SIOP Component #1 Lesson Preparation

Objectives

Content Objective: Participants will be able to…

Begin writing an effective sheltered instruction lesson plan by incorporating the six features of the Lesson Preparation component into a lesson plan.

Language Objective: Participants will be able to…

Assess the lesson plan by comparing, through discussion, SIOP lesson preparation to his or her own lesson planning.

Baker, Meg. Goals_IntroSIOP Model. N.p.: Whitfield County Schools, 23 May 2015. DOCX.

Housekeeping

Sign in to the attendance sheet in order to earn PD hours for re-certification.

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Making Content Comprehensible for English Learners: The SIOP Model

99 Ideas and Activities for Teaching English Learners with the SIOP Model

annieshousekeeping.com

Look for the orange slides for each new

SIOP Feature.

Component 1: Lesson Preparation

Feature 1: Content Objectives

Feature 2: Language Objectives

Feature 3: Appropriate Content Concepts

Feature 4: Supplementary Materials

Feature 5: Adaptation of Content

Feature 6: Meaningful Activities

SIOP Component #1 Feature #1

Content Objectives (Clearly defined, displayed, and reviewed with students)

–An SYIS student

“Whyyyyy do we have to do this?”

Take a moment to reflect.

On a scrap piece of paper, write down one content objective from one of your classes today.

Ask yourself:

Does this objective clearly communicate the purpose of class to my students?

Was my class tailored to this objective?

28 SIOP® Training for Secondary Teachers Copyright © 2013 Pearson Education, Inc. All rights reserved.

Anatomy of a Content Objective

Task

Concept Stem

Audience

Purpose; Resource; Content Supports

SWBAT follow multi-step directions to accurately perform an experiment.

How did you do?

If your objective has all of these elements, label them.

If your objective is missing one of these elements, re-write it so that it is more thorough.28 SIOP® Training for Secondary Teachers Copyright © 2013 Pearson Education, Inc. All rights reserved.

Anatomy of a Content Objective

Task

Concept Stem

Audience

Purpose; Resource; Content Supports

SWBAT follow multi-step directions to accurately perform an experiment.

Content Objectives

Robinson-Yorke, Karen. CO LO Rubric. N.p.: n.p., n.d. PDF.

SIOP Component #1 Feature #2

Language Objectives (Clearly defined, displayed, and reviewed with students)

What’s in a verb?

In your division, categorize the different language verbs that you have.

Create a category name for each category and write it on the colored scrap paper.

Listening Speaking Reading Writingact

arrange distinguish duplicate categorize

choose copy

follow directions identify indicate

label listen match order point

recognize role play

show sort tell

agree/disagree answer

ask converse debate define

describe discuss explain express

give instructions identify name

practice predict

pronounce rehearse repeat

rephrase respond restate

say steps in a process share state

summarize tell

use vocabulary

discoverdistinguish

explore find

find specific info identify

infer interpret

locate make connections

match preview predict

read read aloud

skim

ask and answer questions brainstorm

classify collect

compare contrast create

describe edit

evaluate explain

illustrate journal label list

order organize record revise

state and justify opinions summarize

support take notes

write

McKenzie, Margaret. Guide_for_siop_language_objectives. N.p.: CCSD, 19 Aug. 2012. DOCX.

Category ExampleKey Vocabulary refers to the technical terms, concept words, and other

words needed to discuss, read, or write about the topic of a lessonStudents will be able to define the terms…

orally and in writing.

Language Functions refer to the ways students use language in the lesson.

Students will be able to formulate questions and generate hypotheses.

Language Skills are the reading, writing, listening, and speaking skills students need to learn.

Students will read and determine a main idea.

Students will write an explanation…

Grammar or Language Structures can be taught when they are prevalent in the written or spoken discourse of the class.

Students will use adverbs when drafting their report.

Students will recognize imperative sentencesLesson Tasks involve identifying language that is embedded in a single

lesson and turning it into explicit instruction in language.

Students will be able to read and summarize a text passage with peers and then teach the

main information to another student.

Language Learning Strategies may include corrective strategies (reread confusing text), self-monitoring strategies (make and confirm

predictions), pre-reading strategies (relate to personal experience), or language practice strategies (repeat or rehearse phrases, visualize).

