Unit 2:Lesson 2
Overview
In this lesson you will be introduced to what considerations need to be taken when implementing manipulatives into English instruction, how to think about what manipulative to put into the lesson, and shown examples of curriculum that has instruction with manipulatives formed around it. The lesson is structured to give examples and then have you try out the concept yourself.
Learning Outcomes and Performance Objectives
Learning Outcomes
Learners will be able to:
- Judge whether the lesson would be enhanced with manipulatives
- Differentiate between which manipulatives are needed for the content being taught
- Implement manipulatives into everyday instruction
- Design instruction with manipulatives to reach all students abilities
Performance Objectives
Learners at the end of the lesson/unit will be able to:
- Defend choice of whether or not to use manipulatives in a lesson
- Implement content appropriate manipulatives in teaching each subject area
- Execute everyday instruction with seamless integration of manipulatives
- Develop instruction with manipulatives to reach all students abilities
Manipulatives integrated into English curriculum instruction
It is important to consider a few details when choosing and incorporating manipulatives into English instruction. When choosing a manipulative, it is important to first decide what you want to accomplish with adding the manipulative into the instruction. When you know what you want to accomplish, then you can choose the manipulative you want to add into your instruction. After choosing the manipulative, consider if it enhances the instruction and supports the curriculum. If all these are considered and the manipulative is a positive addition, then proceed to teach the lesson!
Examples of manipulatives integrated
Example 1:
Standard:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Manipulative:
A manipulative that would be a good addition to a lesson on the curriculum standard is a reading comprehension cube. A reading comprehension cube can be customized by an educator if needed. A cube that would work well for the lesson would include the key concepts listed in the standard of who, what, where, when, why, and how. One word on each side of the die. The cube could be used as part of whole class discussion or as part of a center in a rotation.
Example 2:
Standard:
CCSS.ELA-LITERACY.RF.K.1.D
Recognize and name all upper- and lowercase letters of the alphabet.
Manipulative:
A manipulative that would be a good addition to a lesson on the curriculum standard is magnetic letters or any type of letter manipulative. A magnetic letters places on a cookie sheet as a backdrop would work well with this standard as it would be easy to place the alphabet in front of a student to have them work with it individually. The letter that the student knows and can show confidence with then could be removed and the letters the student struggles with could remain for continued practice.
Example 3:
Target student:
The student who is kept in mind with the idea to add a manipulative is an ESL (Englsih as a Second Language) student. The student has minimal understanding so far of the English Language. The student is a kinesthetic learner and works best with lots of pictures.
Standard:
CCSS.ELA-LITERACY.SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
- When considering the standard and thinking about the manipulative that would be beneficial for the student and the whole class, take note that the student is working with minimal English skills.
Manipulative:
A manipulative that would be a positive addition to the lesson and to the daily classroom instruction for this students and the whole class would be flashcards. Flashcards with basic words, phrases, and tasks of a student in the grade level would give the student more confidence and better ability to communicate with peers, teachers, and other professionals while gaining the language skills. Flip books of flashcards are a common addition to classrooms where students have trouble with expression, language skills, or communication.
Test your skills
Now it is time to test your knowledge. Your task:
- Decide whether the curriculum standard should be paired with a manipulative.
- If the answer is yes, then decide based on the good manipulaitve characteristics and the manipulaitve examples (as a guide/ place to start) what manipulative to include.
- Last, decide how the manipulative can be used/ be a positive contribution to the curriculum.
- For one of the standards, please keep the following student in mind when deciding the manipulative to use and why to use the manipulative.
- STUDENT: The student is working at a 1st grade level for English skills and is a visual learner. The student requires strict guidance and structure with hands-on activities. The student tends to get distracted easily but with redirection works well with others and independently. The student tends to skip words when reading and may leave out sounds or syllables
.
Curriculum standards that you should use to test your knowledge are listed below:
Standard 1:
CCSS.ELA-LITERACY.SL.4.3
Identify the reasons and evidence a speaker provides to support particular points.
Standard 2:
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Standard 3:
CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Reflect
Now that you have had the opportunity to read examples of incorporating manipulatives into English curriculum and have been able to test your knowledge and the process out, it is time to reflect on the learning you have done so far.
REFLECT
ᐈ When considering manipulatives to add to English instruction, is it easier to have a student in mind when choosing the manipulative or not? Why?
Advance to:
Unit 2:Lesson 3,
Return to :
Unit 1:Everything about Manipulatives,