Countries and Nationalities for Young English Learners Essay

Exclusively available on Available only on IvyPanda® Made by Human No AI

Lesson Plan

This lesson will be taught to kindergarteners aged between 3 and 5 who are Hispanic English Language Learners (ELLs). The content area of choice will include countries and nationalities, which is an effective tool to develop learners’ vocabulary while enhancing their knowledge on the topic. The following in the SIOP Lesson Plan developed for the identified sample of students:

STANDARDS: Students are to interact with one another in meaningful ways. Collaborative: “Exchanging information and ideas with others through oral collaborative conversations on a range of topics” (SL.K.1, 6; L.K.1, 6); Interpretive: “listen actively to spoken English” (SL.K.1-3); Productive: “selecting and applying vocabulary and language to effectively convey ideas” (W.K.5; SL.K.4, 6; L.K.1, 5-6) (California State Board of Education, 2012, p. 27).
THEME: Geography
LESSON TOPIC: Countries and Nationalities
OBJECTIVES:
Language: talk about previous knowledge on nationalities, telling about their nationalities, asking each other questions about countries and nationalities.
Content: students will learn how to name ten countries and nationalities, identify which nationality belongs to which region, and learn about different geographic regions.
LEARNING STRATEGIES: critical thinking tasks and scaffolding of instruction.
KEY VOCABULARY: country, nationality, geography, American, African American, Hispanic, Mexican.
MATERIALS: visual materials (images, videos), word wall, map.
MOTIVATION
(Building background): collecting visual materials to illustrate the vocabulary (e.g., images, cartoons), collecting tangible objects associated with countries and nationalities. A word wall for vocabulary development; questioning to determine what ELLs already know.
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, feedback)
Engaging students in meaningful activities, keeping the pace of the lesson active, monitoring ELL’s comfort levels. Task modeling, restatement, repetition of key points, reviews and previews of assignments.
PRACTICE AND APPLICATION:
(Meaningful activities, interaction, strategies, practice and application, feedback)
Activities to integrate skills of ELLs (listening and speaking): assignments for student groups, work in pairs, and small projects. Pair and small-group activities for assignments, questioning, turn-taking, and clarifications of tasks.
REVIEW AND ASSESSMENT:
(Review objectives and vocabulary, assess learning)
Students’ engagement in the lesson will be reviewed through observation; assessment of reached language and content objectives will be implemented with the help of a short speaking test.
EXTENSION:
Asking students to learn about other nationalities and countries outside the classroom.

Rationale

The SIOP model has become a useful framework that teachers can employ in the presentation of the content to second language learners through tools that enhance accessibility and comprehension (Kareva & Echevarria, 2013). Therefore, each feature of the model is targeted at making sure that students’ language skills (listening, speaking, reading, and writing) are improved in the most beneficial way possible. It is also important to mention that the alignment of the SIOP model with specific learning standards of the state, in which the learners are taught, is extremely beneficial. In the context of the specific lesson plan presented above, the SIOP model was aligned with the California Department of Education standards (CA ELD) to provide students with opportunities of attaining academic content while also engaging in English learning (Vogt & Echevarria, 2015).

In the presented lesson plan, there is a clear orientation on the target audience of Hispanic ELLs aged between three and five years old. Focusing the lesson on the topic of countries and nationalities is a way to engage ELLs into the conversation that could use their background knowledge while acquiring new information (Ziegenfuss, Odhiambo, & Keyes, 2014). In the lesson preparation, the teacher aims to help students benefit from the learning process through supplementary materials and such tools as visuals or tangible objects, which provide a starting point for the learning of new concepts. At the building background stage, the teacher will determine the level of ELLs’ acquaintance with the subject, which is supported by the SIOP model (Folorunsho, 2014).

Determining previous knowledge is essential for discovering gaps, misinformation, and overall competence that will guide future lessons. Comprehensible input is associated with ensuring that students understand the new concepts and can use language in their conversations with each other. In the lesson plan, this point was accounted for through the use of SIOP tools that make the presentation of information easier and more comprehensible to ELL. Strategies for improving language acquisition within the SIOP model are associated with capitalizing on the existing knowledge in students’ native language and transferring them to the EL. The lesson plan proposed scaffolding as a tool for providing instructional support to ELLs; also, it is essential to evoke students’ critical thinking and ask them questions that may require the application of both first and second language skills.

