Sheltered Lesson Plan

Description of Students:
Kindergarten (Julia) and 1st Grade (Gabi) both are mainstream classrooms with ELLs at Robins
Elementary School in the TUSD District.

Kindergarten: One student in my classroom is labeled as an ELL. I would consider the rest of
the students as low intermediate based on the Arizona English Language Proficiency
Standards. The students in the classroom were able to comprehend the story that I read to
them, however they are not yet readers themselves. They are currently still learning to write
letters of the alphabet and the sounds that they make. We will begin decoding and blending
after winter break.

1st: One of my students is labeled as ELL and she is my case study for this semester. The
majority of my classroom based on the Arizona English Language Proficiency Standards is
intermediate in reading. Besides my ELL and IEP case study students, the majority of my
classroom can read books with a few sentences on a page on their own. When we do read
alouds they can comprehend chapter books. When we do audio books they can comprehend
those as well and then write a summary of what they read.

Content Area Taught: Language Arts- Reading

Introduction: Gabi and Julia will both read the book “My Nana’s Remedies” by Roni Capin
Rivera-Ashford aloud. The book is bilingual and is written in both English in Spanish. Gabi and
Julia will read it aloud to their respective classrooms with them reading the English portion and
their mentor teachers reading the Spanish portion. We anticipate that all children will be able to
understand and comprehend the book, whether the child comes from a Spanish-speaking home
or an English-speaking home. We also want to incorporate the Spanish language in our
classroom since many are Mexican-American and have been exposed to Spanish before. After
we do the read aloud, the students from each class will engage in a vocabulary activity followed
by a writing activity, which will be modified for their specific grade level. We wanted to use this
read aloud as our sheltered lesson plan because we thought it would be appropriate for both of
our grade levels, as well as for English and Spanish speakers. Throughout the book, we will
compare English and Spanish words. For example tea, smell, and flowers.

Content Objectives: Students will be able to comprehend the read aloud in both English
and Spanish, compare English and Spanish words and finally, write a sequential summary of
what they understood from the read aloud by writing a beginning, middle and ending sentence.

Language Objectives:
 ● Students will listen to the teacher read aloud the book and comprehend what is being
read.
● Students will ask questions during the book and answer probed questions to check for
understanding.
● For the writing activity after the read aloud students will…

Kindergarten: Students will draw a picture of themselves with a family member who takes
care of them when they are sick. They will be able to show how they are taken care of by that
family member. They will then, on the sentence strip, write “I like ___.” They can write
something they like about that family member or what they eat/drink when they are sick.

1st: Students will then write a beginning, middle and ending sentence about what they read to
see if they can follow a story and recall it sequentially. Students will talk about ideas from the
book as a class discussion before going to their individual work at their desks. Students will
write a sequential summary using proper spelling, grammar, and punctuation with assistance
from the teacher. Students will gather on the rug and will share their summary aloud to the class
(1 person per table).

Vocabulary/Academic Concepts: Compare words in English and Spanish that are

present throughout the book.
Examples:
English Spanish

Flower Flora

Tea Té

Sugar Azúcar

Smell Aroma

Supplementary Materials:
 Kindergarten: Worksheet with room for the picture on top and sentence strips on the bottom.

1st Grade: Worksheet with “beginning” “middle” and “ending” sentence written with lines for
them to write down their sentences.

Detail Level Planning (Lesson Flow)

Meaningful Steps SIOP Sheltered Learning Supplem Language Assessment
Activities Compone Strategies Strategies entary features/content
nt Used Modeled Materials review from
Addresse previous lessons
d

Read Aloud 1. Discuss the Preparati Speech is N/A “My N/A N/A
illustrations on, appropriat Nana’s
on the building ely Remedie
cover of the backgrou controlled, s”
book. nd, L1
2. Ask what comprehe support,
they think it nsive adapted
will be input text,
about. gestures,
3. Read the facial
title of the expressio
book in both ns, drama,
languages etc.
and ask
what they
notice about
it.

Discussion 1. After we do Effective Appropriat Cognitive, White N/A N/A

the read strategies e wait making board or
aloud, we time, compariso anchor
will ask modeling ns chart
what they and paper
thought demonstra
about the ting of
book. concepts,
2. We will talk step-by-
about words step
being in instruction
similar and s,
different vocabular
languages y words
and be defined or
repetitive clarifies,
 with these content
words. and
language
3. We will objectives
write the displayed,
words down connectio
on a chart ns to
and talk students
about how prior
they can knowledg
have the e,
same clarificatio
meaning. n of key
concepts,
repetition

Table Work- 1. Students Interactio Hands on Using Beginnin N/A N/A

1st Grade will go back n, activities, graphic g,
to their practice/a graphic organizers middle,
desks and pplication organizers to and end
at their , different organize workshe
tables (of 4) grouping informatio et,
work configurati n pencils.
individually ons,
2. Students opportuniti
can share es to
ideas about apply new
what they knowledg
are writing e, other
but will write visual
their own supports
sentences
3. Students
will write a
beginning,
middle, and
ending
sentence
about this
read aloud.
4. Students
will fill in the
blank…”In
the
beginning__
___” etc.
Table Work- 1. Students Interactio Hands on Using Picture N/A N/A
Kindergarten will begin n, activities, graphic and
with practice/a graphic organizers sentence
drawing pplication organizers to strip
their picture , different organize workshe
first with grouping informatio et,
crayons. configurati n crayons
They can ons, use and
draw of pencils.
themselves manipulati
with a ve or
family realia,
member opportuniti
who takes es to
care of apply new
them. knowledg
2. Students e, other
will write on visual
the given supports
sentence
strips the
phrase “I
like __.”
And finish
that
sentence
with what
they like
about the
family
member
who takes
care of
them or
what they
like to
eat/drink
when they
are feeling
sick.

Group 1. After the Lesson Opportunit Peer Finished N/A N/A

Sharing students delivery ies for monitoring workshe
finish their Interaction ets.
work, they
will be able
to share
with table
groups.
2. They will
 talk about
what they
wrote
and/or drew
and why.
We will help
them make
connections
from their
work to the
story.

Closing 1. We will Review/a Positive Peer Finished Story structure Teacher will
Activity come back ssessmen Feedback monitoring workshe (1st grade) look over
together as t or other ets, everyone’s
a group and encourage book. finished work to
have one ment, see if they
person from assessme completed the
each table nt assignment
share what properly.
they
wrote/drew.
2. We will
make
connections
through the
different
languages
and their
work.

Summary of How SIOP Model Is Addressed in My Lesson:

Note: Summarize how you address each component of the SIOP model by drawing upon
relevant activities and steps of activities (that show how you do an activity) as evidence.

1. Preparation: We want to read the book in both English and Spanish to incorporate both
languages equally and compare a few words in English and Spanish so they can notice
similarities and differences. The supplementary teaching materials are the worksheets
that they will work on individually. We worked to make a lesson plan that was appropriate
 for our respected grade levels. We adapted the lesson for Kindergarten to make it more
appropriate for their grade level by doing a different worksheet for them where it had less
writing responsibilities.
2. Building Background: Our classrooms have a high Mexican-American population so we
felt that this book was culturally appropriate as well as linguistically. In Kindergarten,
when they are going to work on their worksheets, they will be bringing their family and
home life into the classroom and representing them through their worksheets. In first
grade, they will be writing a small summary of the story and then sharing it with the class.
3. Comprehensive Input: Using appropriate language and story content for students’
proficiency level, clear explanations of academic tasks and expectations, and a variety of
techniques to make content concepts clear.
4. Effective Strategies: Organizing information (1st) , summarizing the story (1st), self-
monitoring, promote thinking through questions, peer evaluation and input through
sharing and comparing.
5. Interaction: Opportunities for student interaction both in tables and whole group
discussion/sharing (with teacher), class interaction during read aloud
6. Practice/Application: a variety of hands-on materials and activities for students to apply
knowledge from read aloud. Opportunity to use language skills (writing, listening,
speaking)
7. Lesson Delivery: Sharing in their groups will help them, as well as the teacher, to see if
they are comprehending the story as well as the assignment given to them. They will be
promoting their own thinking and the teacher will be able to see if the lesson was properly
delivered to the student’s.
8. Review/Assessment: Each student will be able to see their peers work alongside theirs
and be able to compare how everyone did theirs differently. They will be self-monitoring
and promoting their own thinking through this.

List of Reference:
https://www.azed.gov/oelas/elps/
Appendix:

Kindergarten worksheet used (1st worksheet)

1st Grade worksheet used (2nd worksheet)
Both shown below..
Reflection:
Gabi: I thoroughly enjoyed doing this co-teaching bilingual read aloud with my mentor teacher in
my 1st grade class at Robins. My mentor and I work very well together and 1st grade is my
dream grade, so I put a lot of time and effort into this lesson plan. We did this lesson in October
and during story group gathering during Spanish-Heritage Month, my teacher brought in, My
Nana’s Remedies by Roni Capin Rivera-Ashford. We sat side by side and read each page with
me reading the English first and her reading the Spanish after me. The students loved this read-
aloud and did well with the table work sentences. All my students were very eager to share their
sentences but for the sake of time we only did 5 (one per table) and the sentences were
sequential and it showed my mentor and I that they were listening to the book and
comprehending it. This was a great performance based assessment and a fun experience for
my entire class and gave me great hands on experience going into next semesters’ student
teaching. The vocabulary lesson was a little confusing for them because they were not sure
what they were comparing so my mentor had the idea to notice which words in Spanish and
English started with the same letters and which didn’t or to teach them separately. The students
were very engaged throughout the entire lesson and both my mentor and I were pleasantly
surprised at how well they did with it. If I were to do this lesson again, I would do everything the
same since it was so successful, but I would take my mentors comments into consideration with
the vocab lesson and think about other ways I could teach the words. I learned a lot about
myself and my students from this teaching experience. Julia and I worked really well together
and it shows with how successful everything went in our separate classrooms. My mentor was a
very helpful resource, and I gained a lot of confidence in myself with teaching this lesson and
doing the read aloud with my mentor. I learned how each of my students learns and who is
more engaged with participating. Overall, going into this I was overwhelmed but it turned out to
be a great experience.

Julia: I really enjoyed teaching this lesson because I felt that my students were very engaged.
My mentor teacher also enjoyed being able to watch me teach in her classroom for the first
time. The students really liked hearing this book because I do have one student in the class who
is bilingual in Spanish as well so she liked hearing her home language in the classroom. When
we compared the words in both languages, the students thought that was interesting because
they were able to see some words that were similar in both languages and some words that
were different. The students then were to draw a picture of their family member who takes care
of them and they were working very hard on their pictures. With their writing, they are familiar
with the “I like” phrase so I wanted them to have more practice with that and then they wrote
what they like. The students shared their work and were very proud of their creations. We came
back together as a class to show a piece of work from every table and the students were very
excited to share their work with the class. Overall, I think my lesson went very well and helped
keep the students engaged and excited about the Hispanic culture that is present in Tucson.