C introduced me to the students and told them that I would observe the class. She asked them what observe meant. One student was a little confused, but the teacher was able to build on his background.
I told them I was there to learn from the students how to best help teachers.
One student said that teachers teach kids, how can kids teach the teacher?
The teacher gave examples of how teachers learn from students.
She explained that what they learn from the students helps them teach.
C You have different experiences than I do.
I can learn from you. Some of you come from different cultures.
S You learn about different languages.
C I also learn about your culture. She gave an example of how a student in the class had taught them about his culture.
K the TV didn’t come on right away.
I think they must be having technical difficulties.
S What is technical difficulties?
T explained.
On the TV students led the pledge, explained the weather, told important historical news that happened on that day, etc.
A student gave a Dr. Seuss highlight.
S What’s a highlight?
T explained briefly
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Students were rereading a book about Jackie Robinson prior to this lesson.
Multicultural respect is evident.
It was exciting to see students involved in daily “news broadcasts”
It as Dr. Seuss’s birthday, and there were celebrations around the school.
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C introduced the content objective
T read and the students reread.
Language objective
I will discuss the sort with my group.
What does discuss mean?
S talk about, teacher expanded.
2nd language objective.
We’re going to model how to do our sort.
We’re going to use our Numbered-heads-together group.
We are going to add a part today that we didn’t have before.
Today we are going to have jobs.
1 get the materials.
2 pass out the pictures.
3 start us off.
4 put the materials away.
Teachers had the two students come up and help them model what each team was to do. Give 3 pictures to everybody.
The next thing we are going to do is use this sentence structure. The sentence structure will be in your bag.
I think the ______ is a good or service because ___________.
I think the dentist is a service because the dentist fixes your teeth.
The student said something quietly. The teacher complimented him on his idea.
Give me a flea clap. (Clap with forefinger and thumb.)
I want to see how quietly you can get into your numbered-heads together teams?
Students moved to an area on the floor.
I 2 3 eyes on me.
I’m going to watch as you quietly number off.
Students in some groups had a little trouble numbering off. Yesterday you were first.
The only thing you need is the picture cards and the T chart.
Number 2 take out the pictures and give each person 3 cards.
Give me a thumbs up if you have already passed out the cards.
3s raise your hand. You will be the starters. You will start by saying.
I think the _____ is a _____ because______.
Look at your pictures, if there is something in your hand that you don’t know what it is, you can ask someone in your group.
The two teachers modeled.
We’ll have a little buzz time. Talk it over.
Give a thumbs up if everybody in your group is able to identify.
The students in the group near me were confused about the sequence of turns after 3. Ex. 3 4 1 2, but they got it figured out.
The teachers were circulating to help with more specific vocabulary.
C the car worker?
Do you have another word for car worker?
The students came up with a car repairman.
C Are you finished, let’s talk to double check?
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SIOP lesson planning
Content and language objectives are clearly communicated to all students. They participate in reading them. Vocabulary is clarified.
SIOP interaction
Modeling is very explicit.
Classroom behaviors and language skills will be greatly enhanced by modeling.
After the two teachers modeled, the two students did.
Suggestion: Because it is difficult to have the students attend to lengthy modeling, it may be a good idea to have them repeat the sentence each person says.
They can also be told ahead of time to rate their own listening and repeating from 1 to 5. 5 I listened to each idea and tried to repeat.
The students moved to a new location which gave them movement. They could have also worked at their tables if the children were seated in appropriate teams.
Flea clap and 123 eyes on me are fun ways to get attention.
Suggestion:
It’s less confusing not to the students number off every day. It takes time, and there is unnecessary discussion. They also tend to forget their numbers.
Clarification of vocabulary.
SIOP comprehensible input
Good idea to have students give a signal to show when they are ready.
Suggestion: Give a challenge for those who finish early.
For example, match words with the pictures.
Or
Since you studied needs and wants before, you could have the students also decide if the good or service was a need or a want.
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K put a picture on the overhead.
Flip flops
Number twos
She then called on a volunteer.
She had the other twos sit down.
K What is this a picture of?
S A barber
K What is a synonym?
S Hair fixer
S Hair stylist
After each picture students explain using the sentence prompt provided.
S I think the backpack is a good because you can touch it and carry it.
I think the mail carrier is a service because he bring us the mail.
He brings us the mail.
I think it is a car fixer
K Who can give me a synonym for car fixer?
A mechanic
After each response, the students were asked to give a thumbs up if they agreed.
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SIOP practice
The teacher is calling a number in each team to share an idea.
The students know they may be called on. They need to stand to speak which is empowering. They also had practice prior to activity.
The student says the sentence, and the others listen. They then check with the answer.
Suggestion: Have the students listen to what each student says. They can then all and repeat what the person says. If any student has a problem, the teacher can help first before the others repeat.
If they all have to repeat, they will get far more practice, and they will have to pay attention in order to do the task.
Students were excited to see the answers and to give a thumbs up.
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The teachers had the students put away their materials. They each got a slate and their learning-log booklet. They turned to the next page in their learning logs.
The teacher modeled. I learned that----
While number 3 is speaking, everybody needs to be a good listener.
If someone can’t think of something, help them out.
After # 3 goes, then number 4 will go.
If some of these sound the same, is that OK,
Yes, because we are studying the same thing.
Go # 3. I learned that Goods and Services are something that you need and want.
I learned that goods and services are something we need.
I learned that goods are something you can do.
C Help her out
S Did you mean to say that services are something that you can do.
T Services are something you can do for people.
TI learned that goods are something you can carry.
Later they discussed that you can’t carry all good.
S You can’t carry a car.
I learned that goods are something you can put on
T Can you put on all goods?
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What a great idea to have a learning-log booklet. Since students know they will be asked to complete their log often, they may begin to prepare mentally during instruction to focus on the point of what they are learning.
Suggestion:
It may be a good idea to have the students at this point do two pages of the learning log, one for goods, and one for services.
Later they could, with teacher help, compare them and possibly discuss the similarities with relationship to needs and wants.
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