Sheltered Lesson Plan

Description of Students: This sheltered lesson plan was developed for a first
grade classroom. The type of ELL class was a mainstream class that
taught instruction in English only. However, instruction is available to
students in their home language if needed.Most of the students proficiency
levels according to the AZ ELL English Proficiency standard are
emergent to basic under the listening and speaking standard. This means
that the students are able to formulate simple sentences and simple parts
of speeches. Under the reading standard most of the students fall under
‘Basic’. Which states that, “The student at this level has a limited ability
to decode and comprehend text independently read in English. The
student relies on visual and contextual clues to comprehend text. The
student is developing phonemic awareness and uses sound/symbol
relationships to decode. The student at this level demonstrates the one-to-
one correlation between the printed and spoken word. The student can
participate in text read aloud that is highly predictable, uses repetitive
syntax and linguistic redundancy. From text read aloud, the student can
identify key information elicited from the teacher. . Most of the students
come from households in which English is not spoken as the primary
language.”Under the writing standard most of the students fall under
‘Basic”. This strand states that, “The student at this level is able to write
simple sentences using basic vocabulary, with subjects and predicates
which utilize the parts of speech and simple verb tenses including subject-
verb agreement with instructional support. The student is able to correctly
apply capitalization, spacing and ending punctuation. Spelling is
inconsistent and may interfere with meaning.” Under the Language Strand
most of the students fall under ‘Basic’. However, there are a couple
students who fall under “High Intermediate”. We will pair up those
students throughout the classroom in groups with students who need the
extra help.
Note: When you describe your students’ English proficiency level, you cannot just say they are
intermediate or proficient. Instead, you need to specify based on what proficiency standard you
are making that categorization. "Intermediate" in one standard could be "Advanced" in another.
For example, you can reference AZ ELL English proficiency standard or another credible
standard (such as ACTFL, TESOL) to show the basis of your categorization. In addition to a
categorization with a referenced standard, you need to include some sort of description of what
students in that level can do in their 4 language skills, based on your referenced standard, so as to
give readers and yourself (the teacher) a better sense of where the students are.

Content Area Taught: Understanding Addition and Subtraction Mathematics

Content Objectives: Students will be able to understand the concept of addition

and subtraction through the use of oral word problems with the use of
manipulatives. The students will connect addition and subtraction stories to
math equations.

Language Objectives: Students will be able to use key vocabulary while telling
their addition and subtraction stories. They will use the words: first, then,
together, plus, minus, equal sign, true, and false. They will restate the problem
in an order that has a beginning, middle, and end.

Vocabulary/Academic Concepts:
 1. First

2. Then

3. Together

4. Take-away

5. Plus

6. Minus

7. Equal Sign

8. True

9. False

Supplementary Materials:
• White boards

• Markers

• Index cards with key words

• Vocabulary chart

• Math Journal
 Detail Level Planning (Lesson Flow)

Activities Steps SIOP Component Sheltered Learning Supplementary

Addressed Strategies used strategies materials
modeled

Warm up: 1. Preparation Writing down Cognitive N/A

Objectives The teacher the objects on strategy: Very
and will write the board and clear to all of
Expectations down the reading the students on
objects and what you
go over it expect
with the
class before
beginning
the lesson
2. The teacher Comprehension Use of speech Speech and N/A
will have all and sounding out
the students understanding letters
repeat the of what they
objects to just heard and
them. being able to
read it outloud

3. The Comprehension Using signals Double N/A

teacher will to show checking if
everyone is every student
ask the
good, middle, is
students if or bad comprehending
everyone
understands
what they
are
supposed to
do and how
to complete
each task
Poem/read 1.begin by Comprehension Reading at a N/A “Apples”
aloud reading the slow pace and
observing
addition
engagement
poem
“Apples” to
the class

