Running head: Bechara-Final SIOP Lesson Plan - Sight

Week 3- Final SIOP Lesson Plan: Sight- To Teach in the Future & Reflection Paper

Samantha Bechara

UC San Diego Extension CLAD through CTEL

EDUC-31219: Assessment of English Learners

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SIOP Lesson Plan Sight (Day 4)

Name: Samantha Bechara Grade: Preschool Highlight one: Teach now - Future - Observation

California Preschool Learning Foundations:

Science
1.0 (Physical Science) Properties and Characteristics of Nonliving Objects and Materials
48 Months
o 1.1 Observe, investigate, and identify the characteristics and physical properties of objects and of
solid and nonsolid materials (size, weight, shape, color, texture, and sound).
o 1.4 Compare and contrast objects and events and begin to describe similarities and differences.
60 months
o 1.1 Demonstrate increased ability to observe, investigate, and describe in greater detail the
characteristics and physical properties of objects, and of solid and nonsolid materials (size,
weight, shape, color, texture, and sound).

3.9 (Life Science): Properties and Characteristics of living things

48 Months
o 1.2 Begin to indicate knowledge of body parts and processes (e.g. eating, sleeping, breathing,
walking) in humans and other animals.
-Makes connections between facial parts and senses
60 months
o 1.2 Indicate greater knowledge of body parts and processes in humans and other animals.
Language
1.0 (Listening and Speaking) Language Use and Conventions
48 months
o 1.1 Use language to communicate with others in familiar social situations for a variety of basic
purposes, including describing, requesting, commenting, acknowledging, greeting, and rejecting
60 months
o 1.1 Use language to communicate with others in both familiar and unfamiliar social situations for
a variety of basic and advanced purposes, including reasoning, predicting, problem-solving, and
seeking new information

ELD Standards:
Kindergarten Part 1: Interacting in Meaningful Ways
A. Collaboration:
1. Exchange information and ideas with others through oral collaborative conversations on a range of social
and academic topics
a. (Emerging): Contribute to conversations and express ideas by asking and answering yes-no and
wh-questions and responding using gestures, words and simple phrases.
b. (Expanding) Contribute to class, group, and partner discussions by listening attentively, following
turn-taking rules, and asking and answering questions
c. (Bridging): Contribute to class, group, and partner discussions by listening attentively, following
turn-taking rules, and asking and answering questions.
C. Production
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.
a. (Emerging) Retell texts and recount experiences using a selected set of key words.
(Expanding) Retell texts and recount experiences using complete sentences and key words.
(Bridging) Retell texts and recount experiences using increasingly detailed complete sentences and key
words.

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b. (Emerging) Use a select number of general academic and domain specific words to add detail (e.g.
adding the word spicy to describe a favorite food, using the word.) while speaking and composing.
(Expanding) Using a growing number of general academic and domain specific words in order to add
detail or to create shades of meaning.
(Bridging) Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and
non-literal language to create and effect or to create shades of meaning while speaking and composing.

Theme (Enduring Understanding): The students will learn through exploration about their 5 senses.

Lesson Topic (Goal): Students will identify and explore their sense of sight.

Objectives:
Language:
1.1 (Language) Provided with the I Spy Game, students will identify a minimum of 8/10 I Spy Prompts and
describe the items characteristics (color, shape, size, etc.) with no more than two teachers prompts as assessed by
teacher observations and anecdotal Notes.

1.2 (Social Language) Provided with the I Spy activity, students will display social communication by
commenting, pointing out, gesturing, and describing the items they see to display understanding of social
communication rules (proximity, turn taking, eye contact etc.) as measured by the teacher tally chart.

