Barker Siop

SIOP Lesson Planning Matrix:
The first column contains a brief description of each SIOP element. In the second column, describe the
parts of the original lesson plan that correspond to the SIOP element. In the third column, describe the
parts that you ADDED to the original lesson plan that correspond to the SIOP element. Remember you
do NOT have to fill in every cell. At the end of this document attach the original lesson plan and
highlight in yellow the activities/elements you added to the original lesson plan. Be sure to state the
sources of the original lesson plan. (if it is original to you, write designed by <name> on <date>.)
SIOP Element Describe activities/ ideas from
Original Lesson Plan
Describe additional
activity(ies)/ ideas related to
element
I.PLANNING
1. Write content objectives
clearly for students:

Students will change the density of
powdered sugar by adding a liquid. They
will use the changed sugar to decorate a
snowflake cookie

Students will create a six-sided
snowflake using fractions as a guide

Students will identify the seasons of
the year

Students will create a rainbow with
sunlight and water

Students will name the colors of the
rainbow in the correct order

Students will place the steps to create
a stuffed cat in the correct order.
Students will match a picture to the
corresponding sentence
Daily fix it
2. Write language objectives
clearly for students:

Each day begins with a few
questions to promote student
discussion and certain vocabulary
words to tie into each days lesson.

RLA.S.1.1
Reading
Students will
apply reading
skills and
strategies to
inform, to
perform a task
and to read for
literacy
experience by
identifying
and using
grade
appropriate
Daily fix it and discuss as a
group.

essential
reading
component
s
(phonemic
awareness,
phonics,
vocabulary,
fluency,
comprehen
sion,
written
application)
and
selecting a
wide variety
of literature
and diverse
media to
develop
independen
ce as
readers.

3. Choose content concepts
appropriate for age and
educational background level of
students.
List them:

Weather
Seasons
Colors

4. Identify supplementary
materials to use (graphs,
models, visuals).
List materials:

Representation of snow melting
using *powdered sugar
*milk
Creation of the snowflakes using
*cat tail plants
*construction paper
*white paper
*various art supplies
Use coffee filters to create
snowflake shapes
5. Adapt content (e.g., text,
assignment) to all levels of
student proficiency.
List ideas for adaptation:

Students will place the steps to create a
stuffed cat in the correct order. Students
will match a picture to the corresponding
sentence
Students will write a poem
using the letters R A I N B O W
to describe what they see and
think of rainbows
6. Plan meaningful activities
that integrate lesson concepts
(e.g., surveys, letter writing,
Write letter to neighbor telling
what season is their favorite
and provide at least two
simulations, constructing
models) with language practice
opportunities for reading,
writing, listening, and/or
speaking.
List them:

reasons why.
II., Building Background
7. Explicitly link concepts to
students backgrounds and
experiences.
Examples:

Students tell if they have ever
seen a rainbow or not? Ask
them to explain what they
saw.
8. Explicitly link past learning
and new concepts.
Examples:

Ability to do fractions with the
creating a snowflake activities.

9. Emphasize key vocabulary
(e.g., introduce, write, repeat,
and highlight) for students.
List key vocabulary:

Measure
Density
More
Less
Fraction
Half
Third
Sixth
circle
seasons
spring
summer
fall (autumn)
winter
refract
reflect
angle
ROYGBIV
Primary
Secondary
First
Second
Third
Fourth
Fifth
Sixth

III. Comprehensible Input
10. Use speech appropriate for
students proficiency level (e.g.,
slower rate, enunciation, and
Not Possible for this assignment Not Possible for this
assignment
simple sentence structure for
beginners).

11. Explain academic tasks
clearly.

Listen to the teacher
Follow instructions
12. Use a variety of techniques
to make content concepts clear
(e.g., modeling, visuals, hands-
on activities, demonstrations,
gestures, body language).
List them:

Each of the activities used in the
lesson is hands on
Mixing milk and sugar
Gluing and decorating the snowflake
Worksheet for colors
Provide premade examples for
the cat tail snow flake, cookie,
rainbow name
IV. Strategies
13. Provide ample
opportunities for students to
use strategies, (e.g., problem
solving, predicting, organizing,
summarizing, categorizing,
evaluating, self-monitoring).
List them:

Trigger questions listed in lesson
plans.
Categorization of seasons
Sequencing of photos
Give students a list of
characterists and have them
work in small groups to decide
which season it is.
14. Use scaffolding techniques
consistently (providing the right
amount of support to move
students from one level of
understanding to a higher level)
throughout lesson.
List them:

