This document provides a summary of proficiency levels and an example SIOP (Sheltered Instruction Observation Protocol) lesson plan on nocturnal and diurnal animals. It introduces the SIOP model, which uses 30 features grouped into 8 concepts to integrate content and language instruction. An example lesson plan is then described that has objectives related to identifying animal adaptations and sorting animals by day/night activity. It includes learning strategies like using graphic organizers and developing vocabulary in context. Key vocabulary words are defined. Steps are outlined for building background knowledge by discussing student habitats and what animals they see, and introducing the terms nocturnal and diurnal. Related state standards are also listed.

1. PROFICIENCY
LEVELS SUMMARY
Learning Team D
SEI/500
Joy Hicks
December 19, 2016

2. Introduction to SIOP Model
 Used for ESL, content area, and bilingual classrooms
 Composed of 30 features that are grouped into 8 main concepts
 Developed for teachers to be able to integrate content and language instruction
 Teachers would employ techniques to help develop the students’ skills in a new
language

3. Nocturnal vs. Diurnal Animals SIOP Lesson Plan
Topic: Which animals come out during the night and which come out during the day?
Content Objectives: Students will identify adaptations that help animals navigate daytime and nighttime
environments. Students will sort diurnal and nocturnal animals.
Language Objectives: Students will be able to discuss the differences between nocturnal and diurnal
animals. Students will write one-sentence summaries presenting key information about each type of
animal. Students will read their summaries and present key information about nocturnal and diurnal
animals. Students will apply, orally, and in writing, new vocabulary words related to nocturnal and diurnal
animals.
Learning Strategies: Using T-Charts, photos, and other graphic organizers; developing vocabulary through
context clues; summarizing key information
Key Vocabulary: Nocturnal, diurnal, nighttime, daytime, adapt, adaptation, temperature, habitat, navigate

4. Building Background
 Ask students to describe their habitat, or place where they live, to a partner.
 Ask a few partners to share their ideas with the large group
 Then ask students what kind of animals they see near where they live
 Tell the students they are going to learn about how an animal’s habitat can show us
whether particular animals like to come out at night or during the day.
 Ask students to think about how they might dress if they wanted to hide in the woods or
in the city at night or during the day (What color clothing would they wear? Would they
paint their faces a color- what color?
 Tell students that the science word for nighttime animals is nocturnal and the science
word for daytime animals is diurnal.
 •When introducing the words nocturnal and diurnal ask the students whose native
language is Spanish if any parts of those words look like Spanish words they know (i.e.,
NOCturnal/NOChe, Diurnal/ DIa), and tell them this can help them remember these new
English words.

5. Standards

6. Standards (continued)

7. References
Echevarria, J.J., Vogt, M.J., & Short, D.J. (2017). Making Content Comprehensible for
English Learners (5th ed.). Retrieved from the University of Phoenix eBook
Collection database.
Finalized English Language Proficiency (ELP) Standards. (2016). Retrieved from
http://www.azed.gov/english-language-learners/elps/
SIOP Lesson Plans and Activities. (2016). Retrieved from
http://www.cal.org/siop/lesson-plans/