Lesson Planning with SIOP: A Theoretical Base

Planning with SIOP: A Theoretical Base

Introduction

Lesson plans are one of the central tasks of the teachers. Especially in training detailed lesson plans are expected. One should be aware that there is no ideal model of teaching, and even these are subject to the time trials. Nevertheless, they are with their reflection of the class situation, the structure, contents and methods essential tool in the hands of every teacher and every teacher. The paper will be focusing on the preparation of the SIOP lesson plan for a content area i.e. English of grade 1. The SIOP (Sheltered Instruction Observation Protocol) Model is a research-based instructional model that effectively addresses the academic needs of English learning students across the United States. It consists of eight inter-conneced components:

Lesson Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice/Application

Lesson Delivery

Review/Assessment

With the use of a range of instructional strategies, all of which are interrelated these components, the model enables teachers to devise and deliver lessons in a more effective manner so that they are able to address a wide range of academic and linguistic requirewents of English learners.

Discussion

Plan for a Content Area - English

Content Objectives

The aim of this subject is to focus on creating original language environment. At the initial stage children would be focusing on the conventional cases for their age: playing, chatting, listening to stories, sing, draw, make crafts, just do it all, using the English language. Starting with the second stage of the program, children learn to read and write.

This approach turns the English language of the subject in a communication tool; the children quickly begin to say, using modern expressions that are used in their English language counterparts. During training, the children not only in a fascinating way learn the language and learn about the world, expand your horizons, develop logical thinking (Haynes A., 2012).

Language Objectives

For language objective, the most appropriate for English subject is L, S, R, W for the context that will be taught to children.

Speaking

Conversation in the classroom along with making sentences i.e. simple sentences, single words, reluctantly speaks.

Second Relationships in illustration or picture story: i.e. notes, thoughts, does not notice.

3rd Vocabulary: a rich, persistent normal, poor.

4th Understanding Command teacher quickly understand needs reps, reps do not even fully understand the command.

Reading

Identifying First Capital letters and how to write

Second the way the words & letter are written and the sounds spoken

Tasks in the text stands, confused, did not stand out.

Read texts containing known letters: correctly and quickly, too slowly, spells, spells, leaving the sounds, syllables, words, distorted words.

Text read: understand fully, partially, does not understand.

The text read by the teacher understands not understand.

Writing

Letters: knows all, sometimes wrong, do not know all the letters.

Scripture: shaped, correct, careless.

Letters in line: fine, sometimes inaccurate, often says the wrong lines.

Text printed and written prescribes: by letter, syllables, words, correctly, sometimes with errors, often with errors, child cannot rewrite.

From memory writes flawlessly, sometimes make mistakes, committing numerous errors, not ...