SIOP Model Template #2

First Grade Lesson Plan, Assessments, and

Reflection
Submitted by Michelle Lyn Kluskiewicz

February 21, 2017

Assessment of English Learners
 SIOP Lesson Plan Template 2
Standards: 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and
write numerals and represent a number of objects with a written numeral.
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
1.NBT.3 Compare two two-digit numbers based on meaning of the tens and ones digits.

Theme:
Counting and identifying objects
Counting and recording two-digits numbers
Recognizing tens and ones within a two-digit number
Lesson Topic: Comparing two numbers using greater than or less than.

Objectives:
Language: Students will be able to use complete sentences to demonstrate knowledge of the
greater or lesser of two two-digit numbers.

Content: Students will use concrete materials to identify the greater or lesser of two given numbers.
Students will identify the greater or lesser of two numbers using their knowledge of tens
and ones.

Learning Strategies: Modeling, sentence frames, repetition, body movement/hand gestures,

partner work

Key Vocabulary: greater than, less than, tens, ones, digit (s)

Materials: candy hearts, base ten blocks in bags, index card, dimes and pennies, document
camera and projector screen, greater than/less than sentence frames

Motivation: This lesson will be introduced on Valentines Day. I will pass out different amounts
of candy hearts to each student. Some will get many candies, some similar amounts, and some
very few. They will not be allowed to eat the candy until I say it is ok. When every student has
candy I will ask if this was a fair way to pass out the candy. Using sentence frames, have students
tell why it is fair or not. Students will be prompted to say Joe has more candy that Lisa. and Lisa
has less candy that Joe. As a class, discuss more than and less than as related to math terms,
greater than or less than.
Presentation: Using base ten blocks, the teacher will model how to count with tens and ones;
counting tens by ten and ones by one. Teacher will demonstrate how to record the total using the
white board and emphasize the tens and ones place in each number. Teacher will have volunteers
demonstrate their understanding by counting and recording totals using the document camera for
the whole class. Students will get into partners and teacher will give each pair a bag with base ten
blocks in it. The bags will have tens and ones, but will all have a different total. Partners will count
their base ten blocks and record their total on an index card. Teacher will call on students to post
their total on the board. After a pair shares with the class, the teacher will ask if any pair would like
to compare their total to this number. Students will use complete sentences to compare the pairs
totals and post the correct sentence frame between them on the board. The whole class is show
thumbs up or sideways to show agreement or not. Students will read the sentences together as a
 class. Remind students of the correlation between tens and ones with dimes and pennies. Students
will choose new partners and repeat this activity after exchanging their base ten blocks for dimes
and pennies.

Practice/Application: Students will work in pairs to practice creating different two-digit

numbers using base ten blocks and/or dimes and pennies. They will have ten minutes to create and
compare two numbers using greater than or less than. Students will record their complete
sentences on paper.
*Extension: Students will use define and use < or > sign to replace words in the sentences.
Review/Assessment:
1. Students will be assessed through teacher observation during partner work. Partners will
present their two numbers and verbally compare them using sentence frames.
2. Number comparison worksheet for greater than.
3. Number comparison worksheet for less than.

Reflection

Most of the assessing I do in my first grade class is through observations. Students at this age
are not usually able to hide confusion and the need for further instruction. As discussed in Making
Content Comprehensible for English Learners The SIOP Model, assessment informs teaching.
Teachers need to plan to review and assess throughout lessons, keeping in mind students who perform
satisfactorily, those who struggle, and how to modify lessons accordingly (Echevarria, Vogt, & Short,
2013). This lesson was assessed through observation of the partner work, presentation, and
participation while others presented. It was evident that students who gave thumbs up or down
correctly and consistently were confident with the subject matter and others who did not, were not.
During instruction, I assess all of my students understanding by asking questions that clarify if they
know the skills and expectations for the lesson. Before students are expected to do the work on their
own or in pairs, I make sure that students answer questions about my expectations and explain them to
the class. This gives opportunity for ELLs to hear the focus of the lesson again and the directions
multiple times and by multiple people. Students will also be assessed by completing a worksheet that
compares two numbers by circling the greater number and another worksheet that compares the lesser.
This summative assessment will be the final assessment to see if the students truly understand the
concept independently.

This lesson went well in many ways. Students were really engaged in the hands on counting of
the base ten blocks. Some of the lower students struggled with remembering to switch from counting
by tens to ones. Next time I might have them use a tens and ones t-chart with numbers labeled from
10-90 in the tens place and 1-9 in the ones to promote proper counting. The SIOP model encouraged
me to use the base ten blocks as hands-on manipulatives, pictures and visuals while modeling,
repetition, and demonstrations by myself as well as students. I think that introducing dimes and
pennies to this was excessive for one lesson. It is important for students to make this connection to
money and the real world because money is motivating to students at this age, but next time I would
introduce this in a later and separate lesson.
 References

Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English
learners: the SIOP Model. Boston: Pearson.