Dear Mrs.

Clark, In reviewing the lesson, taught to your sixth grade class, on volcanoes there are many SIOP features that were included that really stood out in the lesson, including SIOP features 4, 12, and 19. While many of the features of SIOP were covered in depth, there are a few SIOP features, such as 6, 8, and 20-22, which I found were lacking their full potential. There were also a few SIOP features that I feel were missing altogether, including SIOP features 2, 24, and 27. When looking at the SIOP strengths in the lesson SIOP feature 4, the use of supplementary materials, really stood out in the form of the model of the volcano that was created, the use of the diagram of the model with volcano parts labeled, the book PompeliBuried Alive, and the sequencing worksheet. SIOP feature 12 stood out, in that, a good variety of techniques were used when making the model/demonstration of the volcano, when questioning and predicting during the introduction of the story, and when reading to the students while pointing out key vocabulary. SIOP feature 19 stood out because there were lots of opportunities for clarification throughout the lesson with students participating in discussions, answering questions, and asking their own questions. While most of the SIOP features were covered in depth, there were a few areas that I believe would benefit with some revision. When looking at SIOP feature 6, meaningful activities, I feel this area needs some revision giving students more opportunities to practice and apply the content, with a little less time spent on instruction. One good way of doing this could include letting each student create their own volcano model or having them read with a partner. SIOP feature 8 could also use some revision. A lesson taught on volcanoes can be difficult to relate to past learning but we have to find a way of relating it. Try relating it to a past geography lesson that the students may have been taught. The last part that I feel needs revision is SIOP features 20 through 22, found in the Practice and Application portion of the SIOP model. Students need more opportunity to use hand-on materials, participate in a variety of activities, and they need to do more reading and writing. Provide students with the opportunity to use hands-on materials such as the model of the volcano, and allow there more time to read and maybe some time for writing about what they have learned. There were a few other SIOP features that I did not recognize in the lesson. These included SIOP feature 2 the language objective, SIOP feature 24 support of the language objective, and 27 comprehensive review of the vocabulary. Just keep in mind that it is important to have both a content and language objective posted for students to see, so they know what it is they are supposed to be learning. It is also important to review the vocabulary at the end of each lesson, while pointing it out in the text and discussing the words with the students, give the students the opportunity to do some writing using the words. Overall, I believe you did a very nice job portraying all of the SIOP features throughout the lesson. While there are a few areas for improvement, most areas seemed to be covered in depth. Thank you for the opportunity to observe your lesson and give you my feedback.

Thank you,

Part B 1. I do not agree with the statement if I follow the SIOP model and make sure my English Language Learners (ELLs) are able to access content using these activities, techniques, and approaches the on-level and native English speaking students will be bored. I personally believe that the SIOP model benefits all students, it contains features that the students need to make content meaningful and help them succeed. The SIOP features are the support for my argument. For example, students need to know what is expected for them to learn, they need to know vocabulary, they need to use different learning strategies, and they need to be able to practice and apply their knowledge just to name a few. Teachers with only a few ELLs in their class can adapt lessons and students work to meet the needs of these students while still meeting the needs of all other students. 2. Three questions that I would use to promote higher order thinking during a lesson on presidency would include: Who is the President of the Unites States of America now? Can you name some of the other men who have been President of the United States? How many Presidents have there been in the United States? A variety of questioning strategies is important with English Language Learners (ELLs). It is important not to just ask them the simple yes, no or multiple choice questions. ELLs must be asked questions that require serious thought and significant responses. However, when using a variety of questioning, it is also important to consider the linguistic demands of the students. Using a variety of questioning assists in the comprehension of the material being taught, helping students have a deeper and better understanding of the content being taught. Blooms Taxonomy discusses the idea that learning moves from the concrete to the abstract through questioning which promotes higher order thinking. 3. The first teacher gives students some basic instruction, a worksheet, and a test. While the second teacher gives students time to learn the different food groups and what each contains, giving them opportunities to practice and apply the content being taught, working on a weekly menu consisting of the foods they need and defending their choices with another student. The second approach would work best for English Language Learners (ELLs) because ELL students really benefit from being able to practice and apply the content they are learning and from working with others. 4. There are many ways to determine if all students are engaged in the lesson. If students are engaged they will be following along with the lesson, responding to the teacher, doing what is expected, and participating. Providing clear explanation and using scaffolding throughout the lesson can sustain engagement. It is important to provide students with opportunities to challenge themselves. If students become off task, make connections between what they are learning and their lives or something that interests them, make activities and learning interesting.

