SIOP Model Planning SheetQuite often, teachers obtain their lesson.docx

SIOP Model Planning Sheet
Quite often, teachers obtain their lesson plan ideas from
colleagues and/or online and then modify to best fit the
individual student needs in their class. For this assignment, you
will begin the planning stage of lesson plan development by
taking a traditional lesson plan and transforming it into a SIOP
Model lesson plan. In Week 5, you will take this planning sheet
and develop a complete SIOP Model lesson plan.
Please read Chapter 8, Section 8.5 of your text and review the
following videos to gain a better understanding of the SIOP
Model:
Component 1: Lesson Preparation
Component 2: Building Background
Component 3: Comprehensible Input
Component 4: Strategies
Component 5: Interaction
Component 6: Practice and Application
Component 7: Lesson Delivery
Component 8: Review and Assessment
Step One:
Select one of the following lesson plans that will also be used
for your final assignment.
First Grade Math:
A lesson on Symmetry
Third Grade Science:
A lesson on Magnets
Fourth Grade Social Studies:
A lesson on the Algonquian Way of Life
Fifth Grade English Language Arts:
A lesson of Different Genres
Step Two:

Use the following
SIOP Model Planning Sheet
(attach below)
to modify your selected lesson plan and prepare you for the
development of a complete SIOP Model lesson plan in Week 5.
Be sure to read Chapter 8, Section 8.2 to support your efforts in
developing quality content and language objectives. Here are
additional resources as well.
Step Three:
Within the SIOP Model Planning Sheet, there is also a section
that requires your reflection on the SIOP model. Examine the
eight components of the SIOP framework: preparation, building
background, comprehensible input, strategies, interaction,
practice application, lesson delivery, and review/evaluation.
Explain why each of these eight components support the
language development of our ELLs while also acquiring content
knowledge. What does it mean for a teacher to “shelter” his or
her instruction? How might these components be effective for
all students? Be sure to utilize your text and the videos to
support your reflection.
For help with completing this assignment, please review the
SIOP Model Planning Tip Sheet
(this only example).
SIOP Model Planning sheet should be
2 pages long.
Please include an APA formatted title page and cite and
reference your sources. Be sure that your in-text citations and
references reflect APA formatting.

8.5
Research-Based
Lesson-Planning
Frameworks
Over
the
years,
a
number
of
approaches
for
teaching
English
language
learners
have
emerged
that

are
both
research
based
and
student
centered.
Each
of
the
lesson-planning
formats
outlined
in
this
section
offers
high-quality

instructional
practices
that
have
been
documented
and
validated.
Sheltering
and
the
Sheltered
Instruction
Observation
Protocol
(SIOP)
The
underlying
idea

of
sheltered
instruction
is
that
many
aspects
of
successful
teaching
practices—including
differentiated
instruction,
the
use
of
technology,
and

cooperative
learning—remain
part
of
the
teachers'
practices,
along
with
new
techniques
to
support
the
needs
of
English
learners.

There
are
multiple
interpretations
of
sheltering
,
which
refers
to
practices
designed
to
enable
English
learners
to
participate

in
grade-appropriate
lessons
within
a
mainstream
classroom.
As
you
may
likely
envision,
keeping
up
with
their
monolingual
counterparts

can
be
very
difficult
for
ELL
students,
and
so
sheltered
instruction
offers
special
support
to
access
the
mainstream

course
content.
This
support
is
offered
not
only
for
the
academic
content,
but
also
for
the
language
aspects

of
learning.
When
you
think
of
sheltered
instruction,
think
of
the
symbol
of
an
umbrella:
Everyone
is
sheltered

by
best
teaching
practices
(see
Meet
Ms.
Kraft
for
an
example
of
how
one
teacher
used
sheltered
instruction

to
encourage
student
participation
in
the
classroom).
The
Sheltered
Instruction
Observation
Protocol
(SIOP)
is
a
well-established
framework
for
teaching

English
language
learners
that
was
developed
in
the
late
1990s.
Created
by
Echevarría,
Vogt,
and
Short
(2013)—with
the

help
of
many
highly
experienced
ESL
and
mainstream
teachers—the
SIOP
model
is
research
based
and
has
been
used

in
the
United
States
as
well
as
several
other
countries
(Vogt
&
Echevarría,
2008).
SIOP
has
been
found

to
improve
English
learners'
academic
achievement
when
implemented
in
a
consistent
and
systematic
way
within
classrooms
(Echevarría,
Short,

