Mrs. Deneumostier's September 2013 Newsletter
As per your feedback, we will be focusing on the components in the actual order the model goes: Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice & Application, Lesson Delivery, and Assessment.
If you have been trained and have been implementing the full model in your class, please continue doing so. The "monthly focus" is mainly for us to discuss and collaborate, as we help our new-SIOP teachers in their implementation process.
I hope to be completing the beginning of the year paper work load soon, so I can give you your monitoring lists and start working with you and our students, as well.
Component 1: Lesson Preparation
Planning must produce lessons that enable students to make connections between their own knowledge and experiences and the new information being taught. Well-planned lessons include content area objectives as well as language objectives.
Clearly define content and language objectives by writing them on the board. Use friendly written language and state them orally. Content objectives describe what the students will learn during the lesson. Language objectives describe how the students will learn the content of the lesson. They are based on your students needs. They demonstrate how the students are going to learn the content. They determine which of the 4 domains of language (listening, speaking, reading, writing) students will use to accomplish the objectives.
Concepts must be appropriate for the age and educational level of the student. The teacher and students should use supplementary materials such as charts, graphs, pictures, illustrations, multimedia and manipulatives, as well as demonstrations. Teachers must also remember to include adaptation of content and meaningful activities.
Checklist for Lesson Preparation:
____ Write content objectives clearly for students.
____ Write language objectives clearly for students.
____ Choose content concepts appropriate for age and educational background level of students.
____ Identify supplementary materials to use (graphs, models, visuals, realia).
____ Adapt content (e.g., text, assignment) to all levels of student proficiency.
____ Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations) with language practice opportunities for the four skills.
Adapted from Making Content Comprehensible for English Language Learners, The SIOP Model by Jana Echevarria, Mary Ellen Vogt and Deborah J. Short.
Free Apps to Support ELL Vocabulary Acquisitionhttp://www.edutopia.org/blog/apps-support-ELL-vocabulary-acquisition-monica-burns
Phrasal Verbs Machine App
21st Century Education
Interested in distance-collaboration? Check this site: http://www.epals.com/
I did a distance-lesson last year with a teacher from California that I met through epals.com. It was a great experience! Let me know if you have questions or would like for me to give you a little more insight about this great opportunity.