The SIOP

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The SIOP ModelLesson Preparation
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Content Objectives

• We will
• Identify the features of Lesson Preparation
• Differentiate between Content Objectives and
  Language Objectives
• Select from a variety of techniques for adapting
  content to the students proficiency and
  cognitive levels.

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Language Objectives

• We will
• Use cohesive devices (ex. first, second, third)
  with a partner to state the features of Lesson
  Preparation.
• Use a conjunction such as because or since
  to explain the difference between content and
  language objectives.
• Produce a variety of sentence structures to
  justify your choice of techniques to adapt
  content.

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Lesson Preparation Features
Clearly Defined Content Objectives
Plan Meaningful Activities
Clearly Defined Language Objectives
Adaptation of Content
Content Concepts Appropriate
Supplementary Materials
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Lesson Preparation Features
Clearly Defined Content Objectives
Plan Meaningful Activities
Clearly Defined Language Objectives
Adaptation of Content
Content Concepts Appropriate
Supplementary Materials
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Lesson Preparation FeaturesContent and Language
Objectives

• Based on your current frame of reference
• Left side of the room
• Define Content Objective
• Right side of the room
• Define Language Objective

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Content Objectives
What?

• Statements that.
• identify what students should know and be able to
  do in a particular content area for a given
  lesson
• support state content standards and learning
  outcomes
• guide teaching and learning in the classroom.

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What?
Language Objectives

• Statements that.
• support students academic language development
  in a given lesson
• are clearly and simply stated, orally and in
  writing
• support ELD Standards Common Core/Essential
  Standards

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Why?
Language Objectives
The fate of the world
http//www.youtube.com/watch?vSqSCHHTzEns
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Whats the how?
How?
SIOP Model of Sheltered Instruction
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Language Objective Format
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Language Objective Format
Listening Reading Speaking Writing Thinking
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Language Objective Format

• Explicit
• academic language
• Word
• Sentence
• Discourse

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Language Objective Format
Language function Content stem Support
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Language Objective Format
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Content Standard

• Math/ Gr. 2 NBT
• Compare two three digit numbers(100-999)
  based on meanings of hundreds, tens, and one
  digit, using gt , , and gt symbols to record
  results of comparison

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Language Objective Examples

• We will use the phrases less than and greater
  than to compare 3-digit numbers with a partner.
• We will use the word, because, to compare 3-digit
  numbers with a partner.
• We will use extended sentences to explain to a
  partner why one 3-digit number is greater than
  another.

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A Closer Look at Objectives Content?
or Language?

• Language Objective
• With our Think-Pair-Share partners, we will use
  the phrases less than and greater than to compare
  and help us order three digit numbers.
• Content Objective
• Today we will compare three digit numbers in
  pairs.

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A Closer Look at Objectives Content?
or Language?

• CWe will summarize the distinct stages of the
  life cycle of seed plants.
• L We will use the word soil, sprout, growth, and
  mature to explain the life cycle of a bean plant
  using pictures.
• C We will write arguments to support claims with
  clear reasons and relevant evidence.
• LWe will use transition words and phrases from
  the word bank to justify claims in an
  argumentative essay.
•  

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A Closer Look at Objectives Content?
or Language?

• CWe will draw inferences from a text by
  referring to details and examples in the text.
• LWe will use modals and phrases such as, From
  what was said, we might guess that. to make
  inferences from a text.
• CWe will classify two-dimensional figures based
  on the presence or absence of parallel or
  perpendicular lines.
•  LWe will use the words parallel or
  perpendicular, when labeling types of lines
  according to their properties using realia and
  graphic support.
•  

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A Closer Look at Objectives Content?
or Language?

• CWe will explain the impact of the Vietnam War
  on American society and culture. 
• LWe will use comparisons with adjectives (e.g.
  the most significant event, more obstacles than,
  etc.) in order to compare events during the
  Vietnam War that impacted American society using
  a graphic organizer.
• C We will identify the parts of the cell with a
  partner.
• L We will use demonstrative pronouns to identify
  the parts of the cell (example This is the___)
  using a word bank with a partner.

