SIOP Lesson Plan Assignment-Reflection

California Regions Through Collaborative

Learning and Technology

Reflection Assessment of English Learners

By: Samantha Vanden Berge
Prof. Kris Lambert
August 2017
 The general goal of this lesson, according to California State standards is for,

“students to demonstrate an understanding of the physical and human geographic

features that define places and regions in California.” For the assessment aspect of this

lesson, there will be multiple ways of assessing student’s knowledge both during and

after the lesson. According to Ruddell and Ruddell (1995), the following are a few

guidelines for a classroom-based assessment, or authentic assessment:

 Assessment should be based on observation of students as they engage in

authentic learning tasks.

 Assessment should be multidimensional—that is, based on a variety of

observations, in a variety of situations, using a variety of instruments.

 Assessment should be collaborative, providing opportunities for students to

evaluate their own work.

Following these principles, I was able to create a variety of assessments that allows me

as the teacher to check for student understanding across the different stages of

learning. To assess learning when it is over I will have students turn in a Google slide

presentation on the California Regions they studied.

Other forms of assessment include thumbs-up/thumbs-down, informal observation of

students and groups, students note taking page, and finally a Google form survey (exit

survey).

During the directions aspect of the project, a thumbs-up/thumbs-down approach allows

me to see who understands the directions as well as determine whether or not I will
have to repeat them. During the assignment, the journal note taking will allow me to

see how students are processing the information through their summary of each region.

When observing this process, I can walk around and provide feedback as well as

encourage students to provide more information on a given region or encourage groups

to work more with each other/ remind students of the collaborative aspect of the

project. The exit ticket survey will act as a way for me the teacher to reflect on the

lesson and gain feedback from students. The exit survey will also allow me to check for

understanding of the material. Finally, the Google slides project, will be the end result of

the assignment. Students will take the knowledge they have learned from their Google

map exploration/note taking, and create a presentation where they share their

knowledge.

Overall, these assessments will help English Learners because it provides them with

multiple ways of displaying their knowledge from individual to small-group work. As a

teacher, it is hard to know which assessments will fit your English Learners cultural

needs (Peregoy et al. 2013). By providing multiple assessments, it allows the teacher to

see the best type of assessment suited to the cultural and personal experience of each

student (Peregoy et al. 2013). Furthermore, this allows the teacher to become a

culturally responsive teacher, which increases student comfort and success.

Student’s comfort and success is one of the most important things a teacher strives for.

This lesson and assessments allows students to provide me with multiple ways of

expressing their knowledge, therefore, allows little stress with assessments. Because of
the many opportunities for observation in this lesson, I will be able to identify those

students who are stressed on a particular assessment and can adjust or provide

assistance if needed.

Finally the SIOP strategies that will be used in this lesson are the following: teacher

modeling (procedural scaffolding when discussing Goggle directions), Google slides that

may act as a digital story, and exit survey.

 References

Peregoy, S. F. (2012). Reading, writing, and learning in esl: a resource book for teaching
k-12 English learners. Place of publication not identified: Prentice Hall.

Ruddell, R.B., & Ruddell, M.R. (1995). Teaching children to read and write: Becoming an
influential teacher. Boston: Allyn and Bacon.