Using The SIOP Instrument Paper
Using the SIOP® Instrument Paper
Serena Hampton
Dr. Kopczynki
SEI 503
February 2, 2015
SIOP Scoring
The teacher had an overall great lesson on writing to the editor. Her objectives were not clearly stated on the board or reviewed with the students. She did however in each segment explained what was forthcoming in the assignment. The teacher used a primary source on the letter to an editor from a newspaper. This was highly effective because its non-fiction and students will be able to relate to a concern of current events. The instructor interacted with students from asking questions to explain more in detail. The activity she provided was more lecturing and asking for feed back. Although, she did have them read silently and one student read for the whole class. Her lesson delivery was specific and content objectives were supported in using a web map. From the observation, the students appeared engaged but they sat for the entire segment, which could have been broken down by allowing different student to come to the board and write in the web-map. Another interaction the instructor did well was giving the student enough time to think about the question and respond. Teacher did use a vocabulary strategy that was impressive for this class. The word, “bad” was used and she asked the question of how to use another synonym. This is a great strategy for ELL because they will learn new words and know they can have the same meaning just in a different context. One of the drawbacks in the lesson was not enough hands-on interaction between the students. It was mainly teacher to student. For an ELL this may be confusing if she is not checking in with the ELL student, making sure they are understanding the material. She did not once go around the tables and check for understanding with any of the student except for asking question that were needed to be answered. The assessments that
Serena Hampton
Dr. Kopczynki
SEI 503
February 2, 2015
SIOP Scoring
The teacher had an overall great lesson on writing to the editor. Her objectives were not clearly stated on the board or reviewed with the students. She did however in each segment explained what was forthcoming in the assignment. The teacher used a primary source on the letter to an editor from a newspaper. This was highly effective because its non-fiction and students will be able to relate to a concern of current events. The instructor interacted with students from asking questions to explain more in detail. The activity she provided was more lecturing and asking for feed back. Although, she did have them read silently and one student read for the whole class. Her lesson delivery was specific and content objectives were supported in using a web map. From the observation, the students appeared engaged but they sat for the entire segment, which could have been broken down by allowing different student to come to the board and write in the web-map. Another interaction the instructor did well was giving the student enough time to think about the question and respond. Teacher did use a vocabulary strategy that was impressive for this class. The word, “bad” was used and she asked the question of how to use another synonym. This is a great strategy for ELL because they will learn new words and know they can have the same meaning just in a different context. One of the drawbacks in the lesson was not enough hands-on interaction between the students. It was mainly teacher to student. For an ELL this may be confusing if she is not checking in with the ELL student, making sure they are understanding the material. She did not once go around the tables and check for understanding with any of the student except for asking question that were needed to be answered. The assessments that