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Your turn!

• With a partner write a content and a language
  objective for the sample lessons you brought with
  you.
• Share your objectives with another pair.
• Each group of 4 post one set of objectives on
  chart paper.

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Objectives clearly defined

• Written

• They are

• To support state content standards and learning
  outcomes
• At lesson-level
• In student-friendly language
• To motivate and engage
• To develop all language skills
• To make objectives attainable

• Shared with the student
• Measurable
• Reviewed at the beginning of class, during class,
  end of class

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Progress check!

• We will use a conjunction such as because or
  since to explain the difference between content
  and language objectives
• Start your explanation this way Language
  objectives are easy to identify because .

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Lesson Preparation Features
Clearly Defined Content Objectives
Plan Meaningful Activities
Clearly Defined Language Objectives
Adaptation of Content
Content Concepts Appropriate
Supplementary Materials
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Lesson PreparationShare Out

• Appropriate Content Concepts
• On grade-level
• Age appropriate
• Included in the Common Core/Essential Standards

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Lesson Preparation Features
Clearly Defined Content Objectives
Plan Meaningful Activities
Clearly Defined Language Objectives
Adaptation of Content
Content Concepts Appropriate
Supplementary Materials
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Lesson PreparationShare Out

• Supplementary Materials
• Thinking Maps
• Graphs
• Demonstrations
• Hands-on Materials
• Objects/Realia
• Visuals
• Graphic Novels
• Adapted Texts
• Related Literature

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Lesson PreparationCompare-Contrast

• Teacher 1s Supplementary Materials
• Materials Math Worksheet for practice with
  addition.
• Teacher 2s Supplementary Materials
• Manipulatives Paper popcorn bags, paper popcorn
  for visualizing the addition problems
• Materials dry erase markers, dry erase boards
  for each student to write popcorn addition
  sentences and practice addition with partners

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Lesson PreparationCompare-Contrast

• Animal and Plant Cells
• Teacher 1s Supplementary Materials
• Materials Science Textbook, Worksheet
  fill-in-the- blank, matching, labeling
• Teacher 2s Supplementary Materials
• Manipulatives/Materials 3D Cell models, SMART
  Board swoosh-ball interactive game, students as
  cell parts, dry erase markers, dry erase boards
  for each student to respond to questions

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Lesson Preparation Features
Clearly Defined Content Objectives
Plan Meaningful Activities
Clearly Defined Language Objectives
Adaptation of Content
Content Concepts Appropriate
Supplementary Materials
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Lesson Preparation Adaptation of Content

• Same contentAccess for all
• Chunk and Chew
• Native language texts
• Graphic organizers
• Adapted text (teacher written), highlighted text,
  taped text
• WIDA MPIs Illustrations, Point-Touch-Show,
  Demonstrate

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Lesson PreparationCompare-Contrast

• Teacher 1s Adaptation of Content
• Same spelling test as others teacher modifies
  grade
• Teacher 2s Adaptation of Content
• Student receives a spelling test with choices to
  circle as the word is called out
• cat kat sat mat

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Lesson PreparationCompare-Contrast

• Teacher 1s Adaptation of Content
• ELs are given extended time, and only have to
  write 1 paragraph.
• Teacher 2s Adaptation of Content
• ELs, depending on need, either
• -have extended time, or
• -use a word bank, or
• -write rough draft in first language, or
• -complete a multiple-paragraph graphic
  organizer

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ELD Standard 4 The Language of Science
SPEAKING Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 - Reaching
SPEAKING State how energy transfers using visual supports Give examples of how energy transfers using sentence frames and graphic supports Describe how energy transfers using sentence frames and graphic supports Compare and contrast how energy transfers using graphic supports Discuss how energy transfers using graphic supports Level 6 - Reaching
Adaptation of Content Level 1 using visual
supports Level 3 using sentence frames
graphic supports Level 5 using graphic
supports
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Progress check!

