Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: #37 Words + Ideas

Name: Amanda Castillo Date: Grade Level : Kindergarten

ELD Objectives: What do you want students to be able to do as a result of ELA Language Standards for Grade Level
this lesson? Include academic language and vocabulary objectives. CCSS.ELA-LITERACY.RL.K.1
Objectives must be measurable. With prompting and support, ask and answer questions about key details
in a text.
ELD Language Objective: CCSS.ELA-LITERACY.RL.K.2
Students will be able to identify key words and context cues to determine With prompting and support, retell familiar stories, including key details.
the main ideas of reading passages. CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major
ELD Content Objective: events in a story.
Students will be able to work in pairs to identify key words in reading
passages and discuss them. Should students disagree with the key words
ELA Content Standards for Grade Level
students will need to defend their choices.
2.2 Use pictures and context to make predictions about story content.
2.3 Connect to life experiences the information and events in texts.
Cog. Taxonomy/DOK Levels
2.4 Retell familiar stories.
Level 1: Recall/Reproduction- identify
2.5 Ask and answer questions about essential elements of a text.
Level 2: Skill/Concept- Context cues
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others through oral collaborative
conversations on a range of social and academic topics
Interpretive
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
Productive
12. Selecting and applying varied and precise vocabulary and language
structures to effectively convey ideas

Materials Key Academic Vocabulary Research Based Learning Strategies (provide

Leveled readers Main Idea text chapters/reference)
Anchor chart Key Details
Post-its Microselection allows students to choose main
ELD notebooks words in sentences, paragraphs, and books that
Pencils lead to the identification of main ideas and helps
Highlighters students to identify either a task i.e. addition vs.
Vocabulary cards subtraction in mathematical word problems.
Microselection also helps students identify what
a reading passage is about and whether or not it
is fiction or non-fiction. Microselection is also
important when students are summarizing or
retelling, since students cannot possibly
remember every word, of everything they read.
Key words and paraphrasing also helps with
comprehension which is especially challenging
and important for EL students.

Herrell, Adrienne L, and Michael Jordan.

“Microselection.” 50 Strategies for Teaching
English Language Learners, Pearson, 2016, pp.
229-233.

Pre-Assessment: How will you determine prior Motivation Strategy: How will you catch Real World Connection: How are learning goals
knowledge? attention of students and focus their minds on relevant to students’ lives?
the learning goals?
Students will be given a series of short reading People are not able to remember every word
passages (each group of students will have a
different passage) and asked to highlight key
words, and underline or circle words they do not
know or understand. Students will then be asked
to identify the main idea of the passage; main
ideas will be displayed for students to compare
to their answers.
I will create an anchor chart displaying a short
reading passage with everything, but key words
covered up. We will discuss why those words are
displayed and how we determine whether or
not a word is a keyword. We will then remove
the post-its from the other words and read the
passage, once we have read the passage we will
display the title and use the key words to
identify the main idea. The anchor chart will be
interactive, so students are able to use it beyond
the initial lesson and activity.
they ever read so it is important for students to
learn how to paraphrase and identify key
information to help them quickly and
successfully compete tasks and assignments, not
only in the classroom but also as they grow and
become citizens of the world and join the
workforce.

All strategies will be research based and from one of the texts. Please Students: Practice and Application
provide reference for each. Note meaningful activities, interaction, strategies, practice and application,
feedback in each of the three areas below.
Teacher: Presentation/ Learning Activities (Strategy Steps)

 Prepare anchor chart  Read selected passages and books

 Select reading materials  Identify key words
 Organize leveled readers  Link key words to main ideas of passages

Collaborative (engagement with others)

1. Exchanging information and ideas with others through oral collaborative
conversations on a range of social and academic topics
Interpretative (comprehension and analysis of written and spoken texts)
6. Reading closely literary and informational texts and viewing multimedia
to determine how meaning is conveyed explicitly and implicitly through
language
Productive (creation of oral presentations and written texts)
12. Selecting and applying varied and precise vocabulary and language
structures to effectively convey ideas
Collaborative (engagement with others)
1. Exchanging information and ideas with others through oral collaborative
conversations on a range of social and academic topics
Interpretative (comprehension and analysis of written and spoken texts)
6. Reading closely literary and informational texts and viewing multimedia
to determine how meaning is conveyed explicitly and implicitly through
language
Productive (creation of oral presentations and written texts)
12. Selecting and applying varied and precise vocabulary and language
structures to effectively convey ideas

Review and Assessment: What specific assessment tools are being used?
Students will be given a fluency reading passage and will read the passage
to select key words and identify the main idea. Students will notate the
main idea and title the passage passed on their understanding and the use
of key words.
Student Reflection: How will you provide for student reflection on
learning?
Students passages will be graded plus, check, or minus and two points-one
for identifying key words, and one for identifying the main idea. Key
words, and main idea will be predetermined, students will have creative
ability to title the passage.

Teacher Reflection Extension:

What do you anticipate being a problem for specific students?
 ELD Objective
The only issue I can foresee is students being confused about what
key words are. The rest of the activities are things we do on a daily
basis.
 Content Objective
I foresee students struggling to defend their different choices and
thus agreeing for the sake of agreeing and not having to defend
having a different idea than their partner.
Based on data/evidence, what are the next steps for future lessons? Provide
evidence for your answer.
Choose reading passages that students are not familiar with i.e. passages
unrelated to current or past units. Maybe choose a fun passage for a holiday
or event. Students were able to easily identify key words and the main ideas
of the selected texts because they were texts we had previously used in past
units. Students had become familiar with the texts as they read them
multiple times throughout the unit.

What theory or theorists would most strongly support use of this

strategy?

Motivation Research Article: Add growth mindset to your reflection.

http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-
which-one-are-you/
1. What part of your lesson prompted students to move into a
growth mindset toward learning 2nd language?

This lesson gives students an alternative way to gain knowledge

and understand key words and main ideas. It expands on what
students already know and gives them a skill to improve and
increase their fluency and reading.

2. Why do you think this particular activity/or learning task

prompted a GM?

It promotes growth mindset because it allows students to tap into

their prior knowledge (what do they already know about key words
and their meanings) and shows them how to link those words to
identify the main idea. It also helps students with paraphrasing and
retelling.

3. Mention students by name and describe specific demonstrations

of growth for language learning.

4. How will you let students know they have developed more GRIT /
GM in learning a new language?

I will identify when students are using their newly learned skills in
their reading and comprehension.

5. What changes overall have you seen in your class that indicate
that a Growth Mindset has been supported and expanded to this
point in the semester?

Students are using the skills they are learning and students reading
is improving along with their comprehension and retelling abilities.

6. What did not work that you will change for next lesson:

Choose passages the students are unfamiliar with i.e. passages that
are not linked to the current or past unit.

7. Next steps based on analysis of this lesson:

Assess students
Provide additional support where needed
Attach copy of student work