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SIOP Lesson Plan template New_2_- Revised 10-2020 copy (1) (1)

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Completed!  YAY Joliet!!!!!

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Event ID#   520543                                    Jeannie Feldman 

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Event ID#   520543                                    Jeannie Feldman 

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Event ID#   520579                                            Jeannie Feldman 

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Event ID#   520579                                            Jeannie Feldman 

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Respond to the following prompts in the comments.  Thank you!  You are ALL Awesome!!! Wishing you a rewarding and successful school year :)

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Respond to the following prompts in the comments.  Thank you!  You are ALL Awesome!!! Wishing you a rewarding and successful school year :)

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Something I will do differently after having this training is . . .

Some new things I learned are . . .

What I need more help with is . . .

I am ______% committed to implementing SIOP®.

My overall experience was ___________________.

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Formative Assessment Using the U-P-S Strategy

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Geometry teacher Tereze Mickle uses the U-P-S strategy to assess her students’ understanding. Through the U-P-S strategy, students work on understanding, planning, and solving problems before checking their work. Tereze explains how each step of the process gives her information about her students’…

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Directions for Accessing MCC Secondary 3e eText 

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Directions for Accessing MCC Secondary 3e eText 

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Register your eText Access Code _SECONDARY MCC3_Updated 6-1-22

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One Pager

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Yeah! You’re here! Let’s take a look at all the stuff I have for you. First, let’s get something out of the way. I’ve noticed that whenever people say the name of this site to me, they’ll trail off like this, “Cult of…” That hesitation! They don’t know how to say pedagogy. So here you

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Voki | Speaking Characters For Education

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Literacy and reading comprehension strategies for use across all content areas.

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5th Grade

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I Do, We Do, You Do: Scaffolding Reading Comprehension in Social Studies

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Creating and Sequencing Text-Dependent Questions to Support English Language Learners

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Creating and Sequencing Text-Dependent Questions to Support English Language Learners

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Article from Achieve the Core

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Equity in education starts with having the same expectations for all students. English Language Learners (ELLs) are often excluded from Shifts-aligned instruction, despite the fact that the Shifts were designed with all students in mind, and with the hope of narrowing existing opportunity gaps. This is sometimes a result of district policies and other times a result of efforts to protect ELLs from content that teachers fear may frustrate or discourage them. The reality is, however, that with strategic planning and scaffolding from the teacher, ELLs can engage in-and benefit from-Shifts-aligned instruction just as their native speaking peers do, even while they're still developing English language skills.

Today I'll be focusing on the Shift calling for students to "Ground reading, writing, and speaking in evidence from text, both literary and informational." Essentially this Shift says that we want our students-all our students-to have opportunities to practice a skill they'll be expected to hone throughout college and their careers, the ability to read and comprehend a text and then make sense of and communicate about what they've read.

What about our ELL students whose tested reading level is several years below grade level? Can we still expect them to answer text-dependent questions? The answer is yes!

When I was teaching, I'd often try to incorporate a number of non-text-dependent questions in the hope of keeping my ELLs (and other students) engaged and to give them an opportunity to participate in class discussion, but the reality is that I was underestimating their potential and denying them the literacy work they needed to engage in to improve their overall literacy.

So what can teachers do to ensure their ELLs can work meaningfully with text-dependent questions? Use those questions (and the order in which they're placed) as a scaffolding strategy.

Let's look at an example from a lesson on the popular education article site Newsela: First-generation college students find support for their unique challenges. Newsela allows teachers to alter Lexile level, but for the purposes of this blog post, we'll assume that the teacher has completed a text complexity analysis and selected the Lexile level appropriate for his or her grade. This is one of the questions associated with the lesson.
"Write a short paragraph that explains the central idea of the article. Use at least two details from the article to support your response."
You can see how answering a conceptual question like this could pose challenges for ELLs for whom large portions of the vocabulary, and other text elements, could be unfamiliar.

One of the most efficient scaffolds a teacher can employ to support ELLs (and native speakers!) is to strategically choose and order text-dependent questions in a way that builds and reinforces key pieces of information from the text. This means including a mix of factual and vocabulary-focused questions as well as more inferential questions like the one above that require students to put pieces of information together to draw a conclusion. This is a research-based strategy recommended in the Institute for Education Sciences' Teaching Academic Content and Literacy to English Learners in Elementary and Middle School.
Developing Questions that Scaffold Meaning Making
Answering the question above is like completing a puzzle. Eventually, you'll want students to be able to put the whole puzzle together and craft an answer that explains how the article spotlights the unique challenges faced by first-generation college students and how they're finding ways to address those challenges by forming a supportive community of other students in the same situation.

Before they can complete that puzzle, however, students need to start fitting together pieces of the puzzle by defining vocabulary, understanding key factual points, and filling in gaps in background knowledge. For instance, some texts may focus on places, events, or activities that are familiar to U.S. students, but may be completely foreign to non-native students, making it difficult for them to identify which parts of the text are most significant. Strategically crafting a question sequence that focuses on these key puzzle pieces can scaffold comprehension, and also can help teachers see where confusion sets in.

