Chapter 9
Mr. Tran had an excellent lesson on mummies. He listed easy-to-understand content objectives, posted key vocabulary words, then brainstormed about the words, and added words to the wall the students selected during their reading. He frequently referred back to the words. The students made a sequence chain, which broke down and explained steps used by the scientists and used the words from the word wall (further review). The students worked with a partner, and then shared their graphic organizers with other peers to help make corrections or additions.
The students seemed to enjoy reading the text and each other’s papers and finding new words for the word wall. They had great discussions about the meaning of the words, such as the different meanings of the word “tissue.” Also the different forms of the words, such as “embalm,” “ embalmer,” and “embalming.”
Mr. Tran had a number of informal assessments during his lessons, including listening to the group’s individual discussions, full group discussions, and their graphic organizers. He gave appropriate feedback and corrections throughout the lesson, then at the end of the lesson he reviewed and evaluated the vocabulary and content objectives.
Tuesday, May 11, 2010
Saturday, May 8, 2010
Chapter 8
We all have learned that in order for the SIOP lesson to be effectively taught and delivered, we to need to have clearly defined, student friendly content and language objectives. I have learned that writing student friendly objectives makes it easier for both myself and the students. It helps my students to know what lesson will be taught ahead of time. Content and language objectives should not include abbreviations from the state standards that would be confusing and meaningless to the students.
On FEATURE 25: Students engageed 90% to 100% of the time. My students already know what it means to be on task all the time. I do not allow my students to off task most of the time. Before we start the day, I have more than enough pencils already sharpened with earsers ready to be used (nobody sharpens pencils, if it breaks they get a sharpened one), they all have to hit the bathroom when they come in, blow their noses, and wash their hands. That way way we lessen the movment during class and maximize actively time on task.
The lesson Ms. Chen did was great. Her content and language objectives were all clearly supported by her lesson. The pacing of her lesson was also well done. The way she must know her students very well in order how to pace all of her lesson well. The way she paced along by reading aloud and how she did the whole class activity. Reading the lesson activities have made me see more of how I should do my activities too. When I read the lesson for SRA ahead of time, I gather pictures and objects for the vocabulary words that I know the students may not know. Like for an example for the word shore, I got a picture of the beach, seashells, and have a dried starfish. We discuss where they come from and they get a better understanding of what the words mean.
On FEATURE 25: Students engageed 90% to 100% of the time. My students already know what it means to be on task all the time. I do not allow my students to off task most of the time. Before we start the day, I have more than enough pencils already sharpened with earsers ready to be used (nobody sharpens pencils, if it breaks they get a sharpened one), they all have to hit the bathroom when they come in, blow their noses, and wash their hands. That way way we lessen the movment during class and maximize actively time on task.
The lesson Ms. Chen did was great. Her content and language objectives were all clearly supported by her lesson. The pacing of her lesson was also well done. The way she must know her students very well in order how to pace all of her lesson well. The way she paced along by reading aloud and how she did the whole class activity. Reading the lesson activities have made me see more of how I should do my activities too. When I read the lesson for SRA ahead of time, I gather pictures and objects for the vocabulary words that I know the students may not know. Like for an example for the word shore, I got a picture of the beach, seashells, and have a dried starfish. We discuss where they come from and they get a better understanding of what the words mean.
Thursday, May 6, 2010
Chapter 9 - Sabrina
Constant review throughout a lesson is the way to keep tabs on student understanding of what you are teaching. Through various methods, you can test the skills of your students while you are teaching the lesson. For example, during a math lesson concerning patters, you can ask students to name particular patterns while moving forward through the lesson. Constantly asking questions to random students within the group will give you a better understanding as to who is getting your lesson, and who might need a bit more help. These random assessments not only help the teacher understand where the students are, but also gives the rest of the class a chance for an extra review of information. With any lesson including vocabulary, you can ask students to give you definitions of important vocabulary terms at the beginning and throughout the lesson as review. To compare, once again, to the Reading Mastery program, there are ample opportunities to test student levels throughout the lesson; lead, model, test.
I have found that repetition is a fabulous road to student understanding, and retention. I find myself repeating the information three times to my students, emphasizing particular words, and then having the students repeat the information back to me. For example, I might say, "Glad is another word for happy. Glad...is another word for happy. What's another word for happy?" The students will respond with, "Glad."
To ensure students are learning the appropriate way to use the English language, it is important to correct their responses, if they are incorrect. When my students answer with one to three word responses, I repeat back to them the full sentence response, and have them repeat it back to me. This helps them understand what is expected of them within the classroom.
Saturday, May 1, 2010
Chapter 9, Review and Assessment - Voni
It is necessary to introduce new vocabulary at the start of the lesson.
During the vocabulary preview, students see the word written and hear it spoken. I like to give the students an opportunity to share how the new word is relevant to them or I will give an example of how it is used. For example, a story we were going to read used the word “dock “, during the preview, the students were baffled as to what it meant, but with the use of a ruler, pretend water and pretend boats we were able to understand what a dock was and its function. When the students came to the word “dock” we did a quick review of the meaning before they read on. This technique introduces the word by seeing the written word and hearing or telling how it is used and then gives the student a chance to recall and reinforce the meaning. I feel this helps them to better visualize and understand the story while helping to cement the vocabulary into their minds. It’s a mini spiral of learning effect.
