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SIOP Lesson Plan Meets ELP Proficiency Levels
- 1. Proficiency Levels RAMON BATISTA, BRIAN HANSEN, TAUNYA HOPKINS, AND ASHLEY REUTER SEI / 500 STRUCTURED ENGLISH IMMERSION OCTOBER 13, 2014 PROFESSOR LYNN OKAMURA
- 2. OVERVIEW SIOP Lesson Plan: Life Processes/Plant- Grade 4 (click link for lesson plan) Listening and Speaking Domain • Building Background and Comprehensible Input for: Pre-Emergent, Emergent, Basic, Low/High Intermediate • Listening and Speaking Domain Standards: Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge Standard 2: The student will express orally his or her own thinking and ideas. (Arizona Department of Education, 2014)
- 3. PRE-EMERGENT Building Background Word Splash, Brain-storming, & Collaboration Standard 1, PE-7: Follow 1 to 2 Step Directions Using Cues and Gestures Standard 1, PE-5: Use Key Words & Phrases Standard 2, PE-6: Repeat Single Step Directions Comprehensible Input Promethean Flipchart, Live Plant, & Flipbook Standard 1, PE-6: Identify 2 to 3 Facts Using Vocabulary Standard 2, PE-5: Repeat Academic Questions Standard 2, PE-8: Repeating 2 to 3 Facts (Arizona Department of Education, 2014) (PEN Group Online, Inc. , 2014).
- 4. EMERGENT Building Background Word Splash, Brain-storming, & Collaboration Standard 1, E-2: Responding to read aloud by identifying main ideas. Standard 1, E-7: Following one or two step commands. Standard 2, E-7: Sharing personal stories and experiences. Comprehensible Input Promethean Flipchart, Live Plant, & Flipbook Standard 2, E-2: Expressing one`s own needs in a complete sentence. Standard 2, E-5: Asking and responding to academic questions. Standard 2, PE-8: Presenting with a group, a topic sentence with two to three details using notes as support.
- 5. BASIC Building Background Word Splash, Brain-storming, & Collaboration Standard 1, B-5: Respond to Discussions Standard 1, B-5: Use Academic Vocabulary Standard 2, B-6: Compare Concepts While Responding to Questions Comprehensible Input Promethean Flipchart, Live Plant, & Flipbook Standard 1, B-6: Include Facts in Responses to Questions Standard 2, B-7: Follow Multi-Step Directions Standard 2, B-7: Use Prepositions While Following Direction (Arizona Department of Education, 2014) Flipbook (Miller, 2014)
- 6. LOW/HIGH INTERMEDIATE Building Background: Word Splash, Brainstorming & Collaboration Standard 1, LI-5: Responding to academic discussions. Standard 1, HI-5: Demonstrating relationships among, facts, ideas, or events. Standard 2, LI-5: Asking and responding to academic questions. Standard 2, HI-5: Asking and responding to academic questions in complete sentences. Standard 2,LI-6: stating multi-step directions using prepositions of time, location and movement in complete sentences. Standard 2, HI-6: Stating multi-step procedures or processes using specific academic vocabulary in complete sentence (Arizona Department of Education, 2014)
- 7. LOW/HIGH INTERMEDIATE Comprehensible Input: Promethean Flipchart, Live Plant, & Flipbook Standard 1, LI-6: Responding to comprehension questions by analyzing the content for relationships among facts, ideas or events using appropriate academic vocabulary. Standard 1, HI-6: Responding to comprehension questions by demonstrating relationships among facts, ideas or events extending the information to other relevant contexts using appropriate academic vocabulary. Standard 1,LI-7: Following multi-step directions that contain prepositions and “frequency” adverbs. Standard 1, HI-7: Following multi-step processes containing specific academic content and vocabulary. Standard 2,LI-8 and HI-8: Presenting a variety of oral reports. (Arizona Department of Education, 2014)
- 8. SUMMARY SIOP Lesson Plan: Life Processes/Plant- Grade 4 (click link for lesson plan) Listening and Speaking Domain • Building Background and Comprehensible Input for: Pre-Emergent, Emergent, Basic, Low/High Intermediate • Listening and Speaking Domain Standards: Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge Standard 2: The student will express orally his or her own thinking and ideas.
- 9. REFERENCES Arizona Department of Education. (2014). Finalized English language proficiency (ELP) standards. Retrieved from http://www.azed.gov/english-language-learners/elps/ Miller, J. (2014). A spoonful of learning. Retrieved from http://aspoonfuloflearning .blogspot.co.uk/2014/04/spring-plants.html PEN Group Online, Inc. (2014). Organized classroom. Retrieved from http://theorganizedclassroomblog.com/index.php/blog/start-with-a-splash
Editor's Notes
- The SIOP Lesson Plan, Life Processes/Plant, is intended for Grade 4 and implements specific activities to enhance students’ listening and speaking skills. The lesson includes two distinct sequences to achieve both building background and comprehensible input for pre-emergent, emergent, basic, and low/high intermediate ELL (English Language Learners) students. Within the listening and speaking domain under Stage III for the ELP standards, two specific standards are created to ensure both listening and speak aspects are related to curriculum concepts. Standard 1 requires, “the student will listen actively to the ideas of others in order to acquire new knowledge.” Standard 2 requires “the student will express orally his or her own thinking and ideas” (Arizona Department of Education, 2014, p. 4). Let’s first look at how the SIOP lesson plan achieves these standards for the pre-emergent learner.