Students will be able to confirm their responses to text questions with a peer.

Students will be able to represent data graphically.

McKenzie, Margaret. Guide_for_siop_language_objectives. N.p.: CCSD, 19 Aug. 2012. DOCX.

Housekeeping

Please put your name on the post-it of the documents that you would like sent to you.

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annieshousekeeping.com

Language Objectives

Robinson-Yorke, Karen. CO LO Rubric. N.p.: n.p., n.d. PDF.

SIOP Component #1 Feature #3

Appropriate Content Concepts

Appropriate for: Age and Educational Background Level

“In general, it is inappropriate to use the curriculum materials and books from much earlier grades. Students in high school who are developing literacy for the first time should not be reading about “doggies and birdies” (38).

“‘ELLs who already know and understand a concept in their first language have a far simpler task to develop language for the concept in English than do students who lack knowledge of the concept in either language’ (p. 92)” (39).

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model. 4th Ed. New York: Pearson, 2013.

SIOP Component #1 Feature #4

Supplementary Materials

–A SIOP teacher

“What supplementary materials could I use in my classroom that

would enhance meaning and clarify confusing concepts?”

Supplementary Resources

Hands-on manipulatives

Realia

Pictures and visuals

Multimedia

Demonstrations

Related Literature

Hi-Lo Readers and Thematic Sets

Chapter Summaries

Adapted TextsEchevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The

SIOP Model; p. 42-43. 4th Ed. New York: Pearson, 2013.

SIOP Component #1 Feature #5

Adaptation of Content

Adapting the text

“Summarizing the text to focus on the key points of information… [rewriting the text] as an outline, a list of bulleted points, or a graphic organizer like a flow chart” (42).

“Elaborating the text to add information… embed definitions of difficult words or provide more background information” (42).

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model; p. 42. 4th Ed. New York: Pearson, 2013.

Adapting with purpose

What do students need to learn from the text?

Which concepts are concrete? Which concepts are abstract?

What details are unnecessary?

How can I add visual representation?

How can I simplify the vocabulary without cutting out key concepts and technical terms?

Which concepts do I need to elaborate on in order to explain better?

How can I make word choice and sentence clearer?

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model; p. 43. 4th Ed. New York: Pearson, 2013.

SIOP Component #1 Feature #6

Meaningful Activities

Integrate lesson concepts with language practice opportunities

“Consider a class of fifth-grade students studying insects—butterflies in particular. While the rest of the class learns the scientific names and habitats of varied kinds of butterflies, the teacher has the English learners color and cut out pictures of butterflies to make a butterfly mobile. This activity is neither authentic nor is it relevant for these students. In this instance, the teacher obviously has not provided meaningful activities that support the grade-level science content standards” (44).

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model; p. 43. 4th Ed. New York: Pearson, 2013.

Objectives

Content Objective: Participants will be able to…

Begin writing an effective sheltered instruction lesson plan by incorporating the six features of the Lesson Preparation component into a lesson plan.

Language Objective: Participants will be able to…

Assess the lesson plan by comparing, through discussion, SIOP lesson preparation to his or her own lesson planning.

Baker, Meg. Goals_IntroSIOP Model. N.p.: Whitfield County Schools, 23 May 2015. DOCX.

–An SYIS teacher

“So, now what?”

Homework

Reading (by September 22)

Read pages 24-61 in the core text to be prepared for your divisional book study

Peer-coaching (by October 5)

Meet for your planning conference and submit the worksheet to Amber

Observe your teacher and submit a copy of your notes to Amber

Meet for your reflection conference and submit the worksheet to Amber

Lesson planning (before your planning conference)

Use a template from the back of your book (p. 297-302)

Use the template on the ES website (Under the “SIOP Resources” tab)

Works Cited

Baker, Meg. Goals_IntroSIOP Model. N.p.: Whitfield County Schools, 23 May 2015. DOCX.

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model. 4th Ed. New York: Pearson, 2013.

McKenzie, Margaret. Guide_for_siop_language_objectives. N.p.: CCSD, 19 Aug. 2012. DOCX.

Robinson-Yorke, Karen. CO LO Rubric. N.p.: n.p., n.d. PDF.