For the assessment of vocabulary at the end of a lesson, I like the idea of the students writing a sentence using the new word and reading it aloud to me. Or have a fill in the blank , on the overhead or chalkboard and then have the students write their answer on individual white boards. After they show me their answer I can see who may need further help.
Also whenever an opportunity pops up during the day for a vocabulary word or new concept to be reviewed, I take it. Any opportunity to recall the learning is well worth the time, so whenever possible I refresh and review key points of previous lessons, adding to the repetition repetition of newly learned information.
During the vocabulary preview, students see the word written and hear it spoken. I like to give the students an opportunity to share how the new word is relevant to them or I will give an example of how it is used. For example, a story we were going to read used the word “dock “, during the preview, the students were baffled as to what it meant, but with the use of a ruler, pretend water and pretend boats we were able to understand what a dock was and its function. When the students came to the word “dock” we did a quick review of the meaning before they read on. This technique introduces the word by seeing the written word and hearing or telling how it is used and then gives the student a chance to recall and reinforce the meaning. I feel this helps them to better visualize and understand the story while helping to cement the vocabulary into their minds. It’s a mini spiral of learning effect.
For the assessment of vocabulary at the end of a lesson, I like the idea of the students writing a sentence using the new word and reading it aloud to me. Or have a fill in the blank , on the overhead or chalkboard and then have the students write their answer on individual white boards. After they show me their answer I can see who may need further help.
Also whenever an opportunity pops up during the day for a vocabulary word or new concept to be reviewed, I take it. Any opportunity to recall the learning is well worth the time, so whenever possible I refresh and review key points of previous lessons, adding to the repetition repetition of newly learned information.
Friday, April 30, 2010
Voni - Chapter 8 Lesson Delivery
On page 154, the text says “We caution against any inclination to list the state standard in an abbreviated form, like CA history 5.2.3, as an objective”
Using the state standard such as CA history 5.2.3 for an objective does not qualify in serving the purpose of posting the objectives for any learner, especially the ELL. It would be like me trying to decipher the meaning of technical jargon. It would not make sense and I would struggle to attach meaning to it. The objectives need to be clearly defined in a language that is comprehensible to the learner in order to take him to the next level.
Read pages 157-158. List 3 things Ms. Chen did to support the content objectives in her lesson? Which of these things do you do? What techniques can you add to your teaching practice that will help students learn the content goal?
I liked how Ms. Chen built up background knowledge with the piece of “fools gold” and pre-taught the key vocabulary words so that when she presented to the class, the ELL’s were more apt to comprehend the objectives. When teaching action verbs in my classroom, I had action words written on cards and the students came to the front of the class and pulled a card out of the hat and then acted out the word. The audience got to guess. This gave real life practice to the meaning of an action word, fitting into our lesson of sentence structure. Thinking back on it, I should have had the students write the action word on their white boards. Next time! AND have a volunteer say the word in a complete sentence.
She also modeled coloring the map on the overhead and then let the students work in small groups. Working in small groups allow students to help one another and build confidence in knowing how to understand and apply the task. I find in my classroom I basically teach from the standpoint that vocabulary and expected processes and outcomes need to be pre-taught frequently because of the language and the primary grade level of learning.
➢ What makes this component so important to include in your teaching practice?
Time in the classroom is valuable. Clearly stating objectives eliminates the guesswork of where the lesson is going. Starting on a firm base followed by direct and guided instruction leads to comprehensible practice that reinforces the content and language objective.
Using the state standard such as CA history 5.2.3 for an objective does not qualify in serving the purpose of posting the objectives for any learner, especially the ELL. It would be like me trying to decipher the meaning of technical jargon. It would not make sense and I would struggle to attach meaning to it. The objectives need to be clearly defined in a language that is comprehensible to the learner in order to take him to the next level.
Read pages 157-158. List 3 things Ms. Chen did to support the content objectives in her lesson? Which of these things do you do? What techniques can you add to your teaching practice that will help students learn the content goal?
I liked how Ms. Chen built up background knowledge with the piece of “fools gold” and pre-taught the key vocabulary words so that when she presented to the class, the ELL’s were more apt to comprehend the objectives. When teaching action verbs in my classroom, I had action words written on cards and the students came to the front of the class and pulled a card out of the hat and then acted out the word. The audience got to guess. This gave real life practice to the meaning of an action word, fitting into our lesson of sentence structure. Thinking back on it, I should have had the students write the action word on their white boards. Next time! AND have a volunteer say the word in a complete sentence.
She also modeled coloring the map on the overhead and then let the students work in small groups. Working in small groups allow students to help one another and build confidence in knowing how to understand and apply the task. I find in my classroom I basically teach from the standpoint that vocabulary and expected processes and outcomes need to be pre-taught frequently because of the language and the primary grade level of learning.
