Sheltered Lesson Plan

Description of Students:
The students that I will be teaching are in a first grade mainstream with ELLs class. In this class there are twenty English
Language Learners and six English-only speakers. All twenty of the ELLs have the first language of Spanish. The majority of the
families in my classroom speak Spanish at home and very little English. Therefore the students are exposed to Spanish in the home
and English at school. According to the AZ ELL English proficiency standards, a majority of my students are at within the low-
intermediate to high-intermediate stage of proficiency in both listening and speaking in English. The students are able to actively listen
and verbally respond appropriately in English. They can carry out conversations in complete and accurate sentences. In reading, my
students are within the low-intermediate stage of proficiency. The majority of the students aren’t reading fluently yet but they are able
to decode and use context clues to help comprehend. In writing, the students are at a basic level of proficiency. Their spelling
sometimes impedes with the meaning of their writing. They are not consistent enough yet to be at a low-intermediate level.

Content Area Taught: English Language Arts

Introduction:
To begin this lesson, as a whole class, we will have a discussion about the Sun and the Moon. This is a topic that we have been
learning about four two weeks therefore the students have a lot of background knowledge on. Then the students will have the
opportunity to go outside and make observations about what they see in the sky. This helps give the students a very concrete and real
life example of what the sun is and that it is out during the day. This will specifically help ELLs because it takes a broad concept and
makes it concrete. After the students go outside and observe, we will do a read aloud. I picked the book Summer Sun Risin’ because
the main character does a lot of the typical things a young child would do throughout the day. Therefore I thought my students would
be able to make a lot of personal connections to the story. This lesson is academically rigorous because it forces students to think
critically about their own lives and connect those experiences to characters in the book. Making self-connections is a skill that is
crucial throughout all of schooling. Therefore I think the earlier students are exposed to it than the more successful they can be later
on.
Content Objectives:
-SWBAT to listen to a story then make personal connections to the text about what they do when the sun is rising and setting.
-SWBAT to answer questions about a text in complete sentences.
-SWBAT to write and visually represent the activities they do when the sun is rising and setting.

Language Objectives:
-SWBAT orally describe what activities they participate in during the morning, day, and night.
-SWBAT verbally discuss with a partner the answers to teacher-prompted questions.
-SWBAT to write and visually represent the activities they do when the sun is rising and setting.

Content and Language Standards:

1.RL.1 Ask and answer questions such as who, what, where, why, when, and how about key details in a text
1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and
larger groups.
a. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under
discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and
purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above).

Listening & Speaking Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
Listening & Speaking Standard 2: The student will express orally his or her own thinking and ideas.
Reading Standard 4: The student will analyze text for expression, enjoyment, and response to other related content areas.
Writing Standard 1: The student will express his or her thinking and ideas in a variety of writing genres.
 Language Standard 2: The student will acquire English language vocabulary and use it in relevant contexts.

Vocabulary/Academic Concepts:
Summer- el verano
Sun- el sol
Rising- Going up- naciente
Setting- Going down- poniente
Morning- la manana
Day- el dia
Night- la noche
Chores- Work around the house- quehacers
Stars- las estrellas
Blazin’- hot- hace calor
Sinkin’- setting- poniente

Supplementary Materials:
Summer Sun Risin’ by W. Nikola-Lisa
Vocabulary Chart
Writing Journals
Alphabet Letter Chart

Detail Level Planning (Lesson Flow)

