Housekeeping ( 5 Min)

•Attendance

•Please take a piece of candy but do not eat until instructed

•ITEP/PD

•Name Pull

•Assignments/Calendar

Portfolio

11 Sections1. Title Page2. Lesson Preparation3. Building Background4. Comprehensible Input5. Strategies6. Interaction7. Practice/Application8. Lesson Delivery9. Review/Assessment10. Observations11. Lesson Plan

SIOP = SI OPSheltered InstructionObservation Protocol (written

procedural method)

Review (10 min)

Goal of SIOPTo prepare teachers to teach content effectively to English learners while developing the students’ language ability.

The SIOP Model of Sheltered Instruction

THE SIOP

MODEL

Lesson Preparati

on

Building backgrou

nd

Strategies

Interaction

Practice and

Application

Review and

Assessment

Lesson Delivery

Compre-hensible

Input

Little Boys Can SIP in LA

Content ObjectivesIdentify what students should be able to know and do

Language ObjectivesSupport students’ language development.

Listen forRetell DefineFind the main ideaCompareSummarizeRehearsePersuadeWrite

IdentifySolveInvestigateDistinguishHypothesizeCreateSelectDraw Conclusions about

Consume Produce

Receptive Language

Productive Language

Listening Reading Speaking Writing

Checklist: Evaluate My Objective

Is it observable? Is it student friendly—written in language the

student can understand? Is it related to the key concept of the lesson? Were students informed orally and in writing? Do I have a plan to assess student progress?

SWBAT will use descriptive adjectives to write sentences about the characters of the story.

Content Objective: I will be able to identify the factors of changes in Kiribati culture.

Language Objective:

1. I will write a sentence explaining what a factor is.

2. I will list 3 things that causes changes to peoples lives.

Content Objective: I will be able to differentiate between change in quantity demand and change in demand.

Language Objective:

1. Read a note on quantity change in demand and in demand

2. I will use the graphical analysis to explain change in demand and quantity change in demand.

3. I will discuss the concept with class peers.

F3 Content Concepts (10 min) Content ObjectivesI will create supplementary materials, an adaptation of content, or a meaningful activities that will assist students in reaching the classroom objective.

Language ObjectiveI will write a reflection paper describing the supplementary materials, adaptation of text, or meaningful activity, and the effects it had on the lesson.

F3 Content ConceptsUse Ministry of Education

guidelinesGrade level concepts

Things to consider1. Students first language literacy(L1)2. Students second language

proficiency (L2)3. Their reading ability4. Cultural and age appropriateness5. Difficulty of material

Task Analysis

Analyze the knowledge a student must possess in order to understand what is being taught

Purpose: To lessen the gap between what a student knows and what he or she must learn.

ExampleI will be able to describe in writing the

setting, the three parts of the story plot, and the names of the characters.

I will use the Pythagorean formula to find the missing sides of a right-angled triangle

I will be able to draw and label a water cycle.

Ask yourself: What do the students need to know before they can meet the objective?

TeachersYOU are the one who decides when and how to

modify the content concepts!!!

How are you going to modify the content concepts to help close the gap between what they know and what they need to learn?

Feature 4: Supplementary Materials Used to a High Degree

Feature 5:Adaptation of Content

Feature 6: Meaningful Activities

Activity (10 min)Quickly get with others who have the same kind of candy (30 sec.)

Supplementary Materials Pg 33 (thru Multimedia)

Adaptation of Content Pg 34-36 (thru Taped Text)

Meaningful Activities Pg 38

Supplementary Materials Pg 34 (Demonstrations-Adapted Text)

Adaptation of Content Pg 36-38 (Adapted text – Native language text)

Meaningful Activities Pg 38

Activity (continued)1. With your group determine who will be

the facilitator, scribe, spokesman, time keeper

2. Read and discuss the assigned text

3. Be prepared to share with the group ideas for supplementary materials, adaptation of content, or meaningful activities

Ticket Out the DoorEach group will turn in a list of

the ideas discussed in your group. (Write each person’s name in group on paper.)

Sister Rasmussen will insert the ideas into a power point for next week’s lesson.

Next Week: The spokesman will share in less than five minutes the ideas discussed.