Reading comprehension and literacy development

SIOP® Lesson Plan Template

STANDARDS:

THEME: Properties of Weather

Winter

Language:

English

Science for 2nd Grade

LEARNING STRATEGIES:

KEY VOCABULARY: Snow, frost, ice, fog

MATERIALS: The book from which the story will be read is Weather by Seymour Simon. The teacher will need to use a Post chart, "Weather chart ." This will help explain how to make inferences about text and unfamiliar words by applying their schema and other words in the sentences.

MOTIVATION:

(Building background)

Students at this stage may find Weather and climate confusing. Climate is examined by looking at annual patterns. Weather refers to the situation at one given time and the seasons influence the general climate.

PRESENTATION:

(Language and content objectives, comprehensible input, strategies, interaction, feedback)

Second grade students are expected to apply strategies to comprehend text by making inferences about words describing weather condition when reading.

PRACTICE AND APPLICATION:

(Meaningful activities, interaction, strategies, practice and application, feedback)

After evenly distributing several copies of a book, the students are then paired. Each group is then asked to begin reading the story, when they reach a point where they infer something on the weather, the teacher inserts a sticky note showing what the terms means. The teacher needs to identify 2 or more words the group could not describe inserting a sticky note by that word. The teacher is to write on that note the groups' inference about the meaning of the word by referring t the weather chart.

The teacher will give out 3 passages and have the class learn how to infer the meaning of the weather conditions in them.

The teacher will also write 3 passages using unknown word to the students and have them infer their meaning from other words.

REVIEW AND ASSESSMENT:

(Review objectives and vocabulary, assess learning)

As an assessment, the students are then given pictures. They have to study the picture and infer the weather condition shown there in. The teacher then fills out a note worksheet in response. They are also allowed to act out as weather men when sharing with the rest of class.

EXTENSION:

(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP® Model.)

© 2008 Pearson Education, Inc.

A2079355/Weather and Phonemic Awareness.doc

SIOP® Lesson Plan Template 2

STANDARDS:

THEME: Properties of Weather

LESSON TOPIC: Summer

OBJECTIVES:

Language:

English

Content:

Science for 2nd Grade

LEARNING STRATEGIES:

KEY VOCABULARY:

Temperature

Rain

Summer

MATERIALS: Chips are appropriate for this exercise; there are also special chips for counting phonemic patterns in words. The teacher or instructor would select ten words to be sounded out. These can be noted on index cards or even on word cards, worksheet and a tornado maker.

MOTIVATION:

(Building background)

Students at this stage may find Weather and climate confusing. Climate is examined by looking at annual patterns. Weather refers to the situation at one given time and the seasons influence the general climate.

PRESENTATION:

(Language and content objectives, comprehensible input, strategies, interaction, feedback)

Second grade students are expected to use a phonemic awareness activity, distinct sound clapping, and counting the sounds in identifying specific words relating to weather . They are further expected to have the ability to incorporate this acquired skill into their future phonics activities in comparing climate and weather.

PRACTICE AND APPLICATION:

(Meaningful activities, interaction, strategies, practice and application, feedback)

The teacher will explain the difference in letters and sounds when spoken. He will then provide the students with several examples in spoken words. The teacher will show them how to clap out sounds and the application of chips in counting. They are then expected to practice following the example given by the teacher in order to grasp separate sounds in words. The teacher will give the students specific words that have different phonemic patterns; they are expected to have chips ready and able to move the number of chips consistent with the number sound. The exercise will then be evaluated by checking the responses after every word to verify understanding.

The practice word to be sounded out is Summer . The students are expected to move the number of sound they hear in correspondent to the number of chips. Therefore the sound summ-er would suggest two moves. It is not always the fact that the number of letters matches the sounds as there are words such as three that has five letters with three sounds

REVIEW AND ASSESSMENT:

(Review objectives and vocabulary, assess learning)

It is expected that every student should get eight out of ten words right. If the student fails to achieve this, they are welcome to try again. This is expected to improve their ability to hear individual sounds while reading

EXTENSION:

(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP® Model.)

© 2008 Pearson Education, Inc.

A2079355/Weather and Vocabulary.doc

SIOP® Lesson Plan Template 2

STANDARDS:

THEME: Properties of Weather

LESSON TOPIC: Seasons

OBJECTIVES:

Language:

English

Content:

Science for 2nd Grade

LEARNING STRATEGIES:

KEY VOCABULARY: Climate, weather, summer, winter, fall, spring, temperature, climate temperature, rain, snow, frost, ice, fog, summer

MATERIALS:

MOTIVATION:

(Building background)

Students at this stage may find Weather and climate confusing. Climate is examined by looking at annual patterns. Weather refers to the situation at one given time and the seasons influence the general climate.

PRESENTATION:

(Language and content objectives, comprehensible input, strategies, interaction, feedback)

The students are expected to understand all the four temperate seasons. They are further expected to listen and respond to literature on these seasons. They should be able to practically demonstrate understanding of the seasons.