Ms. Rhonda Baker
Lesson Planning in the SIOP Model
Lesson Planning in the SIOP Model: Promoting Second Language Acquisition
Rhonda Baker
Grand Canyon University
ESL-523N
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.
Lesson Planning in the SIOP Model: Promoting Second Language Acquisition
Rhonda Baker
Grand Canyon University
ESL-523N
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.
References: Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners the SIOP model (3rd Ed.). Boston, MA: Pearson Education, Inc. New York State Department of Education. (2011). Learning Standards for English Language Arts. Retrieved July 18, 2011, from http://www.p12.nysed.gov/ciai/standards.html Peregoy, S. F., & Boyle, O. F. (2008). Reading, writing, and learning in ESL: A resource book for teaching k-12 English learners. Boston, MA: Pearson. Teachers of English to Speakers of Other Languages, Inc. (TESOL). (2007). ESL standards for pre K-12 students: Grades pre-K-3. Retrieved July 17, 2011, from, http://www.tesol.org/s_tesol/sec_document.asp?CID=281&DID=13323