Proficiency levels summary

Proficiency Levels
Summary
SharLee Robinson, Laura McHann, Janette Guillen Gonzales,
Rebecca Griffith and Jeanette McCleery
August 14, 2017
SEI/300
Instructor Diane Veine

INTRODUCTION
What is SIOP?
 The Sheltered Instruction Observation Protocol (SIOP) Model is a
research-based and validated instructional model that has
proven effective in addressing the academic needs of English
learners throughout the United States. ("Center For Applied
Linguistics", 2017).
What is the connection between the SIOP lesson and the
English Language Proficiency (ELP) levels in the ELP
standards?
 SIOP was developed so that content material would be easily
understood by English language learners. Teachers design
lessons that include instructional strategies from the SIOP
components to meet the needs of the English language
learnings in their classrooms.

SIOP COMPONENTS
 SIOP is made up of the following 8 components:
1. Lesson Preparation
2. Interaction
3. Building Background
4. Practice and Application
5. Comprehensible Input
6. Lesson Delivery
7. Strategies
8. Review and Assessment

PROFICIENCY LEVEL DESCRIPTORS
 Pre-Emergent
 Emergent
 Basic
 Intermediate
 Proficient
 4 Fluency Levels of Each Proficiency Level
• Reading
• Writing
• Listening/Speaking
• Language

Lesson plan: Nocturnal vs. Diurnal Animals
SIOP Lesson Plan
 CONTENT OBJECTIVE
Students will identify adaptations that help animals navigate daytime and
nighttime environments. Students will sort different animals that are either
diurnal or nocturnal
 LANGUAGE OBJECTIVE
Students will be able to discuss the differences between animals that are
active during the day and animals that are active at night. Students will
write one-sentence summaries presenting key information about nocturnal
and diurnal animals. Students will read their summaries about nocturnal and
diurnal animals in front of the group. Students will apply, orally and in
writing, new vocabulary words related to nocturnal and diurnal animals.

LESSON PLAN OVERVIEW
 PROCEDURE: The lesson starts off by having students share what their
habitats are with their partners. The students will then answer a series of
questions about habitats. After the questions are answered, the teacher will
read Where Are the Night Animals? During the book, the teacher will stop
periodically to ask questions and use sentence stems to stimulate students
thought processes. Students are then given cards with different types of
animals and must determine if the are nocturnal or diurnal and use the
graphic organizer to record the name of their animal, identify it as nocturnal
or diurnal, draw a picture of it, and write one key fact about it.
 REVIEW/ASSESSMENT: Students will sit in a group and present their findings
with the group then place their animal on the class T-chart.
 Link for Lesson Plan: http://www.cal.org/siop/pdfs/nocturnal-vs-diurnal-
animals-lesson.pdf

Pre-Emergent
 Pre Emergent Student: Pre Emergent students have very little to no ability to
communicate in English both verbally and in writing. Students may be able to
distinguish between letters, words, and universal symbols. In addition, they
know spoken words and represented through written language. Written
language is brief and students can relay messages through pictures and key
words (Arizona Department of Education, 2017).
 Building Background Knowledge: To build a background for students, you can
ask them what their favorite animals are and have them point to it using the
available pictures. Once the student picks an animal, you can point to the
nocturnal and diurnal and the student can pick where the animal should be
places. The teacher can also use hand motions to determine nocturnal and
diurnal.
 Comprehensible Input: Teachers can focus on using key words when speaking to
Pre Emergent students. They can also use universal symbols during instruction.
When speaking to students they can provide a handout that the student can
follow that has pictures describing what the teacher is saying.

Emergent
 Emergent Student: A student who is at this level can formulate simple phrases and sentences
in English. They can give and identify nouns, pronouns, adjectives, and simple verb phrases
with linguistic support. Visual Aids can be used to enhance the student’s knowledge (ELL
Stage ll: Grades 1-2, n.d.).
 Building Background Knowledge: Using a T- Chart, you will ask the students to remember an
animal they saw in the morning and at night time. The student will then use a T-Chart (one
for both of the animals) and include all of the characteristics of each animal. This map will
include if the animal was seen during the day or night. After they have been completed the
teacher must explain the definition of a Diurnal animal and a Nocturnal animal. This will be
a great way to ensure the students sync their personal experiences to the lesson and this way
they can remember it better.
 Comprehensible Input: The teacher using language that the student can understand is a very
easy to way to keep them engage and make sure they understand the lesson that is being
taught. With the help of the teacher or team mate the student may create the presentation
and share it with the rest of the class.

