SIOP Lesson Plan

Name: Allison Eagleston Grade: Kindergarten Highlight one: Teach Now - Future - Observation & URL link:

Standards:
Common Core
CCSS: W.K.2; W.K.5; RI.K.1; RI.K.2; RFS.K.1; RFS.K.2; SL.K.1; SL.K.2; SL.K.3; SL.K.6; L.K.1; L.K.2

ELD
Collaborative

1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic
topics
2. Interacting with others in written English in various communicative forms (print, communicative technology, and
multimedia)
3. Offering and supporting opinions and negotiating with others in communicative exchanges

Productive

9. Expressing information and ideas in formal oral presentations on academic topics

10. Composing/Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology
11. Supporting own opinions and evaluating others’ opinions in speaking and writing
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Interpretive

5. Listening actively to spoken English in a range of social and academic contexts

6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly
and implicitly through language
7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending
on modality, text type, purpose, audience, topic, and content area

Structuring Cohesive Texts

1. Understanding text structure

2. Understanding cohesion

Expanding and Enriching Ideas

3. Using verbs and verb phrases

4. Using nouns and noun phrases
5. Modifying to add details

Connecting and Condensing Ideas

6. Connecting ideas

Theme: How-To Books: Writing to Teach Others

Lesson Topic: Writers Become Readers, Asking, Can I follow this?

Objectives:
Language: Students will reread their how-to writing, thinking about anything that is not quite right and fixing it
up. Then they’ll read their writing out loud to a partner, whether it is someone at home, a writing partner from
class, or even a stuffed animal, thinking about if the steps are easy for the partner to follow. If not, they will try
to fix it up to make it clearer.

Content: Students will learn that writers reread their writing as they go, making changes along the way. You’ll
model using your root beer story, writing in words that you had originally forgotten. You’ll show them that they
can read their writing out loud to a partner and have them try to follow the steps in order to see if anything
needs to be fixed up.

Learning Strategies:

 Just read and immerse your children in the language of the genre
 Help children develop lists of topics
 Help them transfer familiar language and vocabulary from one context (whole-class, shared writing) to
another (on their own in a small booklet)
 Have students draw pictures and label them. Leave out initial or final consonant depending on
student’s level. Thematic pictures will help build vocabulary
 Have students count the number of words in their sentence. Teach students the strategy of drawing
lines to represent words. This helps students remember how many words are in their sentence
 Leave out initial letter in words, but scribe the rest for ELL’s. This will reinforce letter id/sound
 Leave out sight words in the sentence and have students fill in. Prompt students to use word wall to
help
 Give student a personal word wall in their writing folders so that the sight words are right in front of
them and they learn to go back and look
 Give students sentence starters/stems to help them remember and use key vocabulary
 Focus on having ELL’s use complete sentences. (Have students lead morning meeting, calendar,
weather, etc.)

Key Vocabulary: first, then, next (steps)

Materials:
 Anchor chart of ‘How to Make a Root Beer Float’, displayed for the class to see
 “How-To Writing” anchor chart from previous sessions on display
 Illustrated writing checklist for child’s writing folder
 How-to writing paper & pencil
 Personal word wall and letter/sound chart from writing folder

Motivation:

An extension to this lesson is to let the class make root beer floats by following written directions on an anchor
chart. They are able to read and do and then reflect on how to make the directions easier to follow. (cups,
spoons/straws, vanilla ice cream, ice cream scoop and root beer).

Presentation: (What the teacher says and does)

In our last session, we learned about using what we already know about planning, touching, and telling the
steps of our how-to books across pages.

Writers, yesterday I saw Sofia writing her how-to book, and do you know what she did? She wrote one of her
steps, and then after she wrote that step, that page, she flipped her magic pencil over to the other end and used
it as a pointer to help her reread her writing.

Writers, you see how Sofia crossed words out and added in more words? What happened is that she reread her
book and realized, ‘Hey, wait a minute. I could say more!’ Then she added the missing parts. That’s good work,
Sofia, to remember what you learned earlier about writers needing to become readers and about revision. You
remembered that work from when you were working on your true stories last month!” Bring home the
importance of rereading by asking students to reread their writing from the day before, making small revisions
as they go.

Writers, you see how Sofia crossed words out and added in more words? What happened is that she reread her
book and realized, ‘Hey, wait a minute. I could say more!’ Then she added the missing parts. That’s good work,
Sofia, to remember what you learned earlier about writers needing to become readers and about revision. Bring
home the importance of rereading by asking students to reread their writing from the day before, making small
revisions as they go.

Right now, will each of you get out the books you wrote yesterday? Use the eraser end of your pencils to reread
just a page of your books, for now, and then if something is missing, do like Sofia did, and flip your pencils back
to the writing end and fix things up.”

Today I’m going to teach you that… how-to writers don’t just reread the words, touching them with a finger or a
pencil. How-to writers also reread to check that their writing makes sense. To do that kind of rereading, writers
reread to a partner or to themselves and make sure it is easy to follow the steps.

Now, I’m going to show you. Demonstrate what it means to check your directions with a partner, noticing
whether the directions make sense or need to be revised for clarity. The best way to check whether your
directions will make sense is to read them to someone who will try to follow the steps, to do whatever you are
teaching (for real or for pretend). If the partner can’t figure out what you mean, if he or she can’t figure out
what to do, that means your directions don’t quite work, and then you can revise them. Demonstrate using one
of your students writing: Let’s try reading the words of one of your books and see if we can follow those words,
okay?

Practice/Application: (What the student does)

Now it’s your turn to try it…Ask children to think with their partners about ways to revise the original
instructions. Attempt to follow the revised instructions, highlighting the idea that being specific makes
directions easier to follow.

 How might you start your how-to differently?

Today as you work, think about everything you have learned so far. Point to the anchor chart to remind
children of some of the key points. You can be the boss of writing time and decide what you need to do to be
sure you have a whole folder full of great how-to writing. Let’s just think about what you could decide to do
today. Who has an idea of what you could do?

When you go off to write today, you’re going to….

 Start a new How-to Book

 Reread and revise your book to make it clearer
  Ask a partner to follow your How-to Book

Review/Assessment:

Confer with individual/groups of students according to needs. Anticipate that some children will need scaffolds
and supports to access high-level work and understand the how-to process. You will need to show children that
they can read each other’s directions and imagine following them.

 Information writing rubric

 Information illustrated checklist

Accommodations/Modifications:

IEP/504 students, small group instruction, one-on-one conferring, drawing their thoughts, different style writing
paper, word bank, anchor charts