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Joyce Spaulding Meyer

Joyce Meyer

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Section A
Vignette SIOP Scoring (1. - 4.) Letter (5.)

Joyce Meyer Lesson Preparation 1.

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4 Content objective is displayed and clearly stated at the beginning of the lesson.

2. 2 No language objective is specifically stated, although it is stated at the beginning of the lesson that students will make predictions as they read. 3. 3 This content is not present in the Common Core for 6th grade, although the school is likely using a different curriculum mapping system. Based on my experience with 5th grade geology units and the fact that Ms. Clark prefaced this lesson with a mineral unit and a visit to a natural history museum, I will give her a score of 3. 4. 3 Supplementary materials are used, but could be used more effectively. Beginning ELL students need more hands-on and visual support. 5. 3 Some adaptation of content is evident, however, students need more modeling (show an example of a completed semantic map). No mention what level the Pompeii book is, is it appropriate for students at this level? Not enough time was allowed for students to complete the independent reading, although Ms. Clark did step in and modify the lesson by reading the text aloud and paused to ask comprehension questions. 6. 3 Meaningful activities exist in the form of the volcano model and the semantic map activity; however it could have been more meaningful if students had interacted with each other during these activities. Building Background 7. 4 Ms. Clark connected to students personal life experiences by asking, How many students come from countries with volcanos? She then asked them what they knew about volcanos in their own country.

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8. 2 Ms. Clark asked students, When was the last time we used vinegar? She didnt explicitly connect what they did with the vinegar. She also could have explicitly connected the field trip to the natural history museum to the lesson. 9. 3 Vocabulary is present, but there are 13 words! There are too many words and they need a visual or TPR connection. She does do a good job of restating the vocabulary throughout the lesson. Comprehensible Input 10. 4 Ms. Clark kept teacher talk brief and succinct using simple language appropriate to beginning ELLs. 11. 3 Verbal explanations were given, however they could have been clearer with a visual example. 12. 3 Modeling, demonstrations and some visuals (map, diagram of volcano) were present, but the students need more hands on activities. Strategies 13. 3 Some questioning used during volcano demonstrations (using what questions). Ms. Clark tells the students what is happening rather than asking them how or why they think its happening. She could also add SIOP 13 as the class discusses Montserrat and Mt. St. Helens. 14. 3 Scaffolding - Students make predictions about the Pompeii book, and during the read aloud the teachers pauses to ask comprehension questions. 15. 2 Although there are questions present, they do not promote higher-order thinking. They were simple questions that asked students to tell what something was, rather than why or how questions.

Joyce Meyer Interaction

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16. 2 Only a handful of students interact with the teacher, and there is one instance of student-to-student interaction (when the student answers another students question about why rocks come out of volcanos). 17. 2 Students are sitting in three groups of circles. 18. 3 It is mentioned that the instructor paused during the lesson, but only to ask a question, not to wait for students to form their response to a question. However, she does allow the students that respond time to completely state their idea. 19. 4 At the beginning of the vignette it is mentioned that a Spanish speaking aide assists the teacher and newly arrived Spanish speaking students. 20. 2 Although there were demonstrations in the class, they were done by the teacher with only a minor amount of assistance from a few of the students. Students did complete a semantic map to write about their knowledge about volcanos. 21. 3 Content and language practice was found in the sequencing activity while reading h book about Pompeii also provided content and language practice. However, much of the lesson was teacher-centered. 22. 3 Reading - Pompeii book Writing semantic map and sequencing in Pompeii book Speaking only a few students had the opportunity to speak Listening - to teacher and some other students Lesson Delivery 23. 3 The lesson and activities all relate to understanding volcano, but dont clearly teach why volcanos erupt. 24. 1 Language practice was found within the lesson, but no explicit objective.

Joyce Meyer 25. N/A (lesson was not observed)

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26. 2 The students didnt have time to finish their reading when the teacher was ready to move on. She also told them they would finish the sequencing the next day she ran out of time. Review and Assessment 27. 3 Vocabulary was used throughout the lesson, although it was not specifically reviewed at the end of the lesson. 28. 3 Ms. Clark reviewed key content by asking questions about volcanos, but it would have been more powerful to have an open-ended discussion with the students sharing what they learned about volcanos. 29. 2 The instructor glossed over student questions (sometimes ignoring them) instead of providing more feedback. She did engage in some discussions with her students. 30. 2 Im not sure how Ms. Clark assessed the lesson although she did circulate when the students were working which appears to be a formative assessment. She did have them label parts of a volcano; although that was homework it could be part of an assessment.

