Johanys Salazar

Chapter 2 - Chapter Preparation

Discussion Questions

1. What are some advantages to writing both content objectives and language
objectives for students to hear and see? How might written objectives affect teacher
and student performance in the classroom?
Defining the content each day definitely brings more focus to my planning and thinking,
and it helps brings order to the classroom procedures.
When students practice objectives that are explicit learning targets, they advance their
knowledge base. Objectives are the learning targets related to the content language and
language knowledge students must acquire, and they are necessary for students to
accomplish the activities and master the curriculum.
By using both content and language objectives for students to see and hear, maximum
learning can occur.
Objectives that are posted every day helps students be aware of their responsibilities to
learn what is being introduced. Helps develop independence, vocabulary, reading and
comprehension skills as well link background knowledge with new content.
Written objectives affect teacher and student performance in the classroom positively by
helping both teacher and student remain focused on background knowledge, making links
to past learning, and attention to vocabulary and content.
SLO (Student Learning Objectives) development supports educators in considering what
average growth means in their classrooms, while asking them to think critically about
setting high expectations for their students. During SLO development, educators naturally
consider their role in driving students beyond low achievement scores and toward
proficiency. The SLO cycle often generates discussions among educators and helps them
articulate the level of learning needed in order for students to truly achieve.
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2. Begin writing a SIOP lesson. Identify the topic and your content and language
objectives. Find or create supplementary materials and adapt content as needed.
Determine at least one meaningful activity the students can engage in during the
lesson. Decide how many class periods will be needed to complete the lesson. When
you finish, share your initial lesson plan with a colleague and garner feedback.
Revise your lesson.
Science
SIOP Lesson Plan
Background
Theme: Animals
Grade: 3th
Date: March 28th, 2019
Time: From March 28th to April 5th

Preparation
Content Objectives
 Students will create a list of animals that they already now
 Students will identify domestic animals and wild animals
Language Objectives
 Students will distinguish between domestic and wild animals
 Students will listen for some interesting stories about animals
 Students will learn new vocabulary words related to domestic and wild animals
 Students will be able to write their own story about any animal
Learning Strategies: Using T-charts, visual aid images (photographs), and other graphic
organizers; developing vocabulary through context clues; summarizing key information.
Activities
 Students will choose an animal and talk about it in front of the class
 Students will draw pictures about domestic and wild animals
 Students will write a list of nouns that they will learn in class
Building Background
 Do you have a favorite animal?
 Can you mention a domestic animal?
 Can you mention a wild animal?
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 Do you know the difference between domestic and wild animals?

 Do you have any pet?
 Are you allergic to any animal?
 Do you consider a horse a domestic animal?
 Can you describe a cat?
Key Vocabulary
cat, dog, rabbit, horse, lion, elephant, eagle, domestic, wild, pet.
Materials
•photographs and pictures of domestic and wild animals,
•markers,
•crayons,
•construction paper of various colors,
•list of key vocabulary already written on chart paper with illustrations,
•graphic organizer
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Discussion Questions
Chapter 4 Comprehensible Input
1. Many times, in classrooms, discipline problems can be attributed to students not
knowing what they’re supposed to be doing. If students don’t know what to do, they
find something else to do. What are some ways that you can avoid having students
become confused about accomplishment academic tasks?
Effective teachers present instructions in a step by-step-manner, preferably using modeling
or demonstrating the task for students. Ideally, a finished product such as a business letter, a
research report, or a graphic organizer is shown to students so that they know what the task
entails. Oral directions should always be accompanied by written ones so English learners
can refer back to them at a later point in time as they complete the assignment or task.
Students with auditory processing difficulties also require clear, straightforward
instructions written for them to see.
Bottom line: Making expectations clear to students contributes to an effective and efficient
classroom.
SIOP teachers go ever every aspect of the lesson, showing visuals with each step, if needed.
Also, they have to talk clearly and pronounce correctly to avoid confusion. By using
common words students will not have problems understanding the task because the
complexity of language can affect their learning proficiency. The use of paraphrasing and
repetition could help students more as well. As a check of how clear your task explanations
are, you might out the directions you would give your students for completing an academic
task and ask a colleague to follow them.
2. Using the SIOP lesson you have been developing, add to it so that the
Comprehensible Input features in the lesson are enhanced.
Appropriate Speech:
 Use speech that is appropriate to students’ proficiency level—slow down and
enunciate where applicable.
 Avoid jargon and idiomatic speech as much as possible.
Explanation of Academic Tasks:
 Present instructions in a step-by-step manner and/or with demonstrations. Write oral
directions on board—ask students to re-explain.
 Use peer-modeling—Focus attention on one group that is functioning well on
activity. Let those students explain step-by-step instructions to whole class using an
overhead transparency.
Questioning:
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 Use “Question Cube” to promote students asking a variety of questions: Who,

