Language Proficiency Levels and Lesson Plans

William BarringerJennifer Gonzalez

Dalton LipesPatrick Norris

What is Sheltered Instruction Observation Protocol (SIOP)?

O An instructional model that provides teachers with tools and methods to help English Language Learners (ELLs) learn content area material even though they have not mastered English.

8 Components of an SIOP Lesson

1. Lesson preparation2. Building background3. Comprehensible input4. Strategies 5. Interaction6. Practice and

application7. Lesson delivery 8. Review and

assessment(Pearson, 2014)

Why Differentiate Instruction?

Every child is different. When teachers know these differences they can tailor lesson plans to meet students’ needs. This contrasts from traditional teaching which focused on a fictional “typical” child and excluded everyone else.(DelliCarpini, 2006)

Differentiating &ELL Students

Every student benefits from differentiating instruction, particularly ELLs. ELLs have various needs like their counterparts in addition to different cultural & academic backgrounds as well as linguistic abilities. (Dahlman, 2008).

Building BackgroundChildren learn better when new information is put into context and built on pre-established knowledge. This is challenging when teaching ELL students because they might not have references we take for granted, like fireworks on the 4th of July. This is why it is important for teachers to build ELL’s background knowledge using text based materials so students can relate new material to accurate base level information.

(National Association of Secondary School Principals, 2010)

Comprehensible Input (CI)

ELL students struggle in content areas because they need to understand and respond in the very language they are trying to learn, English. The CI component of SIOP lessons addresses this by presenting information in a manner students can understand according to their proficiency level. Examples include using visuals, paced speech, and scaffolding.(Association for Supervision and

Curriculum Development, 2007).

Language Proficiency Levels

Learning a language happens in stages, for native and non-native speakers alike. Just imagine speaking with a toddler and then a teenager, the differences between the two would be blaringly obvious. The same is true for ELL students. Wida has defined six proficiency levels to characterize student language proficiency. (WIDA, 2012)

Characteristics of the Proficiency Levels

OLevel 1-BeginningOLevel 2-EmergingOLevel 3-

DevelopingOLevel 4-

ExpandingO Level 5-Bridging OLevel 6- Reaching

(WIDA, 2012)

Four Language Domains

In addition to the six proficiency levels, teachers need to address the four domains of language in their instruction. These four domains include:

Reading

Writing Listening

Speaking

Sample SIOP Lesson Plan The differentiated lesson plan we will discuss focuses on the writing language domain. It is part of an overall Reconstruction Era & KKK social studies unit.

Objective: Students will reflect on what they have learned about the Reconstruction Era to write a formal letter voicing the concerns of the era to the President.

Procedure:1. Students will review a sample business letter and discuss it in a think-pair-share format. Students will then discuss as a class when they would use this letter.

SIOP Lesson Plan, Continued1. Students will watch the video Violence

and Intimidation followed by a class discussion on the video.

2. Students will pair off and pretend they live in the Reconstruction Era. They will use what they have learned to draft a formal letter voicing their concerns of violence and the KKK to President Andrew.

(Tuscon Unified School District, n.d)

Sample Classroom The sample classroom is typical in many school districts: Teacher only knows EnglishThere is at least one student

in each language proficiency level.

Some students were born in the United States but live in non-English speaking households.

Some students immigrated from another country and do not know any English.

Level 1: Beginning Students have limited to no understanding of English and will usually communicate non-verbally. They respond well to visual aids and need a lot of support in class.

Building background: When in think-pair-share groups the teacher will

help students think of formal situations that might require a business letter like interviews or complaints.

Teacher will review the letter’s format and emphasize that supporting details need to go into the body of the letter.

Level 1: Beginning … Comprehensible Input

Four-Corner vocabulary charts- will help students with vocabulary words that can be used in the letter

Multi-media Pictorial Word Bank- for emotion words like intimidate and scare. Students will use a computer to drag words over the corresponding picture so they can visualize it better.

Fill in the blank letter template to begin scaffolding the letter writing process for students.

• Intimidate• Frighten or overawe (someone), especially in order to make them do

what one wants.

• Scare• cause great fear or nervousness in; frighten

Level 2: Emerging Students understand short sentences and communicate with simple sentences.

Building Background As students review the business letter the

teacher will encourage them to state any facts, ideas, thoughts, or opinions on other formal letters they have read.

The teacher can use material and information learned from previous assignments and how letters are formatted to assist students in increasing their knowledge of the English language.

