Language development
Language development: APA
TWO DISCUSSIONS (200 WORDS EACH)
FINAL PAPER 2 PAGES
4 SOURCES
READ INSTRUCTIONS CAREFULLY I expect A+ THIS IS MY FINAL PAPER. CHECK GRAMMAR AND WHAT YOU WRITE.
WEEK 5 FINALLY YEAH NO JUST KIDDING LOVED THIS CLASS AND TEACHER
THIS IS INSTRUCTORS GUDIENCE
Learning Outcomes
This week students will:
Differentiate instruction using academic and language proficiency standards.
Create an effective SIOP plan utilizing all the appropriate components.
Compare and contrast Sheltered English Instruction (SEI) and Specially Designed Academic Instruction in English (SDAIE).
Introduction
In Week Five, you will examine the similarities and differences between sheltered English instruction and specially designed academic instruction in English. You will also differentiate instruction based on academic and language proficiency standards. Finally, you will demonstrate your understanding of various topics covered in the course by constructing an effective SIOP lesson plan for your Final Project.
Required Resources
Required Text
Sheltered Content Instruction: Teaching English Learners with Diverse Abilities (4th ed.):
Chapter 3: Sheltered Instruction in the Content Areas
Chapter 3 examines sheltered instruction.
Chapter 6: Differentiated Instruction: Adaptations and Modifications
Chapter 6 describes ways to demonstrate sensitivity to cultural and linguistic diversity.
Recommended Resources
Articles
Clark, K. (2009). The case for structured English immersion [PDF file]. Educational Leadership, 66(7), 42-46. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200904_clark.pdf
In this article, Clark argues that structured English immersion is the most effective program for English learners.
Haynes, J. (2004). SIOP: Making content comprehensible for ELLs. EverythingESL.net. Retrieved from http://www.everythingesl.net/inservices/using_siop_model_08621.php.php
This article explains the SIOP model and illustrates the components of a SIOP lesson plan.
Website
Center for applied linguistics: SIOP (http://www.cal.org/siop/)
This website features the SIOP model and has resources available for educators to design, implement, and utilize this model of instruction.
Common Core State Standards Initiative (http://www.corestandards.org/)
Discussions
To participate in the following discussions, go to this week’s Discussion link in the left navigation.
Effective and Sheltered
Effective instruction and sheltered instruction share many of the same features, but they have a few key differences. Using the information provided in Chapter 3, compare and contrast effective and sheltered instructional strategies using a graphic organizer of your choice, such as a chart or a list. See Figure 3.5 for assistance. Your graphic organizer should demonstrate your comprehension and understanding of the material presented in the chapter. Make sure to add your graphic organizer to your initial post as an attachment.
Guided Response: Read and respond to two classmates. Discuss one additional strategy that can be used for both effective and sheltered instruction. Explain why the strategy would be effective for English language learners.
Differentiated Instruction
Consider the following case study:
Mr. Hughes is a sixth grade math teacher. He is teaching the concepts of adding, subtracting, multiplying, and dividing positive and negative integers. However, he has only one method of teaching and has been using it for 15 years. The students in his class this year do not understand the concepts and are becoming very frustrated. Mr. Hughes is also becoming frustrated because the students do not understand what he believes to be something so simple. One reason he may not be experiencing success is because he does not have clear objectives or standards connected to his lessons.
Look up your state math standards and find the standard that would best match the content Mr. Hughes is trying to teach.
Look up your state English language learner standards and find one for each level that would be appropriate for this type of lesson.
Create a clear objective for this lesson to help the students connect their learning.
Differentiate the instruction for this content to meet the needs of all learners.
Guided Response: Read and respond to two of your classmates. How would you teach this concept to students? How would you teach it your English language learners? What advice do you have for Mr. Hughes?
Final Project
To complete the following assignment, go to this week’s Final Project link in the left navigation.
SIOP Lesson Plan
Using the Sheltered Instruction Observation Protocol (SIOP) checklist (Figure 3.2) and the example lesson plan (Figure 3.3) from Chapter 3 of your text, you will create a SIOP lesson plan that will meet the diverse needs of ELLs by applying the knowledge you have learned throughout the course. Your lesson plan must have evidence for each component of the SIOP model: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Within this lesson plan, you will also need to effectively address all four areas of language acquisition: speaking, listening, reading, and writing. In addition, the lesson plan must include the following attributes:
English language development (ELD) standards for each level of learner (beginning, early intermediate, intermediate, early advanced, and advanced). You will need to demonstrate your ability to differentiate your lesson for each of these learner levels.
Content specific standards that are appropriate for the grade level and lesson. The use of Common Core State Standards would be appropriate here.
