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SIOP- Lesson Preparation 1

Traditionally, to meet the needs of students who struggled: Reading material & texts were rewritten (watered down) according to readability formulae. Adapted texts Controlled vocabulary Limit number of concepts

Results: If the student’s exposure to content concepts is limited, the amount of information they learn is

considerably less than their peers. Instead of closing the gap between native English speakers and ELLs, it is increased.

What is SIOP? S- sheltered I –instruction

O-observation P-protocol

Originally drafted in the early 1990s as a research and supervisory tool to determine if observed teachers incorporated sheltered instruction (a measure of the SIOP model of instruction)

Later developed beyond the observational protocol into a lesson planning and delivery system.

SIOP is composed of 8 instructional components with a total of 30 features: {see table of contents}1. Lesson preparation2. Building Background3. Comprehensible Input4. Strategies5. Interaction6. Practice and Application7. Lesson Delivery8. Review and Assessment

Principles of SIOP Attention is given not only to the content instruction, but also to meeting ELL’s second language

development needs. Grade-level subject curriculum is presented through modified instruction in English

Second language acquisition requires meaningful interaction, thus through the study of content, students interact in English in a meaningful way relevant to their schooling.

Special techniques make content comprehensible Background is elicited or, if needed, built Teachers offer students multiple ways to demonstrate their understanding of the content. Beneficial to all struggling students


Features of Lesson Preparation1. Content Objectives2. Language Objectives3. Appropriate Content Concepts4. Supplementary materials5. Adaptation of Content6. Meaningful Activities

Writing Time-Bound Objectives Lesson-level objectives

o Taught and learned in one or two lessons The same concept can inspire a sequence of objectives:

o Day 1- Students Will recognize similes in a texto Day 2- SW discuss the functions of simileso Day 3- SW write three simileso Day 4- SW write a descriptive paragraph using similes

Content Objectives- Feature 1

Content Objectives- What am I teaching today? Concrete content objectives identify what students should know and (be able to) do at the end of the

lesson. These objectives support school district and state-content standards and learning outcomes.

Common Core Standards (Oklahoma Version): http://tinyurl.com/d687ermFor pull-out ESL, you may decide to use the following options*:

Common Core Language Arts standards WIDA or TESOL Standards (www.wida.us) Following an LCS-approved curriculum such as Reading Horizons (phonics)

*Curriculum decisions should be made by administration and approved by LCS

Content objectives should be: Based on state standards Other things I want to remember about CO: ________________________________________________

____________________________________________________________________________________

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http://www.wida.us/

http://tinyurl.com/d687erm


Language Objectives- Feature 2

Based on the Skills of Language: Other things I want to remember about LO: ________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

___________________________________________________________________________________

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Content Objectives Language Objectives Clear, simple, student-friendly Clear, simple, student-friendlyDisplayed orally and in writing Displayed orally and in writingReviewed with students at the beginning of the lesson

Reviewed with students at the beginning of the lesson

Focus on skills/ standards Focus on skills of language: Listening, Speaking, Reading, & Writing

Measurable MeasurableIdentify, solve, distinguish, create, hypothesize Listen for, retell, define, summarize, write Standards designated by the state- PASS, Common Core

Standards based on student needs- WIDA, TESOL, State L.A.

How to make your objectives bloom with higher order thinking skills:

Notes on Bloom’s Taxonomy:Remembering Recall facts/ information

Understanding “Get” the meaning (comprehension)

Applying Use the concept in a new way

Analyzing Separate the material into parts in order to understand it

Evaluating Make judgments about the value of an idea

Creating Put parts together in a new way with emphasis on creating new meaning

Writing Measurable Objectives


Students will be able to State what students WILL DO in the lesson This is not what they will be *able to* do. They will DO it. J If they are only able to do it, how will you know?

Other ways to state objectives I will… We will…

Strong vs. Weak Objectives- Underline the strong objectives below: SW understand the elements of a fable. SW identify three characteristics of a historical novel. SW explore allegory in various works of children’s literature. SW plot three sets of points on an axis. SW find the average using data from the daily classroom attendance sheet. SW create a visual representation of the water cycleSW develop a basic knowledge of the solar system. SW recognize the importance that heredity plays in our lives.SW demonstrate their knowledge of animal cell structure by creating a reproduction from various given materials.SW develop an awareness of the branches of government.

