SIOP Lesson Plan for Learning English Language

Student’s Name

Institution

SIOP Lesson Plan for Learning English Language

Created by Usher McDonald for Spencer Educational Center

Amsterdam public schools

Lesson Topic: correct pronunciation and spelling of English words

Grade Level: 4th grade

Length of Lesson: 2 hours

Content Objectives

The students should be able to pronounce and spell English words correctly following the American English pronunciation and spelling. A focus will be made English vocabulary because it is the most challenging part at their level of learning (Wolfe, 2006).

Language Objectives

The students shall be able to use prior knowledge and experiences to understand meanings in English. However, special attention will be put to focus on each child as an individual.

The student shall be able to monitor oral and written language production, and employ self-correctness techniques or other resources.

The student shall be able to use strategic learning techniques such as concept mapping, drawing memorizing, comparing contrasting, and reviewing to acquire basic grade level vocabulary. They are very important aspects which can help them in their day to day development (Tileston, 2003).

The students shall be able to speak using learning strategies such as requesting assistance or expressing non-verbal cues, and using synonyms and circumlocution.

The student shall be able to internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment. Language should not be learnt by listening, but by practice.

The student shall be able to use accessible language and learn new and essential language in the process. It ensures that already acquired language is used to get some new knowledge.

The student shall be able to demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade level learning expectations (Ladouceur, 2005).

The student shall be able to develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade level learning expectations.

Key Concepts

English words spelling and pronunciation

Supplementary materials

Situation cards for sampled English words, American English Dictionary and PowerPoint

Graphic organizers and charts

Microsoft PowerPoint mounted on a projector display

Preparation

Positioning the objectives where the students can see them clearly probably on one end of the chalk board mounted in front of the students.

Using PowerPoint presentation in the lesson, the presentation should be displayed on the screen that is big enough for the students to see clearly.

Preparing the situation cards containing the sampled English words to be spelt and pronounced.

Putting learners into small groups depending on the level of their proficiency in English language. It makes it easy for the teacher to employ the best teaching techniques that best suit the two levels of proficiency so that those with low proficiency levels may also get the best environment for learning.

Most of the students are in their early production stage of English language acquisition. The teacher is going to apply the following techniques:

Asking either/or and yes/no questions.

Accepting short responses containing one or two words because students at this level cannot connect many words to come up with wordy responses.

Granting students the chance to take part in a bit of the whole class activities. It should a learning centered to some extent on the student and not entirely the teacher.

Using pictures and realia to back up the questions.

Modifying content information to suit the language level of the ELLs so that English learners at this level do not have hard time learning things meant for higher levels or grades

Building vocabulary by use of pictures on cards, situation cards.

Providing listening activities.

Simplifying the content materials to be applied in the lesson. The focus is made on the vocabulary and concepts.

Using the simple books with predictable text.

Supporting the learning with graphic organizers and charts.

Practice/Application

In the two proficiency level groups, the students should read out loud the English words in the situation cards as they understand them. The students will be allowed to discuss how the spelling and pronunciation can be performed.

The same is done for the sampled words on the PowerPoint. Then, students will have an interactive segment in which they try to share what they already know or do not know about spellings and pronunciations of English words (Serdyukov & Ryan, 2008).

The teacher or instructor comes in after to clarify on the areas where the students experienced difficulties and or asked questions. He/she explains the underlying rules for particular pronunciation and also puts stress on the exemptions there may be.

Assessment

The teacher uses the most effective method of evaluation to find out if any meaningful learning has taken place and if the students have conceptualized the ideas highlighted during the lesson. This is because assessment constitutes a very important process in the learning and learning process.

The teacher collects what the students have been writing during the entire lesson period and asks questions about what he/she has taught.

Extension

The teacher asks the students to suggest some of the English words that are spelt and pronounced in a way they think.

Then, the students are given a class assignment to be done and marked in class. He/she gives a takeaway assignment to be done at home and handed the next day.

References

Ladouceur, R. (2005). Correctness of spellings of spelling and pronunciation and presentation

techniques for English learners. American journal of language education, 34(5), 272-277.

Serdyukov, P. & Ryan, M. (2008). Writing effective lesson plans: The 5-star approach. Boston: Allyn & Bacon.

Tileston, D.E. (2003). What every teacher should know about instructional planning. Thousand Oaks, CA: Corwin Press.

Wolfe, S. (2006). Your best year yet! A guide to purposeful planning and effective classroom

organization (teaching strategies). New York: Teaching Strategies.