• How did we produce a variety of sentence
  structures to justify our choice of techniques to
  adapt content?

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Lesson Preparation Features
Clearly Defined Content Objectives
Plan Meaningful Activities
Clearly Defined Language Objectives
Adaptation of Content
Content Concepts Appropriate
Supplementary Materials
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Lesson PreparationShare Out

• Meaningful Activities
• Link to background/past learning
• Emphasize key vocabulary
• Make concepts comprehensible
• Provide practice, application
• Provide genuine audiences and interaction
• Provide Language Practice L, S, R, W, Thinking
• Motivate and engage (90/10)
• Resources
• 99 Ideas and Strategies
• Making Content Comprehensible

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Lesson PreparationCompare and Contrast

• Teacher 1s Activity
• Copy words 3 times each.
• Teacher 2s Meaningful Activity
• Whack-a-mole!
• Teacher or student calls out a spelling word 2
  students SWAT the correct form of the spelling
  word from 3 choices on the wall
• swet suit sweet

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Lesson PreparationCompare and Contrast

• Teacher 1s Activity
• Brainstorm solutions to a given problem in small
  group. Write a problem solution paper using your
  ideas.
• Teacher 2s Meaningful Activity
• Brainstorm solutions to a serious problem in
  small group. Use your brainstorming to help your
  group write a letter (problem/solution paper) to
  the editor of our local newspaper!

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Lesson Preparation Features
Clearly Defined Content Objectives
Plan Meaningful Activities
Clearly Defined Language Objectives
Adaptation of Content
Content Concepts Appropriate
Supplementary Materials
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Lesson Preparation

Now What?
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The Six-Point Lesson Plan Class/Subject_______
__________________________________________________
Block/Period______ Teacher ____________________
______________________________________Date_______
_________
Lesson Preparation
Lesson Format Todays Lesson Time Allotted (min.)
1. Focus and Review Focus (getting started/ warm-up activity) Review (related to prior learning)
1. Focus and Review Focus (getting started/ warm-up activity) Review (related to prior learning)
2. Introduction/Statement of todays objective(s)
3. Teacher Input (delivery of lesson)
4. Guided Practice (teacher/student)
5. Independent Practice (student)
6. Closure/Expectations (for tomorrows lesson)
Materials Needed
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Review/Assessment
Lesson Delivery
Accommodations
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SIOP Sheltered
Instruction Observation Protocol

• SIOP Lesson Plan Templates
• Making Content Comprehensible Book
• SIOP PD Toolkit
• http//pdtoolkit.pearsoncmg.com
• SIOP Lesson Plans
• http//www.cal.org/siop/resources/lessonplans.html
  

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Sample SIOP Lesson Plan

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Owning Lesson Preparation

• Begin to write a lesson plan you can use!
• Determine the domain (R, W, L, S and Thinking!)
• Create a Content Objective I can.verb topic
  support.
• Identify language focus for language objective.
  
• Create Language Objective based on the language
  that students will use and understand to access
  the content.
• Include all features of Lesson Preparation

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Content Objectives

• How did we
• Identify the features of Lesson Preparation
• Differentiate between Content Objectives and
  Language Objectives
• Select from a variety of techniques for adapting
  content to the students proficiency and
  cognitive levels.

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Language Objectives

• How did we
• Use cohesive devices (ex. first, second, third)
  with a partner to state the features of Lesson
  Preparation.
• Use a conjunction such as because or since
  to explain the difference between content and
  language objectives.
• Produce a variety of sentence structures to
  justify your choice of techniques to adapt
  content.

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SIOPQuick Write/Snow Balling!
1. On a piece of paper, make a statement -I
wonder -Now I understand -I still want to
know -I have learned -I cant wait to 2.
Ball up your piece of paper, and throw it to
the center of the room