Using SEI Strategies In A Lesson Plan 2 /English
Using SEI Strategies In A Lesson Plan 2 /English
Details:
Create a SIOP lesson plan in a content area of your choice for a group of ELLs at a grade and English language proficiency (ELP) level that you specify.
Use the “SIOP Lesson Plan Template,” located in the Student Success Center.
Identify and select the ELP Standards from your state.
Create a content objective and a language objective using the English Language Arts Standards from your state.
Consider applicable language acquisition stages of development in your lesson planning.
Include a 500-750 word rationale that includes an explanation regarding how the following aspects of SIOP were accounted for within the design of your lesson:
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice and Application
Lesson Delivery
Review and AssessmentSIOP Lesson Plan
Grand Canyon University: ESL 533
SIOP Lesson Plan
STANDARDS: Arizona
K.CC.B.4. Understand the relationship between numbers and quantities; connect counting to cardinality.
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
THEME: Connect Counting to Cardinality
LESSON TOPIC: Math
OBJECTIVES:
Language: The student will learn number names, and pronounce them from 1- 10.
Content: At the end of the lesson students will count object from 1-10 using one-one-correspondence.
LEARNING Teacher modeling on promethean board.
STRATEGIES: Individual student practice/hands on practice.
Use manipulatives and visuals.
KEY The key vocabulary words, cardinality and one-to-one VOCABULARY: correspondence will be taught and used in the lesson.
MATERIALS: Each student will have a small container with small counting bears. Each student will have number cards from 1-10. Using the promethean board, the teacher model and have the students practice counting using one-to-one correspondence. (Visuals)
MOTIVATION: The students have been counting in various ways including counting how many steps are required to get the gym, cafeteria, etc. They have also been counting the number of children that are at school and how many are absent using their name cards and one-to-one correspondence. At morning snack time, the students will be asked to count the number of gold fish crackers in their cup.
PRESENTATION: Go over the objectives with the students telling them they will be counting objects and matching them (one-to-one correspondence) to number cards. Remind them how we have been counting the number of steps to the gym and how we counted the number of gold fish crackers at snack time. Key vocabulary is discussed and explained at this time.
After reciting the numbers, the teacher will point to the numbers on the number cards, with just the words and the corresponding dots, and have children tell what they are and then ask various students what the number word is on the card.
Using the promethean board, model an example for the students. For example, teacher will point to the number 5 card. He/she will say “number 5, and then count the 5 dots on the number card using one-to-one correspondence. As the teacher models the l lesson, he/she will model counting and saying the numbers as he/she are counting. The teacher will call on students to come up to the promethean board to do sample problems. The teacher will offer support as needed and ask the students if they have any
questions.
PRACTICE AND APPLICATION: Students will be grouped in groups of three. The groups will consist of one ELL student and two fluent English speaking students. Although the students will work independently, they will be able to listen to each other count and/or give assistance to their classmates. The seating arrangement allows room for the teacher to see all the students and allows for room for him or her to maneuver around the classroom and give feedback to each group. As the teacher travels around the room, he or she will listen for both the
language and the content objective to be met. As necessary, the teacher will offer encouragement and guidance for both objectives. The teacher will review key vocabulary with each student. The teacher will be taking anecdotal notes on preprinted forms indicating by a check mark if the students have achieved both objectives.
REVIEW AND ASSESSMENT: The students will meet back at small group to review the objectives/lesson. After reciting the numbers, the teacher will point to the number cards, with just the words and the corresponding dots, and have children tell what they are and ask various students what the number word is on the card. Key vocabulary will be discussed and reviewed accordingly. Anecdotal notes will be taken. It will be noted what students achieved the objective and what student(s) need to have the objectives taught in a different way.
In addition, Ell students will be informally assessed for key vocabulary words. If needed, the student(s) will be offered additional practice, and additional supports such as one-on-one instruction, with vocabulary words.
EXTENSION: The lesson will be extended and used for science. For Science the students will count the number of leaves they found on our nature walk (using one-to-one correspondence).
References:
Arizona Department of Education. (2016). K-12 standards. Retrieved from
http://www.azed.gov/standards-practices/academic-standards/join-the-k-12-
academic-standards-mailing-list/
Mugurussa, T. (2013). Counting and cardinality in kindergarten: Meeting the common
core. Retrieved from http://www.scholastic.com/teachers/top-teaching
/top-teaching/2013/03/counting-and-cardinality-kindergarten-meeting-common-
core
Webster, J. (2016). Basic math skills: Counting and cardinality. Retrieved
from http://specialed.about.com/od/MathematicsforSpecialEducation/a/Basic-
