Author:
VDOE Project Team, Yung Nguyen
Subject:
ESL, English Language Development (ELD)
Material Type:
Lesson Plan
Level:
Lower Primary
Grade:
2
Provider:
Virginia Department of Education
Tags:
  • Dribbling
  • EL
  • ELD
  • ELL
  • ELinst
  • ESL
  • English Language Learner
  • English Learner
  • Grade 2
  • Inform
  • KLU Inform
  • ML
  • Physical Education
  • Second Grade
  • Soccer
  • VDOE
  • VDOEResource
  • WIDA
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Downloadable docs, Text/HTML

    Education Standards

    2.1 Soccer Dribbling

    2.1 Soccer Dribbling

    Overview

    This instructional plan combined Physical Education SOL 2.1a and WIDA English Language Development Standards. The lesson includes several activity options. 

    Note: Some images may not appear in the "Overview". To view all images in this instructional plan, click "download" at the bottom of the overview.

    Sample Instructional Plan

    2nd Grade: PE

     

    #GoOpenVA Tags: ELL/EL/ML/ESL/ELD, English Learner, English Language Learner, WIDA, Grade 2, second grade, SS 2.1, Soccer, dribbling, Physical Education, Inform

    Soccer Dribbling

    Content and Language Connections

    SOL

    KLU

    Language Expectation(s): interpret and construct Physical Arts informational texts by

     

    Language Feature/ Essential Skill  1:

    Cross-disciplinary

     {Tier 2} language {connected to language function/expectation}

    Language Feature/ Essential Skill  2:

    Content-Specific Technical language {Tier 3}

    {explore the text, search see content curriculum framework, search the topic online for ideas}

    Language Feature/ Essential Skill 3:

    grammar skill most needed for the task

    2.1 a

    Demonstrate individually and with a partner the mature forms of manipulative skills for... foot dribble with control while walking….

    Inform

    Following and retelling steps in a procedure related to soccer dribbling

    Connectors to order steps (first, next, then) and show causal relationships (because, so, then)

    go, stop, keep, ball, feet/foot, inside, outside, tap, control, look, forward

     

    Dribbling Directions:

    • First, Next, Then, Last
    • To begin, Following that, After, As a final step
    • Keep the ball close to feet
    • Use both the inside and outside of foot
    • Use small taps to control the ball
    • Look forward

     

    Prepositional phrases to add spatial and directional details (near to, around the, between the, up to the, through the, from your feet, toward the, close to you, far from you)

     

    Differentiated Language Expectation Samples*  

    Entering (1) & Emerging (2)

    Developing (3) & Expanding (4)

    Bridging (5) & Reaching (6)

    • First,      . / Next,              . / Then,
    • Create coherent texts using single words and phrases to represent ideas to inform, Elaborate or condense ideas through simple elaboration (single nouns)
    • To start,___. After that, _____ / Finally, ___.
    • Create coherent texts using short text that informs using predictable organizational patterns (signaled with some paragraph openers: Last time, When I was dribbling, I think, etc.)
    • Elaborate or condense ideas through a growing number of types of elaboration (adding articles or demonstratives to a noun)
    • First you need to_________. / After you   __________  then _____.
    • Create coherent texts using text that informs using genre specific organizational patterns (sequence)
    • Elaborate or condense ideas through a wide variety of types of elaboration (adding in embedded clauses after the noun)

    *See the Proficiency Level Descriptors, page 105 for additional ideas in the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12

    Essential Knowledge, Skills, and Processes

    • Integrate interpretive (reading, listening, viewing) and expressive (speaking, writing, representing) skills to communicate ideas connected to grade-level content
    • Social-Emotional Skills and Connections: RELATIONSHIP SKILLS: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups (CASEL Framework pg.2).
    • Technology Skills: Ss can practice following directions in recorded instructions when the lesson is presented virtually.  Ss may also be able to demonstrate their skills in a video recording if S work is shared virtually.

     

    Essential Understandings

    • Language helps me communicate my ideas and thinking and learn new information.
    • My home language and my experiences help me learn a new language and about new topics.
    • Dribbling is best performed when using the inside (in-step) or outside edge of their foot.

     

    Materials and Resources

    • Picture cards for content vocabulary
    • Videos of dribbling or activity
    • Sequence language word wall with visuals

     

    • Dribbling word wall with visuals

      

     

    (Images created in Canva.com under their Free Media License Agreement).

