SIOP Lesson Plan

By: Christie Marks

1.

Lesson Preparation
a. General Information
Grade Level: Kindergarten
Subject Area/Topic: Animals/Writing
Student Demographics: 18 students, 12 boys, 6 girls; 3 ESE; 0 ELL
Lesson Duration: 30 minutes
b. State and/or National Standard(s) and/or Benchmark(s)

LAFS.K.SL.2.5 Add drawings or other visual displays to descriptions as

desired to provide additional detail.
MAFS.K.CC.2.4 Understand the relationship between numbers and
quantities; connect counting to cardinality.
MAFS.K.MD.2.3 Classify objects into given categories; count the numbers of
objects in each category and sort the categories by count.

c. Learning Objective(s)/Outcomes(s)/Essential Question(s)/Content Objectives

Objectives:
SWBAT decide if they would like a turtle or a butterfly as a pet.
SWBAT identify which response had more favor (turtle or butterfly).
SWBAT describe what a pet turtle or butterfly would do.

Essential Question:
Would you rather have a pet turtle or a pet butterfly?
d. Language Objectives
SWBAT decide if they would rather have a pet turtle or a pet butterfly.
SWBAT explain what each of these animals might do if they were our pets.
e. ESOL Teaching Strategy
a. Stand-up, Sit-down
f. Detailed List of Materials and Resources for Teacher and Students
Paper cutouts of turtles and butterflies
Poster with turtle and butterfly labled on it
Chart Worksheet
Drawing/writing worksheet

Pencils
Crayons
2. Building Background
I say: Today we are going to talk about turtles and butterflies. Who remembers last week
when we talked about having a spider as a pet?
They say: (Raise their hands)
I say: Okay, well today we are going to something very similar to our spider question. We are
going to sit and stand and even come up to the board to tape our animals that we decide we
would like as a pet.
3. Comprehensible Input
I say: Next were going to practice something. I want the best and quietest table to help me.
(Choose a group). Okay, red table, I am going to ask you a question. If you think that a turtle
would make a good pet then I want you to stand up. (They stand up). Okay, now you may sit
down. So, if you think a butterfly would make a good pet, then you can now stand up. If you
already stood up then you should not be standing again.
Good. Class did you see how every one stood up one time? Now were going to have
everyone try this, but remember, we can only stand up one time.
4. Strategies (include a Step-by-Step Instructional Plan)
I say: Okay, if you think that a turtle would make a good pet stand up.
(Wait for them to stand- pass out turtle paper).
I say: Okay, not sit down. If you think that a butterfly would a make a better pet than a turtle,
then you can stand up. But remember, if you already stood up for the turtle, you cannot stand
up again.
(Wait- pass out butterfly paper)
I say: Okay, now everyone sit down.
5. Interaction
I say: Now, everyone is has a picture in their hand of what animal they chose. I want you to
hold on to this spider and wait for the next direction.
This will be when the students come up to the poster to tape their responses.
I say: Okay, if you have a turtle in your hand, then come up to the board. (Tape them, call up
next group (butterflies) when this is completed).
Once you have taped your turtle or butterfly go quietly back to your seat. Then watch the
poster. You all are helping me make a graph and when every picture is taped on we will get
to look at it and compare our responses.
6. Practice/Application
I say: Okay, now we will look at all the paper animals that are on the poster. Some of you
think that a turtle would make a good pet, and others think a butterfly would make a good
pet. Who can tell me how we can tell which opinion won? How can we look at this poster
and decide if more kids would like a pet turtle or a pet butterfly?
They say: We can count the animals and see which has more.

I say: Good. Lets count them together. (Count aloud and I write final numbers for both
turtles and butterflies). Okay, so which one had more?
They say: (which one had more)
I say: Okay, so if this one had more then that must mean this: ____ (either that more students
would like a turtle as a pet or more students would like a butterfly as a pet).
7. Lesson Delivery
I say: So now that we know this, you will be getting a worksheet. We are going to think about
a turtle and a butterfly and think of all the things that it might do if it were a pet.. I am going
to help from you guys. So think a second to yourselves, in your head, of what our class turtle
would do. (Give time then call on students). (As they give responses, I will write them down
in the empty boxes until all are filled--- then ask the same for our butterfly). You should be
writing these words with me, or drawing pictures.
8. Review/Assessment
I pass out next worksheet, which is a drawing sheet with room for a short sentence.
I say: With this worksheet, I want you to draw a picture of the animal that you picked. So if
you taped a turtle up on our poster, then draw a turtle. If you taped a butterfly on the poster
what will you draw?
They say: Butterfly.
I say: After you draw your picture, you will write what it is (either turtle or butterfly) and
then you will write what it is doing. Is it flying, or swimming, or eating, etc.?
This will be collected and I will observe and assist throughout.
9. Analysis
a. Explanation of Addressing Diversity (Referring to your responses to the above items in 2., please
discuss how you addressed diversity throughout the strategy/lesson.)

