SIOP® Lesson Plan Template 2

STANDARDS:
Fluency
3.RF.4
Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text
with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings. c. Use context to confirm or self-
correct word recognition and understanding, rereading as necessary.

Vocabulary Acquisition and Use

3.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade 3 reading and content, choosing flexibly from a range of strategies. a. Determine the
meaning of the new word formed when a known affix is added to a known word (e.g.,
agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). b. Use a
known root word as a clue to the meaning of an unknown word with the same root (e.g.,
company, companion). c. Use sentence-level context as a clue to the meaning of a word or
phrases. d. Use glossaries or beginning dictionaries, both print and digital, to determine or
clarify the precise meaning of key words and phrases.

THEME: ELA Reading, Science (Polar Animals)

LESSON TOPIC: Reading Comprehension: Using context clues to determine meaning

OBJECTIVES:
Language:
Students will be able to verbally discuss/write/draw and explain the meanings of the
vocabulary words
Students will be able to read/ listen for context clues

Content:
Students will be able to determine the meaning of vocabulary words from the text and
use them to place the words correctly back into the text using the understanding of the
word and context clues around it

LEARNING STRATEGIES: Think, pair, share, visuals, word recognition, authentic use of
vocabulary words, slower speech, present information in multiple ways, repetition of
information, step by step instruction, opportunites for interaction, connection to students' prior
knowledge, appropriate wait time, modeling, demonstration of concepts, opportunities to apply
new knowledge, positive feedback and other encouragement, assessment

KEY VOCABULARY: survive, harsh, hibernate, bask, tinged

MATERIALS: Book: "Animal Planet polar animals from the artic" by: Laaren Brown, sticky
notes, word strips with vocab words, large version of the text, dictionary

MOTIVATION:
(Building background)
Students will have been read the book as a read aloud the day prior to the lesson. Ideas about
what makes an animal a polar animal will be discussed following.

© 2008 Pearson Education, Inc.

 SIOP® Lesson Plan Template 2
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
Students will be presented with word strips containing the 5 vocabulary words alone. Teacher
will call on six different students to read each word for the class, teacher may correct at this
time if need be. Teacher will read the word again and ask students what they think it means.
Teacher will instruct students to turn to their partner and discuss. Each pair will receive a sticky
note and they will decide which word/words to write, or draw a picture of what they believe the
meaning of the vocabulary word is. (For example: for hibernate, a pair of students might write
the words "to sleep for a long time" or they may draw a picture of a bear or animal in a den
sleeping) Above each of the vocabulary word strips, teacher will place each pair's sticky note
and discuss each with the class. The class will come to a consensus about the meaning of the
words. If the students are unsure of the meaning, and a consensus cannot be reached, the
teacher will put the dictionary on the promethean board and look the word up for the students,
and a consensus on the dictionary definition can be reached, or examples given. Once the
meanings have been decided, teacher will put up the big versions of the 4 pages of the text on
the board, where the vocab words were found (the big versions will have the vocab words
missing).

PRACTICE AND APPLICATION:

(Meaningful activities, interaction, strategies, practice and application, feedback)
Teacher will inform the class that some of the vocab words are missing from this version of the
text, and it is up to the students to help determine where they go. Teacher will begin to read
the first page (pointing to each word read), pausing for the missing vocab word. Teacher will
tell the students that they need to figure out what word goes in that blank. Teacher will give
the students 30 seconds to think about it, informing students they need to wait to raise their
hands. Teacher will call on someone after 30 seconds to tell the class which word they think
belongs in the blank. Teacher will ask for thumbs up/down to see what the class thinks. A short
discussion about whether or not some of the words or pictures on the sticky notes for that word
could also be placed in the blank and the meaning remain. This will be repeated for all 6
words/pages fof the text.

REVIEW AND ASSESSMENT:

(Review objectives and vocabulary, assess learning)
Teacher will call on 6 different students to read the sentences they created as a class with the
vocab words in the sentences. Teacher will ask students to remind the class what each vocab
word means, giving a definition or examaple. Then, teacher will ask the class how they were
able to figure out what words went in the blanks, teacher will call on 2 students. Teacher will
ask the class which they think is more important sometimes, the words we do not know, or the
words around them? Teacher will ask the class what we can do if we do not know what a word
means when we read? Teacher will call on 1 student.

EXTENSION:
Some students will be asked the third day to read the pages to the teacher to reinforce the
word recognition, and the meanings will be asked of those students. Secondly, the class could
be asked to write stories using the vocabulary words to check for further understanding.
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP® Model.)

© 2008 Pearson Education, Inc.