     

    Content and Language Learning Plan (T for Teacher, Ss for Students)

    Welcome and Introduction to Learning (for each lesson)

    • T starts with a welcome, community building task, and refers to norms and expectations for respect towards self and others.
    • T posts, explains, and unpacks the content and language objective(s). 
      • T briefly explains the topic of dribbling in soccer and uses visuals to introduce concept.
      • T explains inform is to give information on how to do something, in this case to describe the steps in dribbling. The language objectives will be using sequence words, or spatial and directional words to use language like a coach to describe the steps for good dribbling.

     

     

    Activating and Building Background Knowledge

    Language Domains:  Speaking, Listening, Reading and Writing.

    T creates an opportunity  to elicit sequence language and make meaning of the content, and integrate all language skills.

    • T asks Ss what they know about soccer.  Ss share their experiences and knowledge.  T can also ask Ss what you have to be able to do to be a good soccer player.  Ss can share their knowledge or demonstrate skills they think are important. (Ss should be welcomed to share their input in their home language and T can support through listening or using a translation device to understand.)
    • Ss watch video(s)/analyze an image/watch T model dribbling with the inside of both feet, tapping, and keeping the ball close to them while looking up.
      • When demonstrating or showing a video, the T can slow the speed (for Level 1 ELs) or stop at certain points in the video to have Ss repeat key language, make connections, ask a question, summarize, etc.
        • Uploading videos to Edpuzzle (or similar) allows embedding of questions and comments.
    • T models and gives single-step directions while Ss repeat language with the motion (TPR).
      • For example: T says “I keep the ball close to my feet” and models keeping the soccer ball close to their feet while moving it around. Ss respond with the sentence frame “I keep the ball close to my feet” while practicing the skill.  This activity can be repeated for each of the essential steps of dribbling listed under Content-Specific Technical Language at the top of the lesson.
      • T explains that prepositional phrases add spatial and directional details. These details help the other person better understand where things are and how they should move.  T models using directions with and without prepositional phrases.  Ss explain which kind of direction they like better and why.  T and Ss can jointly construct a word wall or anchor chart of prepositional phrases to use as a reference in speaking activities (near to, around the, between the, up to the, through the, from your feet, toward the, close to you, far from you). T encourages Ss to use these phrases to add details when they get a chance to give their own directions later.
      • These activities can be done virtually through a short video clip or platform that allows Ss to receive and send video samples.
      • For Level 1 Newcomer ELs, T encourages use of home language and uses an electronic translator to get the gist. T then models that language in English for the S to repeat/copy. T can also model following directions extensively ahead of time by breaking down each part of the direction and doing it yourself  while reciting the language connected to that movement "Now I am _. You all repeat..." Now I am __. " as they do each motion. T can also give newcomer ELLs a partner to follow and do the activity alongside them.  The T may guide the S individually through the beginning or whole exercise making sure Ss are clear on the connected language (both sequence and soccer terms) and having SS repeat directions.

     

    Learning Activity Option:  Giving Sequential Directions For How To Dribble

    Language Domains:  Listening and Speaking

    Ts use sentence frames to give dribbling instructions to Ss.  Ss use sequential and academic language to explain and follow directions. 

    • T can set up the game as instructed in the “Dribble Dash” lesson plan referenced on the Grade 2 PE Curriculum Framework. T can give instructions using differentiated directions:
      • Beginning - Dribble. Stop. Find a ball.  Go to the same color. Tap the ball.
      • Intermediate -  Dribble around the gym.  When the music stops, stop. Stop your ball. Find a new ball.  Dribble the ball to the same color. Do toe taps.
      • Advanced - Everyone dribble your soccer ball around the gym. When the music stops, stop your ball completely. Find a different colored ball. Six different colored hoops or colored cones are on the floor. Dribble your new colored ball to the matching colored hula hoop or cone and do toe taps. Tap the ball with the sole of the right foot. Now tap the ball with the sole of the left foot.
    • Ss take turns giving directions to the class using sequencing and content language.
    • T and Ss reference prepositional phrases word wall/anchor chart (see above) to add spatial and directional details to their dribbling directions.
    • For Level 1 Newcomer ELs T encourages use of home language and uses an electronic translator to get the gist. T then models that language in English for the S to repeat/copy.
    • T can pause at different times during the activity and ask Ss what to do next. T prompts Ss to use sequencing and content language.
    • T gives more specific directions by specifying whether to use inside or outside of foot, which foot, etc.
    • Ss explain the directions to a partner when the game is played again.  T partners  Ss with higher English proficiency and Ss with beginning English proficiency to scaffold the speaking time. Ss can use word wall, dribbling list, and sentence frames as scaffolding for sharing sequential content directions.