English Language Learners (ELLs) need sustained engagement, it is critical that as teachers we do not waste the learning time of our students. Berliner felt keeping students engaged consisted of three aspects: Allocated time is balancing the time the teacher spends teaching, and the student spends practicing and applying the content being taught. Engaged time is the time students are actively engaged participating in learning, through things such as discussion and hands-on activities. Academic learning time is the time that students are focused and on task, this is more meaningful when the task is interesting and creative. It is critical that ELL students have the opportunity to practice and apply the content of the lesson, that they have lots of discussion and hands-on activities, and that the lessons being taught are both interesting and creative. All of these combined will help the ELL students, and I do believe all students, have a better understanding of the content. 5. When teaching a weekly vocabulary lesson I will use three grouping configurations composed of whole class, small group, and buddy grouping. Whole class grouping will take place during the first part and the end of the lesson, during both the introduction and review of the vocabul ary words. Students will work in small groups when working together to come up with an idea of how they can act out their vocabulary word the where given. Small groups would then act out there vocabulary word for the class. Students will then work with their buddy to write sentences for each vocabulary word. When organizing students in whole class grouping, students desks will be placed in groups of four, with students who have special needs or those that have difficulty staying on task sitti ng near students that can help them or be a good influence on them. Small grouping will be formed by placing students using mixed grouping, placing students from level 1 with students from level 3, and placing level 2 students with level 4 students. Buddy grouping will be set up where the student works with their shoulder buddy. Student learning in the whole class grouping can be observed through questioning for comprehension. Small group monitoring will occur while walking around listening to students ideas for their vocabulary demonstration and when observing their demonstration for the class. I want students to participate while working in their different groups, asking questions if they do not understand something. I also want each student to have some type of input in what there group is working on. Most of all I want students learning when they are in their different groups. These grouping configurations facilitate in the learning of English Language Learners (ELLs) in that during whole class grouping students are being taught the content that they need to learn. During small grouping students ELLs have the opportunity to work with a small group of other students learning some of the thoughts and ideas of their peers. Budding grouping will facilitate the learning of ELLs to work one-on-one with a classmate to practice and apply the content that they were taught.

Melissa Pope Total Points Possible: 120 (Subtract 4 points for each NA given :___108_____) Total Points Earned:__68__ Percentage Score: ___63%___
Directions: Circle the number that best reflects what you observe in a sheltered lesson. You may give a score from 04 (or NA on selected items). Cite under comments specific examples of the behaviors o bserved.

Lesson Preparation_________________________
4
1. Content objectives clearly Defined, displayed and reviewed with students

2
Content objectives for students implied.

0
No clearly defined Content objectives for students

Comments: The content objective Today we will develop an understanding of what volcanos are and why they erupt. was clearly written on the board and students read it silently while the teacher reads it aloud.

4
2. Language objectives clearly defined, displayed and review with students

2
Language objectives for students implied

0
No clearly defined Language objective

Comments: The language objective was not written on the board or reviewed with students.

4
3. Content concepts appropriate for age and educational background level of students

2
Content concepts somewhat appropriate for age and educational background level of students

0
Content concepts inappropriate for age and educational background level of students

Comments: Understanding what volcanos are, why they erupt, and the damage they can cause is

appropriate for sixth grade students to be learning about.