Content:
2.1 (cognitive) Provided with the Mr. Potato Head 5 Senses Activity book, students will indicate which body
part is used for seeing making connections to the their eyes as observed by the rubric paired with student work
sample.
Learning Strategies:
-Structured ELD (Teachers Read, Students Repeat, Students learn how to fill in blanks)
-GLAD: Pictorial Input Chart, & Chant/ Rebus Song
-Checking for understanding
-Read Aloud Plus
-Scaffold Writing
Learning Centers
-Visual Scaffolding
-Leveled Questions
Key Vocabulary: Eyes, Sight, Look, See
Possible words to describe sight: color words, size (big, small, large, skinny, fat)

Materials:
Rebus Song My 5 Senses (Appendix A)
Highlighter Tape
Mr. Potato Head Graphic Organizer (Velcro labels for Senses)
Mr./ Mrs. Potato Head Manipulative
Picture of Eyes
Graph Paper
Images of Eye Colors
Mirrors
Colored Markers
I Spy Game Prompt
Graphic Organizers:
Labeling Mr. Potato Head Chart
Sight Map: Word Web with illustrations to describe (GLAD: Pictorial Input Chart)
Motivation: Exploring sound with our ears by taking a listening walk! Students will be encourages to listen for
things in their environment to try and identify where they are.

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Presentation:
(Whole Group)
1) Sing Five Senses Song
a. Chat (GLAD) Have students identify word that are scientific descriptors for Sight by highlighting
with highlighter tape.
2) Ask students what body part do we use to see?
a. Place Eyes on Mr. Potato Head and label Eyes on Mr. Potato Head
b. Add Eye illustration and word to inside of Sight Map (Pictorial Input Chart)
c. Explain we all have eyes that are different colors
i. Complete Graph of Eye color in the classroom allowing students to write their names
under the color of their eyes
1. (Differentiation) Allow students to utilize a mirror if needed to match their eye
color to the picture prompts of eye colors.
d. Describe: our senses of sight explaining our eyes tell us information about things in our
environment such as color, size, shape, etc.
e. Explore prior knowledge of sight.
3) Read Five Senses Book (Read Aloud Plus): Brown Bear, Brown Bear, What Do You See? by Bill Martin
Jr.
a. Pre-reading question: Our main character is Farley. Why might we be reading a book about a dog
related to our sense of smell?
b. Interactive- predicting what does brown bear see?
c. After reading questions: What were the key words in the story?
i. What does Brown Bear see? How does he describe what he sees?
1. (Differentiation) Vary questions allowing students to answer based on their
ability level
a. Tier 1: accept Yes/ No responses, 1-word responses, one-word responses,
or short phrases.
b. Tier 2: accept short phrases
c. Tier 3: accept phrases including detail, key words, non literal language,
synonyms and antonyms
d. Allow students to describe words used to describe what they see and add to Sight Map using
colored markers for color words.
4) Introduce Interest Centers for today (Universal Design for Learning).
a. (Easel) Painting with colors
b. (Dramatic Play)- Describing what we see
c. (Science) Sorting Color and Shape Boxes
d. (Technology) iPad I Spy Activity
e. (Table Toys) Mr. Potato head manipulatives (I can see with my eyes prompt)
f. (Writing) 5 Senses Activity Book (Differentiated levels 1) drawing only-printed words; 2) tracing
letters; 3) Filling in blanks)
g. Sensory table- Water table, uncovering various sized items (big, middle, small)
h. Blocks- Sorting cars by the same color or size

Differentiation:
Tier 1: Tier 2: Tier 3:
Students with emerging English Students with expanding Students with bridging
Language Development English Language English Language
Development Development
Content -Visuals Provided from text to remind
students of what Brown Bear saw

-May share a personal connection to the

text.

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Product -Allow student to share ideas when -Waits to be called to -Contributes to group
raising hand (positive reinforcement) share ideas and comment discussions waiting to
on the read aloud. share ideas.
-Students contribute by answering posed
questions with Y/N, gestures, or -Answers questions using -Answers questions and
Thumbs up/ Thumbs down short phrases and key responds using simple
-Responds using simple words or words to add detail. phrases, details, and key
phrases to prompts provided words.

