SIOP Lesson Planning Worksheet

SIOP Lesson Planning Worksheet

 

Subject:                       Grade Level:

SIOP Feature Unit/Lesson Plan Example
1. Content Objective  
2. Language Objective  
3. Appropriateness of Content Concepts  
4. Supplementary Materials  
5. Adaptation of Content to all levels of ELL Proficiency  
6. Meaningful Activities that integrate lesson concepts with language practice  
7. Concepts explicitly linked to background experiences  
8. Explicitly linked to past learning  
9. Key vocabulary emphasized  
10. Speech appropriate for student proficiency levels  
11. Clear explanation of academic tasks  
12. Variety of techniques used to make content concepts clear  
13. Ample opportunities provided for students to use learning strategies  
14. Scaffolding techniques consistently used, assisting and supporting student understanding  
15. A variety of questions or tasks that promote higher order thinking skills  
16. Frequent opportunities for interaction and discussion  
17. Grouping configurations support language and content objectives of the lesson  
18. Sufficient wait time for student responses consistently provided

 

 
19. Ample opportunity for students to clarify key concepts in L1  
20. Hands on materials provided for students to practice using new content knowledge  
21. Activities provided for students to apply content and language knowledge  
22. Activities that integrate all language skills.

 

 
23. Content Objectives clearly supported by lesson delivery  
24. Language objectives clearly supported by lesson delivery

 

 
25. Student engaged approx.. 90 – 100% of the period

 

 
26. Pacing of the lesson is appropriate to students’ ability levels

 

 
27. Comprehensive review of key vocabulary  
28. comprehensive review of key content components  
29. Regular feedback provided to students on their output  
30. Assessment of student comprehension and learning of all lesson objectives throughout the lesson  

 

Key: SW = Students will | TW = Teachers will | SWBAT = Students will be able to… | HOTS = Higher Order Thinking Skills

 

SIOP LESSON PLAN TEMPLATE 1

SIOP® Lesson Title: Grade:
 

Content Standard(s):

 

Key Vocabulary:

 

Content: Subject Specific and Technical Terms:

 

 

General Academic: Cross-Curricular Terms/Process & Function:

 

 

Word Parts: Roots and Affixes:

 

 

 

HOTS:

 

 

 

Supplementary Materials:

SIIOP LESSON PLAN TEMPLATE 2

 

Topic:

 

 

 

 

Class:

 

 

Date:

 

 

Content Objectives:

 

 

Language Objectives:

 

 

 

Key Vocabulary:

 

·         Content Vocabulary:

 

 

·         Cross-Curricular Vocabulary:

 

 

 

Materials (including supplementary and adapted):

 

 

 

Higher-Order Questions:

 

 

 

Lesson Sequence

 

 

Activities

 

Building Background

 

Explicit Links to Previous Experiences:

 

Explicit Links to Past Learning:

 

 

Lesson Sequence

 

 

 

 

 

 

 

 

 

 

Lesson Sequence

 

 

 

Student Activities (Check all that apply for activities throughout lesson):

 

Scaffolding: Teacher Modeling Guided (Small Group/Partner)

Independent (I watch and respond; You do independently)

 

Grouping:   Whole Class  Small Group Partners   Independent

 

Language Processes: Reading Writing Listening Speaking

 

Strategies:  Hands-on     Meaningful   Links to Objectives

 

Review and Assessment (Check all that apply):

 

Individual    Group    Written    Oral

 

(Include methods of assessment throughout Lesson Sequence)

 

Review Key Vocabulary: How and When?

 

 

 

Review Key Content Concepts: How and When?

 

 

 

 

Review of all content and language objectives: How and When?

 

 

 

 

 

 

 

 

 

 

Reflection: What worked? What didn’t? Why?

 

 

 

 

 

 

 

 

 

(Adapted from lesson plan created by John Seidlitz. Used with permission.)

 

(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.)