Interactions between ELLs during a lesson are vital to successful language acquisition, and the SIOP model proposes to use interactions for practicing the vocabulary and enhancing comprehension. The lesson plan proposed pair and small-group activities to improve collaboration between students and help them clarify the new concepts. During practice and application, it is essential to ensure that teachers present new material in an accessible way that would not restrict learning. Instead of using the lecture-like material, the lesson proposed group assignments, partner work, and small projects to facilitate students language development. When delivering a lesson, teachers should monitor the pace, ELLs’ comfort levels, and engagement levels to modify the assignments in a way that could keep everyone on track. Lastly, reviews and assessments will be conducted during the lesson to determine areas of improvement and enhance comprehension, as proposed by the SIOP model.

References

California State Board of Education. (2012). California English language development standards. Web.

Folorunsho, A. (2014). Web.

Kareva, V., & Echevarria, J. (2013). Using the SIOP model for effective content teaching with second and foreign language learners. Journal of Education and Training Studies, 1(2), 239-248.

Vogt, M., & Echevarria, J. (2015). Reaching English learners: Aligning the ELA/ELD framework with SIOP. The California Reader, 49(1), 23-33.

Ziegenfuss, R., Odhiambo, E., & Keyes, C. (2014). How can we help students who are English language learners succeed? Current Issues in Middle Level Education, 19(1), 58-62.

More related papers Related Essay Examples
Cite This paper
You're welcome to use this sample in your assignment. Be sure to cite it correctly

Reference

IvyPanda. (2020, September 25). Countries and Nationalities for Young English Learners. https://ivypanda.com/essays/countries-and-nationalities-for-young-english-learners/

Work Cited

"Countries and Nationalities for Young English Learners." IvyPanda, 25 Sept. 2020, ivypanda.com/essays/countries-and-nationalities-for-young-english-learners/.

References

IvyPanda. (2020) 'Countries and Nationalities for Young English Learners'. 25 September.

References

IvyPanda. 2020. "Countries and Nationalities for Young English Learners." September 25, 2020. https://ivypanda.com/essays/countries-and-nationalities-for-young-english-learners/.

1. IvyPanda. "Countries and Nationalities for Young English Learners." September 25, 2020. https://ivypanda.com/essays/countries-and-nationalities-for-young-english-learners/.


Bibliography


IvyPanda. "Countries and Nationalities for Young English Learners." September 25, 2020. https://ivypanda.com/essays/countries-and-nationalities-for-young-english-learners/.

If, for any reason, you believe that this content should not be published on our website, please request its removal.
Updated:
This academic paper example has been carefully picked, checked and refined by our editorial team.
No AI was involved: only quilified experts contributed.
You are free to use it for the following purposes:
  • To find inspiration for your paper and overcome writer’s block
  • As a source of information (ensure proper referencing)
  • As a template for you assignment
Privacy Settings

IvyPanda uses cookies and similar technologies to enhance your experience, enabling functionalities such as:

  • Basic site functions
  • Ensuring secure, safe transactions
  • Secure account login
  • Remembering account, browser, and regional preferences
  • Remembering privacy and security settings
  • Analyzing site traffic and usage
  • Personalized search, content, and recommendations
  • Displaying relevant, targeted ads on and off IvyPanda

Please refer to IvyPanda's Cookies Policy and Privacy Policy for detailed information.

Required Cookies & Technologies
Always active

Certain technologies we use are essential for critical functions such as security and site integrity, account authentication, security and privacy preferences, internal site usage and maintenance data, and ensuring the site operates correctly for browsing and transactions.

Site Customization

Cookies and similar technologies are used to enhance your experience by:

  • Remembering general and regional preferences
  • Personalizing content, search, recommendations, and offers

Some functions, such as personalized recommendations, account preferences, or localization, may not work correctly without these technologies. For more details, please refer to IvyPanda's Cookies Policy.

Personalized Advertising

To enable personalized advertising (such as interest-based ads), we may share your data with our marketing and advertising partners using cookies and other technologies. These partners may have their own information collected about you. Turning off the personalized advertising setting won't stop you from seeing IvyPanda ads, but it may make the ads you see less relevant or more repetitive.

Personalized advertising may be considered a "sale" or "sharing" of the information under California and other state privacy laws, and you may have the right to opt out. Turning off personalized advertising allows you to exercise your right to opt out. Learn more in IvyPanda's Cookies Policy and Privacy Policy.

1 / 1