NavigatingtheGroceryStore

GradeLevel(s):6and7

Overview
Inthislesson,studentswillbediscussingcommonphrasesandtermsusedwhennavigating
agrocerystore,aswellascompletingasimulationofnavigatingagrocerystoreusingEnglish
equivalentphrasesandterms.Studentswillreviewperformanceandlessonmaterialwith
discussionsummarizingthesimulation,aswellascompletingaselfevaluationworksheet.

Prerequisitelessons:
1. Currency
2. Weight/MeasurementSystem
3. SentenceStructure(Subjectandverb),howtoformaquestion

DescriptionofLearners
ThislessonisdesignedspecificallyforlearnerswhoareofHispanicdescentandareEnglish
LanguageLearners.Genderdistributionintheclassisequal.Ithasbeentakentomindthat
themajorityoftheEnglishLanguageLearnersintheclassarerecentimmigrantstotheU.S.
fromLatinAmerica.Also,ithasbeentakentoaccountthattheELLstudentshavebeen
raisedinpredominantlySpanishspeakinghomesandhaverelativelylowEnglishspeaking
andunderstandingabilities.

IntendedLearningGoals
Theintentofthelessonistohavestudentsaccomplishthefollowinggoals:
1) Studentswillbeabletoworktogetherinteams.
2) Studentswillbeabletosearchforitemsbyreadingsignsandlabels.
3) Studentswillbeabletomatchitemstocategories.
4) Studentswillbeabletoaskquestionstoaidproblemsolving.

LessonContent
IwantmystudentstobeabletorememberanduseeverydayEnglishvocabularythatwill
enablemystudentstosolveproblemstheyfaceindailylife.Uponcompletionofthelesson,
studentsshouldhaveknowledgeofhowtosayandaskforcommonfoodsandothercooking
items.

LearningObjectives
Givenamocksetting,studentswillbeabletocollaborateasateambydividing
alistintopartsforeachgroupmember.(grade6,standard1)
Inasimulatedsetting,studentswillbeabletoeffectivelynavigateagrocery
storewiththeabilitytoreadcommonsignsandlabelsbyhavingstudentspoint
todesignatedareaswhenasked.(grade7,standard4[expandingand
enrichingideas]
Givensampleitemsandsigns,thestudentwillbeabletodistinguishsignsand
labelsbyusingcontextclues,suchaspicturesorcategories,whencompleting

aworksheetthathasstudentsmatchitemstoaisles.(grade7,standard4
[collaborative])
Givenamockenvironment,studentswillbeabletoaskquestionsbasedon
needorwhenproblemsarisebyformingalistofcommonquestionstoaskin
actualsetting.(grade6,standard12)

TeachingStandards
CaliforniaDepartmentofEducationEnglishLanguageDevelopmentStandardsfor
Grade6:
Standard1(collaborative)
:Exchanginginformationandideaswithothers
throughoralcollaborativediscussionsonarangeofsocialandacademictopics
(correspondingcommoncorestatestandardsSL.6.1,6L.6.3,6)

Standard12(productive)
:Selectingandapplyingvariedandprecise
vocabularyandlanguagestructurestoeffectivelyconveyideas(corresponding
commoncorestatestandardsW.6.45WHST.6.45SL.6.4,6L.6.1,3,56)
CaliforniaDepartmentofEducationEnglishLanguageDevelopmentStandardsfor
Grade7:
Standard4(collaborative)
:Adaptinglanguagechoicestovariouscontexts
(basedontask,purpose,audience,andtexttype)(correspondingcommon
corestatestandardsW.7.45WHST.7.45SL.7.6L.7.1,3,6)

Standard4(expandingandenrichingideas):
Usingnounsandnoun
phrases(correspondingcommoncorestatestandardsW.7.5WHST.7.5
SL.7.6L.7.1,36)

RequiredMaterials
Computerforprintingoffmatchingworksheets,selfevaluationworksheets,
signsanditemsformockgrocerystoreandfordatastorageofclassroom
discussionsummary
Instructionalvideo(approximately5minutes,coveringbasicvocabularyterms
andphrasestoknowforactivity)
Eboardforinstructionalvideopresentationandforcomposingsummaryof
classroomdiscussion
Worksheetswithgroceryitemsandstoreaisles(itemsmustbematchedto
storeaisles)
MockGroceryStore(classroomdividedintostoreaisleswithprinteditemsin
eachaisleandsignspostedatbeginningofaisles,linesofdeskscanbeused
tosignifyaisles)
Studentsselfevaluationworksheet(theirownconfidenceregardstothe
conceptstheyvelearned,onascaleof1to5with1beingnoconfidenceand5
beingstrongconfidence)
Eportfolio(usedaswaytoreviewactivitiesanddiscussionsofclassroom)