&
Powers,
2006;
Echevarría
et
al.,
2013).
The
SIOP
framework
includes
30
features
organized
into
eight
components,
all

of
which
describe
characteristics
of
effective
lessons
plans
for
ELLs.
The
eight
major
components
are
as
follows:
Preparation
:

Teachers
write
content
and
language
objectives
and
plan
meaningful
activities
that
are
grade
and
age
appropriate.
Building
Background
:

Teachers
link
students'
background
knowledge
and
experiences to
new
concepts.
Comprehensible
Input
:
Teachers
clearly
explain
assignments
and
speak
appropriately.
Strategies

:
Teachers
equip
students
with
learning
strategies
so
they
can
learn
to become
independent,
self-directed
learners.
Interaction
:
Teachers
provide

frequent
language
opportunities
that
include
discussion
and
asking
for
clarification.
Practice/Application
:
Teachers
create
opportunities
for
students
to
apply

new
content
and
language
knowledge.
Lesson
Delivery
:
Teachers
ensure
lessons
are
student
centered
and
paced
accordingly
and
include

teacher
responsiveness
to
both
content
and
language
objectives.
Review/Evaluation
:
Teachers
review
materials
and
vocabulary
with
students
and
conduct

formal
and
informal
assessments.
The
eight
components
are
broad
principles
that
teachers
should
adhere
to
in
lesson
planning.
The

extended
features
of
SIOP
go
into
more
detail
and
remind
teachers
to
be
deliberate
in
their
technique
and

pay
careful
attention
to
the
specific
needs
of
ELLs.
Detailing
each
of
these
features
is
beyond
the
scope

of
this
text,
but,
generally,
they
instruct
teachers
to
include
these
components
in
their
lessons:
Extended
wait
time

for
students
to
respond
to
questions
Key
vocabulary
at
the
Tier
Two
or
Tier
Three
levels
Adaptation
of
content

to
ELLs'
background
knowledge
Connections
between
previously
taught
material
and
new
learning
Adaptation
of
content
to
ELLs'
language
proficiency

levels
Clarification
in
the
students'
native
language
Modification
of
the
teacher's
speech
and
gestures
Use
of
supplementary
materials
Monitoring
and

assessment
of
student
learning
Meet
Ms.
Kraft
4774344sean/iStock/Thinkstock
Small
changes
in
teaching
style,
such
as
allowing
time
for
questions
and

showing
samples
of
completed
assignments,
can
lead
to
noticeable
increases
in
participation.
Ms.
Kraft,
a
fifth-grade
teacher,
had

fewer
and
fewer
parents
attend
back
to
school
night
each
year.
The
parents
were
frustrated
with
her
blaming

the
students
for
incomplete
or
missing
work.
As
the
number
of
English
language
learners
increased
within
the
school,

parents
and
administrators
noticed
that
Ms.
Kraft
was
not
making
any
accommodations
for
her
class.
Ms.
Kraft
was

a
passionate
teacher
and
concerned
about
the
lack
of
parent
participation
as
well
as
the
incomplete
work
on

the
part
of
the
students.
One
day,
in
the
hallway,
she
overheard
Carlos,
one
of
her
ELLs,
complaining

that
he
did
not
"understand
what
she
wanted."
This
was
a
moment
of
clarity
for
Ms.
Kraft.
She

began
to
hold
up
samples
of
work
from
the
previous
year
to
show
examples
of
a
finished
product.

She
changed
her
teaching
style
and
gave
time
for
students
to
ask
questions
following
her
instructions
and
spoke

more
slowly
and
clearly
when
giving
step-by-step
directions.
She
also
allowed
the
students
to
send
her
emails
when

they
were
confused
about
an
assignment.
Ms.
Kraft
succeeded
in
making
the
content
more
comprehensible,
and
her
consistent

use
of
student-friendly
teaching
strategies
lowered
frustration
levels
and
enhanced
participation
on
the
part
of
the
students.
Ms.

Kraft
is
looking
forward
to
next
year
to
see
if
parental
participation
increases
as
well.
Reflection
Questions
Why
do

you
think
it
took
Ms.
Kraft
a
long
time
to
realize
she
needs
to
change
her
teaching
practices?

