A Theoretical Base, Essay Example

Introduction

Sheltered Instruction Observation Protocol (SIOP) is an established, effective and frequently applied, technique of providing sheltered instruction to English language learners (ELLs). An educator should consider educating him or herself on the SIOP model of lesson planning and instruction if they have ELLs present in their classroom, as again, SIOP is highly regarded as an excellent instructional model. SIOP lesson planning and instruction is closely aligned to ELL and content standards and provides the necessary supports that ELLs need in order for second language acquisition to be successful. For the purposes of this essay the author has created an explicitly described SIOP model lesson plan and rationale. The SIOP lesson plan identifies the content and language standards addressed throughout the lesson, the content and language objectives to be achieved by learners, and the specific learning strategies used by students. The lesson plan rationale describes in greater detail the content and language objectives, the standards that drive those objectives, and the language acquisition theories that were considered when writing the SIOP model lesson plan (Echevarria, Vogt, & Short, 2008).

Lesson Planning in the SIOP Model: Lesson Plan Rationale

The author created SIOP model lesson plan is an extensively researched and highly detailed outline of a possible fifth grade lesson to be conducted in an intermediate level inclusion classroom. The lesson plan describes a multi-layered, collaborative learning group project that will last approximately five class periods, but may be extended if additional completion time is required. The research project encompasses multiple content areas, and includes sheltered instructional strategies to accommodate the needs of both ELLs, and learners with special needs. In accordance with the SIOP model, the author has identified both content, and language standards that inform the content and instruction of the lesson plan (Echevarria, Vogt, & Short, 2008)

One standard set that drives the content and application of the author’s lesson plan is the New York State ELA content standards. The New York State ELA standards that are included in the author’s SIOP model lesson plan are; Standard 1: Learners will, write, listen, read, and speak for information and understanding Standard 3: Learners will write, listen, read and speak for critical analysis and evaluation (NYSED, 2009). These standards are addressed through the lesson plan’s requirement that students effectively read, write, listen, and speak in order to present information, understand content, communicate with peers, and evaluating their own achievements. The Teachers of English to Speakers of Other Languages (TESOL) standards set, informs the author’s lesson plan by describing specific language goals that are aligned to content areas. The TESOL standards present include; Standard 1: Learners of English language communicate for Instructional and Social purposes in the school setting.

Standard 2: Learners of English language communicate ideas, information, and concepts essential for academic accomplishment in the content area of Language Arts (WIDA, 2007). Throughout the lesson, ELLs will be required to communicate information in the content areas of ELA and Science, as well as for social purposes in a collaborative learning group.

Language and Content Objectives

The primary objective of the author’s SIOP lesson plan is for students to engage in a collaborative learning group research project, in which they will identify nutritional values of popular cafeteria lunch menu offerings. Students will then make presentations of their findings in PowerPoint presentation given by each group. Throughout the completion of this research project, the teacher will outline various language and content objectives. While language and content objectives are separate entities in the lesson plan, it is important to note how these objectives are aligned with each other, and the standards that drive the lesson plans content. Language objectives within the author’s lesson plan include verbally communicating information, retelling curriculum content, and describing content with appropriate key vocabulary. Content objectives include effectively engaging in a collaborative learning group, using effective research methods to investigate and identify required content, demonstrating an understanding of curriculum content, and correctly using key vocabulary terms (Echevarria, et. al., 2008).

Comparing and Contrasting Language Acquisition Theory

Two commonly accepted and widely implement second language theories are Krashen’s Five Hypotheses, and the interactionist perspective in second language acquisition. Like many education and learning theories, there are instances where the Krashen and interactionist perspectives have similarities, and areas in which these two language acquisition theories differ. Krashen’s Five Hypotheses second language acquisition theory is a compilation of five theories that influence a learner’s ability to acquire any second language. Krashen’s acquisition learning hypothesis is the most well known and accepted of his hypotheses. Here, Krashen explains that there is a distinct difference between learning and acquiring a second language. To acquire a second language is a natural process, similar to acquiring a first language. The monitor hypothesis describes that formal study when acquiring a second language leads to an internal grammar monitor. The natural order hypothesis states that grammar is learned in a predictable, natural, order. With the input hypothesis, Krashen explains how the ELL acquires a second language through an understanding of natural communication and comprehensible input. Krashen’s affective filter hypothesis identifies the role that motivation, confidence, and anxiety, have on second language acquisition (Peregoy & Boyle, 2008).

