Lesson Planning

1. Lesson Planning SIOP

2. Outline • Warm-up Activity • What is SIOP? • How SIOP fits in? • Lesson Planning • SIOP Components • A Sample Lesson Plan • Teacher Observation Checklist

3. What is the SIOP? SIOP: An Integrated Approach • Instructional methods integrate language and content • Focus on identifying and explicitly teaching the language necessary to access • Language instruction occurs within content instruction--not as an “add-on”

4. Warm-Up Activity – PairWork • 3 Minutes • Discuss how you plan your classes. • Make a list of criteria making the learning in the class effective. • How do you make sure your lesson planning and your lesson itself work?

5. Sheltered Content • In sheltered content classes, English learners participate in a content course where teachers deliver grade-level objectives through modified instruction that makes the information comprehensible. • Grade-level, standards-based content knowledge of specific subject • Academic language development as pertains to each specific content area • All English learners or English learners mixed with non-English learners

6. Major Components of SIOP 1 • Lesson Preparation initiate the lesson planning process, so teachers include content and language objectives, use supplementary materials, and create meaningful activities. • Building Background focuses on making connections with students’ background experiences and prior learning, and developing their academic vocabulary. • Comprehensible Input considers how teachers should adjust their speech, model academic tasks, and use multimodal techniques to enhance comprehension. • The Strategies component emphasizes teaching learning strategies to students, scaffolding instruction, and promoting higher-order thinking skills.

7. Major Components of SIOP 2 • Interactionprompts teachers to encourage students toelaborate their speech and to group students appropriately for language and content development. • Practice & Application provides activities to practice and extend language and content learning. • Lesson Deliveryensures teachers present a lesson that meets the planned objectives and promotes student engagement. • The Review & Assessmentcomponent reminds teachers to review the key language and content concepts, assess student learning, and provide specific academic feedback to students on their output.

8. Structure • ShortIntroductionby Kemal • Video aboutthecomponent • Takenotesandreportbackwhatyouhavelearnednew. • Handout: Read aboutthespecifictechniquesregardingthecomponentandreportbackyourfavorite

9. Preparation • Write content objectives clearly for students. • Write language objectives clearly for students. • Choose content concepts appropriate for age and educational background level of students. Teach required concepts without diminishing the content.

10. Identify supplementary materials to use (graphs, models, visuals). • Adapt content (e.g., text, assignment) to all levels of student proficiency. • Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking. Avoid planning a lecture as a meaningful activity.

11. Building Background (BB) • Explicitly link concepts to students’ backgrounds and experiences (“Have you ever…?) • Explicitly link past learning and new concepts. (Do you remember when we....?) • Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students.

12. Comprehensible Input (CI) • Use speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners). • Explain academic tasks clearly. • Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language).

13. Strategies (S) • Provideample opportunities for students to use strategies, (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring). • Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. • Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (literal, analytical, and interpretive questions).

14. Interaction (I) • Provide frequent opportunities for interactions and discussion betweenteacher/student and among students, and encourage elaborated responses. • Use group configurations that support language and content objectives of the lesson. • Provide sufficient wait time for student responses consistently. • Give ample opportunities for students to clarify key concepts in first language (L1) as needed with aide, peer, or L1 text.

15. Practice & Application (PA) • Provide hands-on materials and/or manipulativesfor students to practice using new content knowledge. • Provideactivities for students to apply content and language knowledge in the classroom. • Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking).

16. Lesson Delivery (LD) • Support content objectives clearly. • Support language objectives clearly. • Engage students approximately 90-100% of the period (most students taking part and on task throughout the lesson). • Pace the lesson appropriately to the students’ proficiency level.

17. Review & Assessment (RA) • Give a comprehensive review of key vocabulary. • Give a comprehensive review of key content concepts. • Provide feedback to students regularly on their output (e.g., language, content, work). • Conduct assessments of student comprehension and learning throughout lesson on all lesson objectives (e.g., spot checking, group response).