Adapted

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

SIOP Lesson Plan Day 3- Sound

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.

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

Objectives:
Language:
1.1 (Language) Provided with the listening walk, students will identify a minimum of one sound they heard on
our walk by drawing it and writing and or dictating the action sound (ex: tweet tweet) they heard while on
the walk with no more than two teachers prompts as assessed by student work samples and teacher
observations
1.2 (Social Language) Provided with the listening walk activity, students will display social communication by
commenting, pointing out, gesturing, and describing what they hear on the walk to display understanding of
social communication rules (proximity, turn taking, eye contact etc.) as measured by teach 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 hearing making connections to the their ears 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
-Scaffold Writing
Learning Centers
-Visual Scaffolding
-Leveled Questions
Key Vocabulary: Hear, Hearing, Ears, Listen, Sound
Possible descriptive words to describe touch:
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 Ears
Listening Walk worksheets
Clipboards
Blank Paper
Crayons
Pencil on string with Clipboard
Markers
Graphic Organizers:
Labeling Mr. Potato Head Chart
Hearing 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.
Presentation:
(Whole Group)
1) Sing Five Senses Song
a. Chat (GLAD) Have students identify word that are scientific descriptors for hearing by
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highlighting with highlighter tape.
2) Ask students what body part do we use to hear?
a. Place Ears on Mr. Potato Head and label Ears on Mr. Potato Head
b. Add Ear illustration and word to inside of Hearing Map (Pictorial Input Chart)
c. Explain we all have ears that are different sizes and shapes (illustration of ears that are different
including animals)
d. Describe: our senses of hearing explaining our ears help us take in information about things
around us like a bird chirping outside, an alarm and you listening to Mrs. Bechara talk right now.
e. Explore prior knowledge of hearing and sound
3) Listening Walk: As a class we explain we will be walking around our school to go on a listening walk.
Explain that we will be listening for different things in our environment
a. Inquire about what students think we might hear.
b. Provide Clipboards and worksheets. Explain that students will be taking notes during our listening
walk. Each group will be focusing on collecting different information.
i. (Differentiation) Listening worksheet based on students level
ii. (Differentiation) Vary questions about observations throughout listening walk allow
students to answer based on their ability level
4) Review sounds from our listening walk.
a. Checking for understanding students will make sounds
b. Discuss student checklists and observation logs. Explain that we will be further talking about
listening walk in small groups.
5) Introduce Interest Centers for today (Universal Design for Learning).

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
Process -Allow student to share ideas and make -Waits to be called to -Contributes to group
observations throughout the sensory share ideas. discussions waiting to
walk to make personal connections share ideas.
-Answers questions using
-Students contribute by answering posed short phrases and key -Answers questions and
questions with Y/N, gestures, or words to add detail. responds using simple
Thumbs up/ Thumbs down phrases, details, and key
words.
-Responds using simple words or
phrases to prompts provided -Uses synonyms,
antonyms, and non-literal
-Recounts experiences using key words, language to share ideas.
gestures, or actions.
Product -Sound Walk Checklist - Half Checklist and -Observation log for
Assessment observation log to note noting any sound in
their own sounds in they environment.
might hear in the
environment
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) Allow students to draw pictures of something they heard from the listening walk. Ask
student to write what they heard or dictate it for them (scaffold writing).
a. Checking for understanding sounds of objects heard
i. (Differentiation) grouping based on students level

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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
ii. (Differentiation) Vary questions allowing students to answer based on their ability level
2) Introduce Interest Centers for today (Universal Design for Learning).

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 items from listening walk - Review the items from -Discuss and Review
checklist with students the listening checklist items students heard on
the listening walk
-Replay action sounds / or ask students -Ask students to make the
to make these action sounds that these action sounds for these -Students will work in
items make. items to help during small groups of 6 to 8
drawing students
-Students will work in small groups of 2
to 3 students -Students will work in
small groups of 4 to 6
students.

Product -Students will draw a picture of - Students will draw a -Students will draw 2-3
Assessment something they heard on the sensory picture of 1 to 2 items pictures for items they
walk and describe what they heard sing they heard on the listening heard on the listening
gestures, simple words, or phrases to walk and describe what walk and describe what
prompts. they heard using key they heard using simple
words and details. phrases, details, and key
words.
Review:
1. Students will attend writing center to indicate which body part is used for hearing making connections
their ears (Appendix E). Students needing additional assistance can utilize the Mr./ Mrs. Potato Head
manipulatives to demonstrate their understanding of what we use to hear things using Mr./ Mrs. Potato
Heads ears or point to it.
2. (Whole group) Pictorial Input Chart Hearing Map for sounds Add sounds to Hearing Map based on
student descriptors and student drawings (Appendix D)

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

FORMATIVE 1.1 (Language) Provided with the listening walk, students will identify, identify a minimum of
one sound they heard on our walk by drawing it and writing and or dictating the action sound (ex: tweet tweet)
they heard while on the walk with no more than two teachers prompts as assessed by student work samples and
teacher observations

Student Notes: (Number of illustrations, Dictated or written action sounds) Teacher

Prompt

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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
1.2 (Social Language) Provided with the listening walk activity, students will display social
communication by commenting, pointing out, gesturing, and describing what they hear on the
walk to display understanding of social communication rules (proximity, turn taking, eye
contact etc.) as measured by teach tally chart.

Student Tally Commenting Tally Pointing Tally Gesture Tally Describing

SUMMATIVE
2.1 (cognitive) Provided with the Mr. Potato Head 5 Senses Activity book, students will indicate which
body part is used for hearing making connections to the their ears 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 ears on Mr. ear(s) Mr. Potato one ear on the attempts to draw does not draw
Potato Head in the in the wrong area. paper. ear(s) with light ears.
correct area. markings.

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

Interest Centers:
1) (Easel) Painting with bells on our paint brushes
2) (Dramatic Play)- Describing what cooking sounds like.
3) (Science) Mystery Sound Tubes (rice, corn, coins, water beads, marbles, Pop Rocks)
4) (Technology) iPad activity about sound
5) (Table Toys) Mr. Potato head manipulatives (I can hear with my ears prompt); Sound Bingo
6) (Writing) 5 Senses Activity Book (Differentiated levels 1) drawing only-printed words; 2) tracing letters;
3) Filling in blanks)
7) Sensory table- Water table, listening to pouring water, and water going through funnels/ tubes
8) Blocks- Sounds of community helpers (police, fire, garbage trucks), build a tower and knock it over

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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Connections to Home:
Students will:
1) Locate objects in their home that make noise.
2) Discuss with their family sounds 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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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)

Appendix A 5 Senses Song

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

Appendix B- Image of Sound Walk Checklist (Emerging)

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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Appendix C- Example of Listening Walk handout (Bridging)

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

Appendix D- Image of Sound Walk Checklist (Emerging)

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 Adapted from Echevarria, Vogt & Short (Revised 2015 S. Laqua)
Appendix E- Mr. Potato Head, I can touch with my hands Tier 1 Example

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