-Recounts experiences using a selected -Uses synonyms,

set of key words. antonyms, and non-literal
language to share ideas.
Practice/Application
Throughout the high-interest centers, students will be called to work in small groups with Mrs. Bechara. Students
will be grouped based on their language development. The group sizes will also vary based on the needs of the
class and students. (Content)
1) (Small groups) I Spy Game. Students will complete the I spy game locating a total of 10 items around the
classroom that are:
i. Various Colors (Ex: Find something Blue)
ii. Shapes (Find something that is a square)
iii. Sizes (Find something Big)
1. (Differentiation) grouping based on students level
a. Group 1/Tier 1: Blaine, Juan
b. Group 2/ Tier 1: Carlos, Ashley
c. Group3 /Tier 2: Richard, Isaac, Gabriel
d. Group4 /Tier 3: Aria, Maverick, Avery, Kayden
2. (Differentiation) Vary questions allowing students to answer based on their
ability level
b. Step 1: Prompt Provided
c. Step 2: Students locate item
d. Step 3: Students draw item(s)
e. Step 4: Review items found for group members
f. Step 5: Add needed terms to Sight Map
i. Encourage usage of outcome sentences (I learned.)
Differentiation
Re-teaching:
Tier 1: Tier 2: Tier 3:
Students with emerging English Students with expanding Students with bridging
Language Development English Language English Language
Development Development
Content - Review the I Spy Prompts (visual - Review I Spy Prompts -Prompts provided
prompt) (Visual + Phrase) Auditorily only

-Students will work in -Students will work in

-Students will work in small groups of 2 small groups of 3 to 4 small groups of 4 to 6
to 3 students students. students

Product -Students will draw a picture of
Assessment something they found for each of the
three categories (10 items in total) and
describe what the item looks like using
gestures, simple words, or phrases to
prompts.
- Students will draw a -Students will draw 2-3
picture of 1 to 2 items pictures for items they
they found for each of the heard on the listening
three categories (10 items walk and describe what
in total) and describe what they heard using simple
they look like using key phrases, details, and key
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words and details. words.

Review:
1. Students will attend writing center to indicate which body part is used for sight making connections their
eyes (Appendix E). Students needing additional assistance can utilize the Mr./ Mrs. Potato Head
manipulatives to demonstrate their understanding of what we use to see things using Mr./ Mrs. Potato
Heads eyes or point to it.
2. (Whole group) Pictorial Input Chart Sight Map Add additional Sight descriptors based on student
descriptors and student drawings (Appendix D)

Assessment (examples of two types- formative and summative):

1. Formative performance based teacher observation and anecdotal notes. The students will be assessed throughout
the I Spy game based on their abilities to describe the characteristics of the items they found.

FORMATIVE 1.1 (Language) Provided with the I Spy Game, students will identify a minimum of 8/10 I Spy
Prompts and describe the items characteristics (color, shape, size, etc.) with no more than two teachers prompts
as assessed by teacher observations and anecdotal Notes.

Student Item Number Notes

of
+ Identified item Prompts
- Did not identify item)

1 2 3 4 5 6 7 8 9 10

2. Formative performance based teacher observation tally chart. The students will be assessed throughout the I Spy
Game based on their social interactions with one another.

FORMATIVE 1.2 (Social Language) Provided with the I Spy activity, students will display social
communication by commenting, pointing out, gesturing, and describing the items they see to display
understanding of social communication rules (proximity, turn taking, eye contact etc.) as measured by
the teacher tally chart.

Student Tally Commenting Tally Pointing Tally Gesture Tally Describing

3. Summative performance based teacher observation rubric paired with student work sample. The students will be
assessed based on their expressed understanding of sight, what body part we use to see (2 eyes), the location of
their eyes, and possible objects they can see in their environment.

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SUMMATIVE
2.1 (cognitive) Provided with the Mr. Potato Head 5 Senses Activity book, students will indicate which
body part is used for seeing making connections to the their eyes as observed by the rubric paired with
student work sample.
4 3 2 1 0

The student draws The student draws The student draws The student The student
two eyes on Mr. eye(s) Mr. Potato one eye on the attempts to draw does not draw
Potato Head in the in the wrong area. paper. eye (s) with light eyes.
correct area. markings.

The student made The student The student The student The student
the connection to identifies they see identifies they see identifies what they does not identify
using the eyes to see with their eyes and with their eyes but see but does not the body part
when providing provides an does not provide an identify that they they use to see.
work to the teacher example when example. see with their eyes.
by dictating their asked by teacher
artwork (shown in prompts providing
an anecdotal note or an example.
student writing) by
providing an
example of
something they can
see.

Connections to Home:
Students will:
1) Locate objects in their home that are different colors, shapes, and sizes.
2) Discuss with their family things they see in their environment.

SIOP TEMPLATE 2 Revised 2015 Laqua. Template adapted from Echevarria, Vogt & Short. Making Content
Comprehensible for English Learners. 2013. Pearson Education.

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Reflection of Future Lesson

The lesson proposed above about sight is one lesson in a unit about My 5 Sense. This

lesson aims to utilize a variety of learning strategies to maximize learning for students. Strategies

such as Structured ELD aim to encourage students to repeat information and key vocabulary

provided during the lesson. In addition continuous checking for understanding, scaffold writing,

high interest learning centers, visual scaffolding and leveled questions. The lesson includes

differentiation during whole group and small group learning instruction, which allow students to

maximize their learning. Throughout the lesson many activities are incorporated in order to

provide scaffolding for English Language Learners such as visual prompts, picture cues, usage of

graphic organizers, samples of student work, performance checklists to assess students, and

student work samples. Throughout this lesson, students are unaware they are being assessed as

the teacher is taking notes, and utilizing performance based observations. The informal authentic

assessments occur as students are meaningfully engaged in real-life contexts such as the I Spy

game/ activity. As stated by (Echevarria, Vogt, & Short, 2017), informal and authentic

assessments aim to capture the extent to which students are learning content in real-life contexts.

Students are aware that their culminating activity, the summative Mr. Potato Head illustration is

used to demonstrate their learning as this assessment is placed in the individual student

portfolios.

Performance based teacher observations are noted and paired with a teacher checklist to

note the students ability to describe the characteristics of items selected during the I Spy game.

During this assessment, the teacher will simply place a + or if the student can describe the item

based on their individualized English language abilities as demonstrated by the differentiated

products. As demonstrated by the differentiation chart, each grouping of English Language

Learners will be expected to produce a different number of illustrations for items located as well

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as comment on items. As noted by Echevarria, Vogt, & Short (2017), the differentiation provided

during the lessons for each level of English Language Learners provides students opportunities

for repetition of academic key vocabulary words. In addition, students identified with bridging

English Language Development (ELD) have the opportunity to use multiple words for key

vocabulary such as describing characteristics. A note section is added to this assessment to

document any additional information for student growth or performance. To document social

language learning, during the I Spy activity, a tally chart based on performance observations will

also be utilize to document how students express themselves and share describing characteristics

of items throughout the activity.

The summative assessment (Appendix C) for this lesson includes a rubric to assess a

culminating student work sample to be placed in their portfolio. As stated by Stiggins &

Chappuis (2005), portfolios demonstrate evidence of student learning over time. Portfolios

involve students in the record keeping of their own work and allow the students to reflect on

their learning and growth. Prior to the summative assessment drawing the eyes on Mr. Potato

Head, students are provided multiple learning opportunities to learn the key vocabulary and

concepts. As stated by Echevarria, Vogt, & Short (2017), English language learners should have

many opportunties to be exposed to and practice utilizing content vocabulary words and

concepts.

References:

Echevarria, J., Vogt, M., & Short, D. (2017). Making content comprhensible for english
learners: The SIOP model (5th Edition ed.). Upper Saddle River, NJ: Pearson.
Stiggins , R., & Chappuis, J. (2005). Using student-involve classroom assessment to close
achievement gaps. Theory into Practice , 44 (1).

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Appendix A 5 Senses Song

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Appendix B- I Spy Visual Example (Color only)

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Appendix C- Mr. Potato Head, I can see with my eyes Tier 1 Example