Let’s write some blooming objectives! Remember:

Measurable

o Students will/ We will/ I willo Measurable verb (what will the task be?)

o Avoid: understand, explore, think about, develop awareness

Blooming (High Order)

o Creating (construct, design, invent)o Evaluating (assess, rank, prove)o Analyzing (classify, break down, outline)

{See handout}


Let’s write some blooming objectives!CO: Students will ____________________________________________________________________________

_________________________________________________________________________________________

LO: Students will ____________________________________________________________________________

_________________________________________________________________________________________

C3 Skills:

Grade 2 LA, Standard 2.2 (Phonics) a. Build and understand compound words, contractions, and base words using

prefixes and suffixes. Math, Standard 4.1 (Linear Measurement) a. Measure objects using standard units (e.g., measure length to

the nearest foot, inch, and half inch). Life Science, Standard 2 (Life Cycles and Organisms) 1. Plants and animals have life cycles that include

developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.

Life Science, Standard 2 (Life Cycles and Organisms) 2. Plants and Animals often have characteristics similar to their parents.

Grade 4 Math, Standard 2.1.b.i: Compare and order whole numbers and decimals to the hundredths place (e.g.,

pictures of shaded regions of two-dimensional figures, use >, <, = symbols).

Grade 6 LA, Standard 1.1 (Words in Context) a. Use knowledge of word parts and word relationships, as well as

context clues (the meaning of the text around a word), to determine the meaning of technical and specialized vocabulary and to understand the precise meaning of grade-level-appropriate words in fiction and nonfiction texts.

Math, Standard 3 (Geometry) 1. Compare and contrast the basic characteristics of three-dimensional figures (pyramids, prisms, cones, and cylinders).

Social Studies, Standard 2 (Geographic Representations) 3. Define, recognize, and locate basic landforms and bodies of water on appropriate maps and globes.

Grade 8 Science, Process Standard 1.1: Identify qualitative and/or quantitative changes given conditions (e.g.,

temperature, mass, volume, time, position, length) before, during, and after an event.

High School Health Ed, Grades 9-12, Standard 5.2. Establish personal health goals and evaluate progress toward

achieving those goals. Algebra 3.2a. Measures of Central Tendency and Variability a. Analyze and synthesize data from a sample

using appropriate


Bloom’s Taxonomy Verbs Aligned to the Six Levels of Cognitive FunctioningSorted into Language and Content Categories

Cognitive Function Language ContentRememberingComprehension or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers

Cite DefineLabelListNameQuote

ReciteRecordRepeatStateTellWrite

DrawEnumerateFindIdentifyIndexIndicateMatchMeetOutline

PointRecallReproduceReviewSelectSequenceTabulateTraceView

UnderstandingGrasping or understanding the meaning of informational materials

ArticulateCiteClarifyCompareContrastDefend DescribeDiscussElaborateExplain

ExpressGive examplesInteractParaphraseReportRestateRewriteSummarizeTranslate

AddApproximateCharacterizeClassifyCompareComputeContrastConvertDetailDifferentiateDistinguish

EstimateExtendExtrapolateFactorIllustrateLocateObservePicturePredictReviewSubtractTrace

ApplyingApplying previously learned information (or knowledge) to new and unfamiliar situations

AlphabetizeArticulateCompleteExpressExtendInformInstructInterview

ParticipatePersonalizePrepareReportTranscribeTranslateUseUtilize

ActAdaptAdministerAllocateApplyAssessAvoidBack upCalculateCaptureChangeChartChooseClassifyCollectComputeConstructContributeControlCustomizeDemonstrate DepreciateDeriveDetermineDevelop DiminishDiscoverDramatizeDrawEmployEstablishExercise

Expose FactorFigureGraphHandleIllustrateImitateImplementIncludeInvestigateManipulate ModifyOperatePaintPlotPracticePriceProcessProduceProjectProtectProvideRound offSequenceSelectShowSimulateSketchSolveSubscribeTransferUse Utilize


Cognitive Function Language ContentAnalyzingBreaking down information into parts, or examining (and trying to understand the organizational structure of) information

AnalyzeCommunicateCompareContrastDebateDiagnoseDocument ExplainOutlineProofreadQueryRelateSummarizetransform

AuditBlueprintBreak downCharacterizeClassifyConfirmCorrelateDetectDiagramDifferentiateDiscriminateDissectDistinguishExploreFigure outFileFocus

GroupIdentify IllustrateInterrupt InventoryLay outLimitManageMaximizeMinimizeOptimize orderPoint outSelectSeparateSize upSubdivideTrain

EvaluatingJudging or deciding according to some set of criteria, without real right or wrong answers

ArgueConcludeCompareContrastCounselCriticizeCritiqueDefendEvaluate

Explain PredictPrescribeSummarizeInterpretJustify Recommend Reframe Support

AssessChooseDiscriminateEstimateMeasurePrioritizeProve

RankRatereleaseSelectTestValidateVerify

CreatingApplying prior knowledge and skills to combine elements into a pattern not clearly there before

AdaptCollaborateCommunicateCompareCompileComposeContrastDevelopDictateExpressGeneralizeLectureNegotiateOrganize

