Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Lets Talk About Your Number

Name: Sandra De Loera Date: 3/6/17

Grade Level: Kindergarten

ELD Objectives: ELA Language Standards for Grade Level

After the mini lesson on numbers, ELL students in
kindergarten will be able to understand the concept of
numbers and in the order that they go by just
communicating with one another using English vocabulary
with 95% accuracy.
ELD Language Objective:
ELL students in kindergarten will listen actively to spoken
English, gestures, visuals, and demonstrations within an
academic context. Students will also use precise and
domain specific vocabulary to be able to rearrange the
order of students without looking at the number that they
have on their back.
ELD Content Objective:
ELL students in kindergarten will re-arrange the order of
students depending on the number that is on their back by
communicating with one another but not by visually seeing
the number.
Cog. Taxonomy/DOK Levels
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct
Level 3: Contrast, Compare, Explain, Differentiate
CCSS.ELALiteracy.L.K.1.f
Produceandexpandcompletesentencesinshared
languageactivities.
CCSS.ELALiteracy.L.K.5
Withguidanceandsupportfromadults,exploreword
relationshipsandnuancesinwordmeanings.
CCSS.ELALiteracy.L.K.5.a
Sortcommonobjectsintocategories(e.g.,shapes,
foods)togainasenseoftheconceptsthecategories
represent.
ELA Content Standards for Grade Level
1.0 Listening and Speaking Strategies
1.1 Determine the purpose or purposes of listening (e.g., to
obtain information, to solve problems, for enjoyment).
1.2 Ask for clarification and explanation of stories and
ideas.
1.4 Give and follow three- and four-step oral directions.
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others through
oral collaborative conversations on a range of social and
academic topics.
Interpretive
5. Listening actively to spoken English in a range of social
and academic contexts.
Productive
12. Selecting and applying varied and precise vocabulary
and language structures to effectively convey ideas.

Materials Key Academic Vocabulary Research Based Learning Strategies

Big Numbers Numbers (provide text chapters/reference)
Pencils More than Communication Games (50
Worksheets Less than Strategies)
Pre-assessment Addition Theory Base of Instruction
Subtraction o Provide Comprehensible
Input
o Increase Verbal Interaction
o Contextualize Language
o Reduce Anxiety
o Provide Active Involvement
Opportunities
Tapping into Prior Knowledge
(SDAIE)
Contextualize the Lesson Group
Discussion, Hands on Activities
(SDAIE)
Student to Student Interaction
(SDAIE)
Visualize-Organize (McEwan-
Adkins)
Pre-Assessment: How will you determine
prior knowledge?
For the pre-assessment students
will be given a worksheet to see up
until what number they know how
to count.
Motivation Strategy: How will you catch
attention of students and focus their minds
on the learning goals?
http://michaelgr.com/2007/04/1
5/fixed-mindset-vs-growth-
mindset-which-one-are-you/
Read this article and then apply to
your lesson.
For a motivation Strategy I
Real World Connection: How are learning
goals relevant to students lives?
Numbers are relevant to students
lives because students need to
learn the numbers and in the order
that they go. Numbers are used for
everything so it is very important
that they learn this concept.
Especially since this is just the
basics of things.

will engage students by

counting randomly from
one number and so forth to
see if they can catch on. Or
I will tell students that we
are going to be counting
down to see if they can
grasp that.

All strategies will be research based and from one of
the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
1. The teacher will give the pre- assessment to
students and walk around and see common
mistakes that are going on.
2. Afterwards the teacher will count with the students
using some sort of objects so it can be a visual
representation for the students to see.
3. Students will be divided into their station groups in
which each group consists of 7-8 students and there
is about 4 groups.
4. In each table there will be numbers that are on a
larger sheet of paper and students are to order
them in order from smallest to biggest. (not all set
of numbers begin with 0 so students will be
challenged and there will also be some numbers
missing)
5. Students are working together to put them in order
(the paper only has the number) so students are
able to get counters to use in case they need help.
6. Students will call for an adult to check their activity
to see and if it is correct they will have some free
math time and if not the group has another chance
to correct their activity.
Collaborative (engagement with others)
Students are working collaboratively together
with their group to put the numbers on the
card stock in order. Students are working
together to figure out the order and students
are able to use counters.
Interpretative (comprehension and analysis of
written and spoken texts)
This activity is checking comprehension if he
students know how to count and are able to
identify the numbers in order even if you are
not starting from the very beginning.
Productive (creation of oral presentations and
written texts)
This is a productive activity because students
are engaged in being able to put in order the
numbers.
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
1. Students are working on the assessment that
is given to them on a worksheet.
2. Students are counting along with the teacher
and they are watching at the same time. This
is helping students learn how to count and be
able to visually see the amount that the
number they are counting.
3. Students go to stations.
4. Students are to get the numbers that are on
the cardstock paper and they are to work
together and put them in order
5. Students continue to put the numbers in
order.
6. Student raises their hands when they are
ready to have an adult check their work.
Collaborative (engagement with others)
Students are working together to put the
numbers that were given to them in order
from smallest to biggest.
Interpretative (comprehension and analysis of
written and spoken texts)
We are checking the student comprehension
on numbers and order count.
Productive (creation of oral presentations and
written texts)
The creation of this project is to see if the
students are able to put the numbers in order
in their group from smallest to biggest. When
they are finished with the product is when the
teacher will check it for the students if it is
correct they will move on to another activity
and if they are not correct then the students
will have to work together again and try to
 solve it.

Review and Assessment: What specific assessment tools
are being used?
As a final assessment after the activity the students
will get a worksheet they will have to fill in and or
sort out numbers to see if they are learning how to
count so we can continue and challenge them with
a little more difficult counting.
Student Reflection: How will you provide for student
reflection on learning?
I will ask students if they liked the activity that we
did and if so I will ask them what they liked and or
what they did not like and why. To see if the activity
can be improved so we can improve it to have as
much as student engagement and how to make it
fun for the students but at the same time a learning
experience for them.

Teacher Reflection Extension:

What do you anticipate to be a problem for specific Based on data/evidence, what are the next steps for
students? future lessons? Provide evidence for your answer.

ELD Objective: For the ELD objective I can

anticipate problems that students have
problems communicating with one another.

Content Objective: For the content objective I

can anticipate problems that some students will
have a difficulty with the numbers because they
do not know the order of the numbers.

What theory or theorists would most strongly

support use of this strategy?

Motivation Research Article: Add growth mindset

to your reflection.

http://michaelgr.com/2007/04/15/fixed-mindset-vs-
growth-mindset-which-one-are-you/

1. What part of your lesson prompted students to

move into a growth mindset toward learning 2nd
language?

2. Why do you think this particular activity/or

learning task prompted a GM?

3. Mention students by name and describe specific

demonstrations of growth for language
learning.

4. How will you let students know they have

developed more GRIT / GM in learning a new
language?

5. What changes overall have you seen in your

class that indicate that a Growth Mindset has
been supported and expanded to this point in
 the semester?

6. What did not work that you will change for next
lesson:

7. Next steps based on analysis of this lesson:

Attach copy of student work