Find a lesson plan from "SIOP Lesson Plans and Activities." What SEI strategies are incorporated in the lesson that you have chosen? What differentiation would be needed for pre-emergent or emergent (stages 1-3) level ELLs?

How does the lesson plan address the following:

  1. Comprehensible input
  2. ESL strategies
  3. Ongoing, specific, and immediate feedback
  4. Grouping structures and techniques
  5. Building background and vocabulary development
  6. Current materials in English Language Development (ELD) instruction (lesson and text modifications)
  7. Student prior knowledge
  8. Student engagement

Evaluate this lesson by creating a table that identifies how each of the SIOP components (1-8 above) is addressed. The explanation should be a 250-500 word essay.

GCU style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

Evaluation of a SIOP Lesson Plan

1
Unsatisfactory
0.00% / 2
Less than Satisfactory
65.00% / 3
Satisfactory
75.00% / 4
Good
85.00% / 5
Excellent
100.00%
70.0 %Content
40.0 %SEI Strategies: Table utilizes SEI Strategies listed in assignment. / SEI strategies are neither clearly identified nor addressed. / SEI strategies are mentioned, but are vague and/or poorly developed. / SEI strategies are mentioned, but are not fully developed. / All SEI strategies listed are addressed in a table. / All SEI strategies listed are addressed in the table and clearly evident to the reader. Examples are given to support how the SEI strategies listed are addressed in the lesson.
30.0 %Essay Content: Differentiation for pre-emergent or emergent level ELLs. / Inadequate analysis of what differentiation would be needed for pre-emergent or emergent level ELLs. Evidence is absent, inappropriate, and/or irrelevant. / An analysis of what differentiation would be needed for pre-emergent or emergent level ELLs is present, but without specific details, direction, or emphasis. / An analysis of what differentiation would be needed for pre-emergent or emergent level ELLs is broadly listed, but not specifically or in detail. / An analysis of what differentiation would be needed for pre-emergent or emergent level ELLs is outlined. A diversity of evidence is present. The evidence extends beyond what is needed to support the argument effectively. / An analysis of what differentiation would be needed for pre-emergent or emergent level ELLs is described in detail and depth. Presents compelling arguments to support claims. The type, quantity, and/or quality of evidence resonates with the claims, argument, and structure of the paper.
20.0 %Organization and Effectiveness
10.0 %Topic Knowledge / Includes little knowledge about the topic. Subject knowledge is not evident. / Includes little knowledge about the topic with few supporting details and examples. Little subject knowledge is evident. / Includes knowledge about the topic with supporting details and examples. Some subject knowledge is evident. / Includes essential knowledge about the topic with supporting details and examples. Subject knowledge appears to be good. / Covers topic in-depth with extensive details and examples. Subject knowledge is excellent.
10.0 %Content Cohesiveness / The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. / The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. / The presentation is generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. / The content is written with a logical progression of ideas and supporting information, exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. / The content is written clearly and concisely. Ideas universally progress and relate to each other. The presentation includes motivating questions and advanced organizers. The presentation gives the audience a clear sense of the main idea.
10.0 %Format
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use) / Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed. / Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language and/or word choice are present. Sentence structure is correct but not varied. / Some mechanical errors or typos are present but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. / Prose is largely free of mechanical errors, although a few may be present. A variety of effective sentence structures are utilized. / Prose is completely free of mechanical errors. A variety of effective sentence structures are utilized. Writing is engaging and practice related language is utilized.
100 %Total Weightage