Beruflich Dokumente
Kultur Dokumente
Laqua)
ELD Standards:
(ALL ELD Standards Selected at the Intermediate Level: Grades 3-5)
LISTENING & SPEAKING:
Comprehension
Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.
Comprehension and Organization and Delivery of Oral Communication:
Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.
Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and paraphrasing.
READING:
Phonemic Awareness
Pronounce most English phonemes correctly while reading aloud.
DecodingandWordRecognition
Use common English morphemes in oral and silent reading.
Vocabulary and Concept Development
Createasimpledictionaryoffrequentlyusedwords.*Willbegivenglossary*
Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in text.
Read grade-appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression.
Use content-related vocabulary in discussions and reading.
Comprehension and Analysis of Grade Level-Appropriate Text
Usedetailedsentencestorespondorallytocomprehensionquestionsabouttext(e.g.,Thebrownbearliveswithhisfamilyintheforest).
Read text and use detailed sentences to identify orally the main ideas and use them to make predictions and support them with details.
Comprehension
Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Understand and follow some multiple step directions for classroom-related activities.
Narrative Analysis of Grade-Level Appropriate Text
Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts.
Apply knowledge of language to derive meaning from literary texts and comprehend them.
WRITING:
Organization and Focus
Narrate with some detail a sequence of events.
Produceindependentwritingthatisunderstoodwhenreadbutmayincludeinconsistentuseofstandardgrammaticalforms.
Capitalization,Punctuation,andSpelling
Produceindependentwritingthatmayincludesomeinconsistentuseofcapitalization,periods,andcorrectspelling.
Use standard word order but may have inconsistent grammatical forms (e.g., subject/verb agreement).
Studentswillunderstandthat:
Backgroundknowledgesupportsunderstandingoftext.
Readersinterprettextbyreadingthoroughlyandwithpurposetodeterminemainideasandthefactsanddetailsusedtosupportthem.
Readerscontinuallymonitorandchecktheirinterpretationsoftheauthorsintentandmeaning.
EssentialQuestions
Howdoeswhatyouknowhelpyouunderstandtext?
Howdoesthinkingabouttheauthorspurposeandmessagedeepenunderstanding?
Howdotextfeaturesandcharacteristicsofinformationalandliterarytextinfluencereaderinterpretation?
Lesson Topic:
CinderellaIntroductionUnit(5days):
ActivationofpriorknowledgewithapicturebookofCinderellawillserveasananchortext,whichcanthenbeusedwithotherversionsofthe
storythatreflectculturaldiversity.
Lesson2Topicsinclude:
PreteachVocabularyInteractiveReading1InteractiveReading2
Objectives:
Language:
Studentswillbeableto:
Communicatewithothersinarangeofsettings(oneonone,ingroups,andteacherled)aboutgradeleveltopicsandtexts.(SL4.1)
Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,usingappropriatefactsanddetailstosupportmainideas
orthemes.(SL4.4)
Content:
Studentswillbeableto:
Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysandwhendrawinginferences.(RL4.1)
Determinethemeaningofwordsandphrasesastheyareusedinatext.(RL4.4)
Readandcomprehendgradelevelliteraturewithscaffoldingasneeded(RL4.10)
Learning Strategies:
AnticipationGuide- OpendialogueandwholegroupdiscussionaboutthestoryofCinderella(previousreadingsandpriorknowledge)toprepare
studentsandactivatepriorknowledge
BookClub(flexiblegroupings)Studentsareputintogroupstoreadanddiscussliteratureallowsforminiworkshopswithteacherforstudents
thatrequiremoresupportandintervention,allowsstudentsmovingataquickerpacetocontinue
SmallGroupWorkshopsteachertoworkwithgrouplowestreadinggroup,(*introducethetext),andprovidedirectinstructiononcontext
clues,vocabulary,andtoleadtheinteractivereadingsleadingtoquestions/discussionsindependentreaderstoworkthroughtasksinpairs
GuidedQuestioning/LeveledQuestionsWhenreadingapassage,theteacherbeginsbyaskingquestionsthatarefollowedbymanycluesabout
whatishappening.Thenascomprehensionimproves,thequestionsbecomelesssupportive.
Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
VocabularyRolePlayencourageslearnerstomakeconnectionstocontentandvocabulary
Collecting/ProcessingWordschartingofwordsdiscoveredthroughreadinganddiscussion,collaborativevocabularydiscussions/activities
ClozeReading/SentenceFramesStudentsaregivensentencesorsequenceswithgaps(missingwords)andareaskedtofillinthegaps
InteractiveReading(2x)teachertoleadgroupthroughfirstreading(pages1119)(*practicingwithsmallversionsofthetext),stoppingfor
predictions,identifyingvocabulary,embeddinginstruction,modelinguseofglossary,askingcomprehensionquestions,andleadingsmallgroup
discussions(*encouragingverbalinteractions).Secondread(*rereadingforadditionalpractice)requireslesssupportivequestions,pairstudents
tocompletegraphicorganizerstogether,discussanswersandelaborateorreviseasnecessary
The above strategies incorporate the following selected SIOP Learning Strategies as outlined in Chapter 5- Strategies of Making Content
Comprehensible for English Learners):
Cognitive: Metacognitive: Language Learning:
Previewing the story before reading Predicting and inferring Applying reading strategies (multiple
Establishing a purpose for learning Generating questions to guide reads)
Making connections to past learning comprehension Making logical guesses based on
Taking notes or outlining Monitoring and clarifying context
Graphic Organizers Determining importance Substituting a known word when other
Identifying key vocabulary Summarizing is unfamiliar
Making mental images Paraphrasing
Key Vocabulary:
Context Clues
*Many other vocabulary words visited in lesson (as seen in Student Chart 3C)
Materials:
Lesson Teaching guide and notes
Mini- Lesson Slide Presentation
Interactive Reading guide
Vocabulary Words Lesson
Text- Cinderella by Barbara McClintock (class copies & digital version)
Worksheets for students
Writing materials & Whiteboard
Various multi-cultural versions of Cinderella
Graphic Organizers:
Student Chart 2A Vocabulary
Modified version for workshop students *includes sentence frames
Student Chart 2B First Reading Glossary
For all students, independent and workshop
Student Chart 2C Second Read- Partner Questions
Modified version for workshop students *includes sentence frames
Motivation:
(Continued and built upon from previous lesson)
To hook students and gain interest into this story, I will enthusiastically show students a variety of versions of the story Cinderella, making sure
to have a version that represents the diversity in culture of my students.
