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

The SIOP® Model

Lesson Preparation

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.

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.

Lesson Preparation Features

Clearly DefinedContent Objectives

Content Concepts Appropriate

Supplementary Materials

Adaptation of Content

PlanMeaningful Activities

Clearly DefinedLanguage Objectives

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 FeaturesContent and Language Objectives

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.

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

Language Objectives

http://www.youtube.com/watch?v=SqSCHHTzEns



What’s the how?

SIOP Model of Sheltered Instruction

Language Objective Format


ListeningReadingSpeakingWritingThinking


Explicit academic language

•Word•Sentence•Discourse

Language function +

Content stem+

Support


Content Standard:

Math/ Gr. 2 NBT

Compare two three digit numbers(100-999) based on meanings of hundreds, tens, and one digit, using > , = , and > symbols to record results of comparison

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.

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?


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.


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.”


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.

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.

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

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 ….

Appropriate Content Concepts…

• On grade-level

• Age appropriate

• Included in the Common Core/Essential Standards

Lesson PreparationShare Out

Supplementary Materials…• Thinking Maps• Graphs• Demonstrations• Hands-on Materials• Objects/Realia• Visuals• Graphic Novels• Adapted Texts• Related Literature


Lesson PreparationCompare-Contrast

Teacher 1’s Supplementary Materials:Materials: Math Worksheet for practice with addition.

Teacher 2’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


Animal and Plant CellsTeacher 1’s Supplementary Materials:

Materials: Science Textbook, Worksheet: fill-in-the- blank, matching, labeling

Teacher 2’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

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…


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 kat sat mat


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

ELD Standard 4: The Language of Science

Adaptation of Content…

Level 1: …using visual supportsLevel 3: …using sentence frames & graphic supportsLevel 5: …using graphic supports

Progress check!

How did we produce a variety of sentence structures to justify our choice of techniques

to adapt content?

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 PreparationCompare and Contrast

Teacher 1’s Activity:

Copy words 3 times each.

Teacher 2’s Meaningful 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…

swet suit sweet

Lesson PreparationCompare 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!

Lesson Preparation

The Six-Point Lesson PlanClass/Subject:_________________________________________________________Block/Period:______ Teacher: __________________________________________________________Date:________________

Lesson Format Today’s Lesson Time 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:

SIOP Lesson Plan Templates• Making Content Comprehensible Book

SIOP PD Toolkit• http://pdtoolkit.pearsoncmg.com

SIOP Lesson Plans• http://www.cal.org/siop/resources/lessonplans.html

SIOP Sheltered Instruction Observation Protocol

Sample SIOP Lesson Plan

Begin to write a lesson plan you can use!

1. Determine the domain (R, W, L, S and Thinking!)

2. Create a Content Objective “I can….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

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.

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.

SIOPQuick Write/Snow Balling!

1. On a piece of paper, make a statement:

-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…

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

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