Pages 22 through 51.We are going into our 5th month of SIOP implementation here in Kipnuk. By now you have learned a great deal about SIOP Lesson Prep. How is it going? You can share with your colleagues some of your successes and some things that you still want to improve.
Just to review the 6 features of Lesson Prep:
1) Clearly define content objectives for students
2) Clearly define language objectives for students
3) Content concepts appropriate for age and educational background level of students.
4) Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5) Adaptation of content to all levels of student proficiency
6) Provide meaningful and authentic activities that integrate lesson concepts with language practice opportunities
Pre-reading Questions
1) Why do lesson plans for Sheltered Instruction take extra considerations?
2) What has been your experience with SIOP lesson planning over the last couple of months? What has worked well for you? What feature of Lesson Prep has helped you the most?
3) Do you notice any improvements with your students and their learning in your classes, since you have added some of the SIOP features to your planning?
4) What feature would you like to work on more?
5) What do you not understand about SIOP Lesson Prep?
After reading Ch. 2: Lesson Prep (you may choose from these questions or come up with your own)
1) What do we need to do, if a major part of the information we need to teach are students is in textbooks that are above their level of English proficiency? (p. 24)
2) What is one new thing you learned about content and language objectives that you learned from reviewing the information on pages 24 to 32?
3) What supplementary material could you add to your lessons that could help students master the language and content objectives? (Feature 4, pgs 33 to 34)
4) Share one example with your colleagues about how you can use a scaffolded outline (p. 35) for the grade level and subjects that you teach?
5) How could you use Native language text in your class to help increase comprehension (p. 38)
6) Read the SIOP lesson teaching scenarios about the Gold Rush, on pages 39-45. Score the lessons according to the protocol for lesson prep on pages 42-45. You can have 1-2 people in each group read about one teacher and score their lesson. Then compare your scores with the scores and analysis on pages 46 to 50.
You can also use the questions on pages 50 to 51. Question 2 is a great one to discuss with your colleagues.
2) What is one new thing you learned about content and language objectives?
ReplyDeleteSince I teach Kindergarten, it's very important to have simple, concrete objectives. Depending on the subject matter, I try to have a visual when explaining the objectives to my students, so they can have a firm grasp on what I am asking them to do.
The book states that language objectives are the hardest for teachers to write, which I didn't realize. I feel as if that's one of the most important parts because our students are ELL's. Language is a huge part of my students' day. Since we are using the Language for Learning and Reading Mastery program, I stress language throughout the day.
Background is another very important part of writing the objectives, because if the students don't know what I'm talking about, they are lost from the beginning. For example, when I was teaching a lesson on graphs - the students didn't know what a graph was. The smallest concepts need to be explained in order for students to be successful in understanding the lesson. Vocabulary and background building must come first in many, if not all, situations before teaching your lesson.
:)
3) Supplementary material. I'm not very knowledge about brain research. But I do know that the following makes sence: The more senses I involve in a lesson, the better the lesson is received. In other words, when I supplement a lesson with kinesthetic materials, visual materials auditory materials and more, I can expect that lesson to be formed more adequetly in the student's memory.
ReplyDeleteI agree. I think many people, myself included, take more from a lesson when there is more kinesthetic or visual materials to stimulate my brain. It helps you make more connection to what is being said. Like those video examples from Randy Sprick when we did the CHAMPS inservice - it puts the words into actions, and helps one better understand the concepts.
ReplyDeleteHI Sabrina and Liane, thanks for sharing your ideas about Chapter 2, lesson prep. I found it interesting Sabrina, about your comment that the book said it was harder for most teachers to write language objectives. I am glad that you are keeping the students' needs as ELL as a high priority. You have both learned from experience what works best for students here! Keep up the good work!
ReplyDelete3) What supplementary material could you add to your lessons that could help students master the language and content objectives? Ideally, I would have access to stores or an established home where I have ‘things’ to bring in to make lessons relevant. Often times I have a lesson that I know would be much more fun and meaningful if I had a particular object to punctuate the lesson, but our location makes it difficult, especially for those last minute ideas. My absolute preference is to use realia to increase comprehension of the content objective.
ReplyDeleteI will often times show my students pictures from a book or have them gather around my computer screen to see an example of what we are talking about. I look forward to using the smart board in my classroom. It will be awesome to show pictures from the internet on a large screen.
It is always interesting to hear what they think something is and then hear their reaction after they see the real thing. i.e. Stoplight, basement. I do find that when we are reading, we stop frequently to clarify words. It can take awhile but I think it pays off to take the time to let students share how they relate to the new word. It is right in line with the, ‘text to self’ comprehension strategy.