Siop Lesson Plan s1

Neddra Lynn Lindsey Methods & Materials Online Class April 21, 2010 SIOP LESSON PLAN

Date: April 2010 Grade/Class/Subject: 8/1AB/Reading Connections

Unit/Theme: (#32) Homonyms, Homophones & Homographs CRCT Prep : Finding the Main Idea a. Standards: ELA8R2- The student understands and acquires new vocabulary and uses it correctly in reading. ELA8R3-The student reads aloud, accurately (95% range) familiar material in a variety of genres ELA8RC3-The student acquires new vocabulary in each content area and uses it correctly ELA8RC2-The Student participates in discussions related to curricular learning in all subject areas ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

Content Objective (s): The students will be able to:  Select and use the correct homonym, homophone or homograph in a sentence  Identify the main idea in a reading passage  Locate the supporting details in a reading passage

Language Objective (s): 1)Students will interact in, through and with spoken and written English for personal expression. 2) Students will use English to obtain, process, construct and provide subject matter in spoken and written form. 3) Students will use appropriate language variety, register, and genre according to audience, purpose and setting

Key Vocabulary Supplementary Materials dfff Homonym, Homophone, Homograph Homo Graphic Organizer Main idea, supporting details CRCT Prep worksheets Context clues Dictionary

SIOP Features Preparation Scaffolding Grouping Options _x_ Adaptation of Content _x_ Modeling __ Whole Class _x_ Links to Background _x_ Guided Practice __ Small Groups _x_ Links to Past Learning _x_ Independent Practice __ Partners __ Strategies Incorporated __ Comprehensible Input __ Independent

Integration of Process Application Assessment x__ Reading _x_ Hands-on _x_ Individual _x_ Writing _x_ Meaningful _x_ Group _x_ Speaking _x_ Linked to Objectives _x_ Written _x_ Listening _x_ Promotes Engagement __ Oral

Lesson Sequence: 1.Homonym Pre-test, 2.Homo Graphic Organizer to define terms, 3.PPPT Game 4. Paired Partners for Independent Worksheets 5. How do I Find the Main Idea in Reading Passages? 6. PPPT Activity- Finding the Main Idea 7. CRCT Prep Lesson pgs 121-135 8. Discuss & Model Examples 9. Work individually on lesson worksheet activity 10. Ticket out the Door Review Reflections: Go over each activity page with students. PPPT were effective in std participation Neddra Lynn Lindsey Methods & Materials Online Class April 21, 2010

Description: For this lesson, students were given a Pretest to determine what prior knowledge they have to associate with Homonyms, Homographs and Homophones. Students are given a graphic organizer that details the differences in each. Students are given ample time to copy information from the smart board. (See attached) Next, students are given the definition and a list for homonyms (day 1), Homophones (day 2) and Homographs (day 3). On each day, students use pictures and illustrations to convey meanings for new words acquired. Students then are given guided practice and paired with partners to work on the worksheet activities to identify correctly the homo words in sentences, illustrations and paragraphs.

Next, as we transitioned into the next activity of the hour: Q’s were asked: Where do we find the main idea in a passage? Is the main idea always stated? Students looked at several short passages to identify the main idea (students read examples out-loud from the smart board)by examining the supporting details. A step by step approach was used to show students how to recognize what the main idea is when its not stated. Students were also reminded where to find the main idea in a passage. Modeled the process of how to locate the main idea in longer passages. Students worked in small groups to discuss Reading Test Strategy (PRIMAS) to locate answers to questions. Students were given individual worksheets to read independently to locate main idea in passages.

Resources: Incorporated both the SIOP model for writing the plan but in lesson delivery used 5 steps for ELL: 1) Anticipatory Set 2) Presentation of Lesson 3) Guided Practice 4) Independent Practice 5) Closure

Areas of Strength: The use of the 5 steps in lesson delivery.

New Ideas: Incorporating the Language Objective

Relationship: Linking the language objectives with the content standards will help with the expectations of what students can or should be able to do. Using the language and making the activities representative of the levels of where students are will be more productive and understandable for teachers and students. Neddra Lynn Lindsey Methods & Materials Online Class April 21, 2010

Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achieving in the Content Areas... By Margarita Calderón

This book seeks to share professional development and instructional components of the Project Expediting Comprehension for English Language Learners (ExC-ELL). The program was designed to help teachers provide effective instruction for ELL’s and other students in the classroom particularly those whose reading levels are below and have a need for extensive vocabulary development. The ExC-ELL observation protocol is used as a classroom tool for 1) planning lessons, 2) Coaching by literacy coaches not familiar with ELL instruction, 3) Supervision by administrators, 4) Teacher self-reflection, 5) Peer coaching and 6) Conducting classroom research.

The text points out the following:

 There are many prevalent myths about ELL instruction that keep teachers and students from reaching their full potential.  ELL’s benefit from carefully crafted and challenging content instruction.  Teaching reading comprehension in the content areas can be achieved by combining components that have been empirically tested in ELL classrooms.  Successful teachers are supported by caring and knowledgeable coaches and administrators who also know how reading and content go together.  There are 3 basic premises that guide instruction for ELL’s and low level readers: 1)ensuring 100% oral use, reading practice and written production of new words and concepts; 2) establishing a mind set of semantic awareness and 3) the explicit teaching of reading comprehension skills germane to each content area.  Teaching vocabulary in stages is essential for ELL learners to develop the language.

This book is a practical guide that offers a rigorously tested, NCLB-aligned instructional model for improving reading in all content areas. It does include:  Lesson templates  Rubrics  Sample Lesson plans in different content areas  Descriptions of successful programs  Professional Development Designs

This book provides a detailed map to assist teachers in providing quality instruction to improve the learning of all students in reading comprehension in all content areas. It engages the teacher and gives concrete examples of how to improve your instruction by supplying a step-by-step approach. It provides a wealth of resources and information. Neddra Lynn Lindsey Methods & Materials Online Class April 21, 2010 In review of the literature and speaking with others in regards to the program developed in this book; many have given accolades to this text. Many literacy coaches, administrators, teachers and content curriculum specialists give praise for this extraordinary book. They believe and recommend this book to all teachers of not only ELL’s but all students who require immediate intervention in reading comprehension.

Here are few examples of the feedback about this book:

“For those who have been in the business of teaching English Language Learners this book is an excellent framework for teaching reading gleaning from research that has been in practice since my early days of teaching. Current research on teaching Tiered vocabulary is integrated throughout. I recommend this book for all mainstream, special area and ELL teachers. Great text for professional development.” P. Christian on April 5, 2010

“This book really helps with focusing on methods to help ESL etc., students. It helps with simple suggestions, as well as thought provoking changes in lesson planning and teaching strategies.” Phyllis L. Meyer on April 5, 2010

""This book should be in the hands of every middle and high school teacher, serving not just ELL students, but all students who need help increasing their speaking, reading, and writing skills.""- Jane Escobedo, Director, English Language Learner ServicesSonoma County Office of Education, CA