Level 2: Emerging… Comprehensible Input

Provide students with a model of a simple letter they can follow.

Provide students with a word bank they can use to complete their letter.

Provide students with a graphic organizer to help them create simple yet complete sentences.

(Teachers Pay Teachers , 2014)

Level 3: Developing Student has a limited vocabulary but understands complex speech. Their writing becomes slightly more complex.

Building background:Have students discuss the sample letters

they reviewed at the beginning of the class. Ask students to think of a time they would write a formal letter.

Level 3: Developing ….Continued

Vocabulary- describe and relate key terms to the video. Students then write synonyms for these words and are encouraged to use them in the letter.

Graphic organizers- to help students expand on simple sentences.

(Teachers Pay Teachers , 2015)

Level 4: Expanding Student communicates socially and reads fluently. Has difficulty with abstract concepts and reading texts out of context.

Building background:The teacher will review the business letter

and discuss situations requiring a business letter in their think-pair-share.

Teacher will also provide a background on the lack of technology during this era which is why letters were the most effective form of communication.

Level 4: Expanding….Comprehensible Input

Timeline activity- completed with a partner on the Reconstruction Era & KKK.

Partner writing- with a student in a higher proficiency level.

Additional time- Students will receive additional time to complete their assignment.(Kash, n.d)

Level 5: Bridging Communicates fluently with minimal language support. Students are fluent but still need occasional support

Building Background Knowledge:

Have students review and discuss the example business letter in a think-pair-share

Level 5: Bridging ….Comprehensible Input

Teacher will read directions aloud and have them written for the students.

Provide students with a list of formal sayings such as “eternally grateful” they might not know, but could use in the letter.

Will be given a letter writing checklist.

Images obtained from Google Images

Level 6: Reaching Students have mastered all previous levels. Teachers do not need to consider differentiating due to linguistics.

Building Background Knowledge: Have students think of a time they tried to

convince someone of something via text. Now have them pretend they had no phones or other communication and needed to write that person a letter instead of a text/email.

Level 6: Reaching … Comprehensible Input

Write and read aloud the directions Use words including “persuade” and

“compel” Give students “juicy” words to help make

their letter more compelling.

("Easy Pace Learning ", 2012)

Differentiating Instruction and language proficiency levels

Every student benefits from differentiating instruction.

SIOP models ensure that ELLs are provided with background knowledge and comprehensible input that are suited to their language proficiency level.

This support scaffolds material and language skills for ELLs so they will grow academically and become independent.

ReferencesAssociation for Supervision and Curriculum

Development. (2007). Key Concepts of Second-Language Acquisition. Retrieved from http://www.ascd.org/publications/books/106048/chapters/Key_Concepts_of_Second-Language_Acquisition.aspx

Dahlman, A. (2008). Classroom strategies and tools for differentiating instruction in the ESL classroom. Retrieved from http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm

DelliCarpini, M. (2006). Scaffolding and differentiating instruction in mixed ability ESL classes using a round robin activity. Retrieved from http://iteslj.org/Techniques/DelliCarpini-RoundRobin.html

ReferencesEasy Pace Learning . (2012). Retrieved from http://

www.easypacelearning.com/all-lessons/english-lessons-level-4/1223-descriptive-words-list-learning-english

Kash, . (n.d). Reconstruction Model Lesson Documents. Retrieved from http://mrkash.com/activities/reconstructiondocs.html

 National Association of Secondary School Principals. (2010). Building and activating background knowledge. Retrieved from http://www.nassp.org/Content.aspxtopic=Building_and_Activating_Background_Knowledge

ReferencesPEARSON. (2014). About The SIOP® Model. Retrieved

from http://siop.pearson.com/about-siop/index.html

 Teachers Pay Teachers . (2014). Crafting sentences . Retrieved from https://www.teacherspayteachers.com/Product/Crafting-Sentences-223997

  Teachers Pay Teachers . (2015). Sentences- Writing a

Complete Sentence Graphic Organizer. Retrieved from https://www.teacherspayteachers.com/Product/Sentences-Writing-a-Complete-Sentence-Graphic-Organizer-619942

References

Tuscon Unified School District . (n.d). Social Studies SIOP Lesson

Plan. Retrieved from http://ushistory.tusd.us/participants.htm

WIDA. (2012). WIDA 2012 Amplified ELD Standards. Retrieved from

https://www.wida.us/standards/eld.aspx