Meghan Draudt

EDES 640: Week 5

SIOP Lesson Plan

Kindergarten Standards:

1. Use new vocabulary that is directly taught through reading, speaking, and

listening.

2. Relate new vocabulary to prior knowledge.

3. Confirm understanding of a text read aloud or information presented orally or

through other media by asking and answering questions about key details and

requesting clarification if something is not understood.

Theme: Farm Animals

Lesson Topic: Farm animal vocabulary and reading comprehension skill review

Objectives:

Language:

1. Students will preview a text by taking a picture walk.

2. Students will identify farm animals and define the vocabulary words in context.

Content:

1. Students will label farm animals using correct vocabulary.

2. Students will summarize pictures prior to reading text.
3. Students will predict upcoming story events based on pictures.

Learning Strategies: Native language support with picture cards, visual aids with chart

paper and picture cards, modeling comprehension strategies.

Key Vocabulary: Cow, sheep, goat, pig, oink, horns, waterbed, share
Materials: Move Over! by Joy Cowley (copies for each student and the teacher), chart

paper or whiteboard, picture cards for animals (cow, sheep, goat, pig) for each student, 2-

3 iPads

Motivation (building background):

Gather a small group of 4-6 students at similar language and reading levels.
Remind students that they have been studying farm animals. Ask students to

name farm animals they have been learning about in class to assess background

knowledge. Write these animal names on the chart paper. Ask students what farm

animals they have seen in person. Use student stories and background knowledge

to enhance instruction during the rest of the lesson by making connections

whenever possible.
Pass out cards with pictures of the farm animals, as well as the name of the farm

animal in English and the students first language. Pass out small plastic farm

animals to match the cards for a tactile component.

Review the names of all animals by saying the names aloud as a group while

reading the cards. Use the first languages of students, or American Sign

Language, as needed. Encourage students to hold the corresponding plastic

animal.
Ask students what the animals say. Say the noises as a group, allowing temporary

silliness to increase engagement. Review animal noises as a group and write the

words for the sounds down on the chart paper (i.e. moo, oink). Using iPads,

ask students to go to pebblego.com or youtube.com and listen to animal sounds.

On the PebbleGo website, review the concept of nonfiction with students as

they encounter animal facts if appropriate for the academic level of the group.
Presentation (Language and content objectives, comprehensible input, strategies,

interaction, feedback):

Pass out copies of Move Over! to each student. Tell students you will be reading

a silly book about a group of farm animals to coincide with the kindergarten farm

animal unit, but first you will be taking a picture walk through the story.
Have students turn the pages of their books as you flip through your book. If

students are unable to turn the pages of their own books, sit next to them to turn

the pages or assign two students to each book. On each page, ask students to

describe what they see by asking questions such as Who is in the bed now? and

What do their faces tell you about how they are feeling? Encourage students to

reference the picture cards and use vocabulary words in their responses. Model

this process by using complete sentences, vocabulary words, and noticing detail in

the illustrations.
Depending on the reading and language level of the group, ask the students to

make predictions based on the pictures on several pages. Model this process

within the first few pages. Write these predictions down on a whiteboard or chart

paper. Encourage students to use the names of the farm animals in their

predictions.

Practice/Application (Meaningful activities, interaction, strategies,

practice/application, feedback):

After taking a picture walk through the book, tell students that you will now be

reading the book to see if their predictions are true. Depending on the reading and

language level of the students, read the book as students follow along with their

finger or have each student read a sentence or page in the book.

While reading, stop to review vocabulary words and the sounds animals make.
 Encourage students to reference their predictions and make revisions as necessary.

Review/Assessment (Review objectives and vocabulary, assess learning):

After reading, ask students if what they predicted was accurate. If not, how were

they wrong?
If appropriate for the academic level of the group, ask students if the book was

fiction or nonfiction and why. Compare with the material on the PebbleGo

website or encountered in previous lessons.

Using picture cards, review animal vocabulary again and pair animal sounds with

the animal names.

Ask students who their favorite animal character in the story is and why.
Assess student ability to evaluate predictions and comprehend key vocabulary.

Extension:

Read the book Move Over! in small groups and as a class several times over the

next week or two. Aim to improve prediction making skills and review key

vocabulary.
Continue farm animal unit of study. Read nonfiction books about farm animals

during class read aloud and small group sessions.

Have students apply farm animal vocabulary to writing assignments. Ask

students to write one to three sentences, depending on language level, about a

farm animal fact and draw a corresponding picture. If students have physical

limitations that limit their ability to write, have them dictate the sentence to you.

Reflection:
In revising my lesson plan, I made changes based on the feedback I

received, as well as this weeks readings about UDL, CRP, and WIDA. To

incorporate feedback, I added the PebbleGo resource to the lesson plan, created a

writing extension activity to increase repetitions of vocabulary words, and added

an optional review of nonfiction vs. fiction. In accordance with the WIDA

framework, I ensured the context was appropriate for all vocabulary acquisition. I

did not include any farm vocabulary words irrelevant to the context of the book

Move Over! and placed a higher emphasis on student background knowledge,

such as by including questions about what farm animals they have learned about

or seen in person. CDL also highlights the importance of background knowledge

and, as a result, I included a reminder for teachers to present the lesson in a way

that connects to students prior experiences with the subject.

The UDL framework suggests lesson plans provide multiple means of

representation, expression, and engagement. While my lesson plan originally

included the modalities of vision and hearing, touch was absent. To include

multiple means of representation, I incorporated small plastic farm animal toys

into the initial review of farm animal names for students who are tactile learners.

This will also helps students who have trouble sitting still and focusing on the

lesson. To address the need for multiple means of expression, I changed the

lesson plan to include more options for physical action and communication. In

reading through the plan, I realized students are expected to follow along with the

book while turning pages. I changed the lesson to include options for students

who are not able to turn pages, such as by assigning two students to each book. In

the original draft, I included vocabulary in the students first language; however, I

increased language support in this version to include more repetitions in ASL or in

the students home language. Of the three UDL components, I struggled the most

with revisions to provide multiple means of engagement. I decided to increase

engagement at the start of the lesson by including plastic animals and animal

noises. The book contains written animal noises, such as oink and, by
reviewing these sounds before reading, students will have fun reading the words

in the book later. The combination of audio, visual, and tactile, paired with the

silliness of saying animal sounds as a group, will provide all students with

motivation for the activity. The iPad or computer time will also help students

remain engaged in the lesson.