SIOP Lesson Plan for 3rd Grade

SIOP Lesson Plan Key Assessment with the analysis and reflection paper –
***PLEASE FILL OUT THE ATTACHED LESSON PLAN TEMPLATE SIOP LESSON PLAN, and WRITE ANALYSIS AND REFLECTION PAPER
**** PLEASE READ CAREFULLY THE INSTRUCTION BELOW.
**** PLEASE REFFER TO THE ESL OBERSVATION PAPER YOU COMPLETED BEFORE IF YOU NEED ANY INFO
DESIGN IN ANY CORE CONTENT AREA WITH THE FOCUS OF THE USE OF READING, WRITING, SPEAKING, AND LISTENING TO SUPPORT ACADEMIC LITERACY DEVELOPMENT OF ELLS.
THIS LESSON PLAN SHOULD INCLUDE A VARIETY OF WAYS TO ADAPT AND ENRICH THE CONTENT MATERIALS TO SERVE AS BASIS FOR LANGUAGE DEVELOPMENT, BOTH ORAL AND WRITTEN, FOR ELL STUDENTS AT THE GRADE LEVEL SELECTED. YOU MUST ESPECIALLY INCLUDE THE USE OF DIGITAL TOOLS AND RESOURCES IN YOUR MODIFIED LESSONS. WHEN CREATING THIS PLAN, YOU SHOULD FOLLOW THE SIOP STRUCTURE (SEE ATTACHED ) . PEASE FOLLOW THE GUIDELINES SHOW YOUR UNDERSTANDING OF SIOP PLANNING PROCESS.
THE LESSON PLAN SHOULD BE ACCOMPANIED BY THE ANALYSIS, REFLECTION IN WHICH YOU DISCUSSION THE ELEMENTS OF THE LESSONS AND SUPPORT YOUR DISCUSSION WITH THE RESEARCH IN THE FIELD. THIS REFLECTION SECTION IS FIVE DOUBLE-SPACED PAGES LONG SUPPORTED BY THE RESEARCH (AT MINIMUM 5 REFERENCES ARE REQUIRED).
YOUR ENTIRE PROJECT SHOULD HAVE A COVER PAGE (PAGE 1) AND A REFERENCE PAGE (LAST PAGE OF THE PROJECT BEFORE ANY ATTACHMENTS OR APPENDI).
DIRECTIONS FOR COMPLETING THE ASSIGNMENT -
Design a sheltered instruction lesson that aligns with the common core and nys learning standards and which has been created to improve the english language skills of ells, at a beginning or intermediate english language proficiency level. candidates are expected to observe an esl class ( please check the fieldwork paper you completed before ) , informally assessing the learners’ content knowledge and language proficiency, and gather information that will inform their siop lesson plan objective. this decision to select a specific lesson plan and content will be explained in the rationale for the siop lp. lp activities should focus on assessing student needs before, during and upon lesson completion so as to enhance future instructional planning.
SUBMIT A SHELTERED INSTRUCTION LESSON PLAN, AS PER THE PROVIDED RUBRIC BELOW. AT A MINIMUM, THE LESSON PLAN NEEDS TO INCLUDE THE FOLLOWING:
1. The rationale for selecting the target grade/age and English proficiency level,
2. Academic content focused on the needs of ELL students at the beginning or intermediate English language proficiency level, highlighting how these needs were determined,
3. Instructional delivery date,
4. Common Core Standards addressed, performance indicators, desired concepts to be learned, and appropriate assignments, as well as reason for choosing the topic to be delivered,
5. The lesson plan must be submitted electronically, using standard margins, & a min 10 font.
6. A reflection serves as a self-critique of the LP and how this experience informed the candidate’s perception of working with ELLs, and how past and present experiences have helped him/her plan for improving future instruction.
SHELTERED INSTRUCTION LESSON AND REFLECTION PREPARATION
Develop an integrated SIOP English Language Arts and Content area lesson plan, based on your assessment of the learners’ needs, that is both engaging and developmentally correct for the students’ age, English language proficiency and developmental level and which includes language, social, and content objectives; identifies the learning standards addressed; describes the elements of the lesson; and identifies the sheltering strategies, and scaffolding techniques used to support the development of reading, writing, speaking, and listening in English through the content area. Include the use of digital tools and resources in instruction.
1. indicate how their students will be assessed. (NYS LS 1-4; INTASC 5,6,7; NCATE-TESOL 3a,b,c) PLAN HOW THE TEACHER WILL ENGAGE STUDENTS TO PERFORM THESE TASKS AND ENSURE THAT SOME QUESTIONS, OR ACTIVITIES, INVOLVE THE USE OF THE HIGHER LEVELS OF BLOOM’S TAXONOMY. MAKE SURE TO MODEL ACADEMIC LANGUAGE USE IN YOUR INSTRUCTION SO YOUR STUDENTS LEARN TERMINOLOGY, THEORY AND PRACTICES ON YOUR LESSON TOPIC.
