ASSIGNMENT DETAILS:
Assignments / Develop a SIOP Lesson for a Unit PlanGRADE 3 UNIT GEOGRAPHY SUBJECT: MATH
Design A lesson plans for a SIOP unit. MATH content area must be represented in the unit plan.
Incorporate all of the components of a sheltered observation instruction protocol. (Use "SIOP Lesson Plan" as a resource.)
Use "Vocabulary Exercises," as needed, for use in developing these lessons.
Integrate ELL Proficiency Standards into the lessons.
Write an essay of 750-1,000 words in which will reflect on how this particular unit will improve student achievement. Justify your choice of assessments for each lesson.
Prepare this assignment according to the APA guidelines.Create an abstract of your unit. Within that abstract include the dynamic of the “class” you are teaching, for example a mainstreamed class with # of ESL students in XYZ stages of language acquisition; identify the lesson plan each member has created, and provide a short (2-3 sent) summary of your project paper.
Submit the unit plan and the essay as one deliverable.
Lecture Note1. ESL-433N Lecture 6
Read Lecture 6.
ELL Proficiency Standards
Introduction
Educators often run into the dilemma of determining what students need to learn. This module discusses, defines, and analyzes the methods of determining what students need to learn and how to assess that learning according to the ELL proficiency standards.
English Language Learner Proficiency Standards (Listening)
Research (as cited in Schütz, 2007; Cummins, 2003) has shown that most language learners go through a silent stage prior to speaking. This stage must be respected. Learners must not be threatened or forced to speak. Research also states that consistent and overt student engagement in the form of active speaking and listening is essential to student learning and language acquisition. Teaching strategies, including cognitive learning strategies, choral responses, group discussions, and other student engagement activities, must be incorporated frequently in order to build student skills in listening, speaking, reading, and writing. Learning can be accelerated through the use of comprehensible input, total physical response, linguistic encoding (parallel talk describing the student's actions), and the creation of multiple, authentic opportunities for students to use the language.
Educators should respect this stage and provide students with opportunities for active listening and speaking. These opportunities include such strategies as thinkalouds, choral readings and responses, as well as group discussions. Any type of instruction should be in the form of comprehensible input, to ensure students can clearly understand and process the information as well as the concepts. Furthermore, students should have ample opportunities for total physical response, allowing them the opportunity to practice the concepts by using their bodies. Other natural language acquisition activities, such as language experience lessons, will enhance and enrich the students' mastery of new concepts.
English Language Learner Proficiency Standards (Reading)
For the students in the elementary grades, the learners can choose essential words to copy and write. They can also keep journals or learning logs to illustrate and/or write definitions of vocabulary words. At this level teachers can assist the students to produce word walls with graphic organizers, such as concept definition maps. Employing strategies such as choral reading, shared reading, and echo reading assist the development of literacy in the new language. Poetry, word walls, and rhymes can be used to develop phonemic awareness.
For those students in the intermediate and secondary levels who are not literate in their first language, teachers can use many of the above-stated activities. Those students who are literate in their native language will also benefit from these activities as well as connections made between the first and second language. These include learning about cognates, making word sorts, and outlining steps for successful reading. Introducing and incorporating graphic organizers such as guided reading organizers, Venn diagrams, and character maps provide opportunities for the English learner to be an active reader.
English Language Learner Proficiency Standards (Writing)
In Arizona, in addition to content area standards in reading, writing, mathematics, science, and social studies that have been developed by professional educators, additional standards have been developed specifically for English language learners. These standards are specifically designed to address the four components of language: listening, speaking, reading, and writing. According to the Arizona Department of Education's Office of English Language Acquisition (2004):
ELL students who are pre-literate will demonstrate many of the same characteristics as English-speaking students. For example, they will draw to express themselves following a comprehensible request to do so by the teacher. Their text may or may not include letters or approximations of letters, or known words, if they understand the concept of using words to communicate about what they have just drawn. They may be able to write their own names. These characteristics may be evident far into the school year, and they also may be present in the 1st or 2ndgrade by students who have not been schooled or who have had little education in their countries of origin. (¶2)
For students in the intermediate and secondary levels:
English language learners who have grade-equivalent literacy in their own native languages will demonstrate similar characteristics at the different grade levels while at the pre-literate or early beginner level. For example, new learners of a language may be able to copy words from the environment or from the board, but they may not be capable of producing any words of authentic text. Given scaffolds such as a choice between two pictures and their accompanying words, English language learners are able to choose the correct picture and consequently record the word that describes that picture.
As ELL students progress, they will be able to write words in cloze activities as long as pictures are present to provide the learners with meaning. The students will be able to arrange printed words with pictures into very simple sentences, copy the sentences they have formed, write simple paragraphs of two to three sentences using the same picture-supported cards, and subsequently copy the paragraphs they have created. Removing scaffolds, such as the pictures, or creating spaces for the students to respond to authentic text prepares the students to write on their own. When creating authentic text, English learners will use what they know about their first language and apply that language's syntax and phonemes to their early attempts at written English. This phenomenon is known as "interlanguage" and is a normal and expected part of the process of learning to write in a new language. (Writing, p.3-4)
Conclusion
Utilizing a standards-based instruction can ensure that all students can master the objectives that have been outlined. To further maximize students' learning, teachers can continually administer formative assessments during instruction as well as summative assessments to provide meaningful and relevant feedback to students regarding their progress in meeting and exceeding the standards.
References
Cummins, J. (2003). Putting language proficiency in its place: Responding to critiques of the conversational/academic language distinction. I Teach I Learn. Retrieved April 23, 2008, from
Schütz, R. (2007, July). Stephen Krashen's theory of second language acquisition. English Made in Brazil. Retrieved April 23, 2008, from
State of Arizona Department of Education. (2004, January 26). English language learner proficiency standard: Writing. Retrieved on February 3, 2008, from
Textbook
1. 99 Ideas and Activities for Teaching English Learners With the SIOP Model
Read chapter 8.(Will try to load this as a separate file.)
Electronic Resource
1. Arizona English Language Learner Proficiency Standards
Review the "Arizona English Language Learner Proficiency Standards."
Additional Material
1. Vocabulary Exercises
Review "Vocabulary Exercises" for use in the "Develop Eight SIOP Lessons for a Unit Plan" assignment.
(Will try to load this as a separate file.)
2. SIOP Lesson Plan
Review the "SIOP Lesson Plan" for use in the "Develop Eight SIOP Lessons for a Unit Plan" assignment.
Will Load this as a separate file.