Students have the opportunity to
turn their rainbow into a double
rainbow

Initiate discussion of weather
and seasons. Get students to
think about how weather and
seasons differ in different
parts of the world
15. Use a variety of question
types including those that
promote higher-order thinking
skills throughout the lesson
(e.g., literal, analytical, and
interpretive questions).
List them:

: Do you know what season it is right
now? Do you think you would be able to
build a snowman in this season? Why or
why not? Examples from a class
discussion
Provide fill in the blank to go
along with Sometimes the
Snow Falls in the Summer as
it is read aloud.
V. Interaction
16. Provide frequent
opportunities for interaction
and discussion between
teacher/student and among
Class discussion throughout lesson
through questioning and
observation.

students about lessons
concepts, and encourage
elaborated responses.

17. Use group configurations
that support language and
content objectives of the
lesson.
List the grouping types:

Several whole group activities are
used.
Groups created for guess the
season activity
18. Provide sufficient wait time
for student responses
consistently.

assignment
19. Give ample opportunities
for students to clarify key
concepts in L1 as needed with
aide, peer, or L1 text.

assignment
VI.Practice/Application

20. Provide hands-on materials
and/or manipulatives for
students to practice using new
content knowledge.
List materials:

Most of the activities used in the
lesson are hands on

Snowflake
Creating a rainbow

21. Provide activities for
students to apply content and
language knowledge in the
classroom.
List them:

Organizing and sequencing seasons,
colors, and weather
Have students pick a season.
They must create and present
a poster on their season to the
class.
22. Provide activities that
integrate all language skills (i.e.,
reading, writing, listening, and
speaking).
List them:

Activity that goes along with
Sometimes Snow Falls in the
Summer

VII.Lesson Delivery
23. Support content objectives
clearly.
assignment
24. Support language objectives
clearly.

assignment
25. Engage students
approximately 90-100% of the
assignment
period (most students taking
part and on task throughout the
lesson).

26. Pace the lesson
appropriately to the students
ability level.

assignment
VIII. Review/Evaluation

27. Give a comprehensive
review of key vocabulary.

assignment
28. Give a comprehensive
review of key content concepts.

assignment
29. Provide feedback to
students regularly on their
output (e.g., language, content,
work).

assignment
30. Conduct assessments of
student comprehension and
learning throughout lesson on
all lesson objectives (e.g., spot
checking, group response)

assignment

Rainbows to Snowflakes: A Thematic Unit to
Accompany Sometimes Snow Falls in the
Summer by Deb Troehler
Subjects:
Art, Language Arts, Math, Science
Grades:
K, 1, 2, 3
Rainbows to Snowflakes: A Thematic Unit for Use in Grades K-3
The following activities were created to accompany Sometimes Snow Falls in the Summer, by Deb Troehler. Please
see the attachment for photos and worksheets mentioned below.
Table of Contents
1. Where did the snow go?
2. How can you create a summer snowflake?
3. Can you sort the seasons? asked the silly snowman.
4. How can you make your own rainbow?
5. Rainbow colors are as easy to remember as your name.
6. Can you help Ella Louise put her cat together?
Lesson 1: Where did the snow go?
Grade range: K-2
Time to complete: 45-60 minutes
Subjects/skills addressed: science, math
Objective: Students will change the density of powdered sugar by adding a liquid. They will use the changed sugar to
decorate a snowflake cookie.
Materials needed:
2 pounds powdered sugar
Milk (2 TBSP per demonstration)
Prebaked sugar cookies
Colored granulated sugar
Vanilla and butter (optional)
Set of measuring cups and spoons
Spoon and spreading knife
Parchment paper
Whiteboard
Marker
Words to know: measure, density, more, less
Instructions:
*Have class complete daily fix it
rain beacums snoe when the temperature is below 32 degrees
1. Ask: How do you think snow melts? What happens when it melts?
Explain that when snow melts, the density (how much space it fills) changes. The students will see how this is done
by dissolving powdered sugar. Show premade example of the decorated cookie.
2. Direct a student to fill a measuring cup with powered sugar, making sure that the sugar is not packed into the cup.
Level the top with the handle of the spoon.
Ask: Is the cup full of sugar? Lets see if we can change that.
3. Direct a student to pour 1 teaspoon of milk into the center of the cup of sugar.
Ask: What is happening to the powdered sugar?
3. Direct another student to add a second spoon of milk. A third, etc. Observe what happens to the sugar. Use no
more than a total of 6 teaspoons.
Ask: Why does it look like there is less sugar in the cup? Where did it go?
4. Repeat steps 2 and 3.
5. Stir the contents of the cup into a bowl, adding 2 teaspoons of vanilla to flavor.*
6. Use the steps in lesson 2 to create snowflakes that are 1.75 in diameter from the parchment paper.
7. Cover the cookies with the powdered sugar icing.
8. Place the parchment snowflake on top of the cookie and sprinkle generously with colored sugar, tapping off the
extra before removing the snowflake pattern. A clean pin helps remove the parchment snowflakes from the icing.
Conclusion:
When liquid is added to powdered sugar, the sugar dissolves into the liquid, increasing the density of the sugar. The
amount of air between the particles of sugar is reduced, causing the sugar to take up less room in the cup. This is
similar to how the density of snow is changed when it melts. The air between the snowflakes is reduced as the snow
becomes a liquid.
Snowy fact: If a snowstorm produces a light fluffy snow, then it is possible for 10 inches of snow to melt into merely 1
inch of water.
*Hint: After completing the demonstration the class can create buttercream icing that may taste better than the plain
powdered sugar and milk mixture.

