Using SEI Strategies in a SIOP Lesson Plan

The English proficiency is categorized into the following ELP standard levels:

Basic

At this level the English learners have a limited knowledge and understanding of English. The learners rarely communicate using English because they only know few phrases and words. The learners normally communicate non-verbally using commands and simple English phrases.

Low intermediate

This ELP standard level allows learners to use the Basic English words and phrases to communicate and have simple conversations. They can understand short passages and stories. At this level the teacher uses visual cues for the learners to understand. Learners in this level can be assigned simple English assignments such as writing journal entries, notes and vocabulary charts.

High intermediate

At this level, the learners can understand simple speech in different settings. They mostly repeat words and can write compositions, journal articles and literature for pleasure. At this level, the learners can express their thoughts in an organized manner in writing but with some errors in the sentence structure.

Proficient

The learners at this level have relatively adequate English language skills that they can use for their daily conversations. However, the learners at this level have difficulties in differentiating idiomatic expressions and complex English structures. This proficiency level can test the learners for academic purposes using English.

Advanced proficient

At this ELP standard level, the learners are able to participate in the English art designs and work in groups. This level tests the learner’s proficiency in listening, speaking, reading and writing.

Applicable language acquisition stages of development

The applicable language stages of development required in the ELLs proficiency include;

Listening

Speaking

Reading

Writing

SIOP aspects during the design

The preparation aspect of design involves the teacher stating the ELP standard objectives both at the state and national level.

• Preparation

At the preparation stage the teachers plan meaningful art activities to meet the set goals and objectives for the ELP. The teachers also language objectives for each class based on the language art standards. The lessons planned by teachers include; listening, speaking, reading and writing.

The selected ESL standards content is posted for the teachers and learners to know what their goals are and put more focus on important areas.

This SIOP design allows English teachers to link the learner’s background and the past experiences to the new English learning process. Necessary vocabulary is taught to enable learners understand Basic English that is needed for simple conversations. Teachers build vocabulary on ecosystems, natural environment and exploitation.

• Building background

Building the learners background also involves teaching them academic vocabulary such as calculate, compare and predict. Teachers at this SIOP are able to utilize instructional strategies to improve performance of the learners. Through the utilization of various strategies learners are therefore able to comprehend English content and develop their language.

This SIOP plan involves the teachers making comprehensive and detailed vocabulary for learners to understand. Teachers make lessons that state directions orally and in writing. In addition, the teachers give guidance practice on variety art activities. The teachers at this plan provide the learners with prediction guides, visual aids and other materials necessary for understanding.

• Comprehensive input

This SIOP plan involves the English teachers using explicit instructional strategies such as creative thinking, questioning, performance tests, problem solving assignments, self-monitoring, analyzing and evaluating. The instructional strategies used by teachers are meant to improve the performance of the learners and move them to the next level of proficiency.

• Strategies

The learners are also given time to use and practice the instructional strategies in groups and peer activities. Graphic organizers strategy is used to help learners with visual learning and interpretation.

At this plan design, the teachers provide their students with continual opportunities for interaction and peer activities that can improve the proficiency performance. Learners can be grouped into small pairs and assigned simple English art activities. Through peer interaction, the learners are encouraged to interact with each other and share their experiences. The teachers have limited interaction and talk with the learners.

• Interaction

This SIOP component reinforces the significance of using hands on materials and solving problems. This component allows the teachers to plan and coordinate small-group art activities that provides the learners with meaningful information about a certain topic or activity. The learners are able to practice what they learn in classes.

• Practice and application

Learning materials are manipulated to help learners connect English concepts learnt in classroom to the concrete experiences. In addition, the students are allowed to discuss and apply their knowledge they have acquired in the proficiency levels. They are able to practice listening, speaking, reading and writing by manipulating all the English art areas.

This SIOP aspect allows the teacher to focus on the content and actual language objectives. The teacher ensures that the learners meet the set language objectives. The lesson delivery is done in an organized and considerable pace for the learners to understand and not get bored. The lessons involved discussions whereby the teacher engages the learners allowing them to talk and share their ideas and experiences.

• Lesson delivery

This aspect allows the teachers to provide and deliver appropriate feedback based on the learner’s proficiency ability and performance. This helps the learners to continue growing through the proficiency levels and correct the errors. This SIOP aspect also provides the learners with a long-lasting learning process and keep track of their progress.

• Review/ assessment

References

English Language Learners – ELL Proficiency Levels. (2017). Ells.wiki.farmington.k12.mi.us. Retrieved 19 December 2017, from https://ells.wiki.farmington.k12.mi.us/ELL+Proficiency+Levels

Wu, C., & Lin, H. (2016). Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP). English Language Teaching, 9(9), 52. http://dx.doi.org/10.5539/elt.v9n9p52

Cite a Website – Cite This For Me. (2017). Tobink8.org. Retrieved 20 December 2017, from http://www.tobink8.org/SIOP/TeachingEnglishLearnersTheSIOPWay.pdf