English
Language Learner (ELL) student enrollment
has been exponential over the last decade as compared to overall K-12
enrollment. The majority of these learners are at the elementary level and 70%
of ELL students are Spanish speaking (Short, 2014) . Sheltered
Instruction Observation Protocol (SIOP) model is a research based instructional
model for teaching ELL students.
The
SIOP model includes eight procedures:
·
Lesson Preparation
·
Building Background
·
Comprehensible Input
·
Strategies
·
Interaction
·
Practice/Application
·
Lesson Delivery
·
Review & Assessment
During a Colorìn Colorado webchat, Dr. Deborah Short
suggests focusing on language specific to the subject area as an effective
method of teaching content to ELL students. Dr. Short indicates that educators
should additionally slow down their speech and repeat instructions to allow the
ELL student to process the new language. Additional techniques include previewing
reading by looking through reading excerpts/chapters, going over the
illustrations, discussing the headings, and
discussing the text orally prior to
reading. (Short, 2014)
In the physical science lesson plan “Understanding
Electricity” from Discovery Education, students investigate the professions
related to electricity, write a story about performing the job and share their
ideas with classmates. The lesson meets
Next Generation Science Standard (NGSS), Physical Science: Motions and forces; Interactions of energy
and matter. (National Science Teachers Association (NSTA), 2013) The
lesson as described includes a video on electric professions with a focus on
three of the professions included in the video. The students choose one of the
three professions and write a “Day in the Life” story as if they worked in the
field. The lesson concludes with the students sharing their stories with the
class. (Fenichel, n.d.)
Using
the SIOP method, a language objective should be added in addition to the
content objective included in the lesson. Additionally, a brainstorming and a
vocabulary learning activity should be added to the lesson prior to the video.
Brainstorming a list of professions related to electricity to activate
anticipatory knowledge and draw personal connections if family members are
employed in any of those industries.
Research
has shown that vocabulary is essential in science literacy, and language
acquisition for ELL students. Colorín Colorado indicates a 6 step method to
mastering vocabulary. (Colorín Colorado, 2007) .
1. Preselect
vocabulary.
2. Explain
the meaning with student friendly definitions.
3. Provide
examples.
4. Ask
the students to repeat the word three times.
5. Engage
students in activities to master the vocabulary.
6. Ask
students to repeat the word.
(Colorín Colorado, 2007). Additionally, Colorín Colorado recommends posting vocabulary on a vocabulary wall as a reference for students.
Using the Collaborative Strategic Reading (CSR) method for vocabulary described
by Shook, Hazelkorn and Lozano (2011) paper will increase vocabulary
understanding and thus science literacy in ELL students. CSR methods “promote
learning and foster respect and friendship among a diverse group of learners” (Shook,
Hazelkorn, & Lozano, 2011, p. 45) . The CSR strategy
described includes creating graphic organizers for students as well as a set of
vocabulary cards for students to utilize the strategy. Students work in groups
on the vocabulary activity, rotating roles each day. Shook, Hazelkorn and Lozano
found that student vocabulary scores increased from a class average 75% to a
class average of 94%.
Expanding
the lesson to include a brainstorming session on professions related to
electricity allows students to connect on a personal level as they may have
family members who work in these professions. Professions such as a sales
person who sells electrical supplies at a local hardware or big box store,
electrical line workers, electricians, workers at power plants, or meter
readers all connect to the electrical industry. When a student makes a personal
connections to the curriculum, they become more motivated and engaged in their
own learning. The brainstorming activity will also visually show students the
numerous professions related to electricity by creating a class list on the
board. Additionally, by leaving the list on the board during the video,
students have a visual reminder of the concept. Revisiting the careers list
after the video ends will allow the students to review different careers, and add
additional careers that were included in the video.
Colorín Colorado additionally
recommends using oral knowledge as often as possible with ELL students (Colorín Colorado, 2007) . The Understanding
Electricity lesson currently includes creating a story about a day in the life
of one of the electrical professions and sharing it with the class. Finally, standardizing directions across all
assignments will teach the instructional words and phrases, such as “describe”
or “use the steps in your guide” to ELL students. (Colorín Colorado, 2007) Discussions should
be structured around vocabulary so that ELL students increase their academic
English fluency and thus be more successful in future schooling. Completing a
final review of all the professions after the stories are told and reviewing
materials for 3-5 minutes at the culmination of the lesson will reinforce the
overall concepts to the students.
The
original Understanding Electricity lesson plan includes a vocabulary list,
video and story activity. Modifications of this lesson using the SIOP method
and suggestions by Colorín Colorado for ELL students include language
objectives, vocabulary activities to increase academic English and science literacy
and brainstorming activities to increase student personal connections to the
concepts. Finally, standardizing instructions across all lessons and adding a
review of professions after the video and after the stories are shared will
increase content and language knowledge for ELL students.
References
Center
for Applied Linguistics (CAL). (2015). What is the SIOP Model?
Retrieved from Center for Applied Linguistics: Sheltered Instruction
Observation Protocol (SIOP): http://www.cal.org/siop/about/index.html
Colorín Colorado.
(2007). Vocabulary Development. Retrieved from Colorín Colorado:
http://www.colorincolorado.org/educators/teaching/vocabulary/
Executive Office of
Education. (n.d.). Sheltered English Immersion Endorsements. Retrieved
from State of Massachusetts Executive Office of Education:
http://www.mass.gov/edu/government/departments-and-boards/ese/programs/educator-effectiveness/licensure/academic-prek-12/sheltered-english-immersion-endorsements-sei.html
Fenichel, M. (n.d.). Understanding
Electricity. Retrieved from Discovery Education:
http://www.discoveryeducation.com/teachers/free-lesson-plans/understanding-electricity.cfm
National Science
Teachers Association (NSTA). (2013, November). Next Generation Science
Standards by Topic. Retrieved from National Science Teachers Association:
http://www.nextgenscience.org/sites/ngss/files/NGSS%20Combined%20Topics%2011.8.13.pdf
Polk County Public
Schools. (2012). ESOL Instructional Strategies. Retrieved from Polk
County Public Schools:
https://www.polk-fl.net/staff/resources/documents/ESOLInstructionalStrategies.pdf
Shook, A. C.,
Hazelkorn, M., & Lozano, E. R. (2011). Science Vocabulary for All:
Strategies to improve vocabulary in the inclusive biology classroom. Science
Scope, 45-49.
Short, D. D. (2014,
March 14). English Language Learner Instruction in Middle and High School .
(D. Pompa, Interviewer)
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