What
did
she
do
that
made
a
difference
in
her
classroom?
Even
though
Ms.
Kraft
has
made
some

adjustments
to
her
instruction,
what
else
would
you
suggest
she
try?
Visit
the
following
resources
for
more
about
applying

the
SIOP
model
in
your
classroom:
http://www.cal.org/siop/
http://www.esd20.org/assets/1/6/SIOP_Classroom_Stragtegies.p
df
https://www.youtube.com/user/PearsonSIOPModel
Cognitive
Academic
Language
Learning
Approach
(CALLA)
The
Cognitive
Academic
Language
Learning

Approach
(CALLA)
was
developed
for
both
ESL
and
general-education
classrooms
by
Chamot
and
O'Malley
(1987,
1994)
and
focuses

specifically
on
teaching
learning
strategies
while
integrating
content
instruction
and
accommodating
academic
language
development.
Students
are
usually
unable

to
succeed
in
school
without
good
learning
strategies
that
help
them
understand
and
use
information.
CALLA
offers
18

distinct
learning
strategies
organized
into
three
categories:
five
metacognitive
learning
strategies,
10
cognitive
strategies,
and
three
social/affective
strategies

suggested
for
students
(see
Table
8.1).
A
metacognitive
strategy
can
be
thought
of
as
a
plan
of
action

that
helps
students
recall
ways
to
accomplish
learning
tasks.
Cognitive
strategies
help
students
interact,
organize,
manipulate,
and
apply

the
target
learning
material,
whereas
social/affective
strategies
deal
with
the
students'
emotional
well-being
necessary
to
perform
at
an

optimal
academic
level.
Table
8.1:
CALLA
learning
strategies
Category
Strategy
Example
Metacognitive
1.
Advance
organization
Students
take
a
"text
tour,"
skimming

the
entire
text
for
main
ideas.
2.
Selective
attention
Students
scan
the
text
for
specific
information,
such
as
places

or
names
of
people.
3.
Organizational
planning
Students
complete
a
sequencing
chart
to
plan
their
essay.
4.
Self-monitoring
Students
check

their
own
language
use
while
speaking
or
writing.
5.
Self-evaluation
Students
assess
how
well
they
can
perform
a
specific

task.
Cognitive
6.
Resourcing
Students
use
monolingual
and
bilingual
dictionaries
to
aid
in
vocabulary
learning.
7.
Grouping
Students
categorize
key
concepts

in
a
lesson,
such
as
creating
a
mind
map
diagram.
8.
Note-taking
Students
make
written
notations
of
key
information,

with
scaffolding
as
needed.
9.
Summarizing
Students
make
written
summaries
of
key
information.
10.
Deduction
Students
apply
grammatical
rules
to

use
the
language
in
new
contexts.
11.
Imagery
Students
use
visuals
or
mental
images
to
understand
new
information
or

to
make
connections.
12.
Auditory
representation
Students
play
back
in
their
heads
what
they
heard
to
aid
in
understanding

and
remembering
new
information.
13.
Elaboration
Students
offer
detail
about
a
concept
by
using
prior
knowledge
or
new
learning.

14.
Transfer
Students
use
what
they
already
know
about
their
first
language
to
aid
in
acquiring
English.
15.
Inference
Students

use
clues
in
the
text
and
their
prior
knowledge
to
make
educated
guesses.
Social/Affective
16.
Questioning
for
clarification
Students

ask
their
teacher
or
peers
to
offer
examples
or
further
explanation
of
complex
concepts.
17.
Cooperation
Students
work
together

to
complete
or
assess
a
collaborative task.
18.
Self-talk
Students
encourage
themselves
through
positive
thinking,
thus reducing
their
own
anxiety
during

the
learning
process.
Wavebreakmedia
Ltd/Wavebreak
Media/Thinkstock
The
term
strategies
in
the
field
of
TESOL
refers
to
both
instructional
strategies

applied
by
teachers
and
learning
strategies
applied
by
students.
In
CALLA,
teachers
explicitly
teach
students
how
to
apply

language
learning
strategies
in
different
contexts
by
following
a
five-step
sequence:
(1)
preparing
the
students
for
learning
by

activating
existing
knowledge
and
skills,
(2)
presenting
the
learning
strategy,
(3)
having
students
practice
using
the
strategy
to