➢ What makes this component so important to include in your teaching practice?
Time in the classroom is valuable. Clearly stating objectives eliminates the guesswork of where the lesson is going. Starting on a firm base followed by direct and guided instruction leads to comprehensible practice that reinforces the content and language objective.
Component 7: Lesson Delivery, chapter 8!
Chapter 7: Lesson Delivery pages 152 - 185.
Features 23 and 24: Content and Language Objectives Clearly Supported by Lesson Delivery
Feature 25: Student Engaged Approximately 90% to 100% of the Time.
Feature 26: Pacing of the Lesson Appropriate for Students’ Ability Levels
Before reading: Predictions
➢ How do you know when you know you need to change the pace of your lessons, either to make it faster or slower?
➢ What techniques and strategies have you developed to keep students engaged throughout the lesson?
➢ When and how do you reflect on your lessons to make them better?
➢ What have you learned from your experience with writing SIOP lesson plans this year?
After reading, discuss the following questions:
➢ How do you support the language and content objectives throughout your lessons? How many times during a lesson do you refer to the objectives posted in the front of your class? DO students refer to them on their own?
➢ Why is it important to write out the objectives in student friendly language?
➢ On page 154, the text says “We caution against any inclination to list the state standard in an abbreviated form, like CA history 5.2.3, as an objective”?
➢ What percentage of time do you think students are engaged in learning in your class? What activities work the best for student engagement? Share your ideas with other teachers.
➢ Read pages 157-158. List 3 things Ms. Chen did to support the content objectives in her lesson? Which of these things do you do? What techniques can you add to your teaching practice that will help students learn the content goal?
➢ What makes this component so important to include in your teaching practice?
Features 23 and 24: Content and Language Objectives Clearly Supported by Lesson Delivery
Feature 25: Student Engaged Approximately 90% to 100% of the Time.
Feature 26: Pacing of the Lesson Appropriate for Students’ Ability Levels
Before reading: Predictions
➢ How do you know when you know you need to change the pace of your lessons, either to make it faster or slower?
➢ What techniques and strategies have you developed to keep students engaged throughout the lesson?
➢ When and how do you reflect on your lessons to make them better?
➢ What have you learned from your experience with writing SIOP lesson plans this year?
After reading, discuss the following questions:
➢ How do you support the language and content objectives throughout your lessons? How many times during a lesson do you refer to the objectives posted in the front of your class? DO students refer to them on their own?
➢ Why is it important to write out the objectives in student friendly language?
➢ On page 154, the text says “We caution against any inclination to list the state standard in an abbreviated form, like CA history 5.2.3, as an objective”?
➢ What percentage of time do you think students are engaged in learning in your class? What activities work the best for student engagement? Share your ideas with other teachers.
➢ Read pages 157-158. List 3 things Ms. Chen did to support the content objectives in her lesson? Which of these things do you do? What techniques can you add to your teaching practice that will help students learn the content goal?
➢ What makes this component so important to include in your teaching practice?
Thursday, April 29, 2010
Chapter 8: Lesson Delivery - Sabrina
In order to effectively deliver our lessons, we must prepare ourselves to handle what our students may or may not understand. Posting clear, simple content and language objectives not only help the teacher guide their lesson, but helps the students to track their learning.
In terms of student engagement, students who are engaged less than 50% of the time is extremely unacceptable. Not only are the students not learning, but if they are not engaged there is a high likelihood they will misbehave because they are bored. When considering the lessons I teach, I like to use Reading as an example. Since the students are in small groups, students are able to feel more like an individual rather than student #3 out of 17. Students are given ample opportunities to shine: individual turns (students will say letter sounds, words, and whole sentences); and pretending to be the teacher (when students come to the front of the group and point to certain words or sounds and take a turn as the teacher). This gives the student leadership opportunities as well as a chance to get out of their seats. Students are more actively engaged in the small group setting because there is less of a chance they will get lost within the material. The direct instruction method, I feel, leads to more student engagement.
This ties right into pacing the lesson so that it is appropriate to the students' ability levels. There are tests every five lessons that give the teacher an idea of how the students are doing (in addition to your daily lessons). If all the students are firm on certain sounds, words, and readings, there is opportunity to move forward within the program, bringing the students to the level at which they are currently at mastery. On the other hand, if students are not firm on the tests, the teacher is able to backtrack, and repeat the necessary lessons in order to ensure their mastery.
As stated in the book, having a general objective and refusing to deviate from a lesson's "flow" is not helpful for English Language Learners. Teachers must recognize when their students are not understanding the concepts being taught in order to accommodate those who might need more assistance. If teachers fail to recognize the needs of their students, they will fall behind. I have experienced this in my classroom, and am coming up with ways to rectify the situation. I have found that using my center time in the afternoon to review topics that are difficult for some students, gives them another chance to cement that information and hopefully retain it. While teaching at a slower pace might be difficult for some teachers, it will greatly benefit the students in their retention of information. As teachers, we must effectively deliver our lessons so our students can be successful.
That was a bit wordy...I apologize!
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