Classroom observation using SIOP and Building Vocabulary for ELLs in the Pre-production and Early Production Stages

Part 1

 

From your required reading and other sources, write a 500-750 word persuasive essay to your fellow teachers describing the benefits of strategies that encourage vocabulary development within the pre-production and early production stages of language acquisition. These strategies should transcend all content areas. Describe the Silent Period and how it affects vocabulary development. How could this be accounted for within your teaching?

Prepare this assignment according to the guidelines found in the APA Style Guide

 

Part 2

 

For this assignment, observe, and assess at least one lesson involving ELLs using the Sheltered Instruction Observation Protocol (SIOP) checklist in Sheltered Content Instruction: Teaching English Learners with Diverse Abilities.

Submit a copy of the checklist with a 250-word reflection on this experience. Address the following questions in your reflection:

  1. Were the students aware of the class language and content objectives?
  2. How did the teacher instruct the content and language objectives?
  3. What type of student group configurations were used?  How many different types of student configurations were used?
  4. How did the teacher accommodate for different ELP levels?