Lynzee Crosland ELED 4440 January 25, 2013 SIOP Comments 1.

Content Objectives: 4 The Content Objectives were posted, and stated/gone over at the beginning of the lesson. However, I would recommend having the students read aloud or repeat the objectives rather then have them silently read them as you read them aloud. 2. Language objectives: 2 You need to have, post, and go over specific language objectives. There was key vocabulary listed, but the language skills (objectives) were listed and stated as activities. 3. Content concepts: 3 The students seems to understand the concepts. It seemed as though some of the students knew the information prior to the lesson. 4. Supplementary materials: 4 webs (prior knowledge), pull-down maps, book: Pompeii . . . Buried Alive, transparency showing different parts of a volcano, demonstration of rocks pushing against each other, model of volcano- all used well to enhance students understanding. 5. Adaptation of content: 4 Each student was given the same text; sequencing activities were prepared for student to complete where you showed and explained the volcanic eruption process. Students had to put the steps in order. Read the text aloud, pausing for questions and clarification. 6. Meaningful activities: 4 participation in building the model volcano, discussions, authentic texts: meaningful and interesting activities, provided language practice. 7. Concepts explicitly linked: 4 Students completed webs (prior knowledge), writing everything they knew about volcanoes, and had a discussion. 8. Links explicitly made: 2 You did mention past learning, but now how it was linked to the new concepts. 9. Key Vocabulary: 4 Written on the board, stated at the beginning of the lesson, repeated throughout the lesson. 10. Speech: 4 Did very good job at explaining tasks before doing them, modeled and explained demonstrations well, an before student participation. 11. Clear Explanation: 4 Did great job at explaining what was going to happen throughout the lesson prior to teaching, explained each task, and expectations well. 12. Variety of Techniques: 4 diagram of a labeled volcano, web activity (prior knowledge), model of volcanic eruption, reading about it- Pompeii, sequencing steps: different techniques used throughout 13. Learning strategies: 3 Students accessed prior knowledge with web activity, and made predictions, create more student-student learning strategies. 14. Scaffolding techniques: 4 Created scaffolding through questioning, visuals, models, predictions, demos, and graphic organizers. 15. Questions/tasks promoting higher-order thinking skills: 3 factual and identification questions were asked.

16. Interaction: 3 There were frequent discussions, however they were more teacher-student centered. Need student-student interactions. 17. Grouping configurations: 2 There was a whole-class grouping interaction going on most of the class. The students are seated in groups, but there needs to be opportunity for them to work or discuss in those groups. Create those opportunities! 18. Wait time: 3 At times adequate wait time was available, sometimes you were rushed, and werent able to let some students give ideas. 19. Clarify key concepts in L1: 4 bilingual aide was available to assist the students in need. 20. Hands-on materials/manipulatives: 3 bottle, liquid detergent, warm water, measuring spoon, baking soda, vinegar: teacher used during demonstration, and few students used materials. 21. Apply content and language knowledge: 3 Students applied content and language knowledge for the most part, but having student-student interactions will help. 22. Language skills: 3 Everyone had the opportunity to use the 4 skills, but not everyone did, especially the speaking skill. 23. Content objectives: 3 The demonstrations, discussions and repeated vocabulary supported the content objectives, but did they ever learn what causes volcanoes to erupt? 24. Language objectives: 2 Most of the language objectives were supported by the delivery, but the students werent able to complete the sequencing activity. 25. Students engaged: NA I cant tell from the reading if any of the students were off task. 26. Pacing: 2 There was a little rush through portions of the lesson, and you werent able to let students elaborate, or finish reading. 27. Review of Key Vocabulary: 2 Prior to the lesson, and throughout the lesson the vocabulary instruction was great. However, there was no review, or look at all to the vocabulary. 28. Review of Key content concepts: 3 Throughout the lesson there was review, but there was no comprehensive review at the end of the lesson to close other than the final question. 29. Feedback: 3 You did well at giving positive feedback, however you didnt always allow enough time to give feedback, or respond to some students. 30. Assessment of student comprehension and learning: 2 You did a good to check throughout lesson, and monitored the classroom well to provide assistance and feedback. However there wasnt enough time for some students to finish reading, and the activity was moved so there was no way to measure comprehension at the end of the day.

