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2nd Grade SIOP Social Studies
Transcript of 2nd Grade SIOP Social Studies
SIOP Social Studies
(Note: all vocabulary previously introduced)
Grade: 2nd grade
Subject: Social Studies
Unit/Theme: Ancient China and Egypt
When building background, the first step is to learn as much about a student’s past experiences as possible so that the teacher knows what a student has already learned, and so that the teacher can gain important insights needed to know how to teach each student. Vocabulary is a strong element in academic proficiency. When a student’s vocabulary is limited it prevents students from comprehending texts, instructions, and directions for completing. “Less vocabulary promotes low comprehension which promotes less reading.” (Kingsburg Elementary) Students that struggle in reading often become frustrated quickly and lose the important opportunity to learn. This lesson plan includes many features to help pre-emergent and emergent students; another of which is scaffolding based on skills and academic knowledge already learned, by using visual aids, gestures and prompts.
“Comprehensible input means that students should be able to understand the essence of what is being said or presented to them” (Teacher Vision, 2014, para. 1). One-way educators can ensure the content is adequately understandable is by explaining the concepts or ideas several times using minor variations in examples and terminology. Comprehensible instruction involves teachers controlling their vocabulary very carefully. Teachers should use graphic organizers, tangible objects, and gestures whenever possible to enhance student understanding.
Pre-emergent students have either no, or very limited ability to communicate in English. Text read in English is difficult for them to comprehend. The student may be able to recognize print, and can distinguish between letters and words. Pre-emergent students recognize that written language corresponds with spoken words. The students may be able to associate the sound-symbol relationship to produce letters that are recognizable (Arizona Department of Education, 2014).
The lesson covers past content and new content, class and small group participation, and reading, writing & oral work. This lesson begins by reading the objective as a class, which covers Stage II Reading Standard 3: "The student will read with fluency and accuracy; B-1: reading aloud (including high frequency/sight words) with fluency and instructional support" (p. 11, Arizona Department of Education, 2014). From here the student works one on one with a partner to review keywords from the recent lessons, which opens the door to communication standards in Stage II: Listening and Speaking. Standard 2 specifies, "The student will express orally his or her own thinking and ideas, B-5: asking and responding to academic questions using complete sentences with instructional support. (i.e., who, what, where, when, why, how, which, whose) (e.g., making comparisons and describing events)" (p. 7, Arizona Department of Education, 2014). This standard and proficiency fits when the students play the Vocabulary Hot Potato games, because the students identify the word on the ball when it stops in their hands. In regards to writing, the lesson has the students completing a Venn Diagram that covers Stage II Writing Standard 3: "Students use the steps of the writing process as a writing process as a writing piece moves toward completion - B-1: generating ideas through class discussion and guided writing to record ideas (e.g. graphic organizers, etc.) with instructional help (p. 13, Arizona Department of Education, 2014).
There are not many changes necessary to better benefit a basic proficient student. The teacher has already created groups for students to work one on one, or with their table groups; this gives the ELL student an opportunity to work with a peer who may help make the directions more clear. In table groups, the students have more opportunities to practice speaking and listening to English by talking to his peers; these larger group opportunities also help to build the student's confidence. An ELL student is more likely to speak up and participate in smaller groups or partner work where he will not feel pressured or embarrassed if he does not know an answer or the words for his answer (Haynes, n.d.).
This presentation breaks down a SIOP social studies lesson plan based on English Language Proficiency (ELP) standards for Stage II - 2nd grade. The lesson will be differentiated for the following proficiency levels: pre-emergent/emergent, basic, intermediate, and proficient; the most important concepts to address are the methods of building background and providing comprehensible input.
It is so very important that we have our lesson plans in compliance with SIOP. By doing this we ensure that each student, no matter their proficiency, is able to follow along in the lesson being taught. As you have seen through our presentation, providing sufficient resources for each proficiency is not out of the question. It may take a little more time but it is necessary if we want to give each student the best chance to succeed.
Building background is extremely important for ELL students, “…it is of critical importance that teachers build background using techniques that fill in the gaps, and help students connect what they do know with what is being taught. And when teachers’ explanations are made more concrete with supplementary materials (e.g., photos, models, illustrations, video clips), students are more likely to make the appropriate connections" (Echevarria, 2013, Ch. 3). Building background gives the teacher the opportunity to determine what the student knows, and what he does not know or understand. It is imperative to get to know where the student is academically and how much education the student has had, as well as how much content he retained from prior educational experiences. Once this information has been determined, the teacher can apply it to planning lessons. An intermediate student may have background knowledge that can be benficial in the classroom, and with this lesson. The teacher must reinforce any prior knowledge to help the student learn new information.