Procedures
1. Usinganeboard,reviewwithstudents,intheirnativelanguage,thecommonterms
andphrasesusedwhennavigatingagrocerystore.(5minutes)
2. Documentinwordprocessingapplicationtheliststudentscomposeofcommonterms
andphrasesusedwhennavigatingagrocerystore.(5minutes,completed
simultaneouslywithprocedurestep1)
3. PresentstudentswithEnglishequivalentofcommontermsandphrasestousewhen
navigatingagrocerystoreusinginstructionalvideopresentationandlistssuchasthe
exampleprovidedbelowreferencedmaterials.(10minutes)
4. Discusswithstudents,intheirnativelanguage,anydifferencesinSpanishandU.S.
grocerystores,usingaidssuchaspicturesofgrocerystoresliketheonepresented
afterthereferencematerials.(5minutes)
5. Summarizediscussionofcomparisonusingwordprocessingapplication.(5minutes,
completedsimultaneouslywithprocedurestep4)
6. Presentstudentswithdescriptionofmockgrocerystoreactivityandevaluation
method,innativelanguage(questionstheywillbeaskedduringactivity).(5minutes)
7. Allowstudentstoformgroupsof4inordertocompletemockgrocerystoreactivity.(10
minutes)
8. Observeandevaluatestudentsduringthemockgrocerystoreactivityusing
informativeassessmentpresentedbelowandbepresentforquestionsthatmayarise
duringactivity.(10minutes,completedsimultaneouslywithprocedurestep7)
9. Concludewithdiscussionofactivity,inthestudentsnativelanguage,andhave
studentswriteoutcommonphrasesandtermstheyusedintheactivity.(5minutes)
10. Summarizediscussionofactivityinwordprocessingapplicationforfurtherreview(by
teacher)andencouragestudentstousetheirlistsofcommonphrasesandterms
outsideofclass.(5minutes,completedsimultaneouslywithprocedurestep8)
11. Havestudentscompleteselfevaluationworksheetsonlevelsofconfidencewith
materialandencouragestudentstopracticeinactualgrocerystoresetting.(5minutes)
12. Completesummaryofactivityanddiscussionsusingeportfoliothatparentsand
studentscanaccess.(510minutesoutsideofclass)

Assessment
Informativeassessment:
1. Pointto_______section.
2. Doesthestoresell_________?
3. Pointtothepricecheckscanner.
4. Isthis________onsale?
5. Doesthestorehaveanyof____iteminstock?

*Ifwrongidentificationoccurs,teachershouldpointoutcorrectansweranddiscusswhythe
answerprovidedbythestudentiswrong.

ReferencesandReferenceMaterials

EnglishLanguageDevelopmentStandards.(2012,October6).RetrievedMarch1,2015,from
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
Kabilan,M.K.&Khan,M.A.(2012).AssessingpreserviceEnglishlanguageteachers'learning
usingeportfolios:Benefits,challengesandcompetenciesgained.(Report).
Computers&
Education,

58
(4),1007.
Theauthorspresentthateportfolioshaveemergedasameansofassessingbothstudent
andteacherperformances.Asaresultofthestudyconductedamongstpreservice
TESOLteachers,eportfolioshavebeenshowntoserveasaccurateindicatorsof
teacherscompetenciesintheirspecializedareas.Inaddition,theseeportfolioshave
helpedteachersgarnertheirstrengthsandweaknessesinteaching.
Taylor,B.P.(1983).TeachingESL:IncorporatingaCommunicative,StudentCentered
Component.
TESOLQuarterly
,
17
,6988.
ThearticlediscusseshowaneffectiveESLteachingenvironmentallowsforstudentsto
activelycommunicateinthelanguagetheyarelearningthroughengagementinvarious
activities.Indeed,findingsintheresearchconductedsuggestthatcommunicationand
studentcenteredteachingarebothnecessarycomponentsthatpromotelearningfor
studentswhoareEnglishLanguageLearners.

PossibleAdaptations
Forstudentswhoareperformingwell:
Allowadvancedstudentstoplayroleofcashier,whichallowsthemtobeabletoworkmore
onformingquestionsandengaginginmorecomplexdialogue.


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CommonQuestions/PhrasesforActivity

CommonVocabularyforActivity

WherecanIfind___item?

ShoppingCart

Is___itemonsale?

Paper/PlasticBags

Is___iteminstock?

Aisle

WherecanIfindapricecheckscanner?

FrozenFood

Whereis____aisle?

Produce

Baking

Dairy

Meat

Seafood

Deli

Cereal

Beverages

EthnicFoods

(ElizabethRichards,KellyLiu,AliceLi,March,2015)