Continuing with our example, here are some factual and vocabulary-based questions a teacher might ask in order to build a foundation that helps students prepare to answer the more conceptual question:

Answering these questions will require students to move through the text, re-read key portions, and think about key points the author makes. Students now have a solid foundation to build from when answering inferential questions, including the question posed above.
Timing
A key thing to remember when structuring assignments is to make sure that all students will get to answer challenging, inferential questions during the time allotted. This means that teachers must think strategically about how fast their students work, and determine the optimal number of factual/vocabulary questions to pose prior to asking more inferential questions. Depending on their proficiency, it may take some students longer than others to work out the answers to factual questions, but just answering the factual questions isn't enough. We need to hold the same expectations for both native and non-native speakers, so if some of your ELLs are consistently only getting through the factual, scaffolding questions, then you need to readjust the ratio.
Crafting Well-Written Questions
Another critical thing to consider is how questions are written. First and foremost your questions should be clear and grammatically correct. Don't take it for granted that questions from textbooks check those boxes! You may need to rewrite questions in order to make sure you're modeling clear and correct writing for students. Secondly, make sure your questions are direct and concrete: a vague question does not have a higher cognitive demand than a concrete question. For example, here are two ways you could ask the same question about the article above:
What effect does being a first-generation college student have on Audrey Olmos-Govea? Describe some of the challenges Audrey Olmos-Govea faces because she is a first-generation college student.
The differences are subtle, but the second question articulates exactly what you want of students: you want them to describe the challenges this particular student faces. The first question is more open to interpretation: some readers might note that Audrey seems more determined or has become more resourceful because she is a first-generation college student. If your goal is for students to return to the text and identify the named challenges, then the question should be clear about what you want.

As you review or create questions, make sure to consider these criteria:

Of course, strategic question selection/organization is only one component of a well-rounded scaffolding plan for ELLs. It is an important one to remember, however, since it can be done seamlessly within a whole-class lesson and help students-both ELLs and native speakers-engage in the same high-quality, Shifts-aligned instruction. Anything less is unfair to our students.

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Creating and Sequencing Text-Dependent Questions to Support English Language Learners - Peers and Pedagogy

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Equity in education starts with having the same expectations for all students. English Language Learners (ELLs) are often excluded from Shifts-aligned instruction, despite the fact that the Shifts were designed with all students in mind, and with the hope of narrowing existing opportunity gaps. This is sometimes a result of district policies and other times [...]

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5 Techniques to Elevate ELs Through Classroom Talk

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5 Techniques to Elevate ELs Through Classroom Talk

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5 Techniques to Elevate English Learners Through Classroom Talk

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Increasing classroom talk is good for all students, but it is VITAL for English learners! Annie Rientz blogs about 5 ways to elevate ELs in the classroom.

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Translates Literature in Many Languages

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Using the UPS Strategy to Solve Math Problems

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Using the UPS Strategy to Solve Math Problems

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Thought starters

1. How does the U-P-S process foster productive collaboration?

2. What can you learn from Ms. Mickle about using writing in the math classroom?

3. How does Ms. Mickle help students learn skills for success?

School Details

Cedar Hill High School
1 Longhorn Boulevard
Cedar Hill TX 75104

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Teachers

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Using U-P-S to Collaborate and Solve Problems

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TeRaze Mickle teaches her high school students to collaborate and solve geometry problems using the U-P-S strategy. TeRaze begins by reviewing the REMDAS process and having her students complete a warm-up activity. The class reviews the U-P-S process and works in groups to collaboratively solve geometry problems. At the end of class students write about what they learned and present their work to the class.

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Video Resource for Teachers and Students

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Video response tool

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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video

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Comprehensible Input Demo for Language Rich Classrooms Training

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Frayer Model Video

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The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.

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ReadingQuest Strategies | A to Z List of Strategies

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Literacy and reading comprehension strategies for use across all content areas.

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A Bilingual Site for Educators and Families of ELLs

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A bilingual site for educators and families of English language learners

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Fordham, N. W. (2006). Crafting questions that address comprehension strategies in content reading. Journal of Adolescent & Adult Literacy, 49, 390-396.

Liang, L. A., Watkins, N. M., Graves, M. F., & Hosp, J. (2010). Postreading questioning and middle school students' understanding of literature. Reading Psychology, 31, 347-364.

Raphael, T.E., & Au, K.H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59, 206-221.

Wilson, N. S., & Smetana, L. (2011). Questioning as thinking: A metacognitive framework to improve comprehension of expository text. Literacy, 45, 84-90.

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The question-answer relationship (QAR) comprehension strategy teaches students how to ask key questions about their reading, and then how to find the answers to their questions - whether it means locating a specific fact, drawing an inference, or connecting the reading to their own experience.

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Lexile leveled for K-12. High interest new articles from Smithsonian Institute

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As of Monday, October 24, content that was on TweenTribune.com will now be available here on our new educational resources page and on our learning pages. While much of the content that you enjoyed will still exist, educators will unfortunately no longer be able to assign content to students. Tween Tribune has been a valued educational brand of Smithsonian magazine, and we appreciate your continued support.

Though the Girl Scouts of the USA initially declared itself a space for all girls, the reality was different for girls of color

Erin Blakemore

Get Smithsonian Educational Resources

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As of Monday, October 24, content that was on TweenTribune.com will now be available here on our new educational resources page and on our learning pages. While much of the content that you enjoyed will still exist, educators will unfortunately no longer be able to assign content to students.

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Engaging techniques for effective teaching

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A place to take notes about how you use each tool

We're also adding videos that will show you the strategies in action.
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Engaging techniques for effective teaching For every tool you'll find: An explanation of how and when to use it A template students can use to implement the tool A place to take notes about how you use each tool We're also adding videos that will show you the strategies in action.

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Getting Students Engaged

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Log in to Mentimeter – Create and access dynamic presentations - Mentimeter

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Welcome back! Log in to quickly access your presentations, review results, or create a new Menti. Engage your audience with interactive content.

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Language Objectives- Four Categories