Adapted from Echevarria, Vogt & Short (Revised 2015 S.

Laqua)

SIOP Lesson Plan Template 2 Revised

Common Core Standards: GRADE 4
Standards presented for entire unit
Reading (literature):
RL4.1Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext
RL4.2Determineathemeofastory,drama,orpoemfromdetailsinthetext;summarizethetext.
RL4.3Describeindepthacharacter,setting,oreventinastoryordrama,drawingonspecificdetailsinthetext.
RL4.4Determinethemeaningofwordsandphrasesastheyareusedinatext.
RL4.9Compareandcontrastthetreatmentofsimilarthemesandtopics(e.g.,oppositionofgoodandevil)andpatternsofevents(e.g.,the
quest)instories,myths,andtraditionalliteraturefromdifferentcultures.*
RL4.10Readandcomprehendsliteratureinthegrades45textcomplexitybandproficiently,withscaffoldingasneededatthehighendofthe
range.
Speaking&Listening:
SL4.1Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)withdiversepartnersongrade4topics
andtexts.
SL4.4Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,usingappropriatefactsandrelevant,descriptive
detailstosupportmainideasorthemes;speakclearlyatanunderstandablepace.
LanguageStandards:
L4.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking
L4.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting
L4.4Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedongrade4readingandcontent,choosing
flexiblyfromarangeofstrategies
L4.5Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.
WritingStandards:
W4.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,descriptivedetails,andclearevent
sequences
W4.4Produceclearandcoherentwritinginwhichthedevelopmentandorganizationareappropriatetotask,purpose,andaudience.
W4.5Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,andediting.
W4.10Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoraday
ortwo)forarangeofdisciplinespecifictasks,purposes,andaudiences.

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).

Theme (Enduring Understanding):

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

(*=Strategies found in 50 strategies for teaching English Language Learners)

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.

Sample of alternate versions of the story include:

Domitila by Jewell Reinhart Coburn (Mexican tale of Cinderella)
Yeh-Shen by Ai-Ling Louie (Cinderella story from China)
Cindrillon by Robert D San Souci (Caribbean Cinderella)
The Orphan by Soula Mitakidou (Cinderella from Greece)
Cinderella by Fawzia Gilani (Islamic tale)
 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Presentation:
Classroom Set Up:
24 students
6 heterogeneous table groups of 4
Large whiteboard
Flat screen TV for digital presentation materials
Large collaboration table at back of room for workshops

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

Mini Lesson Review

Teacher to quickly review mini-lesson on Context Clues to whole class, on large flat screen TV.
Teacher to remind students of Context Clues practice and guide students to underline target word, circle clues, and determine meaning
Students then to complete Student Chart 2A vocabulary: amazed and admire

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

Differentiation two levels:

Whole Class
Student chart 2A to be completed without direct teacher support, students can work with tablemates and use digital resources presented to
support their learning. Students will work at own pace. Page is modified- worksheet does not include sentence frames for whole-class group
Small Group
Student worksheet 2A will be completed with teacher support and modeling- is similar to previous days worksheet, helps build autonomy
Chart 2A completed in small group setting with support and worksheet is modified to include sentence frames and Spanish equivalent words
Practice/Application
Interactive Read 1:
Interactive reading of pages 11-19 of the text.
Students reading at appropriate individual reading level to pair up (with previously determined fluency partner) and read, while stopping at
each designated section to answer provided questions.
Students at workshop table to follow along with text as teacher reads aloud
Teacher stops to identify and discuss vocabulary and students refer to glossary- Student Chart 2B
Teacher continues to read and have students read aloud- stops frequently for questions to allow students to engage in dialogue about the
story/vocabulary -supports comprehension

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)

Sample from text:

*Sample of textpictures and bolded vocabulary that aligns to glossary
Students not working in small groups will have interactive text boxes that appear for each of the bold words

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.

Links to Online Resources:

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