2. As the Strategies Asking N/A “Apples”

teacher is questions for
higher level
reading they
thinking
will point
out the key
vocabulary
words as
well as
words they
have
already
gone over
previously
 3. As a class Comprehension Reading at a N/A “Apples”
we will read slow pace and
reviewing the
the poem
vocabulary
three times words as you
read

Addition 1.Students Interaction Organizing N/A N/A

and will return and
transitions
Subtraction to their table
practice groups

2.Students Interaction Organization N/A N/A

will
designate a
writer to
write on
their
whiteboard
3. Teacher Comprehension Giving a full Visual White board,
will give an Input example of representation, marker, Small
what the Scaffolding white boards
example of
teacher
a addition expects from
and each table
subtraction group
math story

4. Students Practice and Student N/A Whiteboards,

will create interaction practice in ,maker
their own mathematics,
math story interactions
and with peers
equations on and teacher ,
their clear
whiteboards explanation,
and share
with the
class
 5. Students Practice and Student N/A Whiteboards,
will continue Interaction practice in markers
to make new mathematics
math stories
and
equations to
gether using
both addition
and
subtraction

Closing Students will Practice and Students N/A Matching game

Activity receive interaction practice with cards.
index cards understanding
Index card
cut in half equations
equation (one half
matching with the
game equation the
other half
with the
answer) and
play a
matching
game
Once Comprehension, Using hand N/A Matching card
students interaction signals to game
have show they
successfully have finished
matched all
the cards
raise hand
for teacher
check

At the end Review/Assessment Writing and Math Journal

students will drawing what
be able to they learned
grab their that is
math journal connected
and with the
write/draw lesson.
what they
learned.
Finally, go Strategies, Orally have Student
over the the students Checklist
content and read out both
language the learning
objects with objectives and
students and content
ask them if objectives. As
they had well as the
learned all of vocabulary
it today. and what the
words mean.
Summary of How SIOP Model Is Addressed in My Lesson:
Note: Summarize how you address each component of the SIOP model by drawing upon relevant
activities and steps of activities (that show how you do an activity) as evidence.
• Define the lesson’s content objectives clearly: Before the lesson
starts we will tell the students what they will be learning in a way
they will understand.

• Define the lesson’s language objectives clearly: Before the lesson

starts we will tell the students the vocabulary words they should be
using and define each vocabulary term

• Selects appropriate concepts for content: This lesson is at a first

grade level and can be adapted to different levels of students. In this
lesson we grouped up students at different levels and had them work
together.

• Uses supplementary materials effectively: In this lesson we provided

students with whiteboards and manipulatives to help those students
who are visual learners. Every table had manipulatives and white
boards that they could use to help them solved the word problems.

• Adapts the lesson’s content appropriately: We places the students

together based on their learning levels. Higher level students were
placed with lower level students. By doing this it will force the
higher level students to help the lower level students.

• Provides students with meaningful activities: The students will be

able to do a couple activities throughout this lesson. Students will
be able to interact with their peers at their table. They will be able
to use whiteboards and at the end will be able to write and draw in
 their journal what they had learned in the math lesson.

• Links lesson’s concepts to students’ experiences: Students were able

to think of their own addition and subtraction stories and solve them.
When we introduced the content to the students we had them come
to the front and help us with coming up with word problems.

• Links new concepts to concepts previously taught:

• Emphasizes the lesson’s key vocabulary: When students were

explaining to us their explaining we made sure that they used the
correct vocabulary. For example, if a student said “we put them
together” we would respond with “if you put something together
what is another word for that?”

• Control’s own speech appropriately for students proficiency levels:

The students in our class reacted much better when we slowed down
our speech and went step by step with visual aid.

• Explain the students academic tasks clearly: Before the lesson

started we stated what we were going to do and modeled how it
would look.

• Varies the use of instructional techniques: Throughout the lesson we

gave them different strategies they could use. For example to help
the students with counting we showed them how they could use ‘ten
frames’ to help them count. We also showed that they could draw
the items on their whiteboard and count them that way. This seemed
 to work with the lower level students.

