SIOP Lesson Plan

Date:

August 15, 2012 Michael A. DePolis Grand Canyon University TSL 536

Unit/Theme:

Grade/Class/Subject:

Kindergarten-1st Grade Language Arts

Phonology

Content Standard(s):

LA.K-1 Phonemic Awareness: Compare sounds in similar and unlike words.

Key Vocabulary
fox, socks, beetle, battle, puddle, paddle, bottle, poodle, noodle,
done, fun

Supplementary Materials
Fox in Socks by Dr. Seuss
Fox in Socks (big book) by Dr. Seuss
pointer

SIOP Features
X
X
X
X

Preparation
Adaptation of Content
Links to Background
Links to Past Learning
Strategies incorporated

X
X
X
X

Integration of Processes
Reading
Writing
Speaking
Listening

X
X
X
X

Scaffolding
Modeling
Guided practice
Independent practice
Comprehensible Input

X
X
X
X

Application
Hands-on
Meaningful
Linked to Objectives
Promotes engagement

X
X
X
X

Grouping Options
Whole Class
Small groups
Partners
Independent

X
X
X
X

Assessment
Individual
Group
Written
Oral

Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to

Contains: Prior Knowledge/Building Background/Previous Learning
Previous lesson (for example, the day before) key vocabulary will be explicitly taught with visuals (what is a fox? With pictures and
discussion. Activity and visuals for each word.). A word wall is created for the key vocabulary from Fox in Socks.

Content Objectives
SWBAT distinguish between onset
phoneme changes.
SWBAT segment phonemes of key
vocabulary orally with teacher and peers.
TW write graphemes (letters of phonemes)
as teacher says and class repeats.
SWBAT develop fluency in reading the
text.
SW comprehend vocabulary, as well as
phonemes and phoneme changes of key
vocabulary.

Meaningful Activities
TW read Fox in Socks, demonstrating
fluency, and stopping for discussion of
phoneme changes, onset and rimes
(Armbruster, Lehr, & Osborn, n.d.).
TW articulate slowly and clearly to model
phonology using the vocal tract (Parker &
Riley, 2010).
TW and SW re-read to gain fluency using
big book and pointer. TW point to words
and discuss natural word groupings
(Armbruster, et al. n.d.).
More fluent students will have a turn to
use pointer to read text as class repeats as
choral reading.
Small group needing more practice
continues as partners go and work
together on prepared worksheets of
changing onset letters together.

Review/Assessment
TW observe whole group and determine
any individuals have phonology
difficulties.
TW assess small group that needs extra
practice with separate phonemes, onsets,
rimes, and fluency.
TW assess written onset changes
worksheets.
TW assess understanding of vocabulary
and phoneme changes individually with
students progress.

SIOP Lesson Plan

Language Objectives
1. SWBAT distinguish between onset
phonemes of key vocabulary.
2. SWBAT segment the separate
phonemes of key vocabulary,
including onsets and rimes
(Armbruster, et al. n.d.).
3. SW develop fluency by repeated
readings of text (Armbruster, et al.
n.d.).
4. SW show comprehension of key
vocabulary, as well as phoneme
changes.
5. SWBAT work with partners to
write onset letter changes.

TW model phonology of key vocabulary

using vocal tract by reading slowly and
articulating carefully (Parker & Riley,
2010).
Phonics instruction: TW say, and then
write the sounds of each segment or
phoneme to create phonological awareness
of graphemes (Armbruster, et al. n.d.).
Onsets and rimes (f- ox, s- ocks) will be
explicitly shown. Rhymes and syllables
will be discussed.

Small group of students having difficulty

with pronunciation and fluency will work
with big book and students who read with
more fluency.
Partners will work on worksheets to write
new words by changing onset letters.

Wrap-Up:
As a celebration of the book, Fox in Socks, volunteers will read the book again. The class will then brainstorm new rhyming words to
add to the Fox in Socks word wall.

References

Armbruster, B.B., Lehr, F., & Osborn, J. (n.d.). Put reading first: The research building blocks for teaching children to read (3rd ed.).
National Institute for Literacy, The Partnership for Reading.
Parker, F., & Riley, K. (2010). Linguistics for non-linguists: A primer with exercises (5th ed.). Pearson Education, Inc.