Content and language objectives that are appropriate and support the Common Core standards and are written in clear, measureable terms (consult Bloom’s Taxonomy).
Three teacher-made materials, student handouts, or other supplemental materials that are well organized, clearly written, and appealing to students (include these with the lesson plan). Show how you have differentiated these materials for your ELLs.
Activation of prior knowledge activity. Demonstrate how you are building upon the background knowledge of learners, including essential vocabulary and providing meaningful, personal connections.
Evidence of relevant and appropriate scaffolding and frontloading are apparent throughout the lesson plan.
Activities addressing a variety of learning modalities and multiple intelligences that actively engage students in explaining, summarizing, or reviewing the learning experience, major concepts, and key vocabulary. The activities must clearly indicate how students will apply the skills, strategies, and/or tasks learned in the lesson (independently, in groups, etc.).
Measureable assessment activities (formal and informal/summative and formative).
While creating your lesson plan, think about Specifically Designed Academic Instruction in English (SDAIE) strategies and how they can be incorporated throughout your lesson. You also want to include evidence of differentiation.
DISCUSSION 1
Effective instruction and sheltered instruction share many of the same features, but they have a few key differences. Using the information provided in Chapter 3, compare and contrast effective and sheltered instructional strategies using a graphic organizer of your choice, such as a chart or a list. See Figure 3.5 for assistance. Your graphic organizer should demonstrate your comprehension and understanding of the material presented in the chapter. Make sure to add your graphic organizer to your initial post as an attachment.
DISCUSSION 2
Consider the following case study:
Mr. Hughes is a sixth grade math teacher. He is teaching the concepts of adding, subtracting, multiplying, and dividing positive and negative integers. However, he has only one method of teaching and has been using it for 15 years. The students in his class this year do not understand the concepts and are becoming very frustrated. Mr. Hughes is also becoming frustrated because the students do not understand what he believes to be something so simple. One reason he may not be experiencing success is because he does not have clear objectives or standards connected to his lessons.
Look up your state math standards and find the standard that would best match the content Mr. Hughes is trying to teach.
Look up your state English language learner standards and find one for each level that would be appropriate for this type of lesson.
Create a clear objective for this lesson to help the students connect their learning.
Differentiate the instruction for this content to meet the needs of all learners.
FINAL PAPER
SIOP Lesson Plan
Using the Sheltered Instruction Observation Protocol (SIOP) checklist (Figure 3.2) and the example lesson plan (Figure 3.3) from Chapter 3 of your text, you will create a SIOP lesson plan that will meet the diverse needs of ELLs by applying the knowledge you have learned throughout the course. Your lesson plan must have evidence for each component of the SIOP model: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Within this lesson plan, you will also need to effectively address all four areas of language acquisition: speaking, listening, reading, and writing. In addition, the lesson plan must include the following attributes:
English language development (ELD) standards for each level of learner (beginning, early intermediate, intermediate, early advanced, and advanced). You will need to demonstrate your ability to differentiate your lesson for each of these learner levels.
Content specific standards that are appropriate for the grade level and lesson. The use of Common Core State Standards would be appropriate here.
Content and language objectives that are appropriate and support the Common Core standards and are written in clear, measureable terms (consult Bloom’s Taxonomy).
Three teacher-made materials, student handouts, or other supplemental materials that are well organized, clearly written, and appealing to students (include these with the lesson plan). Show how you have differentiated these materials for your ELLs.
Activation of prior knowledge activity. Demonstrate how you are building upon the background knowledge of learners, including essential vocabulary and providing meaningful, personal connections.
Evidence of relevant and appropriate scaffolding and frontloading are apparent throughout the lesson plan.
Activities addressing a variety of learning modalities and multiple intelligences that actively engage students in explaining, summarizing, or reviewing the learning experience, major concepts, and key vocabulary. The activities must clearly indicate how students will apply the skills, strategies, and/or tasks learned in the lesson (independently, in groups, etc.).
Measureable assessment activities (formal and informal/summative and formative).
While creating your lesson plan, think about Specifically Designed Academic Instruction in English (SDAIE) strategies and how they can be incorporated throughout your lesson. You also want to include evidence of differentiation.
Use the text and at least two additional sources to support the development of your plan. Adhere to APA style guidelines as outlined in the Ashford Writing Center
……………………….Answer preview………………………….
Differentiation instruction is mainly designed to enhance the support of individual learning needs. Since many institutions base their instruction of standard curriculum, teachers should find ways of differentiation their instruction to learners. Firstly, teachers should endeavor to understand individual needs of each student. This is due to the fact that each student has special needs………………………..
APA
486 words