3
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)

2
Some use of Supplementary materials

0
No use of Supplementar y materials

Comments: Supplementary materials were used in the form of the model of the volcano that was

created, the use of the diagram of the model with volcano parts labeled, the book PompeliBuried Alive, and the sequencing worksheet. 4
5. Adaptation of content (e.g., text, assignment) to all levels of students proficiency.

2
Some adaptation of content to all levels of student proficiency

0
No significant adaptation of content to all levels of student proficiency

Comments: Adaptation of content took form in the different level of questioning the teacher used throughout the lesson including when she asked the students if there were any volcanos in the country they were from and then asking students if they knew of any volcanos in the United States.

4
6. Meaningful activities that integrate lesson concepts (e.g., interviews, letter writing, simulations, models) with language practice opportunities for reading writing, listening, and/or speaking

2
Meaningful activities that integrate lesson concepts but provides few language practice opportunities for reading, writing, listening, and/or speaking

0
No meaningful activities that integrate lesson concepts with language practice

Comments: The lesson consisted mainly of student instruction. While the students were participating in the discussion throughout the lesson, they did not get opportunities to work with their peers or for

reading and writing for understanding.

Building Background_________________________
4 7. Concepts explicitly linked to students background experiences 3 2 Concepts loosely linked to students background experiences 1 0 Concepts not explicitly linked to students background experiences

Comments: Concepts are explicitly linked to students background experience when the teacher asks students and spends some time discussing volcanos that are in the different countries that the students come from.

4 8. Links explicitly made between past learning and new concepts

2 Few links made between past learning and new concepts

0 No links made between past learning and new concepts

Comments: There were not many links made between past learning and new concepts, only asking students if they recall when they used vinegar last.

4 9. Key Vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

2 Key vocabulary introduced, but not emphasized

0 Key Vocabulary not introduced or emphasized

Comments: Vocabulary was not emphasized in this lesson.

Comprehensible Input_______________________
4 10. Speech appropriate for students proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners) 3 2 Speech sometimes inappropriate for students proficiency level 1 0 Speech inappropriat e for students proficiency level

Comments: The language that was used throughout the lesson during discussion and questioning and answering was appropriate for students proficiency level, and the teacher made sure to explain anything that might be confusing.

4 11. Clear explanation of academic tasks

3
ap

2 Unclear explanation of academic tasks

0 No explanation of academic tasks

Comments: This was found at the very beginning of the lesson during a preview of what they would be doing during that lesson and then again at the end when the student reviewed what they needed to do for homework and what they would be doing the next day.

4 12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

2 Some techniques used to make content concepts clear

0 No techniques used to make content concepts clear

Comments: A good variety of techniques were used when making the model/demonstration of the

volcano, when questioning and predicting during the introduction of the story, and when reading to the students while pointing out key vocabulary.

Strategies_________________________________
4 13. Ample opportunities provided for students to use learning strategies 3 2 Inadequate opportunities provided for students to use Learning strategies 1 0 No opportunity provided for students to use Learning strategies

Comments: With instruction and discussion taking place during most of the lesson students did not have the opportunity to use many learning strategies other than discussion and questioning for comprehension.

4 14. Scaffolding techniques consistently used, assisting and supporting student understanding (e.g., think-aloud)

2 Scaffolding techniques occasionally used

0 Scaffolding techniques not used

Comments: Scaffolding techniques are apparent in that the teacher starts off modeling the volcano, she then leads the students in discussion. The teacher then reads a story and has another discussion with students. Leading students into the homework and semantic worksheet they will be doing on their own and in class the next day.

4 15. A variety of questions or tasks that promote higher-order

2 Infrequent questions or tasks that

0 No questions or tasks that

thinking (e.g., literal, analytical, and interpretive questions)

promote higherorder thinking skills

promote higher-order thinking skills

Comments: The entire lesson was composed of questioning that got the students thinking and that required more than just yes and no responses. Asking the students if anyone can name a volcano found in the Unites States is a good example.