Activities Steps SIOP Sheltered Learning Supplementary Language features Assessment
Component Strategies strategies materials /content review from
 Addressed used modeled previous lessons
-Teacher writes the student- Preparation Content and Cognitive N/A N/A N/A
Pre-view friendly version of content language Strategy
Lesson and language objectives on objectives
Objectives the board. displayed
-Teacher has the students read Comprehensib Appropriate N/A N/A N/A Student’s
the objectives together aloud le Input speech, reponses
after her. modeling of
academic
discourse in
English
-The teacher will ask Interaction, Frequent Meta- N/A N/A Students
students to signal with a Comprehensib checks for Cognitive thumbs up or
thumbs up or a thumbs down le Input, comprehens Strategy down
if they understand the Assessment ion
objectives.
Warm up -Students will discuss as a Interaction, Activating Cognitive N/A The Sun and Moon are Student’s
activity: whole class what they have Building prior Strategy, concepts from previous responses
Observe already learned about the Background, knowledge, Social lessons.
sun & Sun and Moon. Relating Strategy
review academic
class content to
discussion previous
lessons
-Students will go outside and Interaction, N/A Cognitive N/A N/A Student’s
observe what they notice Practice Strategy responses and
 about the sun at that specific body language
time in the day.
-Students will come back Interaction, N/A Cognitive N/A N/A Student’s
inside and discuss with a Review Strategy, responses
partner then as a whole class Social
what they observed outside. Strategy
Read -Students will sit on the rug Comprehensib Slower and Cognitive Summer Sun N/A Student’s body
Aloud: and listen as the teacher le Input, clearly Strategy Risin’ by W. language
Summer reads Summer Sun Risin’ by Delivery enunciated Nikola-Lisa
Sun Risin’ W. Nikola- Lisa aloud. speech,
modeling of
academic
discourse in
English
-Before reading, the teacher Building Lesson Cognitive Vocabulary chart Vocabulary Student’s
will review main vocabulary Background preview of Strategy responses
words in the story that will new
posted on the board. vocabulary,
Visuals
-As the teacher reads, she Strategies Asking Cognitive Summer Sun N/A N/A
will engage students by questions to Strategy Risin’ by W.
asking pre-planned promote Nikola-Lisa
questions. critical
thinking
-The student’s will make Comprehensib Linking Cognitive Summer Sun Making connections Student’s
personal connections to what le Input, academic Strategy Risin’ by W. responses
 they do during the morning, Building concepts Nikola-Lisa
day and night. Background and
vocabulary
to students’
background
-The students will use the Strategies, Grouping Cognitive Summer Sun Think-pair-share strategy Student’s
think-pair-share strategy to Interaction configuratio Strategy, Risin’ by W. interactions
respond to the teacher’s ns, Social Nikola-Lisa and responses
questions. First the student’s Providing Strategy
think alone, then pair with a appropriate
partner and think together, wait time
then they share to the whole
class what they discussed.
When the students are ready
to share aloud they put their
thumbs in the air.
-After the story, the teacher Delivery Step-by-step N/A Student writing N/A Student’s
will tell the students that they instruction journals facial
will be getting their writing for initiating expressions
journals to write about what and
they do when the sun rises completing
and sets. academic
tasks
Writing -The teacher will write a Comprehensib Modeling of N/A N/A Sentence stems Student’s
Journals sentence stem on the board le Input academic facial
for the students to write in tasks, expressions
 their journals. “When the sun Visuals,
rises, I________. When the Clarification
sun sets, I ______.” The stem s of lesson
will be written in Spanish content in
too. L2
-As a class, we will discuss Comprehensib Lesson Cognitive N/A N/A Student’s
what can be put in the blanks le Input, review of Strategy, responses
and the teacher will write the Building concepts Social
ideas on the board. Background, Strategy
Interaction
-Students will return to their Interaction, Grouping Memory Alphabet letter N/A N/A
group tables. At the tables Comprehensib configuratio Strategy chart as a visual
students will be provided a le Input ns, Visuals aide
letter chart to use as
reference in their writing.
-Students will write the Practice, Appropriate Cognitive Writing journals N/A Walking
sentence stem and complete Building wait time Strategy, & pencils around
the sentence in their writing Background Compensati observing
journals. on Strategy student’s work
-Students will draw a picture Practice, Appropriate Compensati Writing journals N/A Walking
to go along with the Building wait time on Strategy & crayons around
sentences they wrote. Background observing
student’s work