What, When, Where, Why, How.
Interaction:
 Effective classes are characterized by a variety of grouping structures.
 At least 2 different grouping structures should be used during a lesson—partners,
teams, etc.
 Vary group configurations from day-to-day across the week to pique interest and
increase student involvement.
Wait Time:
 Effective teachers wait 20 seconds or more for a student to respond—many English
Language Learners need longer time to formulate answers.
 While waiting for a student to reply other students can be writing down their
response then confirm with answer.
Integration of Language Skills:
 Reading, writing, listening, and speaking are mutually supportive and need to be
developed in an integrated manner. Practice in writing promotes development in
reading.
Review of Key Vocabulary
 Review of vocabulary needs to include attention to word structure and sentence
structure.
 Multiple exposures to new terminology build proficiency.
 Use paraphrasing as review—provides context.
 Use multiple modalities to remember words.
Assessment of Lesson Objectives:
 Use a variety of methods to elicit group responses.
 Thumbs up/ thumbs down—Used to obtain a quick summary of agree/disagree
responses. “I don’t know” response is indicated by a closed fist.
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Discussion Questions
Chapter 5 Strategies
1. In reflecting on the content and language objectives at the beginning of the chapter,
are you able to?
a) Select student learning strategies that are appropriate to a lesson’s
objectives?
 Cognitive Learning Strategies
 Previewing a story or chapter before reading
 Establishing a purpose for learning
 Using mnemonics
 Highlighting, underling, or using sticky notes to identify important
information
 Metacognitive Learning Strategies
 Predicting and inferring
 Generating questions and using the questions to guide comprehension
 Monitoring and clarifying
 Evaluating and determining importance

b) Incorporate explicit instruction and student practice with learning strategies

when planning lessons?
Examples of language learning strategies when planning lessons include:
 Set of strategies that are emphasized, learned, and used.
 Practice and apply strategies with different tasks and genre.
 It is important to know your students’ educational backgrounds and their native
language literacy proficiency so you can be aware of what they already know and
can-do regarding strategy use in their home language.
 Engage in various learning strategies while they are reading, listening, writing,
speaking, and working with other students.

c) Identify techniques for verbal, procedural, and instructional scaffolding?

Three types of scaffolding can be used effectively with English learners: Verbal,
Procedural, and Instructional.
 Verbal Scaffolding
 Paraphrasing
 Using think-Alouds
 Reinforcing contextual definitions
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 Proving correct pronunciation by repeating students’ responses

 Eliciting more language and information from students
 Procedural Scaffolding
 Using an instructional framework that includes explicit teaching, modeling,
and guided and independent practice
 Small-group instruction
 Partnering or grouping students for reading and content activities
 Instructional Scaffolding
 Graphic organizers are used as prereading tool to prepare students for the
content of a textbook chapter
 Models of completed assignments are instructional scaffolds, too.

d) Identify language learning strategies to include in lessons?

Examples of language learning strategies include:
 Reading strategies, previewing skimming, scanning, reviewing
 Analyzing forms of English/morphology
 Making logical guesses based in information
 Grouping or labeling words
 Circumlocution
 Self-monitoring/self-connecting
 Paraphrasing
 Guessing-deducting

e) Write lesson plans that include varied techniques for scaffolding and student
understandings?
 Model/demonstrate. Show your students an example of what they will be learning.
For example, demonstrate a science experiment so they can see how it’s done before
they do it themselves.
 During lessons, check for understanding. Check in often to make sure students are
with you. A simple thumbs up, a sticky note check-in, or a desktop flip chart are a
few of the ideas you can use to see who’s good to go, who’s almost there and who
needs some one-on-one.
 Front-load concept-specific vocabulary. Arm students with specific academic
language they will need to understand ahead of time so that vocabulary doesn’t
become a stumbling block to higher level learning.

f) Write a set of questions or tasks on a chosen topic with increasing levels of

cognition?
Read the story “The Big Pig”
Questions:
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 Is it a big pig?
 What does the big pig have?
 What can the big pig do?

2. Describe a learning situation you participated in which the teacher modeled how to
do something. Describe a recent lesson in which you modeled a process, gave
directions for students to follow, or provided steps for an experiment. What did you
have to do to ensure that students could follow your instruction? What worked or
what didn’t? how could you have made things clearer?
They are going to learn about nouns. While the teacher is reading a story about animals the
students have to highlight the nouns of the story.
Directions:
 Underline nouns and write them in a piece of paper
 Pick one of them and explain to class why they picked that out
 Draw a picture about that noun
 Write a description about this noun
The students are going to pick animals and talk about them. The teacher gave the example
by using the noun “cat” and telling the class why the cats are their favorite animals, then
she will draw a picture about it and read in front of the class the description about that cat.
By explaining clearly to class and ask students to explain themselves the instructions about
how the task is going to be they will understand well what they have to do.