Mini Lesson Plan (SIOP Model)

Lesson Plan Title: Mini Lesson #3 Manipulative Strategies Honorio Gonzalez

Name: Grade Level: Date:

nd

Gr.
ELA Language Standards for Grade Level

ELD Objectives:

For the students to be able to use manipulative which are concrete devices that students can move and handle to support their thinking and learning (Herrell & Jordan, 2 !2". ELD Language: #nglish
ELD Content: $he

students will use manipulatives to support their thinking and learning in the %ollowing lesson.

2nd Grade& In second grade, fluency, comprehension, and analysis are the focus of reading instruction for the students. The students will apply their knowledge of the basic features of reading to achieve fluency in oral and silent reading. Furthermore, in the second grade, students will learn more sophisticated strategies to analyze literature.
ELA Content Standards for Grade Level

2nd Grade& In second grade, fluency, comprehension, and analysis are the focus of reading instruction for the students. The students will apply their knowledge of the basic features of reading to achieve fluency in oral and silent reading. Furthermore, in the second grade, students will learn more sophisticated strategies to analyze literature.
"esearc# $ased Learning Strategies (provide te+t chapters,re%erence"

Materials

Ke !ocabular

'olored (locks, miniatures o% ob)ects

'olors, single and plural %orms, shapes, si*es, te+ture, cars,trucks, -irect .ethod, /atural 0pproach, 'ommunicative 1anguage $eaching.

$he use o% manipulatives, whether the2 are real ob)ects that help students to relate to language to concepts or representational ob)ects such as block, counters, or beans, are o%ten supportive to students3 understanding and language development (Herrell & Jordan, 2 !2, p. 42".

All strategies %ill be researc# based and from one of t#e te&ts' (lease )rovide reference for eac#' Motivation strateg :

-irect .ethod, /atural 0pproach, 'ommunicative 1anguage $eaching (Horwit*,

2 !5".
((uilding (ackground %or #1- 6tudents"

&7 would prepare to teach the lesson in #nglish to the class. &7 would identi%2 the concepts that needed to be taught and how to represent them in the lesson. &7 would them demonstrate and e+plain the concept to the students. &7 would then start the lesson on the concepts %or the students.
(resentation* Learning Activities +Strateg Ste)s,

-irect .ethod, /atural 0pproach, 'ommunicative

1anguage $eaching (Horwit*, 2 !5".

(includes language and content ob)ectives, comprehensible input, strategies , interaction, %eedback

&7 would use colored blocks to e+plain what singular and plural %orms are and how the2 are used in language. &7 would use miniatures o% cars,trucks to e+plain what the2 are and how the2 are used.

&7 would then let the students use and %eel the blocks and miniatures so that the2 could connect to the lesson and its concepts and there%ore understand the lesson. &$he students would them tell me what the2 understood about the concepts presented to them.
(ractice and A))lication -irect

.ethod, /atural 0pproach, 'ommunicative 1anguage $eaching (Horwit*,

2 !5".
(.eaning%ul activities, interaction, strategies, practice and application, %eedback"

&7 would provide guided practice %or the students in connecting to the concept. &7 would give students additional time %or practice using the blocks and miniatures to understand the concepts. &7 would review the students3 understanding o% the lesson b2 how the2 demonstrated their learning o% it. &7 would also review the %eedback the parents gave me on their students learning.
"evie% and Assessment: (8hat speci%ic assessment tools are being used"

$he assessment tools that are being used is in the progress in how the students demonstrate their understanding and learning o% the lesson. .ore progress is being made i% the students3 understand the manipulatives and concepts in the lesson and how the2 are used and presented. 7 would then be able to %urther e+plaining the concept to an2 student that might o% not o% %ull2 grasp it the %irst time. $his would allow me to know the learning pace o% each individual student in regards to lessons o% similar nature.
E&tension: 8hat are 2our ne+t steps %or %uture lessons9

For me to raise the comple+it2 o% the manipulatives and concepts being used in the lessons. $his would %urther the understanding the students3 showed and how the2 demonstrated their learning o% it and it would also help develop lessons o% similar nature in the %uture.
"eflection.#at do ou antici)ate to be a )roblem for s)ecific students/

ELD Objective- 7n

how the students understood the vocabular2,language being used to e+plain the manipulatives and concepts o% the lesson. 7t would depend on how the student responded in their %eedback on the lesson. Content Objective- 7t would depend on how the students demonstrated their learning o% the concepts in the lesson. $his would show how the lesson need to be adapted %urthered to the students3 individual needs.

.#at %ould li0el go %ell/ .# /

$he students would understand the manipulatives and concepts being taught to them in the lesson. $he comple+it2 o% the manipulatives and concepts used in the lesson would then become more comple+. $he2 would be able to advance to more advance lessons.
.#at %ould ou li0e to be more sure about/

$hat the students would be able to understand more comple+ manipulatives and concepts in more advance lessons. $heir learning pace would keep at a stead2 pace with that o% the lessons. $heir educational learning would there%ore e+pand even %urther. .2 lesson plans would there%ore also be able to develop even more.
.#at t#eor or t#eorists %ould most strongl su))ort use of t#is strateg /

$he theories that support this strateg2 are the direct method, natural approach, and communicative language teaching. 7n the direct method, the students and teacher %ocus and listening and speaking. 7n the natural approach, the students would participate in small group conversational activities with each other and %ollow instructions given to them b2 the teacher to complete said activit2. 7n the

communicative language teaching, the students would similarl2 do the same as in the natural approach. $hese three theories are similar in how the2 support the strateg2 above.

0dd cop2 o% student work