Sharing -As students finish their Practice, Grouping Social N/A N/A Walking
Writing writing and drawings, Interaction configuratio Strategy around
Journals students will share their ns observing
writing and drawings with student’s work,
one other person at their Student’s
table. interaction
-Students will have the Interaction Positive Social N/A Oral speaking Student’s
opportunity to share their reinforceme Strategy responses
writing and drawings to the nt, Student
whole class is they choose. practices
using
language
-If the students do not want Assessment Frequent N/A N/A N/A Observing
to share with the whole class, checks for work in
they will show the teacher comprehens journals
their work before putting ion, Positive
their journals away. reinforceme
nt
-Students will put their Interaction N/A N/A N/A N/A N/A
journals back and come back
to the rug.
Closing -Students will share their Interaction, Student Social N/A Oral speaking Student’s
activity: work with the whole class if Practice practices Strategy responses
Class they want. using verbal
Discussion language
& Review -The whole class will have a Review and Lesson Cognitive N/A N/A Student’s
of discussion about the different Assessment review of Strategy, responses
Objectives things you do during the new Social
 morning, day and night. vocabulary, Strategy
terms or
concepts,
frequent
checks for
comprehens
ion
-The teacher will read the Assessment Frequent Meta- N/A N/A Student’s
objectives aloud and ask the checks for Cognitive responses
students if they think they comprehens Strategy
achieved the objectives for ion
today.

Summary of How SIOP Model Is Addressed in My Lesson:

Preparation:
To prepare for this lesson I had to think about what I wanted the overall content objective to be. Something we have been working
on a lot throughout the year is discussing topics with complete sentences. Using complete sentences is a major focus in first grade.
Therefore I wanted to think about activities that would allow students to discuss with their peers frequently and use complete
sentences orally and written. Something else we have been working on is making connections. Making connections to a book, to a
peer, to the world, etc. Therefore I wanted the students to focus on making personal connections to the book. Lastly, for the content
objective, I thought about topics that we had been learning about for the recent weeks. The Sun and Moon are topics that I know the
students enjoy learning about. All of this thinking made me choose my three content objectives for this lesson. After I had my content
objectives, I needed to think about how to fit a language objective into the lesson as well. I wanted the students to use their listening,
speaking, reading and writing skills. Therefore I came up with my three language objectives for this lesson. After coming up with the
objectives, I decided on activities that would promote deep thinking and be truly meaningful for the students. The most important
aspect of the planning was making these objectives and activities very clear and pristine to the students. Therefore I put the student-
friendly objectives on the board for the students to refer to throughout the entire lesson. I had the students give me a thumbs up or
thumbs down if they understood the objectives to make sure they knew exactly what was expected of them.

Building Background:
To activate student’s prior knowledge, I decided to do a lesson on the Sun and the Moon. All the students have previous
knowledge on this topic because they see both every single day. But aside from that, they have even more extensive knowledge on this
topic because we have been learning about what is in the sky for about two weeks. Therefore before we began our read aloud, we had
a class discussion about some of the things that we already know about the Sun and the Moon. This got the students to critically think
about the Sun and the Moon. Then for the read aloud, I made sure to choose a book that I thought many students would be able to
personally connect to. The main character in Summer Sun Risin’ engaged in similar activities I know the majority of my students have
done as well. Another way I built on student’s backgrounds is by having them making personal connections from their own lives to the
story. This allowed the students to use their own funds of knowledge about what they personally do throughout the day. All the
students have very unique experiences therefore I wanted them to have the opportunity to discuss their own experiences and what is
most familiar to them. To help build student’s background I made sure to have a vocabulary chart for them to use. We went through
the entire chart as a class then it hung in the room for the students to reference. This chart helps students see and hear the main
vocabulary associated with the Sun and the Moon which is crucial.

Comprehensible Input:
During this lesson I focused on controlling my speech. I made sure to enunciate and slow down when discussing vocabulary
words, reading aloud, asking questions and giving directions. This is crucial to make sure that the entire class can understand what is
happening. To make the content comprehensible for my students, I used a variety of instructional strategies. I made sure to explicitly
model what I wanted the students to do. For example, I wrote the exact sentence stem on the board that I wanted the students to write
in their journals. This modeling helped them see how and what to write. Therefore this modeling allowed the students to be more
successful with their writing. Another strategy I used was providing hands-on activities. Providing the students with the opportunity to
go outside and look at the sun allowed them to get up and move around and interact with one another. Then, during the read aloud, the
students were paired up to share their ideas with one another to provide them with more hands-on participation. Lastly the students
were allowed to write in their journals which gave them more hands-on practice.

