1. LESSON PLANNING:
Using SIOP and UDL strategies to differentiate instruction in a 5th grade reading class

2. BACKGROUND INFORMATION
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.

3. RATIONALE AND PROCESS
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.

4. LESSON PLAN Content Objectives: Language 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.
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.

5. LESSON PLAN (CONT’D) Key Vocabulary Supplementary Materials
Academic: Predict, confirm, explain, summarize
Content: secret agent, disruption, oath
Supplementary Materials
Anticipation Guide
Summary Chart/Worksheet
Chapter 8 of Frindle

6. LESSON SEQUENCE Introduction
TW post content objectives and have a student read them aloud for the class.
TW orally explain language objectives.
Vocabulary
TW review content vocabulary words and have students add them to their vocabulary lists with a matching visual.
Preview of Reading
TW remind students of how to use the anticipation guide and talk students through the first two questions
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.
SW make predictions about what they think will happen in Chapter 8 based on the guide.
Reading the Text
TW read aloud the text stopping to have students summarize what has happened while adding information to their individual pages.
Wrap-Up
After reading, SW summarize the chapter and add to the ongoing Frindle timeline.
SW discuss how Nick and Mrs. Granger are alike and how they are different based on the chapter that we just read.

7. SIOP LESSON FEATURES

8. UDL ACCOMMODATIONS Recognition Networks “What”
Clarification of vocabulary
Visual Representation of vocabulary words
Synonyms for vocabulary words (use of “=“ and text)
Strategic Networks “How”
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…”

9. IMPLEMENTATION AND IMPLICATIONS FOR PRACTICE
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).