Lesson 2: How can you create a summer snowflake?
Grade range: K-3
Subjects/skills addressed: art, math

This activity is very messy. Cattail seeds may adhere to clothing and carpeting. This activity is not intended for
students with allergies.

Objective: Students will create a six-sided snowflake using fractions as a guide.
Materials needed:
White paper (24 lb. works best)
Construction paper for background
Enlarged images of real snowflakes
Magnifying glass
Art supplies: scissors, white glue, pencil, and paintbrush
Cattail seeds that have been removed from the stalk
Whiteboard
Marker
Words to know: fraction, half, third, sixth, circle
Instructions:
*Have class complete daily fix it
yeasterdy are class lerned about snow
1. Ask: How many sides does a snowflake have? (6) Show images of real snowflakes to students and count the
number of sides in each. Show example of premade cattail snowflake.
Create the paper snowflake.
a. Trace and cut a circle that is 6 inches in diameter out of white paper.
Provide each student with a coffee filter
b. Fold the paper in half, as shown.
c. Fold the half circle into thirds, creating 6 sections.
d. Draw and cut a V shape at the curved edge, as shown.
e. Open and flatten the paper snowflake.
2. Spread a layer of glue on one side of the snowflake with a paintbrush.
3. Sprinkle the glued side of the paper with cattail seeds and allow to dry.
4. When the snowflakes are dry, glue the snowflake onto a piece of construction paper.

Take a closer look: Use a magnifying glass to look at a single cattail seed. Discuss the shape of the seed and the
reasons for that shape.

Lesson 3: Can you sort the seasons? asked the silly snowman.
Grade range: K-1
Time to complete: 20-30 minutes per activity
Subjects/skills addressed: math, language arts, sorting, cutting

Objective: Students will identify the seasons of the year.
Materials needed:
Printouts provided with this lesson
Scissors and glue
Whiteboard
Marker

Words to know: seasons, spring, summer, fall (autumn), winter

Instructions:
Have class complete daily fix it
my favrit season is autum
1. Ask: Do you know what season it is right now? Do you think you would be able to build a snowman in this season?
Why or why not?
2. Read the poem, The Silly Snowman, to the students.
Ask: What seasons did you hear in the poem?
3. Ask the students to find the season words in the poem. (Modification: Provide the season words on a flash card for
visual cueing.)
4. Show the images of the seasonal snowmen to the students. Discuss how they represent each season.
5. Give the students the sheet with the seasonal snowmen. Match the name of the season with the way the snowman
is decorated.
6. Have students get out their journals and write a letter to a friend telling which season is their favorite and provide
two reasons why.
7. Break students into small groups. Give each group a few characteristics of a specific season and allow them to
work together to decide which season they were given
8. Students will chose a season and create a poster on their chosen season and then present it to the class.
Lesson 4: How can you make your own rainbow?
Grade range: K-3
Subjects/skills addressed: science, math

Objective: Students will create a rainbow with sunlight and water.

