Lesson Planning in the SIOP Model: Promoting Second Language Acquisition Rhonda Baker
Grand Canyon University
July 27, 2011
Lesson Planning in the SIOP Model: Promoting Second Language Acquisition
Sheltered Instruction Observation Protocol (SIOP), is a high quality instruction model, that guides teachers of English Language Learners (ELL) in providing well planed lessons, to enable students to be successful in second language acquisition. The SIOP is research-based, and field-tested as well as being closely aligned to ELL and State content language standards. The purposes of this paper is to create and describe a SIOP model lesson plan, and identify and provide a rationale. The SIOP lesson plan identifies the content, language standards and language objectives for learners, as well as some specific teaching strategies facilitated by the teacher. The lesson plan rationale describes the language acquisition theories that influenced the writing of the SIOP model lesson plan. All of these together provide the necessary supports that ELL need in order for second language acquisition to be successful. Lesson Planning in the SIOP Model: Lesson Plan Rationale
This first grade lesson plan is designed for multi-leveled, English Language Learners (ELL), in the content area of writing, in a mainstream classroom, using the model from the Sheltered Instruction Observation Protocol (SIOP). The SIOP helps teachers become more proficient in connecting language and content in their instruction, and increases their ability to accommodate different levels of proficiency of ELL as well as various learning abilities in their classrooms. (Echevarria, Vogt, and Short, 2008)
From the scores on an observation matrix, or any other testing an educator can decide on how to address the State and the English Language Proficiency Standards through lesson plans based on the student’s proficiency skills. Both sets of standards should be used and displayed to the staff in order to stay focused on the student’s goals, to be sure the lesson is addressing the students needs, to promote progress and to set up oral-language-use situations. (Peregoy and Boyle, 2008)
The New York State Standards in the area of ELA that concur with this writing lesson plan are; New York State ELA Standards: Writing
NYS Standard 2: Students will read, write, listen and speak Language for Literary Response and Expression.
NYS Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. (NYSDOE, 2011) As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues. The standards are addressed in this lesson plan as the students are asked to read, write, listen and speak to produce text and performance to personal experiences while sharing their perspective on experiences with issues. (NYSDOE, 2011)
The Teachers of English to Speakers of Other Languages (TESOL) standards set is globally used and influences the lesson plan by describing specific goals about Language which is aligned with the content area. Teachers of English to Speakers of Other Languages (TESOL):
Goal 1, Standard 2: To use English to communicate in social settings: Students will interact in, through, and with spoken and written English for personal expression and enjoyment.
Goal 2, Standard 2: To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form. English language learners use written communication for a variety of purposes and audiences. Writing can be used to express meaning through...