SIOP Lesson Plan Template (Modified)

Date: 12-2-16
Grade/Class/Subject: Small ESL Reading Group
Unit/Theme: R-Controlled Vowels
Lesson Topic: R-Controlled Vowels
State Standards: Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for All Purposes
Prepared Graduates:
Interpret how the structure of written English contributes to the pronunciation and
meaning of complex vocabulary
Grade Level Expectation: First Grade
Concepts and skills students master:
Decoding words require the application of alphabetic principles, letter sounds, and
letter combinations
Students can:
i.

Accurately decode unknown words that follow a predictable letter/sound relationship

WIDA Standards: English language learners communicate information,

ideas and concepts necessary for academic success in the content area of
Language Arts
Content Objective: Identify r-controlled vowels in the text.
Language Objective: Share an r-controlled vowel with the rest of the
class.
Key Vocabulary: Perch, boring, goggles
Supplementary Materials: Pictures of perch, boring, goggles. White board
dry erase marker. The book Fern and Burt
Higher Order Questions: Why couldnt the birds fly? (Inference)
Time:

Lesson Sequence / Activities

Motivation:
Review the cards that contain r-controlled vowels. Go over each card
and the sound each card makes.
Presentation:
Inform the students we will be working on more r-controlled vowels and
we will be able to identify these r-controlled vowels in our text.
Practice and Application:
Do a word sort of the r-controlled vowels that contain (ur, er, and ir).
Ask the students to share out a few words they found in the text, to

check if they understand r-controlled vowels.

Next, we will go over the vocabulary perch, boring, and goggles. I will
display pictures of these words on the document camera.
Review and Assessment:
Have the students define the vocabulary and share one r-controlled
vowel. After we do this we will begin to read our story Fern and Burt.
Extension: Students will be able to add the vocabulary they found to
their every day oral and written language use. Students will be able to
have a better understanding how to spell r-controlled vowel words.
SIOP Features
Preparation
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Adaptation of content
Links to background
Links to past learning
Strategies incorporated

Integration of Processes
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Reading
Writing
Speaking
Listening

Scaffolding
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Modeling
Guided practice
Independent practice
Comprehensible Input

Application
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Hands-on
Meaningful
Linked to objectives
Promotes engagement

Group Options
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Whole class
Small groups
Partners
Independent

Assessment
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Individual
Group
Written
Oral

Reflections:

Reflection:
I felt more prepared for this lesson than the other lessons I have taught previously. I believe I felt
more prepared because I have had more practice with other lessons and I am improving with each lesson.
With more and more I will improve each time and focus on areas I need to improve on throughout the
process.
I thought that went well was the preparation for lesson. I met with my cooperating teacher
extensively and we planned out the lesson and what areas the students need to focus on. I also
implemented a word sort and pictures to help the students vocabulary success. There was an ELL in the
class and we focused on a few vocabulary words and had the students read and define these words that
were in the story. I also liked the word sort activity because it was a different activity the students dont
usually participate in. Overall I was pleased with my lesson; however, there are things I need to work on.
If I could go back and do things differently I would make the words larger on the pieces of paper.
The students asked why the words were so small. I shouldve made them larger; however, I was trying to
save paper. That will be something I make sure to do in the future. Another thing I would do differently is
being more lively and energetic when I teach and have more confidence. I was a bit nervous and I could
tell after watching my video. Those are the areas I wish I could do differently.
What I learned about my teaching after watching myself on video was my enthusiasm level with
the group. The more enthusiasm I provide will help enhance student engagement. After watching myself I
noticed I dont sound confident or feel like the students view me as a teacher or someone who knows
about the content. After viewing the video I noticed there were long pauses and it was a quiet, I wouldve
like to bring more energy to my lesson.
HERE IS MY LINK!!!
https://m.youtube.com/watch?v=1z2V8fcHYi8