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The following are interaction activities that I plan on using when teaching my 3rdgrade lesson plan, on “Summarizing".

Background Knowledge: When opening my lesson about summarizing a text, I will begin with activating prior knowledge. I will ask students about the word “challenge”. “What does it mean if something is challenging? What is a challenge for you? When students answer I will ask for elaboration and for them to explain their answers. I will continue to build background by asking them to think about what they think it means when people face a challenge. Have you ever faced a challenge? How did it make you feel? What did you do to overcome your challenge? I will model what I want my students to say before having them produce the language.For example, “When I faced a challenge I felt _______” or “To overcome my challenge I _______”.  I will then explain to my students that we are going to read and SUMMARIZE a new story in which the main character faces a challenge.

I will then tell the students the purpose of the lesson and I will clearly enunciate the objectives and goals of the lesson. I will speak in a natural voice and I will have the students repeat the objectives and goals with me.

4-Corners Vocabulary:I will introduce vocabulary words by using vocabulary cards, pictures, and video clips. Students will eventually create 4-corners vocabulary chart that will include the vocabulary word, an illustration, a sentence, and a definition.

Read Aloud: I will read aloud, “Roberto Clemente” using pre-reading/during/summarizing questions. The text will be enlarged on the Smart Board

Graphic Organizer: I will model how to utilize the graphic organizer using the story we just read aloud on the Smart Board. I will be focusing on the language, “Somebody”, “Wanted”, “But”, “So”, “Then”. As we work through each step of the graphic organizer students will repeat important words that are crucial to the focus of the lesson. This will provide students with a finished product and I will continue to display it throughout the lesson. I will make sure instructions are clear and model how to fill out the graphic organizer in a step by step manner.

Pratice/Application using Plot Chart: Using their “good fit books” students will summarize the plot of a story. There will be 5 boxes: Somebody, Wanted, But, So, Then.

Share Out:Students will share out graphic organizer in small groups/partners

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For the practice and application piece of my SIOP lesson, I plan to have a few ways for students to apply what they have learned regarding Multiplication, Division and story problems. I want students to write division story problems using key vocabulary.  I will have students use base ten blocks to practice equally sharing objects such 18 objects being shared equally into 3 groups.  Then, I will have students think about times when they would be sharing equally. With a partner, they will have a discussion about when they would share things. Examples could be sharing items at a birthday party, trick or treating, gift baskets, etc. Next, I will have them create an equations that show total, number of groups, and number in each group. I also will ask them to identify the multiplication fact family related to their division story problem. Lastly, I will give them a story frame to write a math story problem using their division equations. After students write their story problems, they will ask others to answer them. As a group, we will evaluate the story problems and make suggestions for improvements.

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Here are a few interaction ideas for my SIOP lesson on graphing/ data collection for third grade.

-Students will be given the opportunity to work in small groups to analyze and answer Common Core focused graphing/ data collection task cards.  They will work on dry erase boards and have the opportunity to justify to one another  the answer that was chosen.

-Students will work in groups of 3-5 students to collect data from classrooms around the school.  Each student will have a job in the group and will have decided and rehearsed ahead of time how to approach teachers and students in other classrooms throughout the school to collect data.

-Students will work with one another in a small group to determine a data collection question and then will work together after collecting data to determine categories to represent the information that was collected.

-PRIOR to students working in small groups on task cards and data collection projects, they will participate in a minimum of 3 whole group lessons that model choosing a question, data collection, and determining categories to represent data. Discussion will occur throughout this portion of the lesson as well as after to help students be mindful of the steps that have been taken.

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Below is my plan for including interactions in a 2nd grade Reading lesson teaching authors purpose.

Students will work in partner pairs to read a selection. Students will then discuss the authors purpose with partners using the sentence stem, I think the authors purpose is ____ because ___. Students will then complete the writing graphic organizer where they will write to explain the authors purpose.

After all partner pairs have completed the work students will then crumple up paper, throw in the middle of the carpet, pick a new paper and read together. Students will read and respond to the paper they picked up. Students will discuss with partners if they agree or disagree with their classmate’s explanation.  Students will then share out their opinion with the class.

Students are given ample opportunities to interact with each other and the whole class throughout the lesson. Students will interact using listening and speaking skills, but also reading and writing skills. I will be interacting with students as I monitor each partner group and prompt and question as needed.

