Create A Siop Lesson Plan That Integrates Students

Create A Siop Lesson Plan That Integrates Stud

Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice. Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the "Class Profile" to complete this assignment. From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson. Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan. Integrate the following: 1. Lesson Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice & Application 7. Lesson Delivery 8. Review & Assessment. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Submit this assignment to your instructor in LoudCloud at the end of this topic.

Paper For Above instruction

Creating an effective SIOP (Sheltered Instruction Observation Protocol) lesson plan tailored for English Language Learners (ELLs) requires a nuanced understanding of students’ linguistic, cultural, and academic backgrounds. This comprehensive plan, based on a specific class profile, will illustrate how to align instructional practices with students’ needs, ensuring meaningful language development and content mastery.

Grade Level Selection and Class Profile Analysis:

For this lesson plan, I will focus on a fifth-grade class comprising a diverse group of ELL students, primarily Spanish and Romanian speakers with varying proficiency levels—from emergent to proficient. Notably, students such as Carla and Ester display intermediate language proficiency across listening, speaking, reading, and writing, while others like Corinda and Leia are emergent learners with emerging skills in reading and writing. This diversity necessitates differentiated teaching strategies that accommodate multiple proficiency levels and leverage students’ cultural backgrounds.

Content and Language Objectives:

Aligning with the Common Core State Standards (CCSS) for English Language Arts, the chosen performance objective targets the development of reading comprehension skills related to informational texts. For example, the standard CCSS.ELA-LITERACY.RI.5.1 (“Quote accurately from a text to support analysis”) becomes the content objective. Language objectives focus on academic vocabulary and sentence structures essential for discussing informational texts, such as “identify,” “explain,” and “support,” tailored to linguistic proficiency levels.

Standards Selection and Cultural Integration:

The selection of language proficiency standards from the WIDA framework emphasizes social and academic language development, including entering, emerging, developing, and expanding stages. For example, students like Hugo and Uyen, at different stages, will receive scaffolding that aligns with their proficiency, integrating culturally relevant materials and examples that resonate with their backgrounds to foster engagement and comprehension (Echevarría, Vogt, & Short, 2017).

Lesson Components:

- Lesson Preparation: This involves selecting content-rich, culturally responsive texts about local ecosystems, ensuring texts are at appropriate readability levels for each student group.

- Building Background: Activate prior knowledge through culturally relevant discussions and visuals, facilitating connections between students’ experiences and new learning.

- Comprehensible Input: Use visuals, gestures, modeling, and simplified language, with sentence frames provided to assist emerging learners.

- Strategies: Implement cooperative learning, graphic organizers, and scaffolding techniques tailored to students’ proficiency levels.

- Interaction: Promote collaborative activities such as think-pair-share and group discussions, encouraging vocabulary use and peer support.

- Practice & Application: Engage students in hands-on activities, such as constructing food chain models or writing simple explanatory paragraphs.

- Lesson Delivery: Deliver content using Clear, concise language, frequent checks for understanding, and adaptations as needed.

- Review & Assessment: Utilize authentic assessments, including student-generated visual displays and oral presentations, aligned with the lesson objectives, with formative assessments throughout.

Developmental Considerations:

The lesson considers the interrelated stages of language acquisition—entering, emerging, developing, and expanding—ensuring that instructional supports are appropriate for each stage. For instance, emergent learners receive more visual supports, while expanding learners are challenged with higher-level texts and discussion prompts.

Assessment and Reflection:

Authentic formative assessments include observation of student participation, exit tickets, and student work samples. Summative assessment involves a rubric-based oral presentation and a written component demonstrating comprehension. Reflection on student progress informs future differentiation and supports ongoing language development.

References

  • Echevarría, J., Vogt, M., & Short, D. (2017). Making Content Comprehensible for English Learners: The SIOP Model (5th ed.). Pearson.
  • Short, D., & Fitzsimmons, S. (2007). Assessing English Language Learners: fırsat and Challenges. TESOL Quarterly, 41(1), 157-163.
  • Goldenberg, C. (2012). Unlocking the Research on English Learners: What We Know—and Don’t Yet Know. Teachers College Record, 114(11), 1-53.
  • Gibbons, P. (2015). Scaffolding Language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.
  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature. NIH Publication No. 00-4769.
  • Villegas, A. M., & Lucas, T. (2007). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 58(5), 370-389.
  • Valdes, G., & Figueroa, R. (2019). Bilingual and ESL Education: Influences and Challenges. Routledge.
  • August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel. Routledge.
  • Crandall, J. (2019). Teaching English Language Learners: A Differentiated Approach. Routledge.
  • Abbott, R. D., & Berninger, V. W. (2017). Foundations of Reading Development and Dyslexia. Academic Press.

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