Chapter 8: Lesson Delivery pages 152 - 185.
Features 23 and 24: Content and Language Objectives Clearly Supported by Lesson Delivery
Feature 25: Student Engaged Approximately 90% to 100% of the Time.
Feature 26: Pacing of the Lesson Appropriate for Students’ Ability Levels
Before reading: Predictions
➢ How do you know when you know you need to change the pace of your lessons, either to make it faster or slower?
➢ What techniques and strategies have you developed to keep students engaged throughout the lesson?
➢ When and how do you reflect on your lessons to make them better?
➢ What have you learned from your experience with writing SIOP lesson plans this year?
After reading, discuss the following questions:
➢ How do you support the language and content objectives throughout your lessons? How many times during a lesson do you refer to the objectives posted in the front of your class? DO students refer to them on their own?
➢ Why is it important to write out the objectives in student friendly language?
➢ On page 154, the text says “We caution against any inclination to list the state standard in an abbreviated form, like CA history 5.2.3, as an objective”?
➢ What percentage of time do you think students are engaged in learning in your class? What activities work the best for student engagement? Share your ideas with other teachers.
➢ List 3 things Ms. Chen did to support the content objectives in her lesson? Pages 157-158. Which of these things do you do? What techniques can you add to your teaching practice that will help students learn the content goal?
➢ What makes this component so important to include in your teaching practice?
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I really like the cloze activity. I think that I will use it in my class for the silent work time with my students from books that they read during their reading group time. I think this will help them to comprehend their books better as well as help them with fluency. I think they will also think it is a fun game!
ReplyDeleteMelissa,
ReplyDeleteThanks for your reflection!
I am glad that you liked the close activity. I like it when students work in pairs for this activity. They read it quietly, trying to predict the word that fits in the blank. I listen to the pairs reading and engagement seems very high. It is a time to practice reading in a low stress situation, with a short piece of text. I will email the cloze activity that I used with your students, which has a word bank also. When I did this activity with teachers, you did not have a word bank, and everyone did fine. As students get better with these, try it without the word bank to get students to be more autonomous.
Keep up the great work!