Beruflich Dokumente
Kultur Dokumente
Grade/Class/Subject:
3/ Wall / Science
Date:
4/7/14
Unit/Theme: Plants
SIOP Features
Preparation
X__ Adaptation
_X__ Links to background
X___ Links to past learning
X___ Strategies incorporated
Scaffolding
_X__ Modeling
X __ Guided practice
X___ Independent Practice
_X__ Comprehensible input
Integration of Processes
X __ Reading
X___Writing
_X__ Speaking
_X__ Listening
Application
X___ Hands-on
X___ Meaningful
X___ Linked to objectives
X___ Promotes engagement
Grouping Options
___ Whole class
_X_ Small groups
___ Partners
X_ Independent
Assessment
X___ Individual
X ___ Group
X___ Written
X___ Oral
Lesson Sequence:
1) Discuss the cover of the book with the small group of students. Prompt the students to make predictions
about what the book will be about. Connect student responses to their background knowledge and what
they have learned already.
2) Guide students in a picture walk of the text, continuing to make predictions from the text pictures.
3) Teacher reads the story to the small group, using an expressive voice and gestures. Stop frequently to check
the groups understanding.
4) Students take turns reading aloud. Teacher makes sure each student is following along and understands
what is going on in the text.
5) When all students are done, discuss their reading with them, emphasizing the plant life cycle.
6) Introduce their writing and drawing activity. Each student receive a portion of the plant life cycle which
they will draw and describe in their own words.
7) Model how students should complete the assignment by drawing one part of a picture of the plant life cycle
and writing a sentence to match it.
8) Have students do an example with the teacher, having the students explain what needs to be drawn and
written for one image and one sentence.
ELL Level - 1
Language-Based Expectations:
Using
- blank computer paper
- group example of the work they need
to do independently
- read it through once, taking turns
Using
- worksheet with a space for drawing and
writing one step of the plant life cycle
- teacher reads, then group reads
- teacher example, then group example,
reading
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