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SIOP Lesson Preparation and Building Background

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Nicole Thomas

on 17 March 2013

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Transcript of SIOP Lesson Preparation and Building Background

Nicole, Lauren, and Becca Lesson Preparation and Building Background SIOP model Lesson Preparation Content Objectives
Language Objectives
Content Concepts
Supplementary Materials
Adaptation of Content
Meaningful Activities Content Objectives Guided by district curriculum guidelines and standards. Consider the students'
First language (L1) literacy
Second language (L2) proficiency
Reading ability
Cultural and age appropriateness of L2 materials
Difficulty level of the material to read
Objectives Identifies what students should know and be able to do
Must guide teaching and learning
For ELL students, objectives need to be simply stated (orally and written)
Limit to 1-2 objectives per lesson

Supplementary Materials SIOP When preparing a lesson, what are some things that you must incorporate? Tapping into What additional preparation do you think that you would need when preparing a lesson for an English Language Learner in your classroom? prior knowledge Content Language Include techniques that support students' language development
Vocabulary, reading comprehension, writing, brainstorming, etc.
Include higher order thinking
Teach grammar points (i.e. capitalizing proper nouns)
For assessments, have students write at least a sentence answering a question.
*After lesson, have a discussion about whether of not the objectives were met. *Provide adequate background knowledge to lessen the gap between what students know and what they need to learn! "Remember that it is usually inappropriate to teach students curriculum intended for younger children simply because of their limited English proficiency. It is your responsibility to determine students' background knowledge and provide the necessary scaffolding to enable everyone to meet the grade level standards" (Echevarria et. al., 2004, p. 24) ? Adapted Text Original Text: Tutankhamen's mummy bore a magnificent mask of burnished gold, which covered its face and shoulders. It's head cloth was inlaid with blue glass. The vulture and cobra on its forehead, ready to spit fire at the pharoah's enemies, were of solid gold.

Adapted Text: King Tutankhamen's mummy wore a grand mask, made of very shiny gold. It covered the face and shoulders of the body. The part of the mask over the forehead looked like a gold head cloth. Blue glass was set into the head cloth. Shapes of a vulture (a type of bird) and a cobra (a type of snake) were above the eyes on the mask. They were solid gold. The artist made them look like they could attack the pharoah's (King Tut) enemies. Adaptation of
Content Graphic Organizers
Outlines
Leveled study guides
Highlighted Texts
Taped Text
Jigsaw Text
Marginal Notes
Native language texts
Meaningful Activities Authentic - represent reality for students *Do not "water down" material; rather, adapt the material! English speaking students - learning scientific names and habitats of varied kinds of butterflies

ELL students - color and cut out pictures of butterflies to make a butterfly mobile.
Lesson on Butterflies
Grade 7 * Neither authentic nor meaningful and does not support grade level science content standards. How would you feel if you were an ELL student in this classroom? Building Background Concepts linked to students' background
Links between past learning and new learning
Developing key vocabulary
Content language
School language
Multiple meanings “It is a widely accepted notion among experts that a reader’s “schema” – knowledge of the world – provides a basis for understanding, learning, and remembering facts and ideas found in stories and texts. Individuals with knowledge of a topic have better recall and are better able to elaborate on aspects of the topic than those who have limited knowledge of the topic.” (p. 45). Major Instructional
Interventions 1. Teach vocabulary as a pre-reading step
2. Provide experiences
3. Introduce conceptual framework that will enable students to build appropriate background for themselves.
* Do not have students copy lists of words and define them because this is not effective practice.

* Limited number of key words taught per week Develop and Scaffold
Language Contextualizing key vocabulary
Vocabulary Self-Collection Strategy (VSS)
Personal Dictionaries
Word Walls
Concept Definition Maps
* Remember that many words have multiple meanings. Be sure to bring this to your students' attention to avoid confusion. Is there anything that stuck out to you from this presentation that you would like to use/seems effective when teaching ELL students? In your small groups, look at the University of Scranton Lesson and discuss where the components in the university's template fit into the SIOP template.

Are any areas left out in the University of Scranton template that are in the SIOP template?
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