The interactionist perspective of second language acquisition also puts a great amount weight on comprehensible input, but interactionists believe that the natural communication between native and non-native speakers is the key element in second language acquisition. The learner will engage in natural but focused communication with teachers and peers. Through this process the ELL will acquire vocabulary, and basic grammar structures. The interactionists believe that ELLs should not be forced into speaking, and that communication will occur in natural settings, when the learner is comfortable in doing so. Errors in output will be corrected naturally as language develops and comprehension and vocabulary increases (Peregoy & Boyle, 2008). Below in Figure 1 is a summary of the main points.

Speculated Success of Author Created SIOP Lesson Plan

The author created SIOP lesson plan is standards based, differentiates for diverse learners, and applies second language acquisition theory. Within the context of the lesson plan students are encouraged to engage in natural communication with peers and teachers, comprehensible input is provided by the teacher, confidence is built, and motivation techniques are employed. The diverse range of tasks that are to be completed by all students appeals to many different types of learners and allows for students to demonstrate proficiency in both content and language objectives in a number of ways.

The author’s initial lecture builds background and activates prior knowledge, which provides students with comprehensible input. Students engage in unstructured language communication within their collaborative learning groups. Throughout the lesson, both teachers and peers model key vocabulary terms and their meanings, and ELLs have the opportunity to experience these vocabulary terms by describing them orally, and through writing. The instructor will allow for much practice time for presentations to decrease anxiety, and learners will never be forced to speak or participate beyond their comfort levels. By identifying language acquisition theories, and applying them to instruction, the chances for a successful and meaningful lesson are greatly increased (Peregoy & Boyle, 2008).

Influence of Mentor Teachers

While the theme and content objectives of the author created SIOP lesson plan were conceived by the author, language objectives and successful learning strategies that the author observed through the practicum experience were included. One specific example is the inclusion of the jigsaw method and the extensive use of graphic organizers. The author observed a very successful lesson, in which the mentor teacher implemented the jigsaw method during a social studies lesson. During this lesson, students were provided with a number of graphic organizers to record and store information. Using these strategies, students were able to better comprehend key vocabulary and curriculum content. For this reason the author included the jigsaw method in his author created lesson plan, and also planned for the extensive use of graphic organizers. The author also observed the application of the TESOL standards to instruction, in both practicum experiences. Both mentor teachers documented which TESOL language standards were being addressed in each lesson. By doing this, educators can determine which standards and areas of instruction need to be addressed more frequently, and which are being adequately implemented.

Reflections on Lesson Planning in the SIOP Model

Through engaging in the practicum experience, observing effective educators of ELLs, and identifying relevant SIOP resources, the author was able to create an effective lesson in the SIOP model. Through the implementation of the SIOP model, using effective second language acquisition resources to inform lesson planning, and adhering to content and language standards, educators can provide effective and meaningful instruction to ELLs, and promote second language acquisition for the purposes of academic and social success.

Conclusion

In conclusion, there are numerous fundamental elements to building an effective lesson plan for an ESL learner.  Those fundamental elements are different from teacher to teacher depending on the level they are in their career. One thing remains constant though, and that is an experienced teacher at the heart of the matter. It is a competent teacher who can make any lesson successful by utilizing their talent and the available materials.

References

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners the SIOP model (3rd ed.). Boston, MA: Pearson Education, Inc.

New York State Education Department (NYSED). (2009). English Language Arts Learning Standards. Retrieved, May 29, 2011 from http://www.emsc.nysed.gov/ciaiela/elastandards/elamap.html

Peregoy, S. F., & Boyle, O. F. (2008). Reading, writing, and learning in ESL: A resource book for teaching k-12 English learners. Boston, MA: Pearson.

WIDA Consortium. (2007) English language proficiency standards for English language learners in Pre-Kindergarten through Grade 5. Retrieved, May 29, 2011 from http://www.wida.us/standards/PreK-5%20Standards%20web.pdf