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Special Considerations:
Kenna: vision problems (Sees
Doubles)
Behavior: Alex- Speaks Out
Landis: Listening, limited attention,
and completing work
Korbin: Speech
2 ELL Students
Ivan- WIDA Level 2
Scarlett- WIDA level 2
Classroom environment: The classroom is set up in a group setting. There are about six children at a group of tables.
The classroom has a reading table and also has a sink and a large counter top. The classroom is mostly carpet but it does
have a small stretch of tile. The classroom also has a large rug area with a white board right next to it. That is the only
place in the room to really do large group work. The classroom has an extensive library area that is the perfect size for a
small group. The classroom has a door that leads directly outside of the classroom into the playground. The classroom has
a limited amount of technology. The only available technology in the classroom is computers, a projector, a c-d player, and
an e-beam. The classroom is safe, and has a lot of pictures, childrens work, and objects on the walls and ceiling.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 1: Represent and solve problems involving addition and subtraction.
Objective 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown number to represent the problem.
Content Walk-Away: I will use a number line to add.
Language Walk-Away: I will describe how to use a number line.
SIOP 1,2,3
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Listen to students discussions about how to use a number line.
Observe students as they use the number line to make sure they are using it correctly.
Content Walk-Away Evidence (Summative):
Students will use a number line to correctly answer addition problems.
Language Walk-Away Evidence (Summative):
Students will talk with a partner about how they use a number line.
Approx.
Time
5 min
Success Criteria
Students will be able to explain to
partner why we have a strategy
Assessment Strategy
Students will discuss with their
partner.
10min
Success Criteria
The students will be able to say
that they go to the right because
the numbers should get bigger.
Assessment Strategy
Students will answer questions.
Modification/accommodations:
Visual of the timeline will be displayed on the board to assist ELLs and low level learners. Higher level
questioning(Why did we move to the right?) for high level learners. Explicit instruction given for low level
learners as well as ELLs.
10min
Did you notice how we used the number line to help us add. We used this number line to help us add easier.
SIOP 23 Also notice that we used the bigger number. Lets try another.
Repeat with.
6+2=
8+2=
2+7=
SIOP 6
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students will move correctly up
Students will use the number line Students will hop on the number
the number line and be able to
and move correctly as well as find line and answer questions.
move the correct amount of
the bigger number.
spaces.
Modification/accommodations:
Kinesthetic activity provided for Landis and other students how need to be active. Activity modified by acting
it out to help low level learners. Questioning and restating to support learning for low level learning. Restating
ideas and pointing out what I did, as well as redoing the problems to aid learning for Ells and Low level
learners.
8 min
Success Criteria
Students will complete the four
problems using a number line
and discussing with their partner.
Assessment Strategy
Students will complete the
problems and discuss.
Modification/accommodations:
Students will work together in a partnership to discuss content and ideas. This will help the students talk with
peers and gain a deeper understanding of the content. This is for Ells as well as low-level learners. Students
will also have opportunity to check to make sure they are using the number line correctly.
7min
5min
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Number lines for each students
Math page
Number line for board
Number line for ground
Content objective on board
45min
REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?