According to Great Falls Public Schools (n.d.),
Making teacher talk comprehensible to students goes beyond the choice of vocabulary, and involves presentation of background and context, explanation and rewording of unclear content, and the use of effective techniques such as graphic organizers. By using context or visual cues or by asking for clarification, students enhance their knowledge of English. When input is comprehensible, students understand most aspects of what is required for learning, and the learning experience pushes them to greater understanding (para. 3, Great Falls Public Schools, n.d.)
For the Intermediate student, comprehensible instruction may involve several different forms, activities, or modifications. Some forms of comprehensible instruction for the Intermediate student include the use of content and graphic organizers, clear instruction, using proper academic speech and avoid the use of jargon, teacher presentations which include the use of gestures and visual examples, as well as the use of scaffolding. For the Social Studies lesson, there are numerous ways the teacher can accommodate an Intermediate student.
This lesson revolves around key vocabulary and reviewing past lessons, concepts, and ideas, which is a major step in building background. Students are constantly recalling information in this lesson. Based on the English Language Proficiency (ELP) Standards, a proficient student should be able to locate information from a graphic organizer and use resources to review and correct his work (Arizona Department of Education, 2014). For a proficient student, the background information for this lesson is emphasized with vocabulary terms. A proficient student should be able to accomplish this assignment with the same tools as general education students are given; however, a proficient student may feel bored with this lesson if it is too easy to complete.
For the proficient student, comprehensible input should mean that he can read, write, listen to, and understand the same information as his general education classmates do. That being said, comprehensible input means that information will be differentiated for students at lower proficiency levels, and that could mean a proficient student will become bored. To avoid this, the teacher should also provide a more complex activity for the proficient student, such as writing his own definitions for the words, or having the definitions and remembering the vocabulary word for each definition (University of Phoenix, 2014).
Arizona Department of Education. (2014). Finalized English Language Proficiency (ELP) Standards. Retrieved from http://www.azed.gov/english-language-learners/elps/
Echevarria, J. (2013). Making Content Comprehensible for English Learners: The SIOP Model (4th ed.). Retrieved from The University of Phoenix eBook Collection database.
Great Falls Public Schools. (n.d.). Comprehensible Input. Retrieved from http://.http://www.gfps.k12.mt.us/Departments/EnglishLanguageLearners/pdf/ComprehensibleInput.pdf
Haynes, J. (n.d.). Comprehensible Input and Output. Retrieved October 29, 2014, from http://www.everythingesl.net/inservices/comprehensible_input_output_70140.php
Pearson Learning Solutions. (2014). Building Background Elementary Lesson. [Video]. Retrieved on October 29, 2014, from Pearson Learning Solutions, SEI 300 - Structured English Immersion website.
Peterson, C. & Kumar, A. (2008). SIOP Features Table. [Image]. Retrieved on November 1, 2014, from file:///Users/savanahbarnard/Downloads/SIOP%20lesson_plan%20(1).pdf
Peterson, C. & Kumar, A. (2008). SIOP Lesson Plan. [PDF Document]. Retrieved on October 29, 2014 from http://file:///Users/savanahbarnard/Downloads/SIOP%20lesson_plan.pdf
Teacher Vision. (2014). What is comprehensible input? Retrieved from https://www.teachervision.com/learning-disabilities/bilingual-education/10260.html
University of Phoenix. (2014). Arizona's English language learner (ELL) . Retrieved from University of Phoenix, SEI - Structured English Immersion website.
University of Phoenix. (2014). Comprehensible Input. [PowerPoint slides]. Retrieved on October 29, 2014, from the University of Phoenix, SEI 300 - Structured English Immersion website.
Savanah Barnard, Whitney Buckley, Staci Jury, Nicole Masters, Erica Nevius, & Valerie Stewart
November 2, 2014
Content Objective(s): TSWBAT compare and contrast characteristics of Ancient China and Ancient Egypt.
Language Objective(s): TSWBAT read and discuss to complete a sort on a Venn diagram with a "study buddy" (Peterson & Kumar, 2008).
The class will create content and language objectives together to improve students' understanding and set clear expectations.
First, the teacher will lead a class discussion to locate Egypt and China on the map to activate the students' prior knowledge and visual support.
Next, the students will work in their table groups to brainstorm vocabulary terms and their meanings. Students are allowed to use words and pictures as definitions for these key terms.
After students have had time to work together in their groups, the discussion will return to whole-class instruction led by the teacher. The class will participate in fun review games to practice matching a vocabulary term to its definition.
After all of these activities have been completed and students have been refreshed, they will be given their vocabulary words and a Venn diagram. Students will organize the key terms based on whether they relate to Egypt, China, or both.
