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The SIOP ® Model Lesson Preparation. Content Objectives We will: Identify the features of Lesson Preparation. Differentiate between Content Objectives.

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Presentation on theme: "The SIOP ® Model Lesson Preparation. Content Objectives We will: Identify the features of Lesson Preparation. Differentiate between Content Objectives."— Presentation transcript:

1 The SIOP ® Model Lesson Preparation

2 Content Objectives We will: Identify the features of Lesson Preparation. Differentiate between Content Objectives and Language Objectives. Select from a variety of techniques for adapting content to the students’ proficiency and cognitive levels.

3 Language Objectives We will: Use cohesive devices (ex. first, second, third) with a partner to state the features of Lesson Preparation. Use a conjunction such as “because” or “since” to explain the difference between content and language objectives. Produce a variety of sentence structures to justify your choice of techniques to adapt content.

4 Lesson Preparation Features Clearly Defined Content Objectives Content Concepts Appropriate Supplementary Materials Adaptation of Content Plan Meaningful Activities Clearly Defined Language Objectives

5 Lesson Preparation Features Clearly Defined Content Objectives Content Concepts Appropriate Supplementary Materials Adaptation of Content Plan Meaningful Activities Clearly Defined Language Objectives

6 Based on your current frame of reference… Left side of the room… Define Content Objective Right side of the room… Define Language Objective Lesson Preparation Features Content and Language Objectives

7 Content Objectives Statements that…. identify what students should know and be able to do in a particular content area for a given lesson. support state content standards and learning outcomes. guide teaching and learning in the classroom.

8 Language Objectives Statements that…. support students’ academic language development in a given lesson. are clearly and simply stated, orally and in writing. support ELD Standards & Common Core/Essential Standards.

9 Language Objectives h?v=SqSCHHTzEns

10 What’s the how? SIOP Model of Sheltered Instruction

11 Language Objective Format

12 Listening Reading Speaking Writing Thinking

13 Language Objective Format Explicit academic language Word Sentence Discourse

14 Language function + Content stem + Support Language Objective Format

15

16 Content Standard: Math/ Gr. 2 NBT Compare two three digit numbers( ) based on meanings of hundreds, tens, and one digit, using >, =, and < symbols to record results of comparison

17 Language Objective Examples We will use the phrases less than and greater than to compare 3-digit numbers with a partner. We will use the word, because, to compare 3-digit numbers with a partner. We will use extended sentences to explain to a partner why one 3-digit number is greater than another.

18 Language Objective: With our Think-Pair-Share partners, we will use the phrases less than and greater than to compare and help us order three digit numbers. Content Objective: Today we will compare three digit numbers in pairs. A Closer Look at Objectives Content? or Language?

19 C:We will summarize the distinct stages of the life cycle of seed plants. L: We will use the word soil, sprout, growth, and mature to explain the life cycle of a bean plant using pictures. C: We will write arguments to support claims with clear reasons and relevant evidence. L:We will use transition words and phrases from the word bank to justify claims in an argumentative essay.

20 A Closer Look at Objectives Content? or Language? C:We will draw inferences from a text by referring to details and examples in the text. L:We will use modals and phrases such as, “From what was said, we might guess that….” to make inferences from a text. C:We will classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines. L:We will use the words parallel or perpendicular, when labeling types of lines according to their properties using realia and graphic support.”

21 A Closer Look at Objectives Content? or Language? C:We will explain the impact of the Vietnam War on American society and culture. L:We will use comparisons with adjectives (e.g. the most significant event, more obstacles than…, etc.) in order to compare events during the Vietnam War that impacted American society using a graphic organizer. C: We will identify the parts of the cell with a partner. L: We will use demonstrative pronouns to identify the parts of the cell (example: This is the___) using a word bank with a partner.

22 Your turn! With a partner write a content and a language objective for the sample lessons you brought with you. Share your objectives with another pair. Each group of 4 post one set of objectives on chart paper.

23 Objectives clearly defined… Written… To support state content standards and learning outcomes At lesson-level In student-friendly language To motivate and engage To develop all language skills To make objectives attainable They are… Shared with the student Measurable Reviewed at the beginning of class, during class, end of class

24 Progress check! We will use a conjunction such as “because” or “since” to explain the difference between content and language objectives Start your explanation this way: Language objectives are easy to identify because ….

25 Let’s have lunch!

26 Lesson Preparation Features Clearly Defined Content Objectives Content Concepts Appropriate Supplementary Materials Adaptation of Content Plan Meaningful Activities Clearly Defined Language Objectives

27 Appropriate Content Concepts… On grade-level Age appropriate Included in the Common Core/Essential Standards Lesson Preparation Share Out

28 Lesson Preparation Features Clearly Defined Content Objectives Content Concepts Appropriate Supplementary Materials Adaptation of Content Plan Meaningful Activities Clearly Defined Language Objectives

29 Supplementary Materials… Thinking Maps Graphs Demonstrations Hands-on Materials Objects/Realia Visuals Graphic Novels Adapted Texts Related Literature Lesson Preparation Share Out

30 Lesson Preparation Compare-Contrast Teacher 1’s Supplementary Materials: Manipulatives: Paper popcorn bags, paper popcorn for visualizing the addition problems Materials: dry erase markers, dry erase boards for each student to write popcorn addition sentences and practice addition with partners Teacher 2’s Supplementary Materials: Materials: Math Worksheet for practice with addition.

31 Lesson Preparation Compare-Contrast Animal and Plant Cells Teacher 1’s Supplementary Materials: Manipulatives/Materials: 3D Cell models, SMART Board swoosh-ball interactive game, students as cell parts, dry erase markers, dry erase boards for each student to respond to questions Teacher 2’s Supplementary Materials: Materials: Science Textbook, Worksheet: fill-in-the- blank, matching, labeling

32 Lesson Preparation Features Clearly Defined Content Objectives Content Concepts Appropriate Supplementary Materials Adaptation of Content Plan Meaningful Activities Clearly Defined Language Objectives

33 Same content…Access for all… Chunk and Chew Native language texts Graphic organizers Adapted text (teacher written), highlighted text, taped text WIDA MPIs: Illustrations, Point-Touch-Show, Demonstrate Lesson Preparation Adaptation of Content…

34 Lesson Preparation Compare-Contrast Teacher 1’s Adaptation of Content: Same spelling test as others; teacher modifies grade Teacher 2’s Adaptation of Content: Student receives a spelling test with choices to circle as the word is called out: cat bat sat mat

35 Lesson Preparation Compare-Contrast Teacher 1’s Adaptation of Content: ELs are given extended time, and only have to write 1 paragraph. Teacher 2’s Adaptation of Content: ELs, depending on need, either… -have extended time, or -use a word bank, or -write rough draft in first language, or -complete a multiple-paragraph graphic organizer

36 SPEAKING Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 - Reaching State how energy transfers using visual supports Give examples of how energy transfers using sentence frames and graphic supports Describe how energy transfers using sentence frames and graphic supports Compare and contrast how energy transfers using graphic supports Discuss how energy transfers using graphic supports ELD Standard 4: The Language of Science Adaptation of Content… Level 1: …using visual supports Level 3: …using sentence frames & graphic supports Level 5: …using graphic supports

37 Progress check! How did we produce a variety of sentence structures to justify our choice of techniques to adapt content?

38 Lesson Preparation Features Clearly Defined Content Objectives Content Concepts Appropriate Supplementary Materials Adaptation of Content Plan Meaningful Activities Clearly Defined Language Objectives

39 Meaningful Activities… Link to background/past learning Emphasize key vocabulary Make concepts comprehensible Provide practice, application Provide genuine audiences and interaction Provide Language Practice: L, S, R, W, Thinking Motivate and engage (90/10) Resources: 99 Ideas and Strategies Making Content Comprehensible Lesson Preparation Share Out

40 Lesson Preparation Compare and Contrast Teacher 1’s Activity: Whack-a-mole! Teacher or student calls out a spelling word; 2 students SWAT the correct form of the spelling word from 3 choices on the wall… sweat suit sweet Teacher 2’s Meaningful Activity: Copy words 3 times each.

41 Lesson Preparation Compare and Contrast Teacher 1’s Activity: Brainstorm solutions to a given problem in small group. Write a problem solution paper using your ideas. Teacher 2’s Meaningful Activity: Brainstorm solutions to a serious problem in small group. Use your brainstorming to help your group write a letter (problem/solution paper) to the editor of our local newspaper!

42 Lesson Preparation Features Clearly Defined Content Objectives Content Concepts Appropriate Supplementary Materials Adaptation of Content Plan Meaningful Activities Clearly Defined Language Objectives

43 Lesson Preparation

44 The Six-Point Lesson Plan Class/Subject:_________________________________________________________Block/Period:______ Teacher: __________________________________________________________Date:________________ Lesson FormatToday’s LessonTime Allotted (min.) 1. Focus and Review: a.Focus (getting started/ warm-up activity) b.Review (related to prior learning) 2. Introduction/Statement of today’s objective(s): 3. Teacher Input: (delivery of lesson) 4. Guided Practice: (teacher/student) 5. Independent Practice: (student) 6. Closure/Expectations: (for tomorrow’s lesson) Materials Needed: Accommodations:

45 SIOP Lesson Plan Templates Making Content Comprehensible Book SIOP PD Toolkit SIOP Lesson Plans SIOP Sheltered Instruction Observation Protocol

46 Sample SIOP Lesson Plan

47 Begin to write a lesson plan you can use! 1.Determine the domain (R, W, L, S and Thinking!) 2.Create a Content Objective “We will….verb – topic – support.” 3.Identify language focus for language objective. 4.Create Language Objective based on the language that students will use and understand to access the content. 5.Include all features of Lesson Preparation Owning Lesson Preparation

48 Content Objectives How did we: Identify the features of Lesson Preparation Differentiate between Content Objectives and Language Objectives Select from a variety of techniques for adapting content to the students’ proficiency and cognitive levels

49 Language Objectives How did we: Use cohesive devices (ex. first, second, third) with a partner to state the features of Lesson Preparation Use a conjunction such as “because” or “since” to explain the difference between content and language objectives Produce a variety of sentence structures to justify your choice of techniques to adapt content

50 SIOP Quick Write/Snow Balling! 1. On a piece of paper, finish one of these sentence starters: -I wonder… -Now I understand… -I still want to know… -I have learned… -I can’t wait to… 2. Ball up your piece of paper, and throw it to the center of the room…

51 Our Vision  As Dr. Robin McCoy stated in her welcome, our vision is to build capacity at the local school system level and sustain statewide implementation of research-based strategies to meet the needs of our English learners. Thank you for being part of this journey and helping make the vision a reality!

52 Evaluation GotsWants


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