Drops in the bucket homework

H/W: Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels. After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.

In addition, record on your worksheet how the teacher used the following within this lesson:

Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.

Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.

Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear

Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher-order thinking.

Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.

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

You are required to submit this assignment to LopesWrite.

SIOP Teaching Case Study

Background Information

Mr. Brown is a fifth grade math teacher in the Phoenix Unified School District. His sheltered instruction classroom contains 15 ELL students. The students in this classroom are of varying English proficiency levels (EPLs). Ms. Garcia is Mr. Brown’s teaching assistant in this classroom. The primary native language for Mr. Brown’s classroom is Spanish. Ms. Garcia is a bilingual teacher who speaks Spanish and English. The lesson below is a one-hour math lesson on the topic of multiplicative comparisons.

SIOP Lesson Case Study

Mr. Brown enters his fifth grade math classroom on Monday morning to instruct the SIOP lesson which he has planned. All of his students are seated and paying attention as he opens his lesson. Mr. Brown displays the content and language objective on the board in a PowerPoint slide. He then asks, “Can anyone read our content objective for today?” Charlie responds to Mr. Brown’s request by raising his hand and saying, “I can.” Charlie then reads the lesson’s content objective aloud stating, “Students will be able to solve multiplicative comparisons.”

Next Mr. Brown points to the words multiplicative and comparisons contained within the PowerPoint content objective and ask students to repeat these terms chorally. Mr. Brown then asks another student, Jesse, to read the language objective to the class. Jesse responds by reading, “Students will be able to read, write, and solve multiplicative comparisons using a visual model.” The teacher turns to his class and asks, “What does the word compare mean?” Maria raises her hand and after Mr. Brown calls her name to answer the proposed question, she says, “Compare means to talk about similar things.” Affirming her answer by shaking his head yes, Mr. Brown says, “Yes, and we will talk about how that works in multiplication.”

Mr. Brown has selected a picture book, How Full is Your Bucket?, to read to his class. This early childhood picture book depicts an elementary school student who receives drops in his personal bucket when good things happen to him. Mr. Brown creates a math problem centered on the story’s theme and says to his class, “Felix realizes that by the end of reading class he had four times as many drops in his bucket as he had at breakfast. If he had five drops in his bucket at breakfast, how many drops were in his bucket at the end of reading class?” Angel, a student in class responded to Mr. Brown’s question by saying, “Felix had 20 drops in his bucket because 5 x 4 = 20.” The teacher explains to his class that they will now discuss this process in math class. Mr. Brown tells the class that multiplicative comparisons are those that we see in real life, just as Felix did with the drops in his bucket. He next asks students in groups of four in their cooperative groups to develop and write the definition of multiplicative comparisons in their math notebooks. The teacher does not proceed until each student has the correct definition of this term recorded in their individual notebooks.

Next Mr. Brown explains the concept, multiplicative comparisons, by stating that it shows a product through a comparison of factors. On the next Power Point slide Mr. Brown shows a picture of seven squares in five rows similar to the one below (Figure 1):

As Mr. Brown points to the squares moving across the top row he asks his students to count the number of squares aloud, and they say, “One, two, three, four, five, six, seven.” Then he tells the class, there are five rows, let’s count them, the class responds with, “One, two, three, four, five.” Mr. Brown explains that 7 x 5 = 35 and 5 X 7 = 35. He states that here are exactly 35 squares in his picture!

The next step in the teaching process is for students to create their own diagrams to develop an understanding of multiplicative comparisons but first Mr. Brown models a problem solution on the white board. The math question on the white board reads, “What is three times as many as five?” Together, the class will build a diagram to find the answer. Mr. Brown states that they must draw vertical lines to represent the factors. Mr. Brown turns to his class and says “Draw a vertical line in the air.” His class responds by doing so. Next Mr. Brown asks his students to draw a horizontal line in the air, checking for understanding, and the student do so. Finally, Mr. Brown says, “With your arms show me an intersection,” and the class crosses their arms in front of their bodies. After checking for vocabulary understanding Mr. Brown returns to the lesson at hand. The class identifies 3 as the first factor and as Mr. Brown draws 3 vertical lines on the class white board, so too the students draw 3 vertical lines on their individual white boards.

Figure 2

Next Mr. Brown identifies the second factor as 5 and models adding 5 horizontal lines to the figure as his students to the same.

Figure 3

In the next step Mr. Brown tells his class that in order to find the answer to the equation all they need to do is count the number of line intersections. Mr. Brown then labels the number of line intersections on the figure. He then tells the students to chorally count out the number of intersections in the figure on the white board. They proceed by counting one, two…fifteen. Each student then labels their own white board in the same manner and counts out the fifteen line intersections to their elbow partner. The math equation for this problem then becomes 3 x 5 = 15.

Figure 4

Finally Mr. Brown requires the students to collectively complete the following math statement based on the concepts taught above:

_____________ is ________________ times as many as ___________________

Mr. Brown asks his students to write this math problem on their individual white boards and solve the problem. After students have completed this problem, the teacher asks for a volunteer to write the answers on the white board for the class. Jenny tells Mr. Brown, “I can do it” and confidently completes the math problem while saying aloud, “15 is 5 times as many as 3.” Mr. Brown then positively affirms her answer and asks the class, “Did all of you get the same answer.” The class quickly responds with “yes” spoken chorally to their teacher! The teacher then states that of course we can also say, “15 is 3 times as many as 5.” Students shake their heads in agreement.

Mr. Brown then instructs the students to solve a problem together at their table groups, using their individual white boards and markers. The problem for the day is written on the white board in front of the class and Mr. Brown reads the problem to the class, “What product is 7 times more than 4?” Each member of the class is now required to draw a visual representation of this problem and also write the answer down in two ways. Mr. Brown walks around the classroom as the students work individually on this problem. Once the class has corrected solved this math problem Mr. Brown prepares the class for another similar math problem. Here, Ms. Garcia distributes one piece of paper per four students that are sitting in a cooperative group. That paper provides another math problem, only this time each group of four students has a different problem. The teacher sets a timer and the students are given seven minutes to solve their groups’ math problem. When the timer goes off each group passes their problem clockwise to the next group without the answer. This continues until all groups have performed all four problems. At this point Mr. Brown writes the answers to all four problems on the white board and requires that the students check their answers and figures for accuracy.

At the end of class Mr. Brown then reviews the content and language objectives with the class asking them, “Were we successful in achieving these objectives?” He asks students to give him a thumbs up if they were successful and a thumbs down if they were not.

Finally, Ms. Garcia distributes a homework worksheet with four similar types of problems for students to complete at home and bring back to school the next day.