Professional Documents
Culture Documents
Approx.
Time
SIOP 26
5 min.
Success Criteria
Students are able to answer all
review questions correctly. They
are also able to describe bar
graphs, picture graphs, and
frequency tables.
Assessment Strategy
Listen to student responses.
Clarify misconceptions.
Success Criteria
Students are correctly answering
questions as we analyze the data
from the picture and bar graphs.
Assessment Strategy
Students are following the rules of
the rug, making eye contact,
raising hands, and respecting
others. Listen to student
responses.
Modification/accommodations:
ELL: Post vocabulary cards for reference. Walk through answers and how we reached them.
LLI: Post vocabulary cards for reference.
SPEECH: Give opportunity to verbally answer questions.
BEHAVIOR: Remind of the rules of the rug. Change seating and move clothespin if necessary. Proximity
control. Give opportunity to participate to minimize time to disrupt.
SIOP: 1, 2, 3, 4, 6, 9, 10, 11, 12, 13,14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 29
10 min.
slide. For this example, we need to be sure to read all of the information the graph provides. If we
didnt read carefully, we wouldnt have noticed that each star represents 5 stars on homework.
Formative Assessment:
Learning Goal
Students are able to answer
questions about the data shown
in different graphs and draw the
data on a different type of graph.
Success Criteria
Students are filling in each blank
correctly as they answer
questions about data from a
graph.
Assessment Strategy
Listen to responses and correct
misconceptions.
Modification/accommodations:
ELL: Use the diagrams given to emphasize vocabulary and content.
LLI: Have them read an example for the class. Have them read the finished product.
SPEECH: Call on them to give an answer that fills in the blanks. Have them read the finished product.
BEHAVIOR: Give the opportunity to participate to minimize disruptions.
SIOP: 4, 5, 6, 7, 10, 11, 12, 13, 14, 15, 17, 18, 21, 22, 23, 24, 25, 29
3 min.
Success Criteria
Students use frequency table,
tally charts, picture graphs,
pictographs, or bar graphs to help
explain why graphs are helpful.
Assessment Strategy
Listen to students discuss with
their peers. Invite students to
share what they discussed. Clarify
misconceptions.
Modification/accommodations:
ELL: Use vocabulary cards as visual cues for graphs they have learned about.
LLI: Use vocabulary cards as visual cues for graphs they have learned about.
SPEECH: Call on them to share what they discussed with the class.
BEHAVIOR: Partner with students that they can focus with. Proximity control.
SIOP: 6, 7, 8, 10, 11, 12, 14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 29
30 min.
3 min.