 

SIOP LESSON PLAN TEMPLATE 3

STANDARDS:

 

THEME:

 

LESSON TOPIC:

 

OBJECTIVES:

Content:

 

 

Language:

 

 

KEY VOCABULARY:

Content Vocabulary:

 

 

Cross-Curricular Vocabulary:

 

 

SUPPLEMENTARY MATERIALS:

 

HOTS: HIGHER ORDER THINKING QUESTIONS AND TASKS:

 

 

MOTIVATION:

(Building background and explicit links to past learning)

 

 

 

LESSON SEQUENCE:

(Language and content objectives, comprehensible input, strategies, interaction, feedback)

 

 

 

PRACTICE AND APPLICATION: MEANINGFUL ACTIVITIES

(Meaningful activities, interaction, strategies, practice and application, feedback)

 

 

 

REVIEW/ASSESSMENT:

(Review objectives and vocabulary, assess learning)

 

 

 

WRAP-UP: (Go over content and language objectives; closure of lesson)

 

(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.)

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The Webster University Culturally Responsive Instruction for English Language Learners: Family & Community Engagement Event; July 7th, 2016. Whittier Elementary Sch.

 FAMILY ENGAGEMENT:

Family engagement is a shared responsibility of families, schools and communities for student learning and achievement; it is continuous from birth to young adult and it occurs across multiple settings where children learn.

National Policy Forum for Family, School and Community Engagement

Family Engagement is essential for children’s learning and family well-being. It occurs when there is an ongoing, reciprocal, strengths-based partnership families and their children’s early childhood education programs.

National Association for the Education of Young Children

Family Engagement, with school and community engagement is an essential strategy in building a pathway from early childhood to college and career readiness. Thus engaging families in the earliest stages of education is the key.

“Beyond Random Acts” – Harvard Family Research Project- U.S. Department of Education

Joyce Epstein’s Six Levels of Parent Involvement:

Type 1 – PARENTING

Help all families establish home environment to support children as students.

Types 2 – COMMUNICATING

Design effective forms of school to home and home to school communications about school programs and children progress.

Type 3 – VOLUNTEERING

Recruit and organize parent help and support.

Type 4 – LEARNING AT HOME

Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions and planning.

Type 5 – DECISION MAKING

Include parents in school decision, developing parent leaders and representatives.

Type 6 – COLLABORATING WITH COMMUNITY

Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development.

Five Ways to Engage Parents of ELL Students:

(Posted November 1, 2013 in Teaching Strategies)

Engaging with the parents of ELL students, also known as English Language Learners, is vital to helping these pupils succeed.

Parental involvement is the backbone of a child’s education, and this is especially true of ELL students who are challenged by language barriers. These five suggestions should smooth the process:

  1. Connect with ELL students’ families

One important key to success with ELL programs is actively connecting with families. Waiting around for them to connect with your program will not work. Put in the time to learn about parents’ cultural traditions and educational characteristics. Work on developing a personal, one-on-one approach with each family.

You’ll need creativity and ingenuity to strengthen the relationship between the school and home environments of ELL students. Work on building a partnership based on mutual respect that empowers parents to contribute their talents and experience to their children’s education.

If you become involved in ELL students’ neighborhood activities, you may meet unexpected contacts like community leaders who can then put you in touch with more parents of ELL students.

  1. Ensure the effective communication of important school information

  • Make certain that ELL families receive all of the school’s scheduling and other important information in their native language–not just in English– to ensure they “get the message.”
  • Some people mistakenly believe that using the family’s native language does them a disservice because they really need to learn English. But studies confirm that strong native-language skills actually contribute to the academic success of an ELL student.
  • When parents understand the school’s information, they can more effectively support their children’s understanding of it.
  1. Tailor your approach to the family’s cultural traditions

  • Use what you learned when you established contact with the family to embrace their cultural norms. For instance, people of Hispanic heritage might have a slightly different interpretation of the role of school.
  • For example, at teacher conferences, Hispanic parents might seem more interested in their child’s behavior than in his or her grades. Don’t worry, they are not being insensitive to the child’s needs; they are simply expressing their social customs- that education is more about teaching moral and behavioral controls than it is about achieving academic milestone requirements
  • The key is seeing that this is a two-way street where both viewpoints are valid. Do whatever it takes to empower them to participate in their child’s education
  1. Get parents involved in school activities

  • For starters, all parents can monitor the completion of their children’s homework. But they can also be encouraged to visit the classroom and perhaps even to speak to the class
  • They also can volunteer in the lunchroom, the office, the library or wherever there is a need. Involving a child’s parents in the school’s activities is the clearest message of all that parents are expected to have a large role in their children’s education
  1. Formulate a plan to encourage parental engagement

  • Think about alternative scheduling. Sometimes families of ELL students (and the students for that matter) are subject to scheduling limitations that are not immediately apparent or common to other populations. Students may be working jobs for several hours after class. Parents may be working multiple jobs
  • Guidelines to keep in mind:
  • Meet the people. Learn their heritage, their problems, and their strengths
  • Schedule conferences and meetings according to the family’s available time
  • Solicit the ideas of the ELL community
  • While you are at it, don’t forget to ask the students what their parents need most to become more involved
  • Research your community for translation possibilities and input from community leaders.
  • Formulate your plan around identified strengths as well as needs

Education is everyone’s business, not just that of educators. Encouraging the contributions of ELL families is one more way to help schools work for the betterment of the entire community.

