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?

Sheltered Instructional Observation Protocol S. I. O. P Sheltered Instructional Observation Protocol S.I.O.P. – 8 Components, 30 Features Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review/Assessment SIOP has 8 components and 30 features. To help you remember this we have a clock set to 8:30. Today we are going to be discussing the first component – Lesson Preparation. Lesson preparation is important because we know that thoughtful planning with consideration of your students individual needs, leads to effective teaching and learning!

Stephen Krashen’s 5-pronged theory of Language Aquisition 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.

Four Features of Lesson Delivery 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 The TPR Gesture for Component 7:Lesson Delivery is: Right hand pulling down, as if an engineer is pulling a train whistle for “staying on track” indicating that everything else needs to clear the track so the lesson delivery can stay on track to accomplish the objectives developed in Lesson Preparation.

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

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

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

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.

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 it!”

#23 & #24 – Support Content and Language Objectives During Lessons 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. Research shows that the investment in writing clear content and language objectives and teaching to them pays off in student achievement. TPR gesture for #23 & 24: Make the gesture with one hand first and then the other to create a support for something heavy you are holding in your arms. Moving one arm and then the other to symbolize the content and then the language objective.

#25 – Students Engaged Approximately 90 to 100% of the Period 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. “ TPR gesture for #22: Gestures to indicate all four domains: hands cupped like book, to indicate reading; one hand writing on the other to indicate writing; pointing to mouth with both index fingers to indicate speaking; and index fingers pointed to each ear to indicate listening. Elem. SIOP p. 163

#25 – Students Engaged Approximately 90 to 100% of the Period 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) “ TPR gesture for #25: make a motion with your finger to indicate you are watching them and they are watching you and then cup one hand on each ear to indicate that you are listening to them and they are listening to you and each other. Elem. SIOP p. 164 Chapter 8: #1

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? Give teachers 3 minutes to share and when they come back – do a beach ball toss – If they get the negative facing them, what is a challenge they face and ideas they have to meet this challenge: if they get the positive sign facing them, what are some classroom routines that have helped them to maximize student time on task?

Think-Pair-Share Take 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? Give teachers 3 minutes to share and when they come back – do a beach ball toss – If they get the negative facing them, what is a challenge they face and ideas they have to meet this challenge: if they get the positive sign facing them, what are some classroom routines that have helped them to maximize student time on task?

#26 – Pacing of the Lesson Appropriate to Students’ Ability Levels 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 TPR for #26: Use index finger to tap watch on wrist – to indicate the importance of watching our use of time in the classroom. Important Fact – Wasting 5 minutes of a class daily, over the course of 180 days = 15 hours of lost instructional time.

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! Give teachers 5 minutes to share and when they come back – do a beach ball toss – have the person who catches it share an idea they already or or one they got that they may try! Beach ball share – an idea you already do or one you may try!

Four Features of Lesson Delivery 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

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 – Activity – TPR Review TPR gesture for #22: Gestures to indicate all four domains: hands cupped like book, to indicate reading; one hand writing on the other to indicate writing; pointing to mouth with both index fingers to indicate speaking; and index fingers pointed to each ear to indicate listening. A

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.