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

Lesson1Topicsinclude:

ContextCluesVocabularyInteractiveReading1InteractiveReading2
Objectives:
Language:
Studentswillbeableto:
Communicatewithothersinarangeofsettings(oneonone,ingroups,andteacherled)aboutgradeleveltopicsandtexts.(SL4.1)
Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,usingappropriatefactsanddetailstosupportmainideas
orthemes.(SL4.4)
Learnhowtodetermineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesusingarangeofstrategies.(L4.4)

Content:
Studentswillbeableto:
Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysandwhendrawinginferences.(RL4.1)
Determinethemeaningofwordsandphrasesastheyareusedinatext.(RL4.4)
Readandcomprehendgradelevelliteraturewithscaffoldingasneeded(RL4.10)
Learning Strategies:
Anticipation Guide- Open dialogue and whole group discussion about the story of Cinderella to prepare students and activate prior knowledge
BookClub(flexiblegroupings)
Studentsareputintogroupstoreadanddiscussliteratureallowsforminiworkshopswithteacherforstudentsthatrequiremoresupportand
intervention,allowsstudentsmovingataquickerpacetocontinue
MiniWorkshopsteachertoworkwithgrouplowestreadinggroup,(*introducethetext),andprovidedirectinstructiononcontextclues,
 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
vocabulary,andtoleadtheinteractivereadingsleadingtoquestions/discussionsindependentreaderstoworkthroughtasksinpairs
GuidedQuestioningWhenreadingapassage,theteacherbeginsbyaskingquestionsthatarefollowedbymanycluesaboutwhatishappening.
Thenascomprehensionimproves,thequestionsbecomelesssupportive.
CloseProcedureStudentsaregivensentencesorsequenceswithgaps(missingwords)andareaskedtofillinthegaps
InteractiveReading(2x)teachertoleadgroupthroughfirstreading(pages110)(*practicingwithsmallversionsofthetext),stoppingfor
predictions,identifyingvocabulary,embeddinginstruction,modelinguseofglossary,askingcomprehensionquestions,andleadingsmallgroup
discussions(*encouragingverbalinteractions).Secondread(*rereadingforadditionalpractice)requireslesssupportivequestions,pairstudents
tocompletegraphicorganizerstogether,discussanswersandelaborateorreviseasnecessary

(*=Strategies found in the Step by Step section of Chapter 10: Moving into Reading- Multiple Strategies to Foster Comprehension50 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
Rags
Scour
Mattress
Reveal
Demeanor
*Many other vocabulary words visited in lesson (as seen in Student Chart 1C)
Materials:
Lesson 1- Teaching guide and notes
Context Clues 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 1A Context Clues
Modified version for workshop students *includes sentence frames
Student Chart 1B Vocabulary
Modified version for workshop students *includes sentence frames
Student Chart 1C First Reading Glossary
For all students, independent and workshop
Student Chart 1D Second Read- Partner Questions
Modified version for workshop students *includes sentence frames
Motivation:

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.
Students will be motivated to read alternate versions of this classic tale that represent their family and home culture, and this excitement will
serve as an entry point to the first lesson in this unit.

Sample of alternate versions of the story include:

 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
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)
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 know about the story of Cinderella, groups will discuss, teacher to walk around
and monitor discussions. Teams will have their reporter share out and teacher will begin large brain dump on board of what students share.
Teacher to motivate students to continue into the unit, by tying their previous knowledge (shared above) to the variations of the Cinderella
story- linking past learning to new concepts. Teacher will preface unit, by stating the importance of learning various reading and comprehension
skills- providing students with clear purpose of lesson.

Mini Lesson
Teacher to present mini-lesson on Context Clues to whole class, on large flat screen TV.
Teacher to define Context Clues and guide students to underline target word, circle clues, and determine meaning
Practice questions done together on slide presentation and then collaboratively with table mates.
Teacher to walk around and monitor discussions and ask informal questions
Students then to complete Student Chart 1A vocabulary: rags, scour, mattress
Students complete Chart 1B when complete with 1A

Workshop
Small group (ELLs or other students requiring direct support as identified in informal assessment) to the collaboration table for support on
Student Chart 1A. Teacher to work through and model thinking aloud how to complete task.
Have students turn to Student Chart 1B.
Teacher to pre-teach reveal and demeanor using the Vocabulary Lesson slides, as students follow along write definitions and examples
Students will
Write each words definition in their student charts
Engage in partner talk to come up with an example sentence and write it in their student charts
Share their example sentences with the class

Differentiation two levels:

Whole Class
Student chart 1A 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.
Student Chart 1B to be completed in the same manner- modified worksheet does not include sentence frames
Small Group
Student worksheet 1A will be completed with much teacher support and modeling
Student Chart 1B 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 1-10 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 1C
Teacher continues to read and stops frequently to question students-supports comprehension

Interactive Read 2:
 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
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 1D (higher level thinking- how/why questions)
Teacher to monitor reading and worksheet completion
Review answers whole-group, 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 1D alone.
Student Chart 1D 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 1D- 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 1A- Context clue 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 1D- 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 1A and 1D) 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 1 A, B, C,& D
*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)
Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
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
Teacher asks questions for each and initiates small discussion to ensure understanding

Onceupon atime, a
nobleman lived
happily with his sweet
and gentle-natured
wife and their young
daughter. And when
his wife died, he took
another, who seemed
as sweet and gentle as
the first.
But no sooner was the wedding over than the new wife revealed herself to
be the mean and jealousperson she truly was. She couldntstand the way
her new stepdaughters pleasing demeanor made her own daughters look
silly and selfish. That is why she gave her stepdaughter only rags to wear
and made her do all the worst choresaround the house.

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

http://www.colorincolorado.org/sites/default/files/basic/Context-Clues.pdf

http://www.colorincolorado.org/sites/default/files/basic/Context-Clues-Teacher-Notes.pdf