OutlinePerformPlanPortrayPrepareProduce ProposeReferRelate ReorganizeReviseRewrite SpecifySummarizeWrite

AnimateArrangeAssembleBudgetCategorizeCodeCombineConstructCorrespondCreateDebugDepictDesignEnhanceFacilitateFormulateGenerateHandleImportImprove

IncorporateIndividualizeInitiateIntegrateInterfaceInterveneInventJoinMake upModelModifyOverhaulPrescribeProgramProgressRearrangeReconstructReinforceStructureSubstituteValidate

Remember: We want the objectives to be: Based on grade-level content standards Stated in a student-friendly language Presented orally and in writing (posted) Measurable

Bloom’s Handout created by Dr. April Haulman/ University of Central Oklahoma


It’s important for students to interact with the objectives because it helps them to: Internalize it. Understand what they will be held accountable for Reflect on their learning

Ways to interact with the objectives: Chorally read (Ready? Begin!) Cloze read (When I pause you say the next word) Draw a box around the verbs (“We are ____ (verb). What are we doing class?” (pause for group response) Refer back to the objective at the end of the lesson Use random questions (What are we learning today? What will you able to do by the end of class today?

Content Concepts Appropriate for Age and Educational Background- Feature 3In SIOP classrooms, although materials may be adapted to meet the needs of English learners, the content is not diminished. When planning lessons content concepts for ELLs, consider:

The students’ first language (L1) literacy. Second language (L2) proficiency. Reading ability. The cultural and age appropriateness of the L2 materials. The difficulty level of the material to be read.

Remember! It is never appropriate to teach students curriculum intended for younger children simply because of their limited English proficiency.

Perform a Task Analysis Break down concept knowledge or skill to determine the individual skill and knowledge that students will need

in order to understand a concept or to perform a skill. This can be done at the unit or lesson level and also when determining what requisite knowledge/skills are

required to build background knowledge.

Determine whether to Provide background-building for the whole class Teach a brief jump-start lesson for ELs Work collaboratively with the ESL teacher to provide background prior to the class lesson

Other Considerations Background experience needed to learn and apply content concepts. Modify lesson to include substantial background building:

o Small group mini-lesson preceding whole-class lesson (preview)o Elicit background knowledge (KWL chart, spider web, round robin)o Build background (if there’s no prior knowledge of the topic)o Pre-teach vocabularyo Picture-walk through the texto Use bilingual peer/ parapro to introduce the concept)o


Supplementary Materials Used to a High Degree- Feature 4Using supplemental materials supports different learning styles and multiple intelligences.Students can make connections and construct personal relevant meanings.Supplemental materials provide a real-life context and enable students to bridge prior experiences with new learning.They enhance meaning and clarify confusing concepts

Supplemental Materials Discussion Think of a lesson in which you used supplementary materials effectively to support EL’s comprehension. List the

SM you used with your students during the lesson. What did you do to help students make a connection between the SM and the lesson concepts? Describe the effects of EL’s use of the materials on their content comprehension. What was it that made the SM helpful to your ELs?

SM Survey Place:

The letter R next to materials that you regularly provide to your ELs to make content comprehensible. The letter S next to the materials that you sometimes provide to ELs. A check next to at least 2 materials you’d like to incorporate into your lesson planning in the near future.

_____ Pictures from magazines, books and brochures

_____ Photographs

_____ Maps

_____ Videos

_____ Realia (objects from real-life)

_____ Pictures drawn by students of their own experiences related to content concepts

_____ Clip art illustrating key concepts

_____ Literature, poetry, music or art reinforcing content concepts

_____ Models, charts, timelines, or props

_____ Multimedia such as CD-ROMs or video streamed over the internet

_____ Demonstrations by students or teachers

_____ High interest/ low reading fiction and non-fiction books (hi-lo readers)

_____ Adapted texts

_____ Hands-on materials or manipulatives (also known as “practice and application” materials – these are not realia)


Supplementary Materials: Hands-on manipulatives Realia Pictures Visuals Hi-lo readers Multimedia Demonstrations Related literature Adapted text

Examples of Realia: Menus, receipts, brochures, photographs, maps, models

Adapting Content to All Levels of Student Proficiency- Feature 5Adapting content to make it comprehensible and accessible is a way of supporting the curriculum without watering it down. (Leaving content concepts intact)

Providing context is a great way to prepare students to learn.

Ways to adapt context: Graphic Organizers- schematic diagrams that provide clarity, especially regarding key points or

concepts. Examples: Venn diagrams to compare/contrast, T chart for note-taking, timelines to help students anticipate what will come next.