After checking their answers with their groups, students will glue down their terms so that they can later use them as a study guide.
Altogether this activity provides students with extra practice and review of information that they have already learned
(Peterson & Kumar, 2008).
vocabulary sort sheet
content notebook (study guide)
whiteboard & marker
(SIOP Features Table, Peterson & Kumar, 2008)
Levels of Proficiency
Student has little to no ability to communicate with English. Student may formulate short sentences or phrases with instructional support.
Student can create simple sentences to verbally express needs. Student can read minimal words based on phonemic sounds.
Student can formulate sentences with subject-verb agreements. Student can listen to and understand English with some guidance. Student can read simple consonant-vowel-consonant words.
Student demonstrates competency in 3 out of 4 categories (reading, writing, speaking, listening); student can speak using complete, grammatically correct sentences, and can read and write sentences, and longer texts (Arizona Department of Education, 2014).
(p. 1, Peterson & Kumar, 2008)
(p. 1, Peterson & Kumar, 2008)
Differentiating Based on Proficiency
A lesson plan should include methods of differentiating based upon an English-language learner's (ELL) proficiency. To accommodate the abilities of different students, teachers must consider methods to build background and different types of comprehensible input.
All of the vocabulary words have been previously introduced and links to past learning and strategies were included in the preparation of the plan.
The Standards for ELL proficiency include objectives based on modeling and guided practice. The lesson should include pictures that depict the meaning of each of the vocabulary words to provide models of the important terms.
A map was also included as a visual aide for pointing out key areas included in the lesson. To help students understand what a map is, the teacher could place a picture of a house on the map to pinpoint the student's home, or a school to point out the school. This would help them to understand how a map can be used.
Students will be guided through the process through a step by step method, another standard for ELL proficiency. As the students participate in completing a Venn diagram, pre-emergent and emergent students will be able to sort pictures into diagram categories based on prior knowledge learned from pointing out key areas on the map and memory from the sorting pictures activity. (Arizona Department of Education, 2014)
The teacher can provide students with a handout that includes the written directions. These directions should be one- or two-step directions that include visual cues (Arizona Department of Education, 2014). The teacher can read the directions aloud, and model what the students are supposed to do.
To accommodate Emergent students, the teacher should provide the directions in writing and orally. Students should be able to follow two- to three-step directions that include visual cues (Arizona Department of Education, 2014). The teacher should model instructions, and ask students to repeat back the key points of the directions.
Visuals that pertain to the lesson, including pictures and concrete items, should be used. Vocabulary should be simplified to accommodate the student.
A student with Intermediate proficiency will have some knowledge of vocabulary and will be able to read, write, and discuss new vocabulary with his classmates. To review and introduce new vocabulary, the teacher can provide the students with a worksheet that lists all of the vocabulary words; students will be asked to copy the definitions for each word from the board or class readings.
This lesson focuses on Ancient China and Egypt, so having a whole-class discussion on this topic would be an excellent way to introduce the content, determine prior knowledge of the student(s), as well as assess the student(s) understanding and ability to retain information.
Once the students have copied the words and definitions, they can discuss them in a small group at each desk cluster. This will solidify the students' understanding of the vocabulary words by allowing them to hear the words used in sentences to understand the meaning better.
The teacher should first go over the directions out loud with all of the students. This will give the student to listen to the directions and allow the teacher to ask questions for the students to answer prior to starting the activity.
The teacher can provide the students with a written copy of the directions, as well as a worksheet with the vocabulary words and space for the students to write the definitions themselves on the worksheet. The definitions should be written or posted on the board or on a sheet of paper placed on the wall.
Once the teacher and students coordinate to locate China and Egypt on the map, the students should be provided with their own map and the teacher can use an overhead or SmartBoard to show the students the location of Egypt and China on the board; when they find each location, the students will be asked to mark the countries’ locations on their own personal map.
To incorporate scaffolding further in the lesson, the teacher will first model how to complete a Venn diagram by creating an example on the board. The students will participate by suggesting information that should be included in the Venn diagram; the students will write this information in their own diagrams as the class works together. Afterwards, the students will continue their Venn diagram by organizing the remaining information on their own.
To make the assignment more challenging for a proficient student, the teacher can also have him help classmates as a peer tutor. He will help review and revise his peers’ work, so that he can prove his mastery by re-teaching the vocabulary to his classmates (University of Phoenix, 2014).
Provide the student with more complex assignment options to keep in interested and busy once he finishes his own work.
This is also an opportunity to let the student peer tutor other classmates who need help; this would improve the proficient student's understanding of the material.