Diversity was addressed through multiple modes of representation I had the kids standing
up, moving around, raising their hands, thinking to themselves, voting, drawing, and
writing. All different learners had the chance to express their abilities in different ways. I
also had physical cutouts of turtles and butterflies and they were taped on a poster paper,
so the kids could have a visual when they were asked questions.
b.

Informal Assessment Plan

Pre-assessment
1. Ask: Would you rather have a pet turtle or a pet butterfly?
Comprehension check
1. Look at the graph: Which animal had the most likes?
2. Ask: How did you know which animal was most liked?

Post-assessment
1. Draw a picture and write a sentence about your favorite animal pet
(this shows they could make a decision and communicate their
favorite through drawing/writing).

c. Critical Reflection (Write one paragraph of 8-10 sentences)

I thought that this lesson went pretty well. With my kindergarten class, it is difficult to get the kids
engaged and listening for an entire lesson, but considering this, I think they did extremely well for
this lesson. Incorporating the quieting techniques (like suggested in my first video) definitely
helped with this. My favorite part was when we looked at the graph and determined which animal
had the most likes. Having the class explain how they knew and then having the class count the
animals together was very beneficial and solidified the concept. I think they did well in identifying
their favorite and then communicating that to me through their drawings. Overall it went well,
and I think the ESOL strategy was a great component of the lesson to get kids up and moving.

SOLOM
SOLOM Student Oral Language Observation Matrix
Traits

Comprehensio
n

1
Cannot be
said to
understand
even
simple
conversati
on

2
Has difficulty
what is said,
comprehend
s only social
conversation
spoken
slowly with
frequent
repetitions.

3
Understand
most of what
is said at
slower- thannormal
speed with
repetitions.

Fluency

Speech is
so halting
and
fragmentar
y as to
make
conversati
on virtually
impossible.

Usually
hesitant;
often forced
into silence
by language
limitations.

X
Vocabulary

Vocabulary
limitations
so extreme
so as to
make
conversati
on virtually
impossible.

Misuse of
words and
very limited
vocabulary;
comprehensi
on quite
difficult.

Speech in
everyday
conversation
and
classroom
discussion
frequently
disrupted by
the students
search for
the correct
manner of
expression
Student
frequently
uses wrong
words;
conversation
somewhat
limited
because of
inadequate

Understands
nearly
everything at
normal speed,
although
occasional
repetition may
be necessary.

Understands
everyday
conversation
and normal
classroom
discussions
without
difficulty.

Speech in
everyday
conversation
generally
fluent, with
occasional
lapses as
student
searches for
the correct
manner of
expression.

Speech in
everyday
conversation
and classroom
discussions
fluent and
effortless
approximating
that of a native
speaker.

Student
occasionally
uses
inappropriate
terms and/or
must rephrase
ideas because
of lexical
inadequacies.

Use of
vocabulary and
idioms
approximates
that of a native
speaker.

Pronunciation

Pronunciati
on
problems
so severe
as to make
speech
virtually
unintelligib
le.

vocabulary.
Very hard to
understand
because of
pronunciatio
n problems.
Must
frequently
repeat in
order to
make self
understood.

Grammar

Errors in
grammar
and word
order so
severe as
to make
speech
virtually
unintelligib
le.

Grammar
and word
order errors
make
comprehensi
on difficult.
Must often
rephrase/
restrict self
to basic
patterns.

Pronunciatio
n problems
necessitate
concentratio
n on the part
of the
listener and
occasionally
lead to misunderstandin
g.
Makes
frequent
errors of
grammar
and word
order that
occasionally
obscure
meaning.

Always
intelligible
though one is
conscious of a
definite accent
and occasional
inappropriate
intonation
patterns.

Pronunciation
and intonation
approximate
that of a native
speaker.

Occasionally
makes
grammatical
and/or wordorder errors that
do not obscure
meaning.

Grammatical
usage and
word order
approximate
that of a native
speaker.

SOLOM Score: (9) Phase 1: Non-English Proficient

Percentile: 36%

(The score remained the same since the first SOLOM test. It is believed that this ELL
student may have some developmental delays that are causing very limited growth.)