4. SIOP Score Final Score: 80/116 = 69% Refer to Appendix A for hard copy.

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Dear Ms. Clark, I recently reviewed the SIOP lesson you taught about volcanos. I would like to offer you some feedback that I think will help you improve your teaching and make it even better! First of all, I really like that you started your class time together by complimenting your students on their performance on the test about minerals. I believe sincere praise helps build a safe environment where students know their work is valued. You also did an excellent job with displaying your content objective (SIOP 1). I had difficulty determining what your language objective was, although you had language practice within your lesson. Be sure to display your language objective (SIOP 2) so your students know what their language goal is for this lesson. As your students content and language teacher, you need to ensure that there are opportunities to develop both of these within your lessons. Overall, the Lesson Preparation component of your lesson was well done with how you included supplementary materials, provided meaningful activities and read part of the Pompeii story to your students when they were struggling. In the Building Background component you did a wonderful job linking the content to students life experiences (How many of you come from countries with volcanos); explicitly link the content to students classroom experiences as well. For SIOP 9, which is the vocabulary feature, keep the vocabulary to 5 7 words so students dont feel overwhelmed. You did a wonderful job of weaving the vocabulary words throughout the whole lesson! SIOP 10 (appropriate speech) was your strongest feature in Comprehensible Input. You did a great job of keeping your teacher talk brief with speech appropriate for Beginning (Emerging) ELL students. You also included a variety of techniques (SIOP 12) but be sure the students have the opportunity to interact with the materials. Using higher-order questions (How and Why questions) along with teacher think-alouds will help you make the Strategies component stronger. Youre on the right track, so keep it up! For Interaction and Practice and Application components, encourage students to work together. Group them in different, meaningful ways (two or three different groupings per class period) and encourage them to share their ideas with their groups or partners. In this way, ALL students have a change to talk, to listen, and to think through the content of the lesson. They can also write a response and have a partner read it (you just did ALL four language skills!). Waiting at least three seconds after asking a student a question (SIOP 18) allows language learners extra time to form their thoughts into appropriate responses. Youre extremely fortunate to have a Spanish speaking aide to assist you, be sure to utilize her in assisting your Spanish speaking ELLs students to ensure their understanding. Using these strategies will increase student engagement (SIOP 25), which moves us into the Lesson Delivery component. Following the practices of SIOP keeps all of your students engaged and allows them to learn not only from you, but from each other as well. For the final component, Review & Assessment, be sure that when you review vocabulary and content the students are doing the reviewing, not you. Revisit your objectives and have students tell each other if they met the objective and why/how they did. Be sure to use formative assessments throughout the lesson to help guide your instruction and be sure your summative assessment matches your objectives. Its a lot to do, but if you focus on just one component at a time until you are very familiar with it, you will find that you are using SIOP automatically. Keep up the good work! Sincerely, Joyce Meyer, SIOP Coach

Joyce Meyer

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Section B
Short Essay

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1. How would you respond to a teacher who says, Well, if I follow the SIOP Model and make sure my English learners are able to access content using these activities, techniques, and approaches, my on-level kids and native English speakers will be bored. a. I do not agree with this statement because it is my belief that following SIOP enables teachers to incorporate good teaching practices for ALL students. Following SIOP allows students to know what the goals of the lesson are, supports differentiation for ability levels, provides meaningful activities, supports students making connections to their personal lives and prior learning, elicits higher-order thinking through deeper questioning, scaffolds students support, has students work together with partners and peers (similar to Kagan Strategies), gives students hands-on practice as they build from concrete to abstract thinking and encourages students to revisit what they have learned and evaluate if they got it. It helps teachers plan effective lessons which are guided by formative assessments and evaluates students learning and teacher instruction through summative assessment. Sociocultural theory states that society and culture affect learning. Following SIOP and not singling students out will help me create a were all in this together feeling and culture in my classroom. SIOP further supports sociocultural theory through interaction both student to teacher and student to student. The Zone of Proximal Development (ZPD) shifts instruction away from teacher-centered lecturing and questions to a student centered one. As students gain confidence in their content, they need less support from the teacher and can work more independently. As new concepts are taught (or previous one are added to) this cycle of teacher-dependent to student-independent repeats itself. b. Teachers can organize instruction so all student needs are met by following SIOP. SIOP 5 has the instructor adapt content to meet their students needs. The instructor decides to adapt or modify based upon the contextual factor of their classroom so instruction is matched not only to ELLs, but also to high-ability, struggling learners, and students with other academic and behavioral differences. SIOP 14 has the instructor consider different scaffolding techniques that are appropriate for their individual students. 2. A factual question a teacher might ask based on a social studies text: Who was the first president of the United States? Given the topic of the presidency, what are several additional questions you could ask that promote higher-order thinking? List 3. Why is it important to use variety of questioning strategies with English learners? In Krashens Monitor Model, the Comprehensible Input Hypothesis purports that as students learn, new information can be added to what they already know. For example, when they know what a verb is, then they can be taught what an irregular verb is. This is frequently referred to as i + 1, where i equals the initial information and the + 1 is the information that is added to it. As my students learn, I can assess what they know through questioning and cause them to think more deeply on the

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concept being taught. As I ask students who the first president of the United States is, instead of simply accepting the answer of George Washington, I can ask them: 1) What do you know about George Washington? (open-ended question) 2) Why do you think he was chosen as the first president of the United States? 3) What role did George Washington play in the United States before he became the president? By asking a variety of questions, (which can be used as both formative and summative assessment) I promote higher-order thinking through the use of the multidimensional, open-ended questions. These questions allow my students to go deeper into the concept rather than just repeating information directly from the text. 3. Compare and Contrast two teachers approaches to teaching a lesson on nutrition. Teacher A Teacher B
-students keep a food diary -students analyze their own food consumption -partner work -assessment: menu and oral justification of choices to peers

-USDA Food Plate -lecture -list of foods -no partner work -assessment: what percent of each food should you eat at each meal? -Students must be able to categorize food into appropriate food groups.

