Comparing The Sheltered English Immersion Lessons Plan Vs. The Siop Lesson Plan

S. school system despite speaking, reading and writing English. The classroom environment was foreign. Not only did I need to learn academic content, I had to learn the cultural nuances as well. I remember feeling overwhelmed and sometimes overburdened. The use of pictures, artifacts, diagrams and video clips during lessons help to some extent, even so, the study “suggests three ways that teachers can enhance knowledge construction of ELL students: (1) Teachers should take time to understand the cultures of their ELL students, (2) Teachers should be open to new possibilities of meaning, and (3) Teachers should take time to listen to the storylines each ELL student brings into the classroom learning environment” (Strickland, 2012, pp.

Sheltered Instruction is an approach to teach English language learners which integrates language and content instruction. To develop grade-level content area knowledge, academic skills, and increase English proficiency. Sheltered English Instruction has been used since the 1980’s, and the way the connection was made with English learners, was when students were considered “sheltered” because they studied in classes separate from “ the mainstream” and did not compete academically with native English speakers. Today the majority of ELLs study among side to native English speakers, and accommodate to the same curriculum and high-stakes tests. Teachers now see sheltered instruction of a way of teaching English language and content in English.

According to the Common Core State Standards, third graders should demonstrate understanding of figurative language, word relationships and nuances in word meanings (CCSS L.3.5). The purpose of the word study lesson is to introduce students to figurative language. More specifically, we wanted students to be able to distinguish the figurative and literal meanings of idioms. They will use More Parts by Tedd Arnold to create a poster distinguishing the figurative and literal meanings of idioms used in the book. By using the context of the book along with its illustrations, students will have an easier time deciphering the idioms and will become more familiar with the phrases being used. The main goal of this lesson is to not only introduce students

This paper will explain how to incorporate the SIOP lesson plan for Literary Arts at the 5th grade reading level which can be found at the completion of the paper. It takes into account the language acquisition stages of development when presenting the lesson. The standard being followed for the lesson is reading, analyzing and interpreting literature. The content objective is from the Pennsylvania State Academic Standards which states, “students will be able to compare the use of literary elements within, among texts including character(s), setting, plot, theme and point of view”. The language objectives chosen to align with the

Strategies for this SIOP lesson were chosen after viewing the content and language standards as well as using the language acquisition theories. The strategies chosen were technology, drawings, acting out parts of books, sharing feelings and past experiences, scaffolding, collaboration, graphic organizers, re-writes and Author’s chair. All of these strategies promote second language

This paper takes a close look at various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction, scaffolding, and the transfer of cognate knowledge. It is imperative in the ELL classroom that comprehensible input be disseminated to the students on an age-appropriate basis; therefore, it will be detailed in this paper. Various methods of feedback

ABC school will consider Omar as an English beginner who needs to be accommodated based on state and federal law protecting his status as a ELLs. Based on the Arizona Revised Statutes (ARS), ABC will initiate the requirement in which Omar will take four hours of English Language Development (ELD) for his first year in which he will be classified as an English Language Learner. This will allow Omar to benefit of sufficient English instruction that will facilitate him to interact with other native English speaking students who are fluent English learners and speakers. Omar will be enrolled in the normal classroom (mainstream classroom) in which he will be spending four hours of class time per day. This program (ELD) will be beneficial for Omar

Overall, literacy resources can be used to aid in language development while also building ELLs’ English proficiency. They can be easily integrated into teachers’ instructional

Implementing reading, speaking, and writing instruction for ELLs is in secondary classrooms is essential as these students face many challenges when entering the classroom. Student’s such as Luisa in our case study, must gain fluency in English while also learning grade-level content in several academic areas. As such, a sheltered-instruction model which integrates core academic courses with specially designed academic instruction in English (SDAIE) strategies and an intense focus on language development demonstrate best practice for these students. As Luisa’s teacher, it will be important for me to frequently assess Luisa to determine gaps in content area knowledge as well as language development. Strategies to address and develop Lusia’s reading, speaking, and

The first area where continuum strategies can be interfaced with the SIOP model is by using Meta-cognitive strategies. This can begin with teacher-centered learning to the whole class by stating lesson objectives and learning goals within the lesson. Direct teaching to the whole class interfaces the two models by using methods such as defining vocabulary using a PowerPoint illustrated with images that match or reinforce learning of the vocabulary, demonstrating how to make a wet mount slide or having the group recite vocabulary terms as a way to learn new terms. Another step in the continuum using the Meta-cognitive strategies would be moving to a teacher-assisted scenario where the teacher works with the whole group brainstorming or discussing key points of the material in an attempt to move the students toward more independent and self-regulating learning. This brings in the Meta-cognitive strategies in the form of giving the students opportunities to start thinking independently while providing a sheltered

Another components of the SIOP framework is Strategies. Strategies would include techniques, methods, and mental processes that enhance comprehension for learning and retaining information. It is important to have Strategies in SIOP to help language development because as stated in the SIOP, “English Language Learners can benefit from knowing specific strategies to use that increamse comprehension including the following: Survery, Question, Read, Review Recite, Quextion in a Can, Gallery Walks, Split Page Note Taking, and Similarties and Differences Using a Venn Diagram.” Therefore, the teacher would use scaffold throughout the lesson and decrease the support of the teacher as students acquire experience. Interaction is an important

This is an Inclusion Support Core Curriculum Project for reading. My goal is to align instruction in Language Arts & Literacy with the Common Core Standards. Each grade level in Middle School features standards that describe what students should know and be able to do to, in order to succeed at the next grade level. This document is organized into instructional units with key concepts and skills identified, that suggest the pacing guide highlights and identifies resources, instructional technology and assessment. These resources were selected to provide educators with the tools and guidance to enhance instruction and maximize student learning.

This chapter focuses on the versatility of the ELL within our classrooms. There are a couple points that are highlighted within the article, but the main focus seemed to be around assessment of the student and the instruction. Those were two components that defined how the student would be instructed to get the best outcome for improvement in English proficiency in literature and language. Although each ELL student has their own unique pattern, they may align with a general profile characteristic, which can lead the teacher in the general direction that will hopefully best fit the need of that student. Then the instruction process is just as tedious as the assessment, but is necessary for the student to continue advancing within their classes.

The sheltered instruction approach has proven to be effective in this program because it addresses all the needs outlined by Diaz-Rico and Weed (2010). First, students are learning grade appropriate content. Through the use of modified texts where the language has been simplified for easier understanding, students learn about both the American Revolution and the Civil War. Both of these topics are required for student mastery of the social studies Texas

Pointing out adjectives in the poem, “The Town Where I Lived” by A. J. Gil