Interaction________________________________ ___
4 16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts 3 2 Interaction mostly teacherdominated with some opportunities for students to talk about or question lesson concepts 1 0 Interaction teacherdominated with no opportunities for students to discuss lesson concepts

Comments: Students had opportunity for interaction when having class discussion. Students were asked many questions and had the opportunity to ask questions on things pertaining to the lesson.

4 17. Grouping configurations support language and content objectives of the lesson

2 Grouping configurations unevenly support the language and content objectives

0 Grouping configurations do not support the language and content objectives

Comments: There was hardly any grouping configurations during the lesson, in fact the class was really in whole class grouping the entire time. Students were not put in small groups and then did not

work with partners at any time.

4 18. Sufficient wait time for student responses consistently provided

2 Sufficient wait time for student responses occasionally provided

0 Sufficient wait time for student responses not provided

Comments: Students were given time to respond to questions. Some time was given when the teacher asked the students if they could name some of the volcanos from their native countries.

4 19. Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

2 Some opportunities for students to clarify key concepts in L1

0 No opportunity for students to clarify key concepts in L1

Comments: Students had ample opportunities to clarify key concepts with all the discussion time that took place during the lesson. With students having the opportunity to ask questions also.

Practice Application ________________________

4 20. Hands-on materials and/or manipulatives provided for students to practice using new content knowledge 3 2 Few hands-on materials and/or manipulatives provided for students to practice using new content knowledge 1 0 No hands-on materials and/or manipulatives provided for students to practice using new content knowledge

Comments: Only a few students had the opportunity to work with hands-on materials when they were called to the front of the class to make another model of a volcano.

4 21. Activities provide for students to apply content and language knowledge in the classroom

2 Activities provided for students to Whapply either content or language knowledge in the classroom

0 No activities provided for students to apply content or language knowledge in the classroom

Comments: Students did not have the opportunity to apply their content and language knowledge other than when they were asking and answering questions.

4 22. Activities integrate all language skilsals (i.e., reading ,writing, listening, and speaking)

2 Activities integrate some language skills

0 Activities do not integrate language skills

Comments: Students were not given enough time to read the whole story and they did not get the opportunity to write about what they learned.

Lesson Delivery
4 23. Content objectives clearly supported by lesson delivery 3

________________________
2 Content objectives supported somewhat by lesson delivery 1 0 Content objectives not supported by lesson delivery

Comments: The materials and discussion used during the lesson supported the content objective, how volcanoes are formed and how they erupt.

24. Language objectives clearly supported by lesson delivery

Language objective somewhat supported by lesson delivery

Language objectives not supported by lesson delivery

Comments: The language objective was not apparent in the lesson because I was unsure what the lesson objective was.

4 25. Student engagement approximatel y 90% to 100% of the period

2 Students engaged approximately 70% of t period

0 Students engaged less than 50% of the period

Comments: While students did not have much interaction with each other, they seemed fully engaged in the lesson with all of the discussion that took place.

26. Pacing of the lesson appropriate to students ability levels

Pacing generally appropriate, but at times too fast or too slow

Pacing inappropriate to the students ability levels

Comments: The pacing of the lesson was apparent in previewing the book before reading and discussing what they read after.

Review/Assessment ________________________
4 27. Comprehensi ve review of key vocabulary 3 2 Uneven review of key vocabulary 1 0 No review of key vocabulary

Comments: While the vocabulary was pointed out in the reading, it was not reviewed at the end of

the lesson.

4 28. Comprehensi ve review of key content concepts

2 Uneven review of key content concepts

0 No review of key vocabulary

Comments: After reminding the students what they need to do for homework and what they will do the next day the teacher asks students questions, checking for comprehension.

4 29. Regular feedback provided to students on their output (e.g., language, content, work)

2 Inconsistent feedback provided to students on their output

0 No feedback provided to students on their output

Comments: There was not much feedback given other than the teacher answering the students questions, but then again the students did not really do any work on their own that required feedback.

30. Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson

Assessment of students comprehensio n and learning of some lesson objectives

No assessment of students comprehension and learning of lesson objectives

Comments: This was apparent throughout the lesson in all the questioning that took place.