SIOP Lesson Plan Template 2

Name: ​Laura Gillett Grade: ​Preschool ​(non-categorical, self-contained moderate/severe special education classroom)
Highlight One: ​Teach Now​ -- Future -- Observation

Standards:
Language:
CA-PLF English-Language Development: Reading 1.0 Children demonstrate an appreciation and enjoyment of reading
and literature. Focus: Participate in read-aloud activity
CA-PLF English-Language Development: Reading 1.0 Children demonstrate an appreciation and enjoyment of reading
and literature. Focus: Interest in books and reading
Content:
CA-PLF Language and Literacy: Listening and Speaking 2.0 Vocabulary
-- 2.1 Understand and use accepted words for objects, actions, and attributes encountered frequently in both real and
symbolic texts.
CA-PLF Language and Literacy: Reading 5.0 Literacy Interest and Response
-- 5.1 Demonstrate enjoyment of literacy and literacy-related activities.
-- 5.2 Engage in routines associated with literacy activities.

Theme:​ ​Friendship / Valentine’s Day

Lesson Topic:​ ​Large group repeated Valentine’s Day read-aloud

Objectives:
Language:​ ​The student will demonstrate knowledge of key vocabulary from the story by imitating and/or producing
key vocabulary words or pointing to objects on the page associated with key vocabulary.
The student will demonstrate knowledge of prepositions by imitating actions and/or interacting with story visuals and
props.

Content:​ ​The student will demonstrate participation in a large group read-aloud by staying in the area, actively
engaging with the teacher by demonstrating eye contact, imitating actions, and responding to the teacher or
commenting by using multimodal communication, and actively engage with the text by pointing to objects on the page
associated with key vocabulary when asked.

Learning Strategies:
Provide concrete examples by pairing objects / visuals with words / key vocabulary
Teacher modeling of reading process, vocabulary, and preposition
Use wait time / processing time
Simple, concise language
Use multimodal communication approach (verbal, nonverbal, gestures, simple signs, core board, AAC devices)
Pair visual objects / icons / pictures with written words
Use props during story reading and to retell
Use repetitive text
Repeat story multiple times
Present story in multiple ways - read aloud, on CD, video
Language and content scaffolding

Key Vocabulary:​ ​story vocabulary (rose/​flower,​ lace, glitter, candy, jewel, ​heart​, card, ​lady​), preposition (​in)​

Materials: ​book: ​There Was an Old Lady Who Swallowed a Rose​ by Lucille Colandro, props/visuals to support story,
core board and/or AAC devices to support language

Motivation:​ ​The students will be motivated by story props and video of the story.
Presentation (What the teacher says and does):
I will be using this lesson with preschool-aged students in a non-categorical, self-contained moderate/severe special
education classroom. This lesson is designed for use with English learners, as well as non-verbal students. This lesson
is designed as a large group instructional activity but could also be used in a small group.

In a large group setting, the teacher will engage students by introducing the story props or visuals. The teacher will use
repetition through the use of the story props (old lady puppet and props/visuals specific to story); for each thematic unit
or holiday, the teacher will use the old lady puppet and props to read a ​There Was an Old Lady…​ story. Through this
repetition, the students will begin to recognize and anticipate the familiar Old Lady stories and props.

The teacher will use the ‘old lady’ puppet and greet each student. The teacher will then show and label each story prop
for the students. The teacher will model the vocabulary of each prop and students can imitate/repeat. The teacher will
use scaffolding and language modeling and prompting to encourage and elicit language from each student. (Core
boards, simple sign language, and AAC devices can be used for language modeling and prompting, as well as for the
students to produce language throughout the story, if needed.) The teacher will also use wait time when eliciting
language to ensure students have time to process. The teacher will let each student choose a prop to hold and use
throughout the story. The teacher will give each student a choice of props and encourage language for requesting the
prop. The props/visuals provide a concrete example of key vocabulary words.

The teacher will then read the story out loud to students. While reading, the teacher will model concepts of print by
turning pages, pointing to words and pictures, and tracking print from left to right and top to bottom. As the teacher
reads, he/she will stop at the introduction of a new vocabulary word to highlight the word and pair with the the
prop/visual. The teacher will ask which student has the prop to promote student engagement. The teacher will model
looking at hands and then matching the prop/visual to the story page to see if it is the same. The teacher will have the
student then ‘feed’ the prop to the old lady, while practicing the concrete example of the preposition ‘in.’ The teacher will
provide scaffolding as necessary.

The teacher will focus on the italicized vocabulary above and provide exposure to the remaining vocabulary. The
italicized vocabulary will be used most throughout the theme and during other classroom activities.

A possible extension after reading is retelling the story with the prop or visuals. Another possible extension is using a
CD of the story or showing a video of the story. A possible accommodation is not reading every page of the story, only
focusing on the pages the show the old lady eating a new item.
Repetition will be used as this story will be read several times throughout the thematic unit.

Practice / Application (What the student does):

After reading the story in a large group, in small groups, the teacher will ask students to demonstrate receptive
knowledge of key vocabulary by pointing to props/visuals or pictures of vocabulary words in the book. For example, the
teacher will say, “Point to __,” while showing a picture in the book or showing an array of props/visuals appropriate for
the specific student. The teacher will ask the students to demonstrate expressive knowledge of key vocabulary by using
expressive language to label props/visuals or pictures of vocabulary words in the book. For example, the teacher will
say, “What is this?” while pointing to a prop or picture in the book. The teacher will model both receptive and expressive
demonstration of vocabulary knowledge before asking students to demonstrate knowledge.
After reading the story in a large group, in small groups, the teacher will ask students to demonstrate their receptive
knowledge of the preposition ‘in’ by putting the props/visuals in the old lady or in other containers. The teacher will
model ‘in’ before asking students to put ‘in.’

Review / Assessment:
Informal assessment: Throughout the large group story activity, the teacher will be looking for students to attend to the
story through staying in the area, eye contact, imitation, verbal and nonverbal participation, and participation through
pointing and engagement with the props and story.
Throughout the repeated readings of the story during the thematic unit, the teacher will use an informal checklist of
vocabulary to track students’ progress as they demonstrate their receptive and expressive knowledge of the above key
vocabulary words. Progress using the checklist will be tracked during the actual reading of the story, small group
practice and during other routine activities throughout the day. For example, the students might be asked to receptively
identify a heart in a different story or while creating a fine motor project.

Formal assessment: Formal progress will be monitored through IEP goals for each student. Formal progress will also
be monitored through the Student Annual Needs Determination Inventory (SANDI) Assessment. For this particular
lesson, the SANDI will track developmental progress in reading and communication. Formal progress is also tracked at
the preschool level through the DRDP.