- To help pre-emergent students build background, this SIOP lesson utilizes a word splash, group brainstorming, and fosters collaboration by allowing students to rotate between word splash workstations. In small groups, students will brainstorm a list of words that relate to the key plant vocabulary words for the lesson such as stem, root, leaf, petal, etc. Through teacher cues and gestures, students will work on following single step directions to participate in the word splash activity. Pre-emergent ELL students will be able to work on their listening and speaking skills by hearing repetitive use of the key vocabulary words and attach association to background words they may already know. The teacher can use student feedback for pre-emergent learners to development their ability to repeat single step directions prior to the brain storming work stations. Using feedback gives students and teacher an opportunity to ensure the word splash activity and collaboration directions are understood and puts the focus on the collaboration itself instead of students trying to understand what is expected of them. For the comprehensible input, the SIOP lesson implements a promethean flipchart, using a live plant for demonstrating parts of the plant, and a student created flipbook. These activities encourage pre-emergent learners to try and identify a few facts using vocabulary acquired during the word splash activity. The teacher can use the live plant or a pictured diagram to help this level of learners try and repeat the academic questions listed under the strategy section. As students move on to creating flipbooks, pre-emergent learners can demonstrate two to three facts they’ve learned through plant drawing and labeling a few parts of the plant either in the flipbook or using the live plant.
- This lesson provides opportunities for educators to differentiate for students at the emergent proficiency level. The use of visual aids such as flip chart book will benefit those students who have limited or no understanding of the English language. The lesson provides ample opportunities for students to participate through listening with the reading of the lesson and class discussions. This lesson provides many ways to visualize the lesson concepts and vocabulary and the teacher can use multiple hands on items such as: a live plant, seeds, dirt, and textbooks. In building background, emergent learners will respond to a read aloud and the word splash activity, practice follow simple commands, and sharing personal ideas during the collaboration portion of the lesson. During the comprehensible input sequence, emergent learners will express his or her own ideas with the flipchart , ask and respond to academic questions using the live plant, and write a few concept details in his or her flipbook.
- In the Basic level, the students should have the ability to use and apply English using both simple and compound sentences. During the building background lesson sequence, basic ELL students will practice using correct use of nouns, verb tense, and adjectives to create the word splash, brainstorm, and collaborate with peers. In the comprehensible input portion, basic ELL students will include facts, follow directions and practice using prepositions to repeat directions while making the flipchart, discussing parts of the live plant and creating a flipbook. These oral and written sentences are expected to have errors, although the student should be attempting to correct those errors themselves. Those sentences should also have a subject and use progressive tenses. (Arizona Department of Education, 2014).
- A student at this level can apply knowledge of English conventions by using both simple and compound sentences, and can attempt complex sentences as well. Students with a high intermediate proficiency have a knowledge of English conventions, however they are still developing mastery in these areas (Arizona Department of Education, 2014). This SIOP lesson utilizes a word splash and small group work to brainstorm and collaborate. This allows students to move about the room from center to center, and encourages students to work together to solve a common problem. In this process students with varying levels of proficiency, can work together to identify and apply their knowledge such as the function and location of the different parts of the plant. During this assignment, more proficient students can assist the teacher by working with lower level students to complete and understand the expectations. This will also benefit high-intermediate proficient students as they continue to practice their speaking and listening skills while applying them to the lesson and the assistance of their peers.
- The goal of this portion of the lesson is for students to be able to learn the parts and functions of a plant. Students will learn and be able to correctly identify and match the parts and functions of a plant. Students will work together to identify the parts of a live plant in small groups. By utilizing the promethean flowchart, students will have access to visual aids showing each part of the plant. Also, each visual aid will include the appropriate vocabulary words along with the function of that plant part. Furthermore, students will be creating individual vocabulary flip-books. Like the flowchart, this flip-book will include both pictures and text to show each plant part and its function. The strong visual component for this lesson will aid students because they will be able to physically see the plant part with all relevant information in print. For each word in the flip-book students will be called on to match the vocabulary word to its definition for each page. This will also be another opportunity for more proficient students to assist their peers who may find these tasks more challenging.
- Learning the levels of proficiency is critical in determining student learning levels and progression. The SIOP model components of building background and comprehension input were studied and broken down into each level (Pre-Emergent, Emergent, Basic, Intermediate, and High-intermediate). Students must reach a level consistent with each standard prior to attempting more advanced proficiencies. The SIOP lesson plan, Life Processes/Plants, provides multiple techniques to ensure each ELL student in every level can participate and achieve the ELP standards and lesson objectives.