Edu 321

Introduction to Serving English Language Learners

Welcome to Week 5

Week four provided us time to build our knowledge around the hot topic of testing. Remember, we learned that there are assessments that we use to determine language proficiency and others for academic purposes. Summative tests summarize student learning such as state tests or end of the unit finals, whereas formative assessments such as computerized MAPS or performance based opportunities provide a teacher with specific data that informs her of the next steps or revisions for lessons. In other words, assessments viewed with that lens shape instruction.

This fifth and final week is all about taking that data and using it for instructional delivery. Although you may have had a class experience of everyone taking out their basal reading and taking turns reading around the classroom one paragraph at a time, research shows us that today’s learners must be met at their point of need. Whole group instruction is not the most effective mode of delivery, especially for ELL students.

How does a teacher create lessons and cultivate a well working classroom that promotes personalized, engaged, and active learning?

If you have thirty five students, you have thirty five very different needs. The most effective teachers will tell beginning teachers that the answer lies in intentional lesson design that includes cooperative learning, centers and small groups. This is the idea of differentiation in practice. It is the use of specific instructional techniques.

So in this final week, you will prepare yourself to be a highly quality teacher by studying the similarities and differences between sheltered English instruction and specially designed academic instruction in English. Your final project will put you in the role of the teacher as you select a grade level, content area and create a highly effective SIOP lesson plan.

I look forward to working alongside you this week as you continue to prepare to be future educators!


J. Shaylene

Discussion #1:Building your Knowledge Base - Effective and Sheltered Instruction

Effective instruction and sheltered instruction share many of the same features, but they have a few key differences. Using the information provided in Chapter 3, compare and contrast effective and sheltered instructional strategies using a graphic organizer of your choice, such as a chart or a list. See Figure 3.5 for assistance.

Your graphic organizer should demonstrate your comprehension and understanding of the material presented in the chapter. Make sure to add your graphic organizer to your initial post as an attachment.

Guided Response: Read and respond to two classmates. Discuss one additional strategy that can be used for both effective and sheltered instruction. Explain why the strategy would be effective for English language learners.

Discussion #2: Planning Effective Math Instruction

Case Study: Mr. Hughes and The Math Lesson

Please open the class link for full details

Final Assignment: Create an SIOP Lesson

SIOP Lesson Plan

Using the Sheltered Instruction Observation Protocol (SIOP) checklist (Figure 3.2) and the example lesson plan (Figure 3.3) from Chapter 3 of your text, you will create a SIOP lesson plan that will meet the diverse needs of ELLs by applying the knowledge you have learned throughout the course. Your lesson plan must have evidence for each component of the SIOP model: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Within this lesson plan, you will also need to effectively address all four areas of language acquisition: speaking, listening, reading, and writing. In addition, the lesson plan must include the following attributes:
  1. English language development (ELD) standards for each level of learner (beginning, early intermediate, intermediate, early advanced, and advanced). You will need to demonstrate your ability to differentiate your lesson for each of these learner levels.
  2. Content specific standards that are appropriate for the grade level and lesson. The use of Common Core State Standards would be appropriate here.
  3. Content and language objectives that are appropriate and support the Common Core standards and are written in clear, measureable terms (consult Bloom’s Taxonomy).
  4. Three teacher-made materials, student handouts, or other supplemental materials that are well organized, clearly written, and appealing to students (include these with the lesson plan). Show how you have differentiated these materials for your ELLs.
  5. Activation of prior knowledge activity. Demonstrate how you are building upon the background knowledge of learners, including essential vocabulary and providing meaningful, personal connections.
  6. Evidence of relevant and appropriate scaffolding and frontloading are apparent throughout the lesson plan.
  7. Activities addressing a variety of learning modalities and multiple intelligences that actively engage students in explaining, summarizing, or reviewing the learning experience, major concepts, and key vocabulary. The activities must clearly indicate how students will apply the skills, strategies, and/or tasks learned in the lesson (independently, in groups, etc.).
  8. Measureable assessment activities (formal and informal/summative and formative).
While creating your lesson plan, think about Specifically Designed Academic Instruction in English (SDAIE) strategies and how they can be incorporated throughout your lesson. You also want to include evidence of differentiation.

Use the text and at least two additional sources to support the development of your plan. Adhere to APA style guidelines as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Have a successful week!