Transcript Lesson Planning: - Donna Girardi-Reed

LESSON PLANNING:
Using SIOP and UDL strategies to differentiate
instruction in a 5th grade reading class
BACKGROUND INFORMATION
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This lesson is a part of a reading unit using the
book Frindle by Andrew Clements.
The book is about a boy who discovers the power
of words and learns that sometimes once an
action is put into motion, it becomes hard to
control.
RATIONALE AND PROCESS
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This book ties to the theme of challenges in education, which comes from
the Reading Streets curriculum, and is a theme that we’ll be studying
until the end of the year.
Frindle is a fun way to address the issue of vocabulary and the way words
work. It has many high-frequency words that my Level 4 and 5 ELL
students are familiar with as well as Tier 2 words that they can use
additional work with and exposure to.
This lesson and unit addresses the following standards:
 Grade 5 SL2-Summarize a written text aloud or information
presented in diverse media and formats including visually,
quantitatively, and orally.
 Grade 5 RL3-Compare and contrast two or more characters drawing
from specific details in the text.
LESSON PLAN
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Content Objectives:
1) SWBAT summarize events from the text Frindle
concisely by giving only relevant details from the
text.
 2) SWBAT compare and contrast Mrs. Granger and
Nick in order to make predictions about what might
happen next in the story.
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Language Objectives:
1) SWBAT read the anticipation guide statements in
a shared reading lesson.
 2) SWBAT track text in a group reading.
 3) SWBAT write and talk about why they agree or
disagree with a statement.
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LESSON PLAN (CONT’D)
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Key Vocabulary
Academic: Predict, confirm, explain, summarize
 Content: secret agent, disruption, oath
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Supplementary Materials
Anticipation Guide
 Summary Chart/Worksheet
 Chapter 8 of Frindle
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LESSON SEQUENCE
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Introduction
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TW post content objectives and have a student read them aloud for the class.
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TW orally explain language objectives.
Vocabulary
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TW review content vocabulary words and have students add them to their vocabulary lists
with a matching visual.
Preview of Reading
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TW remind students of how to use the anticipation guide and talk students through the first
two questions
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SW complete the final questions on their own by placing their dots, unprompted, on the group
anticipation chart and discuss their decisions with the group when all students have finished.
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SW make predictions about what they think will happen in Chapter 8 based on the guide.
Reading the Text
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TW read aloud the text stopping to have students summarize what has happened while
adding information to their individual pages.
Wrap-Up
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After reading, SW summarize the chapter and add to the ongoing Frindle timeline.
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SW discuss how Nick and Mrs. Granger are alike and how they are different based on the
chapter that we just read.
SIOP LESSON FEATURES
UDL ACCOMMODATIONS
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Recognition Networks “What”
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Strategic Networks “How”
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Clarification of vocabulary
Visual Representation of vocabulary words
Synonyms for vocabulary words (use of “=“ and text)
Use of movement to complete anticipation guide
Read-aloud of text
Discussion of answers rather than writing
Affective Networks “Why”
Connected directly to learning targets
 Use of quotes from the day before to engage students
before reading “Pen is mightier than the sword.” and
“Sticks and stones…”
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IMPLEMENTATION AND
IMPLICATIONS FOR PRACTICE
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I will implement this lesson as a part of my 30-minute reading lesson
(before guided reading).
This lesson addresses the problems of engaging students in discussion and
of vocabulary development in my classroom.
 Vocabulary: Allows multiple methods of representing a word in order
to help students better retain vocabulary
 Engagement: Use of movement and discussion to engage students
rather than writing, which some of this group tends to struggle with
The question of sustainability with this vocabulary system remains. Is
this a method that I should think about using for every unit? Could I
maintain something like this for an entire school year? How do I assess
true mastery of vocabulary (other than through traditional testing).