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SIOP - Lesson Preparation

SIOP was developed to make content material more comprehensible to ELLs. This presentation is particularly about the teacher preparation and the importance of knowing the SLA stages adapted from Karashen & Terrell + other sources.
by

Mounera Al-Mayoof

on 31 October 2013

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Transcript of SIOP - Lesson Preparation

Language Objectives

HOW
Content Objectives

WHAT
Adaptation of Content to All Levels of Student Proficiency

Supplementary Materials

To provide students with concrete experiences
Support core curricul
u
m learning
E
nhance meaning
C
larify confusion
M
ake lesson more relev
a
nt

Be stated simply and clearly.
Orally and in writing.


Content Concepts Appropriate
for Age and Educational Background



The lesson must target specific goals.
Consider students' background knowledge.
Include age appropriate materials
Avoid difficult vocabulary
Include practice time
Assessments that insure students learning and understanding.
Concepts are not biased against ELL.
Lesson Preparation
To prepare a lesson plan that meets the needs of ELLs should include the 6 components:
Describe what the students will learn during the lesson.

describe how the students will learn the content of the
lesson. They determine which of the 4 domains of language students will use to accomplish the objectives.

clearly defined, displayed and reviewed.
add activities to support ELD.
must be aware of the 2nd LA process.
Clearly defined, displayed and reviewed.
Tied to specific grade-level content standards.
Limit the content objectives to only one or two.
Well-planned lessons ensure that all
students experience maximum learning.
When planning lessons around concepts consider
the following:
Students’ L1 literacy.
Students’ L2 proficiency.
Students’ reading ability.
L2 materials:
- Cultural appropriateness
- Age appropriateness
- The difficulty level
Link to students’ background and prior experience.
- Task Analysis?
WHY?

HOW?


Supports different learning styles
Uses all senses
Allows students to bridge prior experiences
with new learning
Receptive Skills Vs. Productive Skills
ELLs developed Listening and Reading faster than Speaking and Writing!
Integrating all the skills into a Reading lesson
e.g. acting out the story/speaking
write a new conclusion

Textbooks are too difficult not only for ELLs but also for those who are at risk
Use different strategies to adapt the content concepts more efficiency:

Graphic Organizers
Outlines
Highlighted Text


"How Sheltered Instruction Affects the Academic Achievement of Low Income, Special Education, English Language Learners?"
This Methodology supports three main areas any students would need to perform better!
Motivation
is the desire to learn
Anxiety-free learning situation
Valued native language and culture
Opportunities for success
HOW
Find out what they already know & build on that.
Allow them to use their native language when needed & to teach others about their language & culture
Parents know what the school system has to offer to their kids.

Linguistic
Research-based instruction
Meaningful interaction with more proficient English speakers
Instruction designed for level of proficiency
HOW
Expand & elaborate on what students are saying to provide a correct model for them.
Correct errors by paraphrasing or re-wording.
Become aware of the students’ Language Development Stages.

Cognitive
Comprehensible input
Learning and meta-cognitive strategies
HOW
Speak slowly, clearly, avoid idioms.
Make connections between concepts and vocabulary words.
Teach study skills and thinking strategies to use in all content areas.
Modify lessons and texts.

Engagement
In SIOP engagement is an important predictor of academic achievement among students in the classroom.

Engagement promote a high level thinking in the learning process.
it is important for teachers to understand the stages of language learning!
"English language learners and special need students at all levels perform better in academic situations when the teacher provides direct instruction for assignments and activities."

It is critical especially for ELLs to have instructions presented in a step-by-step manner, modeled, and scaffolded to know what is expected.

Direction instruction is a scaffold for all learners.


Early Production
The learners have a larger vocabulary of approximately 1000 words
one or two word responses
limited comprehension
present tense verbs

The teacher continues to help the students by continuing the focus of instruction on oral development
vocabulary development
phonemic awareness
concepts of print
letter name/sound correspondence
The learner has a small vocabulary
Does not verbalize.
Nods "Yes" and "No."
comprehends key words only

The teacher can help by focusing instruction on:
oral development
vocabulary development
phonemic awareness
Ask Qs:
Show me …
Circle the …
Where is …?
Who has …?
Preproduction
Speech Emergence
The learner has a vocabulary up to 3000 words
can produce simple sentences
has good comprehension
hears smaller elements of speech - no jokes
functions independently at a social level
makes basic grammatical errors.


The teacher can continue to help develop students’ comprehension
by focusing on:
word recognition
vocabulary development

Intermediate Fluency

Students are beyond a 3000 word vocabulary
can construct simple and complex sentences
has excellent comprehension
few grammatical error


Teachers focus instruction on
word recognitions
cuing systems
comprehension of syntax
vocabulary development
continue to work on pre-reading skills
Direct Instruction
SIOP
The Sheltered Instruction Observation Protocol

Meaningful Activity
Integrate lesson concepts with language practice opportunities in listening. speaking, reading, and writing.


0–6 months
6 months–1 year
Yes/no questions
Either/or questions
Who …?
What …?
How many …?
1–3 years
Why …?
How …?
Explain …
Questions requiring short-sentence

3–5 years
What would happen if …?
Why do you think …?
Questions requiring more than a sentence
Advanced Fluency
5–7 years
The student has a near-native level of speech.
Teacher Prompts:

Decide if …
Retell …

Why its important to know the stages?
Because every LLs will pass through them.

Recognizing the student's level of language acquisition is a factor when sitting the Language Objs

Knowing the student's level allow the teacher to work within the student's zone of proximal development

By knowing the stages, the teacher can engage the student at the correct level of discourse.

the actual level and the potential level > builds upon the scaffolding approach
by scaffolding language development
Blooms' Taxonomy aligned with the stages of SLA
Full transcript