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Lesson Delivery SIOP Component #7

Lesson Delivery SIOP Component #7. Before we begin….Let’s do a quick review from last time…. That’s right! The SIOP model is comprised of 8 components and 30 features. In regards to SIOP, what does the clock symbolize?.

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Lesson Delivery SIOP Component #7

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  1. Lesson Delivery SIOP Component #7

  2. Before we begin….Let’s do a quick review from last time… That’s right! The SIOP model is comprised of 8 components and 30 features. In regards to SIOP, what does the clock symbolize?

  3. Sheltered Instructional Observation ProtocolS.I.O.P. – 8 Components, 30 Features • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice & Application • Lesson Delivery • Review/Assessment

  4. TPR Review Stephen Krashen’s 5-pronged theory of Language Aquisition • 1. Language acquisition is a subconscious and intuitive process much like how children pick up their first language. • 2. The monitor: If students learn language through rules rather than naturally fluency will be delayed. • 3. The natural order of acquisition: ELs will first acquire that which has the most meaning, form comes later. • 4. Providing comprehensible input – to acquire language. • 5. The affective filter: a cognitive shut-down if anxious.

  5. TPR Four Features of Lesson Delivery • Feature 23 & 24: Support Content and Language Objectives During Lesson • Feature 25: Promote Student Engagement • Feature 26: Pace Lesson Appropriately

  6. Lesson Delivery • This component parallels SIOP Component #1 Lesson Preparation. • Lesson Delivery is included to help SIOP teachers stay on track with the objectives created in Lesson Preparation

  7. A quick review of SIOP #1:Lesson Preparation • 1. Content Objectives Clearly Defined, Displayed and Reviewed with Students. • 2. Language Objectives Clearly Defined, Displayed, and Reviewed with Students. • 3. Content Concepts Appropriate for Age and Educational Background • 4. Supplementary materials Used to a High Degree • 5. Adaptation of Content to All Levels of Student Proficiency • 6. Meaningful Activities That Integrate Lesson Concepts with Language Practice Opportunities

  8. Lesson Delivery • After reading, discussing, and engaging in activities related to Lesson Delivery, you will be able to meet the following Objectives:

  9. Our Objectives for today: Content Objectives: • I can identify the seventh component of SIOP and the four features of this component. • I can list strategies for improving student time-on-task throughout a lesson. • I can explain how a focus on a lesson’s objectives can aid in pacing. • I can generate activities to keep English learners engaged. Language Objectives: • I can discuss characteristics of effective SIOP lesson delivery. • I can evaluate a situation where a great lesson plan is not enacted successfully and explain what might have gone wrong and what could be improved. • I can compare pacing considerations in classes that have only native English speakers with classes that have English learners.

  10. Four Features of Lesson Delivery • Features 23 & 24: Support Content and Language Objectives During Lesson • Feature 25: Promote Student Engagement • Feature 26: Pace Lesson Appropriately

  11. TPR #23 & #24 – Support Content and Language Objectives During Lessons • Content objectives must be stated orally and must be displayed for students and teachers to see. • Language objectives need to be addressed explicitly during instruction.

  12. TPR #25 – Students Engaged Approximately 90 to 100% of the Period • This means students are paying attention and on task. They are following the lesson, responding to teacher directions, and performing the activities as expected. When students are in groups, all are participating. • When students are engaged, they are involved in activities that challenge them an allow them to gain confidence. Elem. SIOP p. 163

  13. TPR #25 – Students Engaged Approximately 90 to 100% of the Period Three aspects of student engagement should be considered: 1. Allocated time – the amount of time studying a subject 2. Engaged time – the time students are actively participating in instruction during the time allocated (Schmoker, 2006) 3. Academic learning time (Berliner, 1984) – student’s time on task, when the task is related to the materials they will be tested on. Creative, fun activities are not effective if they are unrelated to the content and learning objectives.( Leinhardt, 1982) Elem. SIOP p. 164 Chapter 8: #1

  14. Think-Pair-Share • Take a minute and talk with an elbow partner: • • Discussion Question for 8 #1 regarding the video • 1. What did the teacher do in this lesson to engage the students? • 2. Explain how you would determine if the students knew how to • distinguish fact and opinion by the end of the lesson? • 3. Are there any things you would do to improve this lesson • delivery?

  15. Think-Pair-ShareTake a minute and talk with an elbow partner: • + What are some classroom routines that have helped you maximize student time on task? • - What are some the greatest challenges you face keeping students engaged 90 to 100% of the time? • What are things that have worked? • Beach ball toss – If the negative sign (-) is facing you share a challenge you face and ideas to meet this challenge: if the positive (+) sign is facing you: what are some classroom routines that have helped you to maximize student time on task?

  16. TPR #26 – Pacing of the Lesson Appropriate to Students’ Ability Levels • Pacing refers to the rate at which information is presented during a lesson. • The pace of the lesson depends on the nature of the lesson’s content AND on the level of students’ background knowledge Important Fact – Wasting 5 minutes of a class daily, over the course of 180 days = 15 hours of lost instructional time.

  17. Give one, Get One • Sometimes little routines can help the pacing: • • a basket by the door where students put homework when they enter or leave • • a materials manager for each group of desks who distribute books or materials to everyone in their group • We need to maximize the way we use time when we have Els. • • Think for a minute: How would the pacing of a lesson be different for a class with ELs vs. a class with all native English speakers? • Take another minute to consider: what are some routines or systems that help you to maximize time? Stand up: give your idea and get ideas from five others! Beach ball share – an idea you already do or one you may try!

  18. TPR Four Features of Lesson Delivery • Feature 23 & 24: Support Content and Language Objectives During Lesson • Feature 25: Promote Student Engagement • Feature 26: Pace Lesson Appropriately

  19. TPR Review I’ll do the gestures and then you turn and tell your neighbor which feature I am representing and give a brief description of that feature. I will then randomly select someone to share out their answer. A

  20. Our Objectives for today: Content Objectives: • I can identify the seventh component of SIOP and the four features of this component. • I can list strategies for improving student time-on-task throughout a lesson. • I can explain how a focus on a lesson’s objectives can aid in pacing. • I can generate activities to keep English learners engaged. Language Objectives: • I can discuss characteristics of effective SIOP lesson delivery. • I can evaluate a situation where a great lesson plan is not enacted successfully and explain what might have gone wrong and what could be improved. • I can compare pacing considerations in classes that have only native English speakers with classes that have English learners.

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