SIOP Lesson Plan Name: Institution: SIOP Lesson Plan The Sheltered Instruction Observation Protocol (SIOP) is an effective instructional model that addresses the English language learners’ (ELL) academic as well as linguistic needs, developed at the California State University and Center for Applied Linguistics by researchers…
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Learners in all the grades benefit both in the content area and the bilingual aspects. This paper will prepare a SIOP lesson plan for grade five students under the food and nutrition topic whereby, working in collaborative groups, they will be required to identify the nutritional values of food served in the school cafeteria. This paper will describe a learning project whose length is five class periods covering multiple content and sheltered instructional approaches that address learners with special needs and the ELLs. The standards used are contained in the New York State ELA, and the Teachers of English to Speakers of Other Languages (TESOL). New York State ELA Standards Standard 1: The students will read and write, then listen and speak for the purpose of understanding and information. Standard 3: The students will read and write, then listen and speak for the purpose of evaluation and critical analysis. This lesson plan will address the above requirements by ensuring students read, listen, write and speak effectively so as to comprehend content, present information, communicate with fellow students and evaluate their own progress. TESOL Standards Standard 1: Within the school environment, ELLs will communicate in English for both instructional and social purposes Standard 2: ELLs will communicate ideas, concepts and information that facilitate their academic success in the art of language. The lesson plan will require the ELLs to use English in their communication of ideas, concept and information throughout the project (Tharpe & Gallimore, 1988). Content Objectives Students will be able to know nutritional values of food offered for lunch on the school menu by engaging in learning groups and investigative methods to research on the content. They will then present their findings in PowerPoint form in groups. Language Objectives Students will be able to communicate information verbally. They will re-tell the contents of the curriculum and use appropriate vocabulary to describe what they have learnt. Although content and language objectives are presented as distinct objectives, they are with the standards as well as each other. Vocabulary The key vocabulary words are vitamin, sodium, fiber, mono-unsaturated fat, poly-unsaturated fat, protein, carbohydrate and calorie. Materials KWL chart, graphic organizer created by the teacher, computer projection screen, PowerPoint, classroom laptops, internet resources, and recipe cards. Strategies The strategies are driven by language and content standards, and the implementation is done with consideration to the theories of language acquisition that appeal to an assorted scope of learners. The learners are presented with an opportunity to utilize technology resources and graphic organizers, re-state information, work in mutual learning groups and discover information through research. Because the plan is designed for both learners with special needs and ELLs, strategies like jigsaw are used for their proven instructing effectiveness. A meaningful, thematic mode of instruction facilitates acquisition of second language, gives room for collaboration, provides scaffolding, and allows opportunities for use of oral and written English while building background. Based on Bloom’s Taxonomy, the strategies are also designed to develop the learners’ mental skills, grow their emotional or feelings aspects and enhance their
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“SIOP Lesson Plan Research Paper Example | Topics and Well Written Essays - 2500 Words”, n.d. https://studentshare.org/education/1476999-siop-lesson-plan.
However, problems have been seen because some parents may be discouraged to participate, since they themselves have limited English skills. Because of these dilemmas, it is important to establish a firm home and school connection with ELL families in order to surpass barriers that could hinder learning.
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As a result, they are often delayed in their development and their expected learning milestones. For students who are second language learners, the process of learning is even more difficult because they cannot understand the medium of instruction. The challenge is for teachers to develop strategies which can help manage these learning difficulties and barriers.
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