Outline- scaffolded support; helps students identify key concepts and details Leveled Study guides (include more manageable texts, “hints” for unlocking the meaning, labels, less

challenging questions and tasks, simpler language and structures) Highlighted Text ( some text can be marked for main ideas- reduces the amount of the text to be read

for struggling readers) Recorded text (provides multiple exposures. Students can listen and follow along with the text) Adapted text (rewriting selected sections with key ideas only, simpler language, shorter sentences) Jigsaw Text Reading (cooperative learning activity):

o Students get together in a group and read a part of the text (orally taking turns, partners to each other, or silently)

o Then they get together and summarize what they have read, key vocabulary, etc. Teacher needs to monitor this activity for comprehension!

o Students return to the original groups and share what they have learned. (Consider a student’s English proficiency for this task)

Marginal notes (only one master copy is needed) Native language texts (if a student is literate in L1) to support content understanding.


Meaningful Activities- Feature 6 Meaningful experiences are often described as “authentic”, because they represent a reality for

students. Authentic, meaningful experiences allow ELLs to attach labels to things already familiar to them. Their learning becomes situated rather than abstract. ELLs are often given activities that are not meaningful and are unrelated to the content given to the

other English proficient students in their classes.

Think: is the activity worth our time?

Meaningful Activities discussion How much do you remember from high school Spanish (French, German, etc.) classes? What

percentage would you say you remember now?

Authentic Learning Krashen’s Learning vs. Acquisition Theory

Learning is artificial (rules & grammar) Acquisition is authentic


Bringing it together: Backward Lesson PlanningSteps for backward planning Think-aloud

Unit overview Review teacher’s edition or

teacher/district-created materials Review unit goals Review state standards

What do you want students to know from this particular standard?What standards must be covered? What will it look like on the state test?What are your goals for your students as related to the standard?CC says the student will…What will they have to be able to do independently?Where are we going? How are we going to get there?

Final assessment Examine final unit assessment Analyze skills and knowledge

needed to meet unit goals (task analysis)

What specific skills or knowledge will I ask my students to demonstrate? What will it look like? What product will they need to create?How will they show mastery?What will the format be?What is the evidence of learning?What/how will you assess key vocabulary?What rubric will students use?

Logical lesson sequence Determine sequence for building

unit content Determine sequence for building

unit language Determine sequence for building

unit sequence

How can we break down the big picture into smaller steps?Background/prior knowledgeDaily goals (weekly goals broken down into lessons)How many lessons will it take?What order will you introduce new skills/ key vocabulary?This unit will require ___ days. How will concepts build on each other each day? (content, language and skills)How will daily formative assessments drive instruction?

Supporting activities Find supporting activities in TE Find supporting activities in other

resources

Enrichment/ supporting activities that go along with this lesson are…How will activities build on each other?A meaningful (relevant) activity I will do with my students is…

Additional connections Make additional real-life

applications that will support both the students and the content and language throughout the unit

Value beyond schoolWhy do they need to know this? How does it relate to real life?Student need to know this because…How can we incorporate real-life applications?I will build background knowledge by…

Language considerations Determine the language that will

be needed by students to support specific skills and meet the unit goals

Consider students’ proficiency levels and identify the language skills that will be practiced and/or assessed for each lesson and across the unit as a whole

What are the language levels of each student? What does this mean for the classroom? (WIDA scale is like the earthquake [hot pepper] scale) What LSRW do students need to be successful in this unit?Focus on what they CAN DOProductive (speak/write) vs. Receptive skills (listen/read)I will determine/address the students’ language needs by…

Echevarria, J., Vogt, M. E., Short, D. (2008). Making Content Comprehensible for English Learners: The SIOP Model (3rd Ed.). Boston: Allyn & Bacon


Backward Planning FormUnit overview Unit goals What standards must be covered? What

are your goals for your students for this standard?

Final assessment Examine final unit assessment Analyze skills and knowledge needed to

meet unit goals (task analysis) What will it look like? What product will

they need to create? How will they show mastery? What will the format be? What is the evidence of learning?Logical lesson sequence Determine sequence for building unit

content, language and sequence How many lessons will it take? How will concepts build on each other

each day? (content, language and skills) How will daily formative assessments

drive instruction? How can we break down the big picture

into smaller steps?Supporting activities Find supporting activities in TE or other

resources (Pinterest) A meaningful (relevant) activity I will do

with my students is… How will activities build on each other? Enrichment/ supporting activities that go

along with this lesson are…Additional connections Make additional real-life applications that

will support both the students and the content and language throughout the unit? Why do they need to know this? How does it relate to real life?

How can we incorporate real-life applications?

Student need to know this because…Language considerations Determine the language that will be

needed by students to support specific skills and meet the unit goals


Focus on what they can do- use WIDA’s Can-Do Descriptors and WIDA MPIs

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