Using SEI Strategies in a SIOP Lesson Plan

UsingSEI Strategies in a SIOP Lesson Plan

UsingSEI Strategies in a SIOP Lesson Plan

STANDARDS:

    • Intermediate: to enable students to be independent writers and speaker through inconsistent grammatical forms(Kareva&ampEchevarria, 2013). Through pronunciation and effective word use, students will have gained the right tools for effective communication in English.

    • Early advanced: Enhance independent speech and writing through standard grammatical forms (Smith, Coggins, &amp Cardoso, 2008)

THEME:DifferentStress and Intonation in Discussions and shifting stress innegotiating phrases. Words could have the same spelling but theintonation and stress alters the meaning.

LESSONOBJECTIVES:

  • Language objectives

Studentswill be able to pronounce as they sound in correct English as opposedto other non-English influences they are aware of.

  • Content objectives

Pronunciation:Students should be able to pronounce correctly al the words broughtin the lesson. Learning pronunciation will be through stress andintonation.

TheBell game: After learning the ESL game students should be able toreinforce all words written and spoken during the lesson(Moughamian,Rivera, &amp Francis, 2009). They should be able to merge stress andintonation with the linguistic category of the word.

LEARNINGSTRATEGIES:

Thelesson entails practical learning strategies that will exposestudents to different learning experiences. They include:

  • Listening to audio books to allow students get more exposure to stress and intonation.

  • Watching English films containing target words already disclosed to students. Students will identify the words from conversations of short English drama skits after which they will pronounce the words as they heard them from the speakers

  • Practice saying tongue twisters through speaking competitions to gauge student abilities in pronouncing successive words with strong consonant sounds. Particular attention on difficult English sounds such as th, v, w, s, z, and f, is used to ensure that students can pronounce all conventional words.

KEYVOCABULARY:

Wordsto pronounce: Thistle,crisps,exclamation, ambulance,deterioration,onomatopoeia,

Tonguetwisters: A Box of Biscuits Betty Botter Bought Some Butter SheSells Seashells The Sick Sixth Sheik Six Thick Thistles, and Whichwristwatch

MATERIALS:

  • Grammar explanations

  • Vocabulary reference pages

  • Quiz sheets

  • Pronunciation help

  • Listening and reading comprehension strategies.

MOTIVATION:

PRESENTATION:

Engage,Study, and Activate-Students will actively take part in classactivities. Word rhyming competitions are part of the learningprocess. They will have more freedom to find words that sound thesame or have similar pronunciation

PRACTICEAND APPLICATION:

    • Providing opportunities for practice in pronunciation, rhyme, and word stress

    • Checking for student understanding

    • Set expectation that students are supposed to demonstrate correct pronunciation in their proficiency test

    • Introduce sentence frame and review with words that test stress, rhyme, and correct pronunciation

    • Model the sentence frame with target words for pronunciation. Students should be able to write sentences using the same frame after the lesson.

    • Students will have partners for correct pronunciation roles, and then reverse roles.

    • Have students share words that follow similar pronunciation patterns through group discussions

REVIEWAND ASSESSMENT:

    • Read short passages and identify stressed words

    • Allow students time to write a response to the prompt. Students should include information they learned about the regions.

    • Listen to First language English skits and identify words stress and pronunciation differences

    • Write words that have the same pronunciation sounds.

EXTENSION:

Extensioninvolves Follow up activities that will assess the students’internalization English words in pronunciation, intonation, stress,rhyme, and their use in everyday life. End month assessments willinclude questions from the topic

References

Kareva,V., &ampEchevarria, J. (2013).Using the SIOP Model for EffectiveContent Teaching with Second and Foreign Language Learners. Journalof Education and Training Studies, 1(2), 239-248.

Moughamian,A. C., Rivera, M. O., &amp Francis, D. J. (2009).InstructionalModels and Strategies for Teaching English Language Learners.Centeron Instruction.

Smith,J. M., Coggins, C., &amp Cardoso 1, J. M. (2008). Best practices forEnglish language learners in Massachusetts: Five years after theQuestion 2 mandate. Equity &amp Excellence in Education, 41(3),293-310.