Basic
 Basic Students: Students at this level can form simple sentences, and these sentences include verb
tenses. Students can form these sentences with minimal help. Teachers can use a variety of visual aids
and lists for students. Visual aids could be videos, pictures, and the list of vocabulary words. Students
can demonstrate both printed and spoken language. This can help them identify key vocabulary inside
the lesson (ELL Stage ll: Grades 1-2, n.d.).
 Building Background Knowledge: Ask student which animals they have seen during the day or night.
Then make a comparison to what animals are Diurnal or nocturnal? Explaining to students that Diurnal
is a day animal and Nocturnal is a night animal. Having students connect the animals that they have
seen outside or while they were traveling helps students connect with previous experiences that they
have had. The teacher can ask the students what time of day or place they seen the animals in.
Students can make a t- chart saying what similar qualities or differences a Diurnal and Nocturnal have.
Finding the similar and differences between the animals will help the student learn how to tell if an
animal falls into a Diurnal or Nocturnal animal. Teachers can demonstrate the correct way to fill out
the t- chart.
 Comprehensible Input: Working together in groups to identify key words, facts, ideas and comparisons
that they formed from the lesson. Teachers can model or demonstrate step by step instructions by both
writing the steps out and by giving steps orally. Teachers need to speak clear and with appropriate
language so the students can follow. While giving instructions via step by step it is important to check
students understanding to make sure they are on the same page. Making connections both to previous
lessons or personal experiences will help students connect to the lesson. Students are asked inside the
lesson plan to make a comparison t- chart. This helps students connect their previous knowledge to the
lesson plan. It also shows them what similarities and differences the animals may have. Students then
share what they have gathered with a partner and the class ("Nocturnal Vs. Diurnal Animals Siop Lesson
Plan", 2010). By having the teacher demonstrate how to use a t- chart helps for students to know how
to fill out the t- chart. It also can serve as a helpful way to either tie in another lesson that you used a
t- chart in or be a new learning experience that you can refer to later.

Low Intermediate
 Low Intermediate Student: Students at this level will begin to formulate
correct sentences in English, using a variety of subject and predicate
structures. The student will utilize the parts of speech and multiple verb
tenses with subject-verb agreement, although not consistently. (ELL Stage ll:
Grades 1-2, n.d.).
 Building Background Knowledge: Students are able to ask questions to help
the students develop lists of the characteristics of diurnal and nocturnal
animals. Students are able to state which animals are familiar to them after a
review of the animals. Students lead small group discussions on the
differences between both types of animals.
 Comprehensible Input: Students can postulate what the words diurnal and
nocturnal mean. ELL students can be the data collectors for t-charts. Students
can take turns reading the story out loud in small groups.

High Intermediate
 High Intermediate Students: Students at this level can use simple, compound,
and complex sentences. They can also use regular subjects and irregular
subjects, and simple, progressive, and present perfect tense sentence
structures. Students can also read in English fluently and can identify key
information in text. Students at this level can write in English and uses
correct subject/verb agreement (Arizona Department of Education, 2017).
 Building Background Knowledge: Since this student is able to comprehend the
English language at a higher level, the background knowledge should be the
same as the majority of the class. For this particular lesson, reading the book
and answering the questions should suffice for the student.
 Comprehensible Input: For High Intermediate students, teachers will not
typically have to change their lesson. One way that teachers can ensure that
students are comprehending what is being taught is to specifically ask High
Intermediate students content related questions. The student will be able to
effectively complete activities that that teacher has created.

Conclusion
 There are many things that a teacher needs to take into an account when
writing or deciding which lesson plan to use inside their classroom. A teacher
should take into an account the components to build background knowledge
and comprehensible input for their students. They should also look at which
fluency levels their students are at and how they differ from one another. By
looking at building background knowledge, comprehensible input, and fluency
levels it helps a teacher determine where they should start and what the
different modifications they should use inside that lesson plan.

References
 Arizona Department of Education . (2017). English Language Proficiency Standards. Retrieved
from https://cms.azed.gov/home/GetDocumentFile?id=54de1d89aadebe14a8707108
 Center for Applied Linguistics. (2017). Retrieved from http://www.cal.org/siop/about/
 ELL Stage ll: Grades 1-2 . (n.d.). Retrieved from https://cms.azed.gov/home/
GetDocumentFile?id=54de1d89aadebe14a870710e
 Nocturnal vs. Diurnal Animals SIOP Lesson Plan. (2010). Retrieved from
http://www.cal.org/siop/pdfs/nocturnal-vs-diurnal-animals-lesson.pdf
 SIOP® 8 Components and 30 features . (n.d.). Retrieved from
https://esol.leeschools.net/SIOP/pdf/SIOP%208.pdf

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