SIOP Lesson Plan

ELPS Quick Share

Amber Garcia

Department of Education/ Texas A&M University

EDBL 3321 Methods of Teaching Non-English-Speaking Children

Professor Diaz-Madrid

October 7, 2020

English Language Proficiency Standards:

Listening:

2.C- learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;

2.D- monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;

2.G- understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

Speaking:

3.A- practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible;

3.D- speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;

3.E- share information in cooperative learning interactions;

3.J- respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

Reading:

4.B- recognize directionality of English reading such as left to right and top to bottom;

4.G- demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs;

Writing:

5.B- write using newly acquired basic vocabulary and content-based grade-level vocabulary;

Texas Essential Knowledge and Skills:

§110.4. English Language Arts and Reading, Grade 2, Adopted 2017.

1.C- share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

4.- Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking --fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

6.G- evaluate details read to determine key ideas

7.D- retell and paraphrase texts in ways that maintain meaning and logical order;

7.F- respond using newly acquired vocabulary as appropriate

Name of Activity/Lesson: Pumpkins

Content Objective:

Listening:

· Students will be able to identify key terms used during discussion.

· Students will be able recognize key terms discussed and seek clarification when needed (such as definition, pronunciation, and spelling)

Speaking:

· Students will be able to pronounce and use key terms in group discussions.

· Students are able to communicate using key terms.

· Students are able to identify similarities and differences in their observations using key terms presented.

· Students are able to communicate effectively with their peers using English fluently.

· Students are able to explain main concepts during group discussions.

Reading:

· Students are able to read passages in the correct direction (left to right and top to bottom).

· Students are able to fluently read passages and demonstrate their comprehension through group discussions and worksheets.

Writing:

· Students will be able to write responses using key terms.

Language Objective:

· Students will be able to recognize, orally pronounce, and spell key terms used in discussion to demonstrate their comprehension.

· Students will be able to use key terms to orally describe pumpkins and their lifecycle to the class or their group partners.

· Students will be able to distinguish and orally explain the similarities and differences between their and their partners’ pumpkin observations.

· Students are able to orally explain to their partners or class as whole the main concepts of the activity and describe pumpkins using key terms learned.

· Students will be able to read short passage with fluency.

ELPS Implementation:

ELPS 2.C, 2.D, and 2.G are implemented so that students can actively monitor their comprehension during discussions and allows room for them to seek help when needed. Students reflect on their understanding on content and key terms presented while identifying key concepts as well.

ELPS 3.A, 3.D, 3.E, and 3.J are implemented so that students can build their linguistic needs and be able to properly pronounce and use the key terms in the correct context during class and group/partner discussions. These ELPs are included so that students are able to understand the meaning of key terms and be able to use them to describe pumpkins. These ELPS are included so that students are able to orally respond to the content presented and attain new content such as vocabulary words, their meanings, along with learning the language.

ELPS 4.B and 4.G are implemented so that students are able to understand and demonstrate the proper direction of reading texts and while engaging in group activities which allows them to demonstrate their comprehension of reading texts and the content of the text.

ELPS 5.B is implemented so that students can demonstrate their understanding of key words and their ability to label, draw, identify, and explain the characteristics of pumpkins and their lifecycle.

Materials: