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SIOP Teaching Model - WorksheetClass Subject:5th grade mathClass Topic:Multiplicative ComparisonsStudents’ ELP Levels:varyingStandard:SIOP Teaching ModelHow did the teacher use SIOP Component I: Lesson Preparation in the video?How did the teacher use SIOP Component I: Lesson Preparation Features in the video? (features: content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice)In the case study, the teacher used the SIOP Component I: Lesson Preparation in that evidence of his planning was clear in how the students were able to make connections between their own learning and the new information being taught. The students are able for instance, to tell Mr. Brown the meaning of past terms, and look ahead to how they will be used in the day’s instruction.He also used Lesson Preparation Features, beginning with appropriate content and language objectives, clearly written on the board, stated orally, and discussed together. The multiplicative process was appropriate concept-wise for this class, and Mr. Brown utilized a picture book, white boards, and group work to supplement instruction and help reach all student proficiency levels. The use of the picture book, in particular, was useful in integrating the math lesson with language practice, as was the oral repetition of the objectives. How did the teacher use SIOP Component II: Building Background in the video?How did the teacher use SIOP Component II: Building Background Features in the video? (features: concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized) The teacher used the SIOP Component II: Building Background primarily through the teaching of academic content vocabulary and academic language. In using this component, the teacher ensured that concepts were related to the students’ background experiences, primarily through checking background knowledge and prior understanding. He formed explicit and direct links between past learning and new concepts with vocabulary instruction, asking what students knew already and asking them to apply that knowledge to new terms. He emphasized key vocabulary by presenting the new words in context as he had students write the definition for multiplicative comparisons in their notebooks. He also explicitly taught the academic language that was necessary for them to succeed with this lesson, understanding that this is a direct component of learning.How did the teacher use SIOP Component III: Comprehensible Input in the video?How did the teacher use SIOP Component III: Comprehensible Input Features in the video? (features: speech appropriate for students’ proficiency levels, clear explanation of academic tasks, variety of techniques to make content concepts clear)Mr. Brown increased his students’ comprehensible input by speaking slowly and clearly, using specific speech patterns as he went over the objective and standards, using gestures to emphasize and point, using simple syntax in his arrangement of speech, and paying particular attention to high-frequency vocabulary, such as multiplicative comparisons. He also used visuals on the white board and cooperative learning activities as he released gradual responsibility to the students. In using the features of comprehensible input, Mr. Brown used language appropriate to his students’ proficiency levels when speaking to them, and repeated various concepts and terms throughout his instruction for additional reinforcement. He avoided using idioms and slang, and instead used gestures and visuals to reinforce concepts. He modeled the problems at various stages of instruction in an accessible, step-by-step manner. How did the teacher use SIOP Component IV: Strategies in the video?How did the teacher use SIOP Component IV: Strategies Features in the video? (features: ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher-order thinking) In his use of Component IV: Strategies, Mr. Brown first identified learning strategies for enhancing student comprehension, such as his demonstration of the graphic organizers. He helped the students transfer their understanding with this strategy to new academic problems and tasks. Once the students knew how to solve the problems, they were then able to extrapolate the strategy to higher level problems.To accomplish this, Mr. Brown utilized several key features of Component IV: Strategies. Once he had communicated the learning strategy, Mr. Brown gave the students ample opportunity for practice through guided instruction, collaborative work, and individual practice. He utilized scaffolding in using a gradual release of responsibility type of instruction in which he provided direct instruction of concepts, then guided practice, and then more independent work, decreasing his own support as the students acquired more confidence and independence in their abilities. He used such things and thinking through the problems aloud, previewing the instruction, and prompting when necessary. He elaborated upon concepts, such as when he said “Of course we can also say ‘15 is 3 times as many as 5.’” Throughout his instruction, he asked questions designed to increase students’ ability to think critically and also simply to ensure students were understanding the concept.How did the teacher use SIOP Component V: Interaction in the video?How did the teacher use SIOP Component V: Interaction Features in the video?(features: frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts)In incorporating Component V: Interactions in his instruction, Mr. Brown used grouping to encourage maximum student learning. He also used two different grouping structures during the lesson, the first with having students solve a problem together with their table groups, and the second with having them work according to a timer and switch papers/problems at the conclusion of each timed segment. These grouping structures ultimately decreased his time spent lecturing, and increased the number and quality of student response.Mr. Brown used the four features of Interactions, as well. First, throughout direct instruction, modeled practice, and group work he asked a number of questions and prompts designed to encourage interaction and discussion. Students had the chance to participate fully in the lesson, exploring the concept both individually and in groups. He did not rush students, but waited after these questions and prompts to give students an opportunity to consider his words and think their way through the question. Ms. Garcia was on hand and helpful in moving around the classroom during instruction and group work to provide additional clarification where needed. ................
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