Module 6. Activities
Complete the following activities to mediate your learning on the module topic.
You are expected to turn in these activities right away. Your learning also will help you in
completing the Exit Tickets (Journals) and the Forum Postings.
Activity 1: View one of the teaching vignettes for Comprehensible Input.
Comprehensible input elementary teachers: Social studies lesson
The teacher delivers a lesson on landforms to a group of second graders. The class has
special ed students, ESL students, and monolingual Spanish speakers.
Comprehensible input secondary teachers: Science
Dr. Deborah Short discusses Comprehensible Input. Comprehensible Input includes
appropriate speech, clear explanation of academic tasks, and a variety of techniques to
make concepts clear. Middle school science teacher Louis Cortez talks about and
demonstrates how he modifies his speech to address his students' varying language
levels.
a. As you view the vignette, think of the SIOP features for comprehensible
input: appropriate speech, clear explanation of academic tasks, and a
variety of techniques used.
b. On the SIOP form on figure 4.4, rate the teacher highlighted in the vignette
on the following Comprehensible Input features: appropriate speech, clear
explanation of academic tasks, and a variety of techniques used.
c. Provide a summary justification for your ratings.
Activity 2: Select the teaching vignette in the Video for Strategies.
Strategies elementary teachers: Lesson introduction in science
In this segment, Amy Hollingsworth is teaching a fifth-grade science lesson about forces
and motion. Her class has a mix of 20 English speakers and five English learners, one
of whom is a newcomer. The segment begins with Amy working with a small group
doing a prereading activity, highlighting important words. Prior to this part of the lesson,
Amy introduced the lesson's objectives and demonstrated "gravity" by dropping objects
and demonstrated "force" by having students work with magnets. Note the students'
level of engagement as Amy takes them through the prereading activity.
Strategies secondary teachers: Lesson introduction in English
Sarah Russell teaches a sheltered American literature class to high school English
learners. In this excerpt, she is introducing a lesson on an adapted short story by Edgar
Allan Poe. Note how she asks students to orally read the content and language
objectives for the day, and how she expands on the objectives by reminding students of
literary terms they have learned previously. She also reminds students of two
techniques they’ll be using in this lesson: QAR and Self-Questioning.
a. As you view the vignette, think of the SIOP features for strategies: learning
strategies, scaffolding techniques, and higher-order questioning.
b. On the SIOP form on figure 5.3, rate the teacher highlighted in the vignette
on each one of the strategies features: learning strategies, scaffolding
techniques, and higher-order questioning.
c. Provide a summary justification for your ratings.
Activity 3: Select the teaching vignette in the video for Interaction.
Interaction elementary teachers: Eliciting interaction
In this third-grade classroom, teacher Deb Painter reviews previously learned
punctuation marks. She then introduces a new punctuation mark. Her teaching style
encourages much interaction between herself and the students as well as among
students. Watch the way she elicits language from these English language learners.
Interaction secondary teachers: Practicing and Applying Academic Language and
Science Concepts
Hope Phillips, an eighth-grade science teacher, has planned a two-day lesson on
Newton's Law. As a fun and effective way to promote interaction, Hope Phillips includes
the activity "Milling to the Music," as a review of the lesson's key concepts. When
teachers provide an opportunity for students to orally review concepts multiple times
(with several partners), their learning becomes "cemented," and they are able to refine
how they relay the information each time they have a new partner. This activity is an
effective way to "require" students to use academic English.
a. As you view the vignette, think of the SIOP features for Interaction:
Opportunities for interaction, grouping configurations, sufficient wait time,
and clarifying concepts in L1.
b. On the SIOP form on figure 6.2, rate the teacher highlighted in the vignette
on each one of the following interaction features: Opportunities for
interaction, grouping configurations, sufficient wait time, and clarifying
concepts in L1.
c. Provide a summary justification for your ratings.
Continue building your SIOP lesson plan. Use SIOP Lesson Plan Template 4 on page
234 to:
a. Design an activity to address comprehensible input.
b. Incorporate instruction and practice of a strategy.
c. Design an activity that promotes interaction.
*Note: Keep in mind that these strategies belong in one or more of the sections
under HOTS, connections, meaningful activities, and/or review and assessment.
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