Reflection: ELL Students Introduction to Controlled Experiments: Plaid Pete Guides the Way! - Section 3: Guided Instruction


What is SIOP?

The Sheltered Instruction Observation Protocol, or SIOP Model is a model for delivering content area instruction to English Language Learners.  You can obtain more information about SIOP here

My knowledge of SIOP is based on the book Making Content Comprehensible for English Language Learners:  The SIOP Model by Jane Echevarria, MaryEllen Vogt, and Deborah J. Short.

You will see that in this first unit of the year in Science, there is very little content area text.  This was a purposeful decision on my part.  The properties of matter are a weighty subject for the average 5th Grader, and almost overwhelming for my English Language Learners - many whom have been "fossilized" or stuck at the intermediate stage for quite some time now.  Much of the content area text in this area of Science is inaccessible for these students.  

In order to reduce their anxiety (a barrier to learning that is proven by research), and provide for an increase in interaction between my students, I have developed the Plaid Pete Scenarios that are performed in a Reader's Theater fashion.  I have also made liberal use of videos and multi-media.  This is another SIOP strategy.

SIOP Strategies Incorporated Into This Unit:

 These are the SIOP strategies you will routinely see in my classroom that support the acquisition of content standards for my English Language Learners:

  • Content objectives are clearly defined.
  • Supplementary materials are used to a high degree and make the lesson clear and meaningful (e.g. computer programs, graphs, models, visuals).
  • Adaptation of Content.
  • Meaningful activities that integrate lesson concepts (e.g. simulations, models, with language practice opportunities for reading, writing, speaking and listening).
  • Concepts explicitly linked to student's background experiences.
  • Links explicitly made between learning and new concepts.
  • Key vocabulary emphasized - introduced, written, repeated, and highlighted for students.
  • Speech appropriate for students' proficiency levels (I struggle with this one!)
  • Clear explanation of academic tasks.
  • A variety of techniques used to make concepts clear (e.g. modeling, hands-on, activities, demonstrations, gestures, body language).
  • Ample opportunities provided for students to use learning strategies.
  • Scaffolding techniques consistently used (e.g think a-louds).
  • A variety of questions or tasks that support higher order thinking skills.
  • Frequent opportunities for interaction and discussion between teacher/student and among students.
  • Grouping configurations that support language and content objectives.
  • Sufficient wait time.
  • Hands-on materials and/or manipulatives.
  • Activities for students to apply content and language knowledge.
  • Activities that integrate all language skills.
  • Content objectives that are clearly supported by lesson delivery.  
  • Students engaged approximately 90-100% if the period.
  • Pacing of the lesson appropriate to students' ability levels.
  • Comprehensive review of vocabulary.
  • Comprehensive review of key concepts.
  • Regular feedback.
  • Assessment of student comprehension and learning of all lesson objectives. 

  SIOP - Sheltered Instruction Observation Protocol
  ELL Students: SIOP - Sheltered Instruction Observation Protocol
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Introduction to Controlled Experiments: Plaid Pete Guides the Way!

Unit 1: What's The Matter Plaid Pete?
Lesson 8 of 22

Objective: SWBAT identify the parts of a controlled experiment.

Big Idea: What are the parts of a controlled experiment? A funny book of failed experiments, a monster in charge of the laboratory over spring break, and a guidebook from Plaid Pete, help students to figure out the parts and have some fun along the way.

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11 experiments that failed
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