two students
who read book 2, and two students who
read book 3. Each group will have experts
for each book. They will discuss their
books and share summaries of the new
books they read.

CLOSURE Students will create a class Big-Book

based on the theme of the story. The
teacher will promote children to talk about
who were the characters in the story and
list them a brand new anchor chart.
Students can reference the weak/strong
material anchor chart in order to recall
what the homes were made of. Students
will be encouraged to make up their own
stories using the different types of homes
 Group 1
Bernal, Sara
Bustamante, Thailandia
Davis, Desire
Hernandez, Alexis

Project 4: Balanced Approach Teaching Protocol

they learned about from the expository

texts. Teacher will tell the children to,
Choose two home that would be too
weak and could be destroyed and choose
one home that would be strong and
sturdy. Once the book is complete,
students can read over the book for
another shared reading activity,
independent reading, reading with a
friend, etc.