     

    Learning Activity Option:  Reading about Dribbling

    *Reading texts should be multicultural and reflective of S identities in the class, to the extent possible

    • T introduces book or text about soccer dribbling and engages Ss in connecting their background knowledge to the text.
    • T can use the reading as a mentor text and show how language is used. T can let Ss know they will be able to practice writing in the same way soon.
    • T may use echo, choral, or partner reading strategies to support reading skill development.
    • For Level 1 Newcomer Els T may read out new terms and have them repeat several times.
    • Model/reinforce using picture cues, illustrations, context clues, or other word attack/comprehension strategies during think alouds.For example, have Ss identify sequencing language in the text and explain what that language means.
    • Ts use the reading text to highlight specific phonemes or sight words for Ss to practice based on their needs for foundational literacy instruction. For example: Ts can emphasize short vowel connections, or add on a mini-phonics lesson on words like foot vs. feet, how we know when to pronounce it which way, etc.
    • Ss can complete a reading sort activity and put the process in accurate sequential order (with or without sequence words as clues).

     

    Learning Activity Options:  Writing A Sequential Explanation Of How To Dribble

    • T ask Ss how to dribble and scribe Ss responses. T models academic writing and reads S responses to demonstrate concept of word and academic language. Ss can copy Ts written model.
    • Ss list the steps to dribbling used in the reading text.  T can engage Ss in a think aloud to compare and contrast that list of instructions to the anchor chart previously created or how they learned to dribble.
    • Ss use sentence and/or paragraph frames to write a short text about how to dribble or a personal reflection on their learning. Ss can use dribbling anchor chart, sequence and dribbling word wall, and sentence frames as scaffolding for writing. Ss may also benefit from a graphic organizer with sequencing words or sentence frames such as the example below:

    (Image created in Canva.com under their Free Media License Agreement).

    Additional Strategies for Advancing Beginning Literacy for Level 1 Newcomer ELs

    • Reinforce phonics and phonemic awareness skills needed (based on data such as a inventories) using the language expectations and any texts (written or audio)  in the lesson- e.g.,
      • if Ss need practice with CVC, include an additional activity in which the T models highlighting those words/word parts, saying them, model segmenting and blending the sounds in the words, having Ss repeat the words with the segmenting/blending, etc.
      • Have Ss sort key terms or specific words that feature specific phonics/phonemic awareness needs  by initial or final letters (e.g., blends, silent e).
      • Model identifying and counting syllables.
      • Note any rhyming words from the lesson.

    Formative Assessment Ideas and Suggested Tools

    WIDA’s Proficiency Level Descriptors on pages 102-103 can be used to create a rubric for language development and measure growth between units. ELs should never be penalized for not using language beyond their current proficiency level without the proper support and plenty of opportunities for practice followed by productive teacher feedback.

     

    Sample Tool:

    • Checklist: Matrix of Ss names to record when Ss used the expected language during class

    (virtually: to be used from analyzing the chat box, listening in on breakout rooms or

    whole class discussions/S whip-around responses to prompts, S-submitted

    recording)

     

    Student Name

    Level 1&2:

    First,      . / Next,        . / Then,

    Level 3&4:

    To start,___. After that, _____ / Finally, ___.

