Lesson, Subject, And Grade Planning Sheet

Name Of Lessonsubjectgradesiop Model Planning Sheet

Based on the lesson plan you selected, you will then determine what Common Core State Standard(s) that would align with the lesson.

Remember, CCCS are only for math and English language arts, so if you choose the science or social studies lesson, you will have to go to your state’s department of education website and locate the state standards for these two subjects. Here is a link to find the CCSS in math and English language arts: Here you will list the content objectives (1-2) for your selected lesson. Some lessons may have them, but the expectation is that you will formulate them so they are measureable. Begin all content objectives with: The students will be able to… See Section 8.2 of your text and here is an additional resource to support the development of content objectives: onoas i s .com/curri culum/LP/LP_res ources /l es s on_o bj ecti ves .htm The language objectives are based on the English Language Development standards that address the four language domains: reading, writing, listening, and speaking.

It is required that you provide at least one language objective covering one of the four language domains. Begin all language objectives with: The students will be able to…. See Section 8.2 of your text and the following website might be helpful for you when developing your language objectives: List all key vocabulary necessary for your ELL students to have success with this lesson. Remember, academic vocabulary is essential for our ELLs in helping them to acquire both content and language development. Think about all the materials you would need for this lesson plan, including those you might use when differentiating your instruction so that your ELL students will have equal access to the content.

Write this in a list format. From your EDU 382 course, you should have learned about forming essential questions. Remember, these are not questions that have definitive answers, rather engage students in critical thought, deepen their understanding. Here is an example: Non-Essential: What are the parts of a plant? Essential: Why should we save the rainforests? Here is an additional link to support your understanding: stion-Essential%A2.a spx Write at least two questions that you would ask your students throughout your lesson plan that would engage them in higher or der thinking questions. Using the verb list from Bloom’s Taxonomy, focus on asking questions that address analysis, synthesis, and evaluation. s%20Taxonomy%20Action%20Verbs.pdf For example: Describe the difference among vascular and non-vascular plants and the purpose of these differences that allows them to survive in their environment.

Student Activities: Scaffolding: ï‚€ Modeling ï‚€ Guided ï‚€ independent Grouping: ï‚€ whole class ï‚€ small group ï‚€ partners ï‚€ independent Processes: ï‚€ reading ï‚€ writing ï‚€ listening ï‚€ speaking Strategies: ï‚€ hands-on ï‚€ meaningful ï‚€ links to objectives Activities and Strategies: Review and Assessment: ï‚€ Individual ï‚€ Group ï‚€ Written ï‚€ Oral Formative Assessment Summative Assessment SIOP Model Reflection: Select all that would apply regarding the four areas of student activities.

Paper For Above instruction

The purpose of this paper is to develop a comprehensive SIOP (Sheltered Instruction Observation Protocol) model lesson plan that aligns with the Common Core State Standards (CCSS) or state standards, particularly focusing on English Language Learners (ELLs). The plan involves defining clear content and language objectives, selecting key vocabulary and materials, formulating essential and higher-order questions, designing student activities with scaffolding, and incorporating assessment and reflection components. This structured approach ensures that instructional strategies support both language development and content mastery for diverse learners.

To begin, selecting the appropriate standards is essential. For math and English language arts, educators should consult the CCSS via the official website; for science and social studies, state-specific standards must be used. Clear content objectives should be measurable and formulated to reflect what students can demonstrate they know and can do by the lesson's end. Similarly, language objectives need to specify the language domain focus—reading, writing, listening, or speaking—and should be appropriate for the ELLs’ proficiency levels. Both objectives are fundamental in scaffolding instruction that meets the needs of diverse learners.

Effective vocabulary instruction is pivotal for ELLs’ success. Teachers must identify academic vocabulary that supports both comprehension and language acquisition. Materials, including visual aids, manipulatives, and technology, are then selected to facilitate engagement and understanding. Differentiated instruction is reinforced through various scaffolding strategies such as modeling, guided practice, and independent work to gradually increase student autonomy and reinforce learning.

Developing essential questions prompts critical thinking and engages students in inquiry-based learning. These questions should be open-ended, promoting analysis and synthesis, and aligned with lesson objectives. Higher-order questions derived from Bloom’s Taxonomy challenge students to analyze differences, evaluate concepts, and synthesize ideas, fostering deeper understanding.

Student activities are designed around varied grouping options—whole class, small groups, partners, and independent tasks—and supported by processes like reading, writing, listening, and speaking. Implementation of scaffolding techniques such as modeling, guided instruction, and independent practice ensures accessibility. Strategies like hands-on activities, meaningful interactions, and connections to objectives promote engagement and reinforce learning.

Assessment plays a crucial role in monitoring student progress. Formative assessments, including exit tickets, discussions, and journaling, provide immediate feedback for instructional adjustments. Summative assessments evaluate overall mastery and understanding through written or oral tests, projects, or presentations.

The reflection component requires educators to analyze how the eight components of the SIOP framework—preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/evaluation—contribute to language development and content learning. It involves explaining how these components facilitate a sheltered environment that supports ELLs' diverse needs while benefiting all students. Effective sheltered instruction emphasizes flexibility, scaffolding, and engaging pedagogies that deepen content understanding and promote language acquisition concurrently.

References

• Echevarria, J., Vogt, M., & Short, D. (2017). Teaching English learners across the curriculum. Pearson.
• Padron, Y. N., Waxman, H. C., & Padron, Y. (2021). Sheltered Instruction Observation Protocol (SIOP): Your Guide to Improving Content and Language Learning. Corwin.
• Center for Applied Linguistics. (2019). Glossary of terms related to English language learners. https://www.cal.org/
• National Clearinghouse for English Language Acquisition. (2018). Standards for English language proficiency. https://ncela.ed.gov/
• Short, D., & Fitzsimmons, S. (2019). Making Content Comprehensible for English Learners: The SIOP Model. Pearson.
• Tompkins, G. E., & Posey, S. (2017). Literacy for the 21st century. Pearson.
• Velasco, N., & Lozano, S. (2020). Effective Strategies for Teaching ELLs. TESOL Journal, 11(2), 45-59.
• Genesee, F., & Lindholm-Leary, K. (2019). Dual Language Education Models. ASCD.
• Onoas, D. (2020). Developing Content Objectives and Higher-Order Questions. Curriculum Resources. https://onoas.com/
• Bailey, K. M. (2019). Practical Strategies for Teaching English Learners. National Geographic Learning.