learn
new
content,
(4)
helping
students
evaluate
the
usefulness
of
the
strategy,
and
(5)
teaching
students
to
expand

and
apply
the
strategy
in
other
classes.
Instructional
activities
in
CALLA
encourage
student
participation,
cooperative
learning,
and
higher-order

thinking.
The
goal
is
to
develop
selfdirected,
independent,
and
actively
participating
learners
who
can
use
strategies
to
promote

their
own
learning
(Chamot
&
O'Malley,
1994).
Visit
the
following
resources
for
more
about
applying
the
CALLA
model
in

your
classroom:
http://calla.ws
http://www.nj.gov/education/bilingual/ell_mainstream/part_four
/calla.html
Quality
Teaching
for
English
Learners
(QTEL)
Walqui
(2010)
and
her
team
at
the
educational
research

non-profit
organization
WestEd
developed
Quality
Teaching
for
English
Learners
(QTEL)
to
help
ELLs
meet
the
challenges
of
the

Common
Core
State
Standards
and
respond
to
the
call
that
all
students
should
be
college
and
career
ready.

The
six
principles
formulated
in
this
learning
framework
are
designed
to
prepare
ELL
teachers
for
helping
their
students

meet
the
goal
of
college-and-career
readiness
while
offering
high
levels
of
support
in
areas
of
language
and
content

development.
The
six
QTEL
principles
are
as
follows:
Maintain
academic
rigor.
Set
high
expectations.
Focus
on
metaprocesses,
or
the

students'
awareness
of
the
processes,
strategies,
and
outcomes
of
their
own
learning.
Create
opportunities
and
sustain
quality
interactions
with

peers
and
teachers.
Focus
on
language
learning
in
disciplinary
contexts.
Develop
a
quality
curriculum
with
a
spiraling
progression
and

ample
scaffolding.
A
central
idea
and
practice
of
this
approach
is
supporting
student
participation
in
social
and
academic

learning
activities.
Walqui
and
van
Lier
(2010)
noted
that
"students
develop
higher-order
functions
as
they
engage
in
activity

that
requires
them
to
use
language"
(p.
7).
Meaningful
language
use
is
directly
connected
to
the
development
of

new
knowledge
across
the
grade
levels
and
content
areas.
Similar
to
other
programs
focused
on
English
language
learners,

QTEL
has
been
applauded
for
its
successful
implementation
with
English
learner
populations
around
the
United
States.
To
learn
more

about
QTEL
and
research
on
QTEL
in
practice:
http://qtel.wested.org
http://www.wested.org/project/quality-teaching-for-english-
learners/
Expediting
Comprehension
for
English
Language
Learners
(ExC-ELL)
Calderón
(2007)

embraced
the
extensive
research
conducted
on
how
to
design
effective
content-based
literacy
practices
for
adolescents
as
she
created

the
Expediting
Comprehension
for
English
Language
Learners
(ExC-ELL)
program.
ExC-ELL
is
a
lesson
planning
and
delivery
system
designed

with
the
adolescent
student
learner
in
mind.
In
this
model,
there
are
10
key
components
considered
necessary
for

effective
planning.
They
include
the
following:
Implementation
of
content
standards,
objectives,
indicators,
purpose,
outcomes, and
targets
Parsing
of
text
by

teachers
Summarization/overview
of
unit,
lesson,
and
chapter
Background
building
of
concepts
Review
of
previous
lesson/concepts/content
Systematic
vocabulary
instruction
Formulation
of
questions

for
drawing
on
background
knowledge
Engagement
with
text
Consolidation
of
content
and
skills
Conducting
assessments
According
to
Calderón
(2007),
"Students

need
to
learn
how
to
read
a
variety
of
texts
that
progress
to
grade-level
texts
quickly.
In
order

to
master
content
and
meet
standards,
teachers
learn
how
to
parse
texts
and
select
most
important
content"
(p.

viii).
ExC-ELL
incorporates
this
idea
by
teaching
comprehension
strategies
explicitly,
attending
to
students'
needs
to
hear
adult
modeling

of
fluent
read
alouds,
and
providing
opportunities
for
partner
reading,
all
of
which
are
critical
activities
for
ELLs

to
succeed.
If
you
have
noticed
that
there
is
some
overlap
with
other
models
discussed
in
this
chapter,

you
are
correct.
Effective
planning
requires
key
components
be
incorporated
in
every
lesson.

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