Both teachers use the same resources and have the same objective that their students can categorize food into the appropriate food groups. Teacher A has a teacher-centered classroom where students do their own work independently. Teacher B uses a studentcentered approach where students get practice in the four language skills reading (of what the partners have written), writing (their own work), speaking and listening (to partners and peer group). Teacher Bs approach is the most appropriate for English learners because of the use of the language skills. Teacher Bs approach also more closely resembles SIOP because of supplementary materials, meaningful activities, strategies, higher-order thinking, interaction, grouping, hands-on materials and the use of activities for applying content and language skills.

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4. How does a teacher determine whether a majority of students are engaged throughout the period? With the use of SIOP, teachers design instruction that is engaging and full of meaningful activities. Teachers should be actively observing (formative assessment) and interacting (providing feedback and asking questions) with students. Using grouping of small groups, triads and pairs places more accountability on students which, in turn, requires that students are more engaged. By continuously monitoring students (observation, exit cards, hand signals, choral responses, one word summaries, think-pair-share) the teacher can tell if students are engaged. According to Krashen and Swain, students must go through a process of input-output and do something meaningful with the information they are learning. By providing these types of engaging activities for students, teachers can provide an optimal environment for both content and language learning. All students, but especially ELL students need to be engaged. It doesnt matter how well a lesson is planned or delivered if students are tuned-out and disengaged. It is crucial for ELL students to be engaged because they arent just learning content; they are learning language as well. If they are engaged, the demonstrations, visual aids and meaningful activities can have a greater impact on learning the content than the unfamiliar language can. 5. Describe three different grouping configurations that could be used for teaching a concept you will be teaching to students. I plan on teaching students about the relationship between multiplication and division. Students will be able to create fact families with multiplication and division. 1. I will begin the lesson by calling the students to the rug and assigning them to a triad group. I will choose these groups based on who works well together (I will avoid grouping students with other students that they dont get along with or that tend to get too chatty). I will have a high-ability or bright student in each group. I will also place the groups that I think may struggle with the content or behavior close to me so it they are most accessible (I wont have to trip over other students to get close to them) and because proximity to the teacher helps with the students with behavioral challenges. Brandon (my only ELL student he is new and I dont have access to his WIDA level, but I suspect he at about a Level 4) will be grouped with Mya and Nyah. Both of these girls have kind, helpful natures and are strong academically (although they arent gifted). Brandon struggles and is currently being tested for special education services. The girls will be patient with Brandon and allow him to have turns to talk and do the written work. They also wont get too frustrated with them because they arent the highest students so there ability levels arent too distant from Brandons. Each student group will receive a multiplication/division card (supplementary material provided by the Growing With Math program) and one piece of paper. As a group they will determine a multiplication problem their card represents and a division problem their card represent.

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2. As we begin the workbook page as a whole class, I will have students return to their table groups where students have 3 or 4 other students at their table. These groupings have also been carefully considered with students being grouped with other students they dont have negative interactions with. There are also a variety of ability levels at each table rather than grouping all of the high-ability students together and all of the low ability students together. In this way students can work and discuss our workbook page with each other and represent a variety of ideas and ways to reach their solution. 3. Finally, students will create a fact family puzzle with a partner (this activity will be demonstrated). I will use the random selector to pair students with a partner. As all of my students are native English speakers except for Brandon, I know Brandon will have a native English speaker for a partner. Having only one partner requires students to be even more engaged as there is only one other person for them to interact with. Each partner is responsible for creating one multiplication problem and one division problem in their fact family. On the reverse side of the paper, students will write how they know the answers in their fact families (e.g. Q: What do you know? A: (the total and the number of rows) Q: What do you need to find out? A: (the number in each row, we can use a related multiplication fact to help us out). They also will each sign the bottom of their puzzle paper to indicate that their partner helped develop the fact family. I will monitor student learning in these groups by listening in to their conversations and making observations during their written work so I can determine who is getting the concept. I will also have students share (they will know this will be done by random selection so they will be accountable for completing their own work and not just waiting until they are told the answer during whole group discussion) the ideas they have come up with in their groups with the whole class. These different grouping configurations support learning for ELLs because they have the opportunity to listen to different students speak and in smaller groups they have greater opportunities to speak as well. Some shy students and ELL students are reluctant to share with the class, but they will feel less self-conscious in a small group or with a partner. During their group work, I want students to be engaged in all four skills: 1. Listening to their group members. 2. Speaking to group member. 3. Writing their answers. 4. Reading the answers of others.