Lesson+Preparation

=Lesson Preparation= The first 6 features of the SIOP model are collectivelyreferred to as lesson preparation. They are:

Feature 1: Content objectives clearly defined, displayed, and reviewed with students Feature 2: Language objectives clearly defined, displayed, and reviewed with students Feature 3: Content concepts appropriate for age and educational background Feature 4: Supplementary materials used to a high degree Feature 5: Adaptation of content to all levels of student proficiency Feature 6: Meaningful activities that integrate lesson concepts with language practice opportunities

=Feature 1: Content objectives clearly defined, displayed, and reviewed with students= Teachers can help their students achieve lesson goals by clearly communicating what those goals are. Many teachers already write lesson objectives for themselves. However, we can take this a step further by translating objectives into student-friendly language, displaying them on the board daily, and going over them in class before beginning the lesson. This will help students to focus on the most important aspects of the day's lesson.

Ask yourself: Which of the following is a better content objective? Why?
 * Students will understand the life cycle of a frog and be able to explain it in their journals.
 * Draw the life cycle of a frog in your journal. Label and explain each stage.
 * Read about the life cycle of a frog.

=**Feature 2 : Language objectives clearly defined, displayed, and reviewed with students**= In addition to content objectives, the SIOP model asks teachers to write language objectives for each lesson. This helps teachings focus in on precisely what language tasks (reading, writing, speaking, and listening) learners must be able to do to meet successfully complete the lesson. By stating clear goals, teachers will be able to help their students develop the academic English necessary to succeed.

Ask yourself: Which of the following is a better language objective? Why? = =
 * Students will explain the major parts of an insect verbally.
 * Discuss the parts of an insect with your partner.
 * Tell your partner the name of each part of an insect on p.27. Use today's key words.

=Feature 3: Content concepts appropriate for age and educational background= ELLs' level of ability in expressing themselves in English is not the same as their thinking ability! Teachers need to make sure that the materials that students encounter are appropriate for both their age and their academic ability.

Think about: =Feature 4: Supplementary materials used to a high degree= Using a variety of materials will support different learning styles by allowing students to draw meaning out of the material in different ways. Some examples of materials that work well in a class are: These strategies will make lessons more accessible for all students--not just the English language learners.
 * 1) the students' first language (L1) literacy
 * 2) their second language (L2) proficiency
 * 3) their reading ability
 * 4) the cultural and age appropriateness of the L2 materials
 * 5) the difficulty level of the material to be read
 * Manipulatives
 * Realia
 * Pictures
 * Visuals
 * Multimedia
 * Demonstrations
 * Related literature
 * Hi-lo readers
 * Adapted text

=Feature 5: Adaptation of content to all levels of student proficiency= Oftentimes, textbooks are too difficult for ELs to read. Teachers are then faced with the difficult task of making the language accessible without losing any of the content of the text. It is also important to make sure that ELs are getting the rich vocabulary they need to improve both their English skills and their academic knowledge. These techniques can help make content more accessible:
 * Graphic organizers
 * Outlines
 * Leveled study guides
 * Highlighted text
 * Taped text
 * Adapted text
 * Jigsaw text reading
 * Marginal notes
 * Native language texts

=Feature 6: Meaningful activities that integrate lesson concepts with language practice opportunities= ELLs need opportunities to use oral and written language to help them meet content objectives. For a lesson to be meaningful, students must be able to integrate what they are learning into what they already know. Good, meaningful classroom activities will require them to use oral or written language to connect new content to their prior knowledge. In order for ELLs to benefit the most from a lesson, teachers need to make sure that all activities will help them meet the content and language objectives.

The next component in the SIOP model is Building Background. Home