EL Support Lesson
- Students will be able to identify what a pattern is and predict what should come next in patterns.
- Students will be able to describe a pattern containing shapes using positional language.
- Gather students together and begin a simple movement pattern for them to follow (e.g., clap, stomp, clap, stomp, etc.).
- Explain that you just made a movement pattern and that a pattern is something that repeats at least two times. Say, "Today you will be making patterns with shapes."
Explicit Instruction/Teacher modeling(10 minutes)
- Review shapes and shape names using shape or pattern blocks.
- Introduce positional language (beside, in front, next to) as you review shapes and shape names.
- Demonstrate how to create an AB pattern using pattern blocks.
- Model how to record your AB pattern by tracing the blocks on paper or drawing a picture of the blocks.
Guided practise(5 minutes)
- Create a new AB pattern using the pattern blocks. Invite students to say the pattern aloud with you and describe the pattern to a partner: "The square is next to the triangle," etc.
- Provide students with visuals of the positional words to support them in sharing aloud.
- Pass out blocks and have students create a short AB pattern with a partner. Have each pair share aloud using positional language to describe their pattern.
Group work time(15 minutes)
- Explain that now students will get to practise creating their own AB patterns and record them on paper by tracing or drawing the shapes.
- Review any materials expectations, pass out supplies, and have students work independently.
Additional EL adaptations
- Have students create a different pattern (AAB, ABB, etc.) and then record it. Ask students to describe their pattern to a partner using positional language.
- Work with a small group of students to create additional model patterns. Have the group practise describing the pattern. Ask students to identify the location of the parts of the pattern using positional language while providing sentence frames.
- During or at the conclusion of the individual work time, pause students and have them partner up and practise describing their pattern to a friend using shape names and positional language, "I used triangles and squares. My triangle is beside my square, etc." Assess if students are able to create and describe their patterns accurately.
- Collect anecdotal evidence of student conversations and comments throughout the lesson and share these with the students to help them reflect on their learning.
Review and closing(3 minutes)
- Ask students to think about other things in the world that contain patterns (e.g., animals like zebra, clothing designs, etc.).