He then asks, “Can anyone read our content objective for today?” Charlie responds to Mr. Brown displays the content and language objective on the board in a PowerPoint slide. All of his students are seated and paying attention as he opens his lesson. Brown enters his fifth grade math classroom on Monday morning to instruct the SIOP lesson which he has planned. The lesson below is a one-hour math lesson on the topic of multiplicative comparisons. Garcia is a bilingual teacher who speaks Spanish and English. Brown’s teaching assistant in this classroom. The students in this classroom are of varying English proficiency levels (EPLs). His sheltered instruction classroom contains 15 ELL students. Brown is a fifth grade math teacher in the Phoenix Unified School District. You are required to submit this assignment to LopesWrite. GCU style is not required, but solid academic writing is expected. Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts. Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher-order thinking. Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.īuilding Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.Ĭomprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear In addition, record on your worksheet how the teacher used the following within this lesson: After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet. H/W: Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
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