The SIOP Model – Writing Effective Content and Language Objectives

the first feature of lesson preparation is content objectives clearly defined displayed and reviewed with students content objectives are closely tied to state standards like the common core standards and to curriculum frameworks these objectives should define what students will know or be able to do by the end of the lesson in addition to content objectives effective psyops teachers explicitly target students academic language development by clearly defining displaying and reviewing language objectives these objectives are drawn from the academic language of the content area they represent the language that students need to learn or practice while accessing the content or performing the lesson tasks the third feature of lesson preparation states that the content concepts of the lesson must be appropriate for students age and educational background levels supplementary materials such as manipulatives trade books visuals and technology applications are used to a high degree in SIOP classrooms making the lesson clear and meaningful and content such as texts and assignments is adapted to the different levels of student proficiency finally effective psyops teachers provide their students with meaningful activities that integrate busing concepts with language practice opportunities now let's watch Tina Allsup's eighth grade social studies class and see how the lesson preparation features of the SIOP model are supported in this lesson about the Civil War yesterday we did kind of a culminating lesson on the effect of the civil war on the United States both immediately following the Civil War and then with the long-term impact of the Civil War were on the nation because here are our learning targets for the day and I'm going to ask somebody to read those for us Kat could you do that please you can do the content target and the language target the content and language objectives were shared by a student at the beginning of the lesson we focus on the word effect in the content objective do you see that that word effect is underlined this is a word we've used all year long I want you to turn to your elbow partner and give that person a synonym what's another word for effect when your partner's given you a really good synonym raise your hand sir Mary what's another word for effect outcome outcome what's another word for effect result okay we're going to start with a warm-up activity today the directions are up on the screen but I'm also going to give you the directions outloud as well you see the whiteboards on your desk I'm going to have you work in groups of two or three depending on who's at your table and what I'm going to ask you to do today is just to think about the Civil War and what we've learned so far about the Civil War in words or phrases so what comes to mind what do you think of when you hear the term or the idea the Civil War you and your group are going to write down I'm going to give you a pen in just a second write down as many words as you can on that whiteboard Mary let's start in the back of you if you have Union soldiers on your board erase it Logan Confederate States of America Confederate States of America Brandon John Breaux John Brown double right go ahead and sit down erase your work Wow I'm going to Grum around and grab your pens quickly okay you guys based on that activity it tells me you know a lot about the Civil War both the emotional side of it which I think Logan that's kind of what you were getting at is that there's a lot of emotion and that's what people kind of remembered as well as the events that led up to the war what happened in the war itself what I didn't hear in anybody's list was who actually ended up winning the war like what was the resolution what happened at the end who actually won the war the Union right so it's really important that we remember that the Union won and that because of that the country had to be put back together so to speak what we're going to do today is a four-part activity I'm going to give you an overview of the activity right now and then I'll give you more specific instructions for each part of it first part of this you're going to read a short Peck and you are going to be looking for as you read that text one of the effects of the Civil War one of the impacts one of the outcomes of the Civil War then you're going to get in a small group with people who read the same text you did and in that small group you're going to create a poster just a small one nothing fancy that explains the effect that you read about then we're going to put the posters on all the tables and you are going to go around and learn from all the other posters what all the effects of the Civil War were in the lesson from yesterday I tried to make the content concept clear by providing different leveled readings for students depending on how comfortable or familiar they were with the language so in the classroom there were seven different packs being read and I grouped students according to their reading proficiency the students who were who have the most challenges with reading had a very short text that was also supported by a graphic and then at the other end of the spectrum the students who are the most proficient had an article from the New York Times so in providing that level of differentiation every student in the class was able to meet both the content and the language objectives and the actual task did not look different for any one of the students so every single student in the classroom was asked to identify a main idea was asked to identify key details that supported that main idea on their own and then they were given another level of support where they met with kids who had read the same text they were asked to then talk to each other about what they thought their main idea and details were and then write in a way that the rest of the class could understand and with those two levels of support the differentiated text and then the small group piece they could clarify anything they may have misunderstood in the text they could ask their classmates for support and had a word something and every student was able to meet both objectives in MS Alsop's social studies lesson you saw the features of the lesson preparation component of the SIOP model content and language objectives clearly defined displayed and reviewed with students content concepts appropriate for the age and educational background level of the students supplementary materials used to a high degree making the lesson clear and meaningful adaptation of content such as text and assignments to all levels of student proficiency and meaningful activities that integrate lesson concepts with opportunities to practice language use in the classroom

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