SIOP and Bambara Language Learning
|
|
Steps of the Bambara Lesson
- Teacher introduces numbers with fingers: kelen, fila, saba, nani, duru.
- Teacher says individual numbers and students repeat.
- Teacher, with visuals, teaches how to say “good” and “bad”.
- Teacher takes students’ pulse by saying the words while students hold up their fingers.
- Teacher models for students how to say a number and write down the number heard.
- Teacher and students take turns saying the numbers and writing them down.
- Teacher introduces “joli don” by modeling what it means and using visuals.
- Teacher and the students asks and answers the question.
- Students ask their peers the question and answer it.
- Students, in groups, practice asking and answering the question.
SIOP Components and Features
I. Lesson Preparation
1. Write content objectives clearly for students: SWBAT….
2. Write language objectives clearly for students: SWBAT….
3. Choose content concepts appropriate for age and educational background level of students.
4. Identify supplementary materials to use.
5. Adapt content to all levels of student proficiency.
6. Plan meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening, and/or speaking.
II. Building Background
7. Explicitly link concepts to students’ backgrounds and experiences.
8. Explicitly link past learning and new concepts.
9. Emphasize key vocabulary for students.
III. Comprehensible input
10. Use speech appropriate for students’ proficiency level.
11. Explain academic tasks clearly.
12. Use a variety of techniques to make content concepts clear (e.g. Modeling, visuals, hands-on activities, demonstrations, gestures, body language).
IV. Strategies
13. Provide ample opportunities for students to use strategies (e.g. Problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring).
14. Use scaffolding techniques consistently throughout lesson.
15. Use a variety of question types including those that promote higher-order thinking skills throughout.
V. Interaction
16. Provide frequent opportunities for interaction and discussion between teacher/students and among students about lessons concepts, and encourage elaborated responses.
17. Use group configurations that support language and content objectives of the lesson.
18. Provide sufficient wait time for student responses consistently.
19. Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or text.
VI. Practice/Application
20. Provide hands-on materials and/or manipulatives for students to practice using new content knowledge.
21. Provide activities for students to apply content and language knowledge in the classroom.
22. Provide activities that integrate all language skills (i.e. Reading, writing, listening, and speaking).
VII. Lesson Delivery
23. Support content objectives clearly.
24. Support language objectives clearly.
25. Engage students approximately 90-100% of the period.
26. Pace the lesson appropriately to the students’ ability level.
VIII. Review/Evaluation
27. Give a comprehensive review of key vocabulary.
28. Give a comprehensive review of key content concepts.
29. Provide feedback to students regularly on their output (e.g. Language, content, work).
30. Conduct assessments of student’s comprehension and learning throughout lesson and all lesson objectives.
1. Write content objectives clearly for students: SWBAT….
2. Write language objectives clearly for students: SWBAT….
3. Choose content concepts appropriate for age and educational background level of students.
4. Identify supplementary materials to use.
5. Adapt content to all levels of student proficiency.
6. Plan meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening, and/or speaking.
II. Building Background
7. Explicitly link concepts to students’ backgrounds and experiences.
8. Explicitly link past learning and new concepts.
9. Emphasize key vocabulary for students.
III. Comprehensible input
10. Use speech appropriate for students’ proficiency level.
11. Explain academic tasks clearly.
12. Use a variety of techniques to make content concepts clear (e.g. Modeling, visuals, hands-on activities, demonstrations, gestures, body language).
IV. Strategies
13. Provide ample opportunities for students to use strategies (e.g. Problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring).
14. Use scaffolding techniques consistently throughout lesson.
15. Use a variety of question types including those that promote higher-order thinking skills throughout.
V. Interaction
16. Provide frequent opportunities for interaction and discussion between teacher/students and among students about lessons concepts, and encourage elaborated responses.
17. Use group configurations that support language and content objectives of the lesson.
18. Provide sufficient wait time for student responses consistently.
19. Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or text.
VI. Practice/Application
20. Provide hands-on materials and/or manipulatives for students to practice using new content knowledge.
21. Provide activities for students to apply content and language knowledge in the classroom.
22. Provide activities that integrate all language skills (i.e. Reading, writing, listening, and speaking).
VII. Lesson Delivery
23. Support content objectives clearly.
24. Support language objectives clearly.
25. Engage students approximately 90-100% of the period.
26. Pace the lesson appropriately to the students’ ability level.
VIII. Review/Evaluation
27. Give a comprehensive review of key vocabulary.
28. Give a comprehensive review of key content concepts.
29. Provide feedback to students regularly on their output (e.g. Language, content, work).
30. Conduct assessments of student’s comprehension and learning throughout lesson and all lesson objectives.