• Provides 1st language support: Most of the students in the class

speak Spanish at home and we provided both English and Spanish
translation for the content/language objectives and the vocabulary
terms. In addition, the assistant teacher in the classroom helped
translate to the students who had a difficult time following along.

• Provides sufficient time for students to practice using learning

strategies: When we gave the students the opportunity to work out
the problems we gave them enough time so everyone can finish. The
students who finished early would get a book from their table and
read it until everyone was finished. If they choose not to read they
were expected to help the other students at their table if they asked
for help.

• Uses scaffolding techniques to support student understanding:

Modeling to the students different strategies and allowing them to
choose which one they want to use. The assistant teacher was there
to help the ELL students who needed translation on what to do. All
teachers would be walking around and making sure they were
grasping the content. If a student showed they were not getting the
concept we would stop and work one on one with that student.

• Uses graphic organizers and/or technology: On the PowerPoint we

showed the students we put up ten frames to explain the word
problems. We showed them different strategies on the PowerPoint
that will help them solve both addition and subtraction problems.
• Varies the level of questions to include higher-order thinking skills:

• Offers opportunities for sufficient interaction among participants:

Students will be asked to ask question with their group members and
share their thinking together. We also expected them to ask for each
others help if they are stuck on the problem.

• Uses effective student grouping configurations: We placed a higher

level student and a lower level student at each table. We mixed in
students who we thought would work well together. There are a
couple students who we didn’t put together because they continue to
cause arguments with each other.

• Provides students with sufficient wait time: The lower level students
needed more time and as the teachers walked around we made sure
that we kept a closer eye on them.

• Clarifies key concepts to enhance student comprehension: When a

student was struggling with understanding the concept we asked
them to look at the board and we would read the concepts together.

• Provides hands-on materials for student practice: Every table had

whiteboards, markers, and different types of counting
manipulatives. Each one of these would provide extra counting
support.

• Provides opportunities for students to apply new knowledge during

class: When we were showing the students how to come up with
word problems we showed them that if you think of your favorite
 food you can make a word problem. We modeled how we would do
it in front of the class.

• Uses activities that integrate all language skills: The vocabulary

terms that we went over we expected them to use when they were
talking or when making their word problems.

• Supports content objectives in lesson delivery: While giving the

lesson we will keep referring back to the objectives to show the
students how we are connecting the two.

• Supports language objectives in lesson delivery: Same as above!

• Engage students at least 90% of the time: All of this lesson is on the
students besides the modeling aspect of it. After we modeled what
we expected the rest of the time was the student involvement..

• Uses pacing appropriate to students’ levels of language

development: Most of the students in the class needed visual aid and
step by step direction. We slowed down our lesson so that they were
able to understand and feel successful.

• Models or demonstrates what students need to do: Before we had

the students make up a word problem on their own we modeled on
the board what we wanted them to do.

• Employs humor or a level of “performed goofiness”: Make it fun for

the students with lots of energy!
 • Reviews the lesson’s key vocabulary with students: Have a checklist
made that we can check off as a class that tells us what we have
completed.

• Reviews the lesson’s key concepts with students: Have a checklist

made that we can check off as a class that tells us what we have
completed.

• Provides frequent feedback to students on their output: While we are

walking around we make sure to comment on the students work on
have them explain their thinking.

• Assess student comprehension of all learning: We assessed their

comprehension by walking around and seeing their work and
hearing the conversations they were having with their peers. The
students who appeared to be off track we guided them back on track
by asking if they had finished all ready.

List of Reference:
Appendix:
https://cms.azed.gov/home/GetDocumentFile?id=54de1d89aadebe14a870710e

Important Notes:
I highly recommend that you check your lesson against the grading rubric before submission.
Keep in mind that your lesson plan should be clear in a sense that any sub teacher should know
for sure what to do and be able to carry out the class in the exact details you design it to be after
reading your lesson plan.