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These are some of the activities I have included in the rough draft of my SIOP lesson.  Students would create a graphic organizer/flowchart to determine the theme of the passage.  Students will also use movement in the four corners activity.  They will show their answer by moving to the correct corner of the room.  Four possible themes will be in corners (greed, persistence, friendship, honesty) and students will need to determine the theme of various short passages by moving to the correct corner.  Students will also be able to practice themes on roomrecess.com.  Finally, the students will use readers theater to act out stories and students will determine the theme of the play.

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I am still considering exactly what lesson I want to develop for our SIOP model lesson plan.  Chapter seven list many activities I currently do with students, including:
Games, I play BINGO to practice letters and numbers 1-76. I play battleship to practice verb conjugations. I play a dice game to also practice verb conjugations. In upper levels, I play a version of catchphrase on a weekly basis to develop students' ability to use circumlocution as a survival skill communication strategy.
Jeopardy, I group students into three teams to review essential content before summative assessments.
Theater, I have students write mini-scripts and act perform their plays in front of the class to reinforce new vocabulary and grammar.
Google powerpoint, students create visuals and give mini-presentations to practice new content.  Their presentations offer comprehensible input for the remainder of the class.
Integrate all 4 language skill, I often conduct a 4 day lesson plan that reuses materials to scaffold content across the language skills of reading, listening, speaking and writing. For example, on day one I will have students read me questions and then I will answer them in the content language. Afterwards, I post my responses and allow students to read what I have written. This focuses on reading and listening. On day two, students , students revisit these questions and practice with a peer. Then we have a whole class conversation focusing on form and accuracy. On day three, students write out their answers to these questions. On day four, students record a conversation using these questions with a peer on flipgrid. Usually, students build a sense of confidence with their language skills as the multi-day lesson progresses.

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Practice and application activities are fundamental to effective phonemic awareness lessons. The manipulatives are the students themselves. The teacher demonstrates hand movements specific to each phonemic awareness component while using her voice to emphasize discrete sounds. Students are directed to mirror the teacher. Although mostly performed in whole-group settings, the phonemic awareness lesson allows for the incorporation of strategic partnering strategies in which struggling readers are paired with students who have a grasp of the routines. Students are better served by their peers who act as mini-teachers as the flow of the lesson can continue and there is minimal need to stop and redirect students who struggle. Motivational strategies are used throughout the lesson as the teacher guides the students with silent signals such as "okay/ not okay" from the PAX Good Behavior Game program. Emphasis is placed on students who are performing the tasks correctly and they are praised and encouraged for their leadership skills. For the students in need of further intensive instruction and for those needing enrichment opportunities, small group instruction is the ideal forum. Routines are explicitly re-taught and modeled for struggling students. Enrichment activities could include students working together to develop their own phonemic awareness examples and routines (i.e. segmenting words of their choice and designing new hand movements to teach their peers).

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In my SIOP lesson, I plan on using a few types of interactions to allow the students to practice and apply the concepts throughout the day. We will be practicing the concepts of more and less, as well as counting with one to one correspondence.
- Students will split into pairs, each with a playing card and determine which card represents more, and which one less.
- Students will share their results with the class and get a turn to roll  dice, count out the correct number of counters, and compare it to the number of counters I rolled. They will practice this same game during learning centers in small groups
- Students will demonstrate their knowledge by counting pictures on a paper and circling the group that with more.