Each day a workshop/lesson in this unit continues, new variations of the story will be shown to the class to build interest (including Cinderella
Skeleton and Cindy Ellen *these texts and illustrations are very to students interests).
Students will be motivated to read alternate versions of this classic tale that represent their family and home culture or personal interests, and
this excitement will serve as an entry point to each of the lessons in this unit.
Hook:
Teacher will ask students to discuss in their groups what they remember from reading the story of Cinderella, groups will discuss, teacher to
walk around and monitor discussions.
Teacher to motivate students to continue into the unit by tying their previous knowledge of Cinderella, and making predictions about what will
happen- linking past learning to new concepts with anticipation.
Teacher will state the importance of learning various reading and comprehension skills- providing students with clear purpose of lesson
Workshop
Small group (ELLs or other students requiring direct support as identified in informal assessment) to the collaboration table for support on
Student Chart 2A. Teacher to work through and model thinking aloud how to complete task.
Teacher to pre-teach amazed and admire using the Vocabulary Lesson slides, as students follow along write definitions and examples
Students will:
Write each words definition in their student charts *collecting and processing words
Engage in partner talk to come up with example definitions/sentences *vocabulary role-play and write/draw in their student charts
Share their example sentences with the class
Interactive Read 2:
Students re-read--if paired previously, 2nd read is done independently and if in small group, students will read in pairs
Students will re-read and then complete Student Chart 2C (higher level thinking- how/why questions with sentence frames)
Teacher to monitor reading and worksheet completion
Review answers whole-group, asking for student volunteers, correcting and elaborating as necessary
Differentiation
Re-teaching:
Students working with fluency partners to continue through tasks in a self-directed manner, answering questions without direct teacher support
and feedback. Students completing Read 1 in partners will complete second read and chart 2C alone.
Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Student Chart 2C does not include sentence frames.
Students at workshop table to receive much support, teacher read aloud, teacher questioning/clarifying, guiding students through reading and
glossary checklist, constantly checking for understanding. Teacher to stop and explain concepts, vocabulary, details of text throughout
Interactive Read 1. Student Chart 2C- modified to include sentence frames.
Throughout Read 2, teacher to monitor student work, discussions, and identify areas of growth or needs for re-teaching. Students identified as
needing further support, will continue to work with teacher and benefit from further direct instruction. Students that demonstrate
understanding will continue without teacher support.
Review and Assessment (examples of two types- formative and summative):
INFORMAL Assessment
Monitoring Student Discussions/Partner Talk teacher to listen to student discussions and make note of understanding or misconceptions,
clarifying when necessary
Questioning teacher to ask questions about context clues, vocabulary, and the text to determine understanding, making note when challenges
for students arise
FORMAL Assessment
Student Chart 2A- Context Clue Vocabulary Summative worksheet: will determine understanding of identifying word meaning through use of
context clues. Scores on this worksheet can be used to determine which students require re-teaching.
Student Chart 2C- Comprehension Summative worksheet: allow students to demonstrate comprehension of text and answer higher order
thinking skills (how/why questions). Scores on this worksheet can be used to determine which students require re-teaching
Both forms of assessment allow me to identify which students have grasped the necessary concepts, knowledge, and skills required to continue
throughout the unit and which students would benefit from further support and instruction.
The formal assessments (student charts 2A and 2C) do come in modified versions, which allow students to show mastery at appropriate levels,
by accommodating for language needs.
Worksheet Samples:
Borrowed from ColorinColorado.org
Student Charts 2 A, B, & C
*Modified versions- for workshop group below- sentence frames included*
Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Chart 2B used throughout readingaligns to text that is BOLDED in the interactive reading for whole group
Definitions provided in digital platform, students to engage with text and collect/record definitions
Small group students provided with definitions and engage in discussions about each
Continued
Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Modified Chart 2C below:
Sentence frames included for mini group language support
Questions continued
Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Students in mini group will work with teacher- asking questions and initiating discussions to ensure comprehension
SIOP TEMPLATE 2 Revised 2015 Laqua. Template adapted from: Echevarria, Vogt & Short. Making Content Comprehensible for
English Learners. 2013. Pearson Education.
http://www.corestandards.org/ELA-Literacy/RL/4/
http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf
http://www.colorincolorado.org/sites/default/files/basic/Interactive-Reading-Model.pdf