Sheltered instructions

SIOP® Lesson Title:

(Indicate your specific lesson topic. You can also include the estimated timeline for this particular lesson (e.g., 45 minutes or 2 days).

Grade:

(Indicate grade level of students who will be taught this lesson.)

Content Standard(s):

(Indicate the standards that guided the writing of your content and language objectives.)

Key Vocabulary:

Content: Subject Specific and Technical Terms:

(Carefully select the critical content vocabulary and technical terms you will introduce, teach, reinforce, and assess for this particular lesson.)

General Academic: Cross-Curricular Terms/Process & Function:

(These are words and terms that are used in all academic disciplines. Note: As you read through the lesson plans in the PDToolkit and Making Content Comprehensible, you may think the number of vocabulary words in some lessons is excessive for English learners. When you select vocabulary for SIOP® lessons, consider your English learners’ language proficiency levels and select accordingly. If you teach heterogeneous classes (with both native-English and English learners), you may need to differentiate vocabulary words for each group. Generally, for English learners, 10–15 new vocabulary words per unit are appropriate, depending on the length of the unit and the English proficiency of your students.)

Word Parts: Roots and Affixes:

(Include any word parts (e.g., photo+synthesis=photosynthesis) that enable students to learn new vocabulary, primarily based on English morphology. See chapter 3 in Making Content Comprehensible for more information.)

Supplementary Materials:

(List any supplementary materials that you will include in the lesson to scaffold students’ understanding and provide opportunities for practice and application.)

SIOP Features

Lesson Preparation

__ Objectives Introduced and Reviewed with Students

__ Meaningful Supplementary Materials

__ Language Practice Opportunities

Building Background

__ Links to Experience

__ Links to Learning

__ Key Vocabulary

Comprehensible Input

__ Clear Explanation of Tasks

__ Speech Appropriate for Language Levels

__ Variety of Techniques to Clarify Content Concepts

Interaction

__ Frequent Opportunities for Interaction

__ Effective Grouping Configurations

__ Sufficient Wait Time

__ Opportunity for L1 Use

__ Teachers Talking Time

Explicit Connections to Prior Knowledge and Experiences/Building Background:

(Indicate how you will explicitly activate students’ prior knowledge, and then build background where gaps in knowledge and/or experience may exist. How will you assist students in making connections to what they already know and have experienced?)

Explicit Connections to Past Learning:

(Indicate how you will link explicitly the content learning from past lessons to the specific content that is being taught in this lesson. How will you assist students in making connections to the content taught in these past lessons?)

Content Objective(s):

SWBAT:

(Write content objective(s) that can be taught, practiced, and assessed within this particular lesson. It’s not necessary to use “SWBAT….” You may choose “We will…,” “You will…,” “Students will…,” etc.)

SF (if needed)

(Younger children and beginning English speakers will benefit from content objectives that are written in simple, “student friendly” language.)

Language Objective(s):

SWBAT:

(Write language objective(s) that can be taught, practiced, and assesed within this particular lesson. It’s not necessary to use “SWBAT….” You may choose “We will…,” “You will…,” “Students will…,” etc.)

SF (if needed)

(Younger children and beginning English speakers will benefit from content objectives that are written in simple, “student friendly” language.)

Meaningful Activities: Sequence

(In this section, write your lesson sequence, beginning with the oral presentation of content and language objectives, and what you will do for the features of Building Background (links to students’ backgrounds, past learning, and introduction of vocabulary). Continue to briefly write the sequential steps of the lesson, including meaningful activities that provide practice and application of key content concepts and key content and academic vocabulary.)

Review/Assessment:

(As you are writing your lesson sequence, indicate where and when you will have an opportunity to review content concepts and vocabulary with students, and assess their progress in meeting the content and language objectives for this lesson. For the most part, these assessment opportunities will be spot-checks, teacher observations, and questioning as students practice and apply. If you find that students aren’t making progress related to the objectives, back up and re-teach a small group or the entire class if necessary. Remember that all of the activities you choose to include in the lesson should provide opportunities for assessment.)

Wrap-Up: This must include the review of the content and language objectives, followed by teacher choice of final wrap-up to the lesson.

(Write a quick wrap-up activity to provide closure to the lesson. Your wrap-up activity provides you with additional assessment information that can serve as the basis for tomorrow’s lesson. Your final assessment is of students’ responses to whether they have met the lesson’s content and language objectives.)