Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Spring Sorting Sound Activity

Name: Sandra De Loera Date: 2/27/17

Grade Level: Kindergarten

ELD Objectives: ELA Language Standards for Grade Level

After the mini lesson on Sorting, ELL students in
kindergarten will be able to understand the concept of
sorting objects by creating their own personal spring flower.
They will use their phonics and English language to try and
develop their sorting activities with a 95% accuracy.
ELD Language Objective:
ELL students in kindergarten will listen actively to spoken
English, gestures, visuals, and demonstrations within an
academic context. Students will also use precise and
domain specific phonic sounds to create their spring
flowers.
ELD Content Objective:
ELL students in kindergarten will sort images that
correspond with the beginning sound of the word to be able
to form their own spring flowers.
Cog. Taxonomy/DOK Levels
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct
CCSS.ELALiteracy.L.K.5
Withguidanceandsupportfromadults,exploreword
relationshipsandnuancesinwordmeanings.
CCSS.ELALiteracy.L.K.5.a
Sortcommonobjectsintocategories(e.g.,shapes,
foods)togainasenseoftheconceptsthecategories
represent.
ELA Content Standards for Grade Level
1.0 Listening and Speaking Strategies
1.1 Determine the purpose or purposes of listening (e.g., to
obtain information, to solve problems, for enjoyment).
1.4 Give and follow three- and four-step oral directions.
ELD Standards (2014) that apply
Interpretive
5. Listening actively to spoken English in a range of social
and academic contexts.
Productive
12. Selecting and applying varied and precise vocabulary
and language structures to effectively convey ideas.

Materials Key Academic Vocabulary Research Based Learning Strategies

Alphabet Alphabet (provide text chapters/reference)
Pencils Phonics Students will do their research
Scissors on phonics by sounding out
Colors/crayons the words and being able to
identify with the letter and
Flower worksheets
sound that, that flower
Glue
pertains too.
Students will also be able to
use the alphabet cards that
are hung around the classroom
to help them identify the
images to the sounds.
Modeled Talk (50 Strategies)
Theory Base of Instruction
o Provide Comprehensible
Input
o Increase Verbal Interaction
o Contextualize Language
o Reduce Anxiety
o Provide Active Involvement
Opportunities
Tapping into Prior Knowledge
(SDAIE)
Contextualize the Lesson Group
Discussion, Hands on Activities
(SDAIE)
Student to Student Interaction
(SDAIE)
Visualize-Organize (McEwan-
Adkins)

Pre-Assessment: How will you determine
prior knowledge?
For a pre-assessment as a on the learning goals?
class we will go over images
and students will have to say
the name of the word and
emphasize on the beginning
sound of the word.
As we are going through the
images we will put it on our T-
Chart that we have in the
classroom with phonics sounds
to see where the images fall
onto under what sound.
Motivation Strategy: How will you catch Real World Connection: How are learning
attention of students and focus their minds goals relevant to students lives?
This objective is related to
http://michaelgr.com/2007/04/1 students lives because as
5/fixed-mindset-vs-growth- students are using phonics they
are learning how to pronounce the
mindset-which-one-are-you/ word as well as how to spell the
word which is very beneficial for
As a motivation I will show them because the English
language can be very confusing
the students what we will
because not all words are spelled
be making and we will go as they sound.
over our phonics together
and then students are
going to get to work on
their own. We will be
hanging our flowers up
since it is Spring season
and they are all exited
because we have been
learning about spring as
well in our science section.
The kindergarteners seem
to love this spring season
so I think it will be a good
motivation for them.

All strategies will be research based and from one of Students: Practice and Application
the texts. Please provide reference for each. Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
Identify skills to practice in sorting mode-
demonstrate activity. 1. Students will say what the image is when the
Explain the Activity. teacher shows them the picture and then we
Set up the routine and requirements will emphasize and on the beginning sound of
the word.
Assess the students progress and understandings
2. Students will listen to the spring story when
1. Do he pre-assessment as a class- go over phonics
it is read to them.
and set into the chart.
3. Students will listen to the directions that are
2. Read a story about spring to students.
given to them about the spring flower they
3. Explain activity to students and demonstrate the
will be creating.
activity to them. Students will assist teacher in
4. Students are helping out the teacher form the
helping her identify the phonics to see if they
sample flower.
pertain to the flower the teacher is demonstrating.
5. Students will throw away any trash in the
4. Show students how to cut the petals out and hold
garbage can when they are doing their own
the scissors, also show the students how to glue he
work.
petals and the flowers.
 5. Tell students if they have extra images that do not
make the beginning sound as the phonic sound
inside the flower then they may throw them out.
6. After they are done the students may color the
flower neatly and make it as nice as possible
because their flower will be hung up around the
class.
Collaborative (engagement with others)
Students are not collaborating in this activity.
This activity is more independent than
collaborative. Although students may ask an
adult for assistance if they need it.
6. Students go to their tables and students are
getting started with their activity.
Collaborative (engagement with others)
Only collaboration there was when the pre-
assessment was given as a whole class.
Interpretative (comprehension and analysis of
written and spoken texts)
Will check comprehension of students when
their activity is complete.

Interpretative (comprehension and analysis of Productive (creation of oral presentations and

written and spoken texts) written texts)
Students may say what they see in the image
if it helps them identify and sort out their
petals to see if the sound they are looking for
corresponds with the letter in their flower.
Sounding out the name of things helps out
many students identify images.

Review and Assessment: What specific assessment tools
are being used?
Students are assessed by their flower they are
creating. They will be assessed by their
understanding if they grasped the knowledge of the
images and choosing the correct images that go
with the phonic sound.
Student Reflection: How will you provide for student
reflection on learning?
I will ask my students what they thought about the
activity. I will ask them if they think the activity was
difficult or easy and why?

Teacher Reflection Extension:

What do you anticipate to be a problem for specific Based on data/evidence, what are the next steps for
students? future lessons? Provide evidence for your answer.

ELD Objective: I think that for my ELD students

if they do not know how to pronounce the
sounds and or even know a little about the
language then the activity will be extremely
difficult for them.

Content Objective: I think that with the

students that do not know their phonics there
will be an issue. And most importantly if there
is a language barrier that will be the main
problem.

What theory or theorists would most strongly

support use of this strategy?

Motivation Research Article: Add growth mindset

to your reflection.

http://michaelgr.com/2007/04/15/fixed-mindset-vs-
growth-mindset-which-one-are-you/

1. What part of your lesson prompted students to

move into a growth mindset toward learning 2nd
language?
2. Why do you think this particular activity/or
learning task prompted a GM?

3. Mention students by name and describe specific

demonstrations of growth for language
learning.

4. How will you let students know they have

developed more GRIT / GM in learning a new
language?

5. What changes overall have you seen in your

class that indicate that a Growth Mindset has
been supported and expanded to this point in
the semester?

6. What did not work that you will change for next
lesson:

7. Next steps based on analysis of this lesson:

Attach copy of student work