Effective Strategies:
One of the most effective strategies I use in this lesson is providing appropriate wait time for all students. While the students are
using the think-pair-share strategy during the read aloud, I wait until every student has their thumb in the air to signal they are ready. I
will make sure that every student has enough time to think about their answer and share their answer with a partner. It is important to
allow for as much time as the students need so they can form their complete thoughts. Another effective strategy used in this lesson is
varying the kinds of questions asked. Throughout the read aloud, I will ask questions that are simple but also ask questions that require
higher-thinking skills. Most of the activities in this lesson require cognitive strategies. This is important because using cognitive
strategies promotes deeper thinking which in turn promotes deeper understanding.

Student Interaction:
Student interaction is a main priority in this lesson. The students are constantly interacting with one another in pairs, small groups
and as a whole class. Before the read aloud the students are discussing as a whole class, during the read aloud the students are in pairs,
and during the writing the students are in small groups. Using a variety of grouping configurations is important because all students
learn differently. Therefore by using different grouping configurations it makes sure the majority of the students’ preferred learning
style is being used at some point during the day. It also allows students to see the multiple ways you can interact with others. Social
interaction is a main aspect of our society therefore it is important for students to be able to interact with their peers. Social interaction
also allows for students to verbally use their language. Having discussions and expressing your thoughts is a great way to get students
to continue practicing their language.

Practice/Application:
For this lesson, I made sure to incorporate activities that focused on all four language skills. The students have to listen to the read
aloud, they have to read along during the read aloud, they have to speak to answer questions on the read aloud and they have to write
about the read aloud. Each of these skills are extremely important to continue to develop therefore you must incorporate them daily in
your lessons. To practice these skills the students used discussion circles and writing journals.

Lesson Delivery:
For this lesson, I made sure to implement activities that would engage the students throughout. It is extremely important for the
students to be interested in what they are learning otherwise it will completely go over their heads. For the warm up activity, the
students will be engaged by observing the sun in the sky. Then during the read aloud, instead of having the teacher just read the book
to the students without any interaction, the students will be prompted with higher-level questions. For the last activity, the students will
be engaged in writing about their personal experiences. I think this will be able to keep the students engaged because they are able to
write about their own lives and their own activities that they do. Each of the activities I have planned, I believe will keep the students
very engaged and on task. It is crucial to continuously engage students throughout the entire lesson.

Review/Assessment:
Throughout the entire lesson, I will be assessing the children constantly. I will be informally assessing them by listening to their
responses, looking at their facial expressions and body language. These informal assessments will give me a good idea of what
students are engaged with the lesson and who is completely confused. To formally assess the students I will listen to the student’s
response during our final class discussion and analyze their writing work samples. During the final discussion we will go over the key
concepts from the lesson and the main vocabulary words. At the end of the lesson, I will ask the students if they believe they reached
our objectives for the day.

List of References:

English Language Proficiency Standards. (n.d.). Retrieved December 04, 2017, from http://www.azed.gov/oelas/elps/
Nikola-Lisa, W. (2002) Summer Sun Risin’. New York, NY: Lee & Low Books Inc.
Standards: English Language Arts. (2006, December). Retrieved December 04, 2017, from http://www.azed.gov/standards-practices/k-
12standards/english-language-arts-standards/
Appendix:

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B.
C.

Reflection:

I believe this lesson went very well in my placement classroom. Through doing this lesson I got a better understanding of how to
use each of the eight SIOP components. Each component place a crucial role in creating a lesson that is engaging and beneficial for
every single student in the classroom. Following these guidelines allowed me to be very diligent in preparing and planning this lesson.
By using these eight components, I was able to create a lesson plan that was effective for the majority of my first grade students.
While teaching this lesson I realized how important it is implement as many sheltered strategies as possible. These strategies truly
make such an impact with English Language Learners and English speakers as well. The strategies are beneficial for the classroom as
a whole. Applying the sheltered strategies while teaching a lesson helps all students gain a better understanding of the content.
Overall, I believe learning about the 8 components of the SIOP model and the sheltered strategies will help me become a stronger
educator in the future. I will implement this model and these strategies with me as I get my own classroom.