2. Reflection – What you’ve learned from this experience (standards, curriculum, instructional strategies) and how might it be improved for future application. (3 – 5 pages narrative supported by the research with 5 references)
SIOP Lesson Plan Project Rubric
Sheltered Instruction (SIOP) Lesson Plan Rubric*
* Please use this rubric as a checklist before you submit your plan on Blackboard. Make sure to include all the items here, preferably in the same order. Differentiation, use of technology, digital tools and resources, and teacher’s use of academic language (i.e. appropriate terms, vocabulary etc) must be included as you see fit in the modified lesson.
Grade________________________________ ESL Proficiency Level __________________
Content Area___________________________ Theme/Topic/ Goal _____________________
Rationale for Choosing Topic: 1 pt.
Elements Approaches Meets Exceeds Pts.
Language Objective(s)
(measurable and address language assessment needs)
NCATE TESOL St. 3a. Listening/speaking
Reading/Writing Structures Prof. level appropriate, but not focused on student outcomes and not measurable. Prof. level appropriate, and measurable, but does not provide long term vision beyond this lesson. Prof. level appropriate, measurable, clearly articulates where students will be at the end of the process 2 pts.
Content Objective(s) (must be measurable and address grade and experientially appr. Assessed student needs
NCATE TESOL St .3b
Grade content appropriate, not measurable, vague and not focused on student outcomes and not measurable. Grade content appropriate, measurable, but does not provide long term vision beyond this lesson. Grade content appropriate, measurable, articulates where students will be at the end of the process with clearly integrated learning activities. 1 pt.
Standards - 3a & 3b Not included Some included Corresponding standards included. 1 pt.
Thinking/Problem Solving Skills –NCATE TESOL St .3b Provides limited activities for students’ development of critical thinking skills Provides adequate activities for students’ development of critical thinking skills Provides multiple activities that help students develop critical thinking skills 2 pts.
Vocabulary – (must address content to be presented) NCATE TESOL St . 3b New vocabulary not highlighted Some vocabulary highlighted All new vocabulary highlighted and presented 1 pt.
Equipment/Materials/Technology – Are digital tools and resources included?
NCATE TESOL St. 3c Not evident, culturally/linguistically irrelevant; no technology use Some mention, culturally/linguistically inadequate; some technology use It’s evident preplanning has occurred, materials are culturally/linguistically apt; technology used 1 pt.
Building Background
Motivation – Relates to students’ prior experiences NCATE TESOL St. 3a Not addressed Insufficiently addressed with little relevance Relevance established in building background 2 pts.
Comprehensible Input – prior knowledge #1
NCATE TESOL St .3b Limited links to lang./ content/experiential prior knowledge Adequate links to lang./ content/ prior knowledge Multiple links to lang./ content/ experiential prior knowledge 1 pt.
Strategies Employed TPR… Whole group instructional activities- Large group/ small group/ individual instruction - presentation of material/ cooperative groups/ enhancement
NCATE TESOL St .3b Little or no scaffolding, culturally void,
Mostly instructor generated activities Limited visual, culturally appropriate, modified text, auditory, kinesthetic activities where students are engaged Rich visuals, text modifications, culturally appropriate, auditory/kinesthetic activities that enhance student learning 2 pts.
Practice/Application
Student Interaction/ Practice / Student presentations applications NCATE TESOL. 3a No opportunities for application Minimal opportunities for application Multiple opportunities for applying new knowledge to new situations 1 pt.
Conclusion (Review)
NCATE TESOL St .3b Absent Teacher provided Students are given to opportunity to summarize 1 pt.
Assessment - Pre/ During and Post
NCATE TESOL St .3a Objectives & assessments are not aligned, limited assessment of student readiness, no feedback Adequate alignment of objectives and assessments, ongoing assessment & student feedback Objectives and assessments closely aligned, multiple assessments are used to measure student content, attitudes and skills’ performance, feedback 2 pts.
Homework - Follow up and Extension
NCATE TESOL St .3a Not aligned to objectives nor student performance Somewhat aligned to objectives and student performance Clearly provides additional opportunity for practice and relates to experiences outside of the classroom environment 1 pt.
Reflection – What you’ve learned from SIOP experience. Self assessment for future improvement. NCATE TESOL St. 5 Plan does not build on past experiences Articulates strengths Articulates strengths and challenges and plans for future growth 1 pt.
THANK YOU