Lesson Planning with SIOP: A Theoretical Base (Benchmark Assessment)

The lesson I have chosen to present is one that compares and contrasts cats and dogs and is directed to a class of 3rd grade English learners (ELs). I have used a Venn diagram and applied the information from my SIOP Lesson Plan to provide me the foundation needed to present a well-organized and educational presentation. The presentation is aligned to both the Interstate New Teacher Assessment and Support Standards (INTASC) and the Arizona Professional Teacher’s Standards (APTS). The lesson plan applies implementation of both content and language objectives, provides hands-on experiences, and provides me with a variety of resources and materials all of which are necessary to effectively assist me in achieving my goal of teaching ELs to achieve, learn, and become proficient in a new language.

To begin teaching my lesson, I must first understand the differing approaches needed to present instructional learning opportunities which provide content and language objectives for the EL (ACTS 7, INTASC 1). With this understanding in place, I will be able to align the objectives to the standards and also present comprehensible input necessary for the student to understand the lesson. For comprehensible input, I will use the strategies of pre-reading passages and audios or videos which provide information allowing my students some advance knowledge of what they will be learning. During this time I will be able to search out and define the more challenging vocabulary that I deem to be important.

In addition, I will have the opportunity to ask essential questions drawing students into analytical thinking. I will also include the concepts of comparing and contrasting cats and dogs and explaining the similarities and differences of the t...

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...ída, September 2000, Eric®Digest EDO-FL-00-05

Contextual Factors in Second Language Acquisition, West Ed., San Francisco, California

http://faculty.weber.edu/rwong/edu3200/SIOP/Ch1/SLA-Context1.pdf

http://en.wikipedia.org/wiki/Comprehensible_input

Dong-lin, Z., September 2008, Krashen’s Input Hypothesis and English classroom teaching, (pp. 53-56) Volume 6, No.9 (Serial No.60) US-China Foreign Language, ISSN1539-8080, USA, College English Department, Huaiyin Teachers College, Huai’an Jiangsu 223001, China

http://www.linguist.org.cn/doc/uc200809/uc20080912.pdf

Krashen, S., 1981, Second Language Acquisition and Second Language Learning, (pp. 1-150)

First printed edition 1981, Pergamon Press Inc., Print Edition ISBN 0-08-025338-5, First internet edition December 2002, Copyright © 1981

http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html