PicMonkey Collage

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Cultural Insights from Canada’s Centre for Intercultural Learning

Canada’s Centre for Intercultural Learning provides insights to a variety of countries and cultures including common conversation topics, tips on building relationships, stereotypes, class, ethnicity, gender, and recommended books, films, and foods. Their vignettes are unique in that they include a short bio of a local along with their perspective on each topic followed by the bio and perspective of a Canadian with experience in the culture. Visit the Cultural Information page, choose a country or region from the drop down list, and click on a topic in the country information or cultural insights menus.

Posted in Culture, Websites

Cultural Competence for Educators

National Education Association’s Diversity Toolkit addresses facets of diversity such as class and income, gender, race and ethnicity, sexual orientation and gender identity, race and ethnicity, and social justice. Each section presents basic information on main issues in each subtopic, strategies, and links to other resources.

The toolkit’s Cultural Competence for Educators section identifies five skill areas of cultural competence including valuing diversity, increasing awareness of our own and other cultures, anticipating misunderstandings and knowing how to respond, and institutionalizing cultural competency to better serve the entire population. The toolkit also contains over 800 lesson plans, over 100 posts on classroom management, and a link to 60 teaching strategies from Facing History and Ourselves.

Cultural competence is the ability to successfully teach students who come from a culture or cultures other than our own. It entails developing certain personal and interpersonal awareness and sensitivities, understanding certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching and culturally responsive teaching.

Posted in Culture, Professional Development, Websites

Save the Date: Family Engagement Event

Family engagement expert Phyllis Harris will host the Celebrate Summer Learning at 3pm on Wednesday, July 8th at Gladstone Elementary School, 335 N. Elmwood, Kansas City, Missouri. Community providers will share resources and services, and teachers will lead parents and children in family literacy activities. Please RSVP to Mrs. Harris at pharris@webster.edu by Thursday, July 2nd.

Posted in Academic Resources, Community Resources, Professional Development

JVS’ Global Table Event

Jewish Vocational Service, the primary resettlement agency for refugees in Kansas City and a KCPS Language Services partner, is hosing its third annual Global Table fundraising event benefiting JVS programs and services on Sunday, June 14th at 6:00 p.m. The event will feature live entertainment by Amando Espinoza, international food, and a silent auction at the River Market Event Place, 140 Walnut, Kansas City, MO 64108.

Tickets can be purchased online through the JVS website for $100 each. For information on sponsoring a table, please contact Jennifer Conoley at jconoley@jvskc.org or 816-471-2808 ext. 1144.  Print

Posted in Community Resources, Culture

Tech Tools for Data and Learning

Recently, an applicant to our grant-funded ESOL certification program asked about the role of technology in the program – specifically the purpose of providing an iPad to each participant.

While educators increasingly use mobile devices to boost student engagement and learning, the visionaries of our project saw a need to increase access to student performance data and assessment tools using technology and to support data-based decision making by putting those tools at teachers’ fingertips.

Participants in the program now use their iPads to manage and leverage data using Tyler and the WIDA Can Do Descriptors. They can customize Class Dojo, a popular classroom management app, to use in formative assessments and use voice recording apps for capturing individual voices during choral response and reading, allowing learners to assess their own and others’ fluency and pronunciation.

In addition, a number of online videos and tutorials provide step-by-step instructions on creating rubrics and quizzes with Google Forms or apps such as Socrative, and apps such as Three Ring provide a way to capture and store student work.

Peggy Everist and Kim Bonner using an iPad provided by the grant.

Peggy Everist and Kim Bonner using an iPad provided by the grant.

Teachers in the program find their iPads to be useful classroom management and learning tools as well. Read more ›

Posted in iPad Apps, Technology Resources, Websites