ITALIAN—ENGLISH PHILATELIC DICTIONARY
13 pages
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ITALIAN—ENGLISH PHILATELIC DICTIONARY

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13 pages
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ITALIAN—ENGLISH PHILATELIC DICTIONARY A Aerogramma aerogram. Plural form is aerogrammi. Affrancatura franking. Plural form is affrancature. ~ meccanica metered postage. ~ mista mixed franking. Alto high, top. See also Basso. Angolo corner. ~ di foglio sheet corner. Anno year. ~ Santo Holy Year. Annullo cancel. Past tense is annullato. ~ di favore favor cancel. ~ speciale special cancel. Annullamento cancellation. ~ sbarrato cancellation with bars or stripes.
  • catalogo postage stamp catalog
  • maximum maximum card
  • catalog value
  • vatican city
  • christmas issue
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  • stamps
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  • city
  • state

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Nombre de lectures 33
Langue English

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Lesson Planning in the SIOP Model 1

RUNNING HEAD: Lesson Planning in the SIOP Model









Lesson Planning in the SIOP Model: Promoting Second Language Acquisition
Michael Creegan, ESL533
Grand Canyon University









Lesson Planning in the SIOP Model 2


Abstract
Sheltered Instruction Observation Protocol (SIOP), is a proven, effective, and frequently
implemented, method 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.







Lesson Planning in the SIOP Model 3

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: Students will read, write, listen, and speak for information and understanding
Standard 3: Students will read, write, listen, 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; Lesson Planning in the SIOP Model 4

Standard 1: English language learners communicate for Social and Instructional purposes
within the school setting
Standard 2: English language learners communicate information, ideas, and concepts
necessary for academic success 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 present their findings in the form of a
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 plan’s 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)
Learning Strategies Employed
Influenced by content and language standards, and implemented with consideration to
language acquisition theory, the learning strategies employed throughout the author’s SIOP Lesson Planning in the SIOP Model 5

lesson plan appeal to a diverse range of learners. Opportunities are given for students to use
technology resources, discover information using effective research methods, work in a
collaborative learning group, retell information, and use graphic organizers. Specifically
implemented for the benefit of ELLs and special needs learners, strategies such as jigsaw were
included based upon their proven effectiveness when instructing ELLs. The author’s facilitation
of thematic instruction that is meaningful, builds background, gives opportunities for written and
oral use of the English language, provides scaffolding and support, and allows for collaboration,
is of great benefit to ELLs, and promotes second language acquisition.(Peregoy & Boyle, 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 a second language, and acquiring a
second language. Acquiring 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 Lesson Planning in the SIOP Model 6

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. 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)




K r as h e n ’ s Five Hypotheses Interactionist
Distinct difference between Comprehensible Students talk only when it is
learning a second language and input is crucial. natural
acquiring a second language
Positive natural Errors are corrected naturally
Formal study of language leads communication as language develops
to proper grammar structures between peers and
teachers Social communication and
Motivation, confidence, and natural settings are the most
anxiety, have an effect on Grammar is learned important aspects of second
second language acquisition naturally language acquisition




Lesson Planning in the SIOP Model 7

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 Lesson Planning in the SIOP Model 8

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.
Author Created SIOP Lesson Plan
CLASS:
th5 Grade Inclusion Classroom

NEW YORK STATE ELA STANDARDS:
Standard 1: Students will read, write, listen, and speak for information and understanding
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation

TESOL ENGLISH LANGUAGE PROFICIENCY STANDARDS:
Standard 1: English language learners communicate for Social and Instructional purposes
within the school setting
Standard 2: English language learners communicate information, ideas, and concepts
necessary for academic success in the content area of Language Arts
Lesson Planning in the SIOP Model 9

THEME:
Students will identify the nutritional value of their favorite cafeteria foods

CURRICULUM CONCEPTS:
Students will engage in a collaborative research project. Students will use technology
resources to present their findings. Students will understand key nutritional vocabulary terms.

OBJECTIVES:
Content
1. Students will engage in a collaborative learning project
2. Students will use effective research methods for the purposes of creating an
informative class presentation
3. Students will understand and recognize nutritional values in commonly served food
4. Students will understand key nutritional vocabulary terms
Language
1. Students will effectively use language in a group setting of their peers to verbally
communicate information
2. Students will retell their research findings through a class presentation
3. Students will describe nutritional values using appropriate content vocabulary both
through speaking and the writing of speaker’s notes

LEARNING STRATEGIES:
Initial Lecture (KWL), Jigsaw, guided notes, collaborative group research, outline of the
research project and PowerPoint (graphic organizer), self assessment

KEY VOCABULARY:
calorie, carbohydrate, protein, saturated fat, mono-unsaturated fat, poly-unsaturated fat, fiber,
sodium, vitamin

MATERIALS:
Recipe cards or book, internet resources, classroom laptops, PowerPoint, computer projection
screen, teacher created graphic organizer, KWL chart

MOTIVATION (building background):
1. (Activating prior knowledge) Lesson will begin with a discussion of favorite cafeteria
foods. Each student will identify his or her favorite cafeteria food. Students will describe why
they like that particular menu item. Teacher will extend this activity and activate prior
knowledge by asking students to identify cafeteria food items that may reflect their cultures.

2. (Using technology resources) Teacher will use the classroom’s promethean board to create a Lesson Planning in the SIOP Model 10

bar graph that illustrates the class’ favorite cafeteria menu items. Teacher will ask for student
volunteer’s to describe both the x and y axis of the graph. Following the completion of the
graph the teacher will call on ELLs to identify which menu item has the most votes, which
menu item has the least votes, and which menu items have the same number of votes. Teacher
will then inform students that they will be completing a group resource project that involves
investigating the nutrition values in the various cafeteria lunch offerings, and give a brief
explanation about what “proper nutrition” means.

3. (KWL) Teacher will create a KWL chart and facilitate a discussion on “proper nutrition”.
Teacher will ask students to give examples of what they already know about proper nutrition,
and what they would like to know about proper nutrition. Student discussion topics and
answers will be displayed on the chart in a concise but explicit manner.

4. Teacher will give an introductory lecture on the importance of nutrition in the lives of
students. Teacher will describe the process of creating school lunches that promote proper
nutrition by offering fruits, vegetables, grains, dairy, and meat options every day. Teacher will
display a food pyramid chart and explain proper daily values.

5. (Guided notes) Teacher will distribute a teacher created guided notes worksheet with the
vocabulary terms; calorie, carbohydrate, protein, saturated fat, mono-unsaturated fat, poly-
unsaturated fat, fiber, sodium, and vitamin. Teacher will also distribute a copy of a nutritional
values label taken from a cereal box. Students will identify where each vocabulary term
appears on the nutritional value label and record the values. Finally the students will use the
classroom laptops and dictionary applications to record the definitions of each word.

PRESENTATION (language & content objectives, comprehensible input, strategies):
1. Teacher will explain that in teacher assigned groups of five, students will be researching and
recording nutritional values of cafeteria lunches in a similar manner to what had been done
when recording the nutritional values from the cereal nutritional values label.

2. Teacher will inform students that they will be presenting their findings in the form of a
PowerPoint presentation that will be presented by the group in front of the class.

3. Teacher will tell the class that it will be required for all students to take notes on each
group’s presentation using a teacher created graphic organizer because at the completion of the
PowerPoint presentations, an open notebook test will be given on the nutritional values of each
featured and described cafeteria lunch menu item.

PRACTICE/APPLICATION (meaningful activities, interaction, strategies,
practice/application, feedback):

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