Entry # 8 Watching a Sheltered Lesson on the Internet

     I had the opportunity to watch the Regis video on using the SIOP method. The class was working on comprehension, by using inferencing, vocabulary development and interacting with the text, Esperanza Rising.
     The teacher used several strategies to help her students' comprehension. The following are listed below:
     1. Clear explanation of the lesson objectives. (decreases stress, builds anticipation)
     2. Background knowledge of content, characters, customs.
     3. Discussion about connections, personal or from previous texts.
     4. Front-loaded what inferencing was for 2 days prior to the lesson.
     5. Simplified the meaning and components of inferencing.
     6. Used pre-reading and explained key vocabulary using synonyms/connections.
     7. Repeated key vocabulary definitions.
     8. Used images to support vocabulary.
     9. Had familiar charts/Diary Board to help students organize thinking and for visual    support.
    10. Used Post It notes so students could interact with the text (questions, find info.)
    11. Group work for peer support and interaction
    12. Modeled stopping, thinking, questioning, and visualizing.

     In addition, I saw the teacher do the following:
     1. Ask for cultural clarification- they were the experts.
     2. Listen to student responses, accept their predictions and connections.
     3. Review the lesson at the end of the class.
    
     The following is what I observed the middle school ELLS doing:
     1. Share connections and predictions.
     2. Follow the teacher as she read passages.
     3. Share what they thought the key vocabulary meant after seeing the images that supported their thinking.
     4. Look relaxed, yet active in the lesson. (secure environment and known tasks)

     The essential components of a SIOP lesson according to Echevarria, Vogt, and Short (Making Content Comprehensible lesson plan)
     1. Preparation/Building Background (Setting the Stage)
     2. Strategies ( Effective instruction)
     3. Grouping Options (Cooperative learning: Inter/Intrapersonal)
     4. Practice/Application (Blooms- Application)
     5. Comprehensible Input ( Clear explanations, modeling, gestures, visuals)
     6. Review/Assesment (Closure)

     This ELL SIOP lesson was very effective due to the preparation of the teacher. Her students were of multiple levels of English acquisition, and some had learning disabilities. Esperanza Rising was culterally engaging, an appropriate text level to read and an excellent source to learn about inferencing. She supported the students understanding of the text in so many ways, and made the lesson an appropriate length of reading, so that the students could accomplish their objectives. Whole group and small group configurations were effective, as well as the visual aides, and the known structure of what to do as they read. The students were relaxed and engaged, even though the classroom environment was the home ec. room. I imagine that if the class had its own space, the teacher would have more engaging visuals and previous work displayed to support student knowlege and learning experiences.

Materials that supported this blog are as follows:
Chapter 3 of Classroom Instruction That Works With English Language Learners by Hill and Flynn
SIOP Lesson Plan and Checklist for Sheltered Instruction handouts
September 30, 2010 class discussion about Sheltered Instruction