Dear Mrs. Clark, My name is Lynzee Crosland and I am your SIOP coach. I will be giving you feedback on the SIOP components in which you achieved well, as well as those components that I believe you can work on to improve your lessons. We will work on your weaknesses and make them your strengths. By finding and using activities and materials that students understand will keep them engaged which you did very well. As for stating your objectives, you did well with the content objective by posting and reading it aloud while the students silently read it to themselves. I do suggest that you have the students echo read aloud, or read it aloud with you, this will keep all the students on task, and assure that each of them read it. Same with the language objective, post it and have the students read it aloud. With your language objective, you had it written as an activity, you have it there just make sure the students know it is an objective and it is what they need to be able to do. You did really well at explicitly linking the new concepts to the students background knowledge by having them fill out the webs then having a discussion. I really liked how you introduced the vocabulary prior to teaching then more throughout the whole lesson. However, your weakness in this section is making connections to past learning and the new concepts. How will past learning help your students? You explained tasks well and modeled the demonstrations first before the students participated which was great. By using so many techniques and this will always be helpful for the students. You were always using different ways to assist and support the students understanding. However, if you add opportunities for student-student interaction rather than mostly teacher-student they are more likely to learn from each other and this will help you in your learning strategies. Also, most of your questions consisted of more factual and identification questions; some required more elaborated responses. These were good, but including interpretive questions would help you improve the lesson, and get the students thinking differently. Being able to have bilingual aide to assist those students in need is wonderful. I like how you had discussions throughout the lesson, and again, there was a lot of teacherstudent interaction; there needs to be opportunity for student-student interaction. I noticed towards the end of the lesson you had to overlook some of the students because of time, but you did allow sufficient wait time for those students that responded. What you need to work on is grouping configurations. The students were seated in groups, but give them opportunity to work or talk in those groups. Overall, I believe what will help you improve your lesson is having more student-student interaction and pacing the lesson appropriately through the given time. This will allow you time to review and check comprehension on the content. You give enough feedback throughout, and it wont change if you have more student-student interaction. Make sure what the students will be doing is leading to achieving the content and language objectives. Each student should use all four language skills including speaking. If every student doesnt speak that gives you the clue there needs to be more grouping configurations. Sincerely, Lynzee Crosland

Lynzee Crosland ELED 4440 Dr. Matsubara January 25, 2013 Final Part B 1. a. I disagree with the statement. Teachers should always differentiate their lessons whether or not they have ELLs in the classroom. SIOP is an approach for teaching grade-level content to ELLs in strategic ways that makes the subject matter concepts comprehensible while promoting the students English language development in an all inclusive classroom. Therefore, using the strategies wont be boring for on-level students, if anything it will more beneficial to them or they wont even notice any difference. There should be modifications and accommodations made for specific students while the onlevel students work and instruction will stay nearly the same to what they are used to. SIOP will create a good and safe environment for all students, behaviorist theory, and therefor it will be beneficial for all students. If positive reinforcements are in place all students will learn not just those, ELLs and low-learners, which the SIOP is intended for. b. You can have review activities for students who need more practices as well as enrichment activities for students who grasp a concept right away. 2. It is important to use variety of questioning strategies with English learners. Learning proceeds from concrete knowledge to abstract values. It is tempting to rely on simple questions that result in yes/no or other one-word responses. A nod or one-word response is almost automatic if the question is understood. A higher-level question requires analysis. Encouraging students to respond with higher levels of thinking requires teacher to consciously plan and incorporate questions at a variety of levels. Questions: What are some of the characteristics of (president)? We have discussed the characteristics of a number of United States presidents. Using that information, what kind of president do you believe Bobby Kennedy would have been if he had lived and been elected and why? Why is it important to have someone you trust as President? 3. I believe approach b would be most appropriate for English learners. I thought of the connection that would be taking place through the process. The activity will link to the knowledge and concepts they are learning. Also, the interactionist theory, having conversation would be very beneficial. There is discussion and defending in the second teaching approach. 4. When there is teacher-directed learning taking place the teacher will see the students doing a variety of different things. The students will be paying attention; they will be alert, and tracking with their eyes. They would be taking notes, if it is required; listening as opposed to chatting, or sleeping. The students will ask content related questions, as well as responding to questions. They will participate in activities. Also, by reacting, laughing, smiling, shouting, depending on the situation. In student-directed learning you will see student individually or in small groups doing a variety of

different things. They would be reading critically, writing to learn, create, plan, problem solve. The students are performing or presenting, inquiring, exploring, explaining, evaluating, and experimenting on task. Also, interacting with other students within the task, content interaction. Whether for teacher-directed learning or student-directed learning, engaged means that the students are active. If a teacher wants to increase student engagement, then the teacher needs to increase student activity; ask the students to do something with the knowledge and skills they have learned. Break up the lecture with learning activities. Let the students practice what they know, get them moving, talking. Make it so engaging that it will be difficult for students not to participate. If students are engaged, participating, communicating, and doing what is assigned they will learn. It is called information processing. With experience and practice thing that required attention becomes automatic, leaving more attention available for focus on things that take more attention. 5. I would teach a science lesson on the water cycle. The three types of grouping would be whole-group, (buddy) think-pair-share, and small groups of three. During the whole-group would be lecture and discussion. However, throughout the lecture I would have them think about what is being said, pair up with a partner, and share their thoughts about specific scenarios or concepts. For the small-group, I would have groups of 3 or 4 students, each student will have a job for the group project of creating a poster. One student will tell the scribe what to write or draw, one (two if there is a group of four) will be the scribe (drawing/writing), one student will present the poster. That way each student will for sure be participating. Everyone can share ideas, but whoever is in charge of the job gets to make the final decision. I would group them heterogeneously by skill (science) level. Flexible grouping configurations within the classroom allow ELLs to actively participate and ask questions when they dont understand. ELLs are more likely to take a risk and try speaking in a smaller setting. Students talk more often in small groups than in the whole class setting, and student-talk is generally less complex and easier for the ELL to understand.