Pre-Reading:
1.) The teacher explained the goal for the day's reading. She also read and pointed to each of the objectives listed on the board. This way, ELL students were able to see the visual and also hear the objectives.
2.) The teacher activated prior knowledge by asking students what reading strategies they have been working on in class.
3.) The teacher previewed key vocabulary. Each of the key vocabulary words was written on chart paper. She passed around pictures of the vocabulary words to students. She also provided the analogy flowers for the vocabulary word bouquet. She connected student experience to the words prick and resent. While explaining what resent meant, a student was able to come up with the word jealous which the teacher acknowledged had a similar meaning.
During Reading:
1.) The teacher told students to turn to a page number and also had the page number written on the board.
2.) The teacher had students follow along with the reading while she read. The words were also projected onto the projector.
3.) The teacher came to the words Las Manintas (the Birthday Song) and asked students if they knew the song. Students happily sang the parts of the song that they knew.
4.) The teacher used slower speech and was careful to pronounce each word.
5.) The teacher asked questions during the story and reminded students to make inferences while reading.
6.) The students had the opportunity to practice speaking the language. One student made a text-to-text connection which she happily shared with the class.
7.) The teacher reinforced key vocabulary words, such as prick.
8.) Students had time to interact with the text and the teacher provided 3-5 seconds of wait time.
Post Reading:
1.) The teacher asked students to use post-its to write 3 notes for the diary board.
Reflection:
Wow! This was an excellent example of how the SIOP method can be effective with English Language Learners, as well as ALL students. The teacher did a fantastic job of making input comprehensible for ELL students. She also did a good job making connections between students cultural backgrounds and the text read. There were many visuals used to help with teaching vocabulary. Students really seemed to be engaged with the text. They used prior knowledge and made connections with the text. They showed respect for their fellow classmates by taking turns raising their hands and providing input on the text being read. The teacher acknowledged when students provided input and normally expanded on it.
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