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The following are Interaction activities that I plan on using when teaching my 3rd graders a Social Studies lesson on the the voting process, specifically how to write an opinion piece with supporting reasons.
CCSS:ELA-Literacy.W.3.1 Write an opinion narrative on “What I Would Do if I Were President”, with supporting reasons to reflect this view.
(Whole Group) Pre-Writing: Background Knowledge
● Begin the lesson with relia or real-life pictures​ of our current president of the USA and ask students who this person is? Continue to ask students what they know about the role of the president.
● KWL Chart- ​Ask student what they know about the president, and write down all of their responses. Hand out post-it notes and have students think about what they would like to know about the president of the USA and write their questions down on the post-it & place it onto the KWL chart. Read these out to the students. ● Read-Aloud​: Read the story “So, You Want to be President?” Using pre-reading/during/ summarizing questions, ask students to think about the role of the president now that they have heard the story. Show students the Target & Goals for this lesson both in Language Arts Writing & Social Studies.
(Small Group) Brainstorming Ideas / Opinions
● Graphic Organizer- ​Students will brainstorm ideas on what they would do if they were president of the USA. These ideas will be discussed, and written on individual Bubble Map graphic organizers. Remind students to think about what types of things the president had to do in the story. This gives students a chance to link oral discussions to the reading selection with their peers. Students also are able to listen & react to their peers’ ideas about what they would do if President. (Whole Group) Share Out Ideas
● Students would share out what they have expressed within their group. The teacher would write these reasons on the whiteboard and leave them there for students to use for reference.
● Sentence Starter phrases for Opinion Writing ​will be handed out to students. This document will outline specific sentence starter phrases that students can use in their writing, such as “In my opinion, I believe, I think..” It would also contain transition words such as, “First of all, next, second reason, finally” as well as closing sentences “All in all, in summary, Finally..”. Students are encouraged to use these sentence starters in their opinion writing paragraphs. I will model how to begin the writing process, starting with
the title, opening opinion statement and example on the whiteboard. Students would then be encouraged to do the next paragraph or two on their own.
(Small group) ● Scaffolding​ - The opinion writing piece would be scaffolded to students of limited English proficiency or struggling readers - differentiating the amount of sentences required. Their format and ideas however, would be scaffolded into the writing process using a step by step method. All students are encouraged to use the content and transition words in their opinion writing, reviewing the whiteboard for example
(Whole Group) Sharing the Completed Opinion Writing
● Students share out their completed opinion writing piece on what they would do if they were president at the front of the class. This process is voluntary, and all students who would like to share out are welcomed.
● To extend this activity, a cameo head shot of all students will be created to accompany their writing to be displayed in our intermediate hallway. This will give students a platform and acknowledgment of their writing.

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This is just a rough draft of what types of interactions I'm thinking about including in my lesson plan for sequencing (Kindergarten).

(BB) Create a "sequence of events" story. Start with a sheet of paper divided into 4 large squares. Pick an activity your child is familiar with, such as making a peanut butter and jelly sandwich or brushing his teeth. Ask your child to draw the steps of the activity — one step per square in order from beginning to end.

Story Sequencing:
Arrange a series of picture cards into the logical order to create the story from beginning to end.  This gives the children the chance to demonstrate and reinforce their recollection of the story.

Put it in Order
Have students draw a series of pictures that tell a story. They may want to illustrate a few scenes from a book or even a movie. Then have them cut the pictures out and have a partner put the pictures in order. What clues let them know how to order the pictures? Challenge students to write a caption for each picture, using transitions or signal words where appropriate.

(S) How to use story maps
Discuss the main components of a story (beginning, middle, end).
Provide each student with a blank story map organizer and model how to complete it. As students read, have them complete the story map. After reading, they should fill in any missing parts.

Do-It-Yourself
Have students write a do-it-yourself guide to completing an activity. This may be a guide that teaches how to cook something, build something, or even do a dance. Encourage children to be creative! Remind them to use transitions or time-order words as they write their guides. Then have students swap their work and read how to do the activity. Have them circle the transition words their partner used, and follow the guide to learn something new! Afterward, have students talk about how the transition words helped them determine the order of events.

(P&A) Use literature already in the classroom to show examples of effective use of transition words. (The Three Little Pigs)
(Whole group) A. After reading a passage, point out a transition word, and ask students to think of why the author may have chosen to use that word in that
passage? Was it to show time or to clarify? Remind students that professional authors are very purposeful when they choose specific words. Both the writers and the editors read and evaluate every word in a novel.
(Partner work) B. After reading the story, have students work in partners to locate and list as many transition words as they can find. Students compete by
using the same page/selection and trying to be first to locate all transition words in the shortest time.
(Group work) C. Assign a small group of students to different portions of a passage that has already been read in class. Have them locate and write on the
chalkboard all transition words in their assigned passage. Then have the class review the author's transition words, stressing that good writers use
transition words regularly and that student writers should do the same.
(Whole group) Use your story time books as models. The books you read together provide a chance to talk about a sequence of events. After you finish a book, ask your child what happened first? And then what happened? How did the book end? To extend this idea, write each event on a separate index card or popsicle stick. Ask your child to put the cards (or sticks) in order.