Materials needed:
Garden hose with an adjustable nozzle attached
Photographs of naturally occurring rainbows
Picture of a right triangle or angle
Open space outside
Sunshine (the sun should NOT be directly above you)
Whiteboard
Marker
Words to know: refract, reflect, angle

Instructions:
*Have class complete daily fix it.
we are learned about ranebows
1. Show the students images of naturally occurring rainbows (single and double rainbows).
Ask: What colors do you see in the rainbows? How do you think these rainbows are created? Look closely at the
double rainbows. How are they different?
2. Show students the picture of a right triangle.
3. Demonstration:
a. Position yourself with the sun directly behind you so that you and your shadow form the legs of a right triangle, as
shown.
b. Position the hose approximately halfway between your shadow and you. The actual angle is 42 degrees for the
primary rainbow and 50 degrees for the secondary rainbow. However, halfway will be easier for the students to
understand.
c. Have a student turn the water on FULL blast. Arc the hose spray to create the rainbow. The rainbow should be
formed close to the halfway point between the legs of the triangle.
Ask: What colors do you see in the rainbow? What color is at the top? At the bottom?
4. Have the students take turns creating their own rainbow. It may be possible to create a double rainbow in this
manner, but the secondary rainbow will be faint.

Conclusion:
To create a rainbow you need a source of light and something that will refract and reflect the light. The light from the
sun is refracted (bent) and reflected (bounced) inside the droplets of water from the hose. As each color of the
rainbow has a different-sized wavelength, the way they are refracted and reflected causes the sunlight to split into the
different stripes of the rainbow.

Create a rainbow in the classroom: In the story, Sometimes Snow Falls in the Summer, a rainbow is created in
Ellas room by a prism. There are many ways to create a rainbowusing CDs, water, water and oil, and many more.
Try your own hand at creating rainbows in the classroom.

Lesson 5: Rainbow colors are as easy to remember as your name.
Grade range: K-3
Subjects/skills addressed: art, science

Objective: Students will name the colors of the rainbow in the correct order.

Materials needed:
Permanent black pen
Colored pencils, crayons, or markers
Images of rainbows-some with a double rainbow
Art paper
Whiteboard
Marker
Words to know: ROYGBIV (the order of colors in a primary rainbow), primary, secondary
Instructions:
*Have class complete daily fix it.
my favorite color is blew
1. Show the image of the single rainbow to the students.
Ask: Have you ever seen a rainbow? What did it look like? What colors do you see? Which color is at the top of the
rainbow? At the bottom?
*using this knowledge students will create a poem using the letters in rainbow after completing the activity
2. Explain that when there is a single rainbow, the colors appear in order. Pointing to the colors, list the colors in order
for a single rainbow. (red, orange, yellow, green, blue, indigo, violet)
3. Show the students the image of a double rainbow. Explain that the rainbow on the bottom (the primary rainbow) is
just like the single rainbow. The rainbow on the top (the secondary rainbow) is reversed. The colors go in the
opposite order.
Ask:What colors do you see in the rainbow on the top? Which color is at the top of the rainbow at the top?
4. Show the students the sample of the completed project. Explain that they are going to learn the colors of the
rainbow in the proper order by decorating their names.
5. Students write their name in the center of the paper with a permanent black pen, leaving approximately 2 inches on
all sides.
6. Students choose either a primary or secondary rainbow to decorate their name and place their colored pencils in
the correct order from top to bottom (primary: ROYGBIV; secondary: BIVGYOR).
7. Write their rainbow choice on the back of their paper.
8. Explain that they will create their rainbow from the inside out. Students draw a line around their names following
the curves and lines that form their name with the pencil on the bottom. Fill in the empty space between the black line
and the first colored line with the same color. Repeat for each color of the rainbow, as shown.
9. When students complete their artwork, have them hold up their designs and ask the other students if their rainbow
is a primary or secondary rainbow.

Lesson 6: Can you help Ella Louise make her cat?
Grade range: K-1
Subjects/skills addressed: language arts, sequencing, cutting

Objective: Students will place the steps to create a stuffed cat in the correct order. Students will match a picture to
the corresponding sentence.

Materials needed:
Printouts of activity sheets provided
Copy of the book, Sometimes Snow Falls in the Summer (optional)
Scissors and glue
Words to know: first, second, third, fourth, fifth, sixth

Instructions:
1. Read and discuss the story, Sometimes Snow Falls in the Summer. Provide students with fill in the blank to go
along with the story. (used as a notes sheet)
Ask: What did Ella use to make her cat? How did she make the cat? If she didnt have any cattail seeds to fill her cat,
what else could she have used?
2. Show the students the pictures on the first worksheet. Discuss the order of the steps.
Ask: What sentence could you say for the first picture? The second? etc.
3. Read the sentences on the second sheet to the students, identifying which picture goes with each sentence.
4. Students will then cut and paste the pictures in the proper order on the sheet.

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