    Level 5&6:

    First you need to___. / After you   _____  then _____.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Exit Slips/other Formative Assessment Ideas:

    • Exit slip: Write/Verbally record  {the steps to dribbling}.
    • Have Ss reflect on their performance by pointing to a poster; giving a thumbs up, sideways, or down, or by verbally responding to prompts.
    • Ts assessment of Ss activity skills using rubric or checklist:
      • Keep the ball close to feet
      • Use both the inside and outside of foot
      • Use small taps to control the ball
      • Look forward
    • Formally assess soccer dribbling using a rubric:

     

    Speaking Task formatted like ACCESS for ELLs (Included at the end of the document)

     

    Writing Task formatted like ACCESS for ELLs (Included at the end of the document)

    Extension Ideas for the Other KLUs

     

    KLU

    Extension Idea

    Narrate

    Story about dribbling past opponents and scoring a goal

    Explain

    Why dribbling close to your body is important

    Argue

    Why players should dribble with the inside of their foot versus the outside of their foot

     

     

    Additional Attachments, Links, and Resources

     

     

    Connections to the WIDA ELD Standards Framework, 2020 Edition

    The lesson plan above was created to connect to the Virginia context based on the following components listed in the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12

     

    KLU

    Language Functions from within the Language Expectation Set

    Language Feature(s)

    Inform P. 96

    Obtaining and combining information from observations, and using evidence to help explain how or why a phenomenon occurs

    Declarative statements to present facts

    Inform P. 96

    Describe observations and/or data about a phenomenon

    Prepositional phrases to provide details (where, when, how)

    Inform P. 96

    Develop a logical sequence between data or evidence and claim

    Causal connectors to link events (because, so that, when)

     

    Sample Speaking Task

    Second Grade: PE

    Soccer Dribbling

    Rubric

    • WIDA’s Proficiency Level Descriptors on pages 58-59 can be used to create a rubric for language development and measure growth between units. ELs should never be penalized for not using language beyond their current proficiency level without the proper support and plenty of opportunities for practice followed by productive teacher feedback.

     

    How to Shoot a Basketball

     

    Free Image from https://pixabay.com/photos/basketball-girls-shoot-a-basket-1749315/

    At recess they are learning how to shoot a basketball. Lee’s friends write her a note with the steps for how to shoot correctly.


    male teacher with a beardSource

    Teacher reads note below:

    (Image created in Canva.com under their Free Media License Agreement).


    male teacher with a beardSource

    Oh Ma, how should Lee shoot the basketball?

       young girl Source

    First she should balance the ball in her hands. Then she should keep her elbow straight and her eye on the basket.  Last she should follow through with her hand when she shoots.

     

     

    (Image created in Canva.com under their Free Media License Agreement).

     

     

     

    How to Dribble a Soccer Ball

    Free image from Pixabay: https://pixabay.com/photos/footballer-boy-football-soccer-5010770/


    male teacher with a beardSource

    Now Lee is learning to dribble a soccer ball. Look at the note her friends give her to teach her how to dribble. What should she do to dribble the soccer ball?

     

    Teacher reads note below:

     

    (Image created in Canva.com under their Free Media License Agreement).

     

     

    Sample Writing Task

    Second Grade: PE

    Soccer Dribbling

    Rubric

    • WIDA’s Proficiency Level Descriptors on pages 58-59 can be used to create a rubric for language development and measure growth between units. ELs should never be penalized for not using language beyond their current proficiency level without the proper support and plenty of opportunities for practice followed by productive teacher feedback.

     

     

    Part A. Stretching

     

                                                           

       1                                   2                         3

     

    Free image from Pixabay: https://pixabay.com/illustrations/yoga-girl-pose-cartoon-woman-4222979/

     

     

    1. Look at the picture above. What steps should the girl follow to do the stretches?

     

    1

    _______________________________________________________________________

     

    2

    _______________________________________________________________________

     

    3

    _______________________________________________________________________

     

     

     

    Part B. Doing a Flip

    These pictures show what steps a boy used to do a flip.

    Free images from Pixabay: https://pixabay.com/photos/children-s-room-sports-sports-wall-5864200/, https://pixabay.com/photos/children-s-room-sports-sports-wall-5864169/, https://pixabay.com/photos/children-s-room-sports-sports-wall-5864174/

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Now it’s your turn to write!

    Write 3 to 5 sentences to explain how the boy did the flip. You may use the pictures and the word box to help you write.

    Word box.  

       first           then              put                grab

       next           last               up                 over

    _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    lines

     

     

    Printable Materials

    Word Wall Visuals

    (Image created in Canva.com under their Free Media License Agreement).

    How To Dribble Graphic Organizer

    (Image created in Canva.com under their Free Media License Agreement).

     

     

     

     

     

     

    This lesson was carefully crafted by Kristi Rhodes for the VDOE.

      

    by the Virginia Department of Education, 2021