Participants will be able to:

LTHS INSTITUTE DAY JANUARY 9, 2011

MAKING CONTENT AREA INSTRUCTION ACCESSIBLE TO ENGLISH LANGUAGE LEARNERS (ELLS)

PRESENTED BY:JOHN CRONFEL

FRANCISCO GAMBOA

Participants will be able to: Content Objectives:

-Identify the Sheltered Instruction Observation Protocol (SIOP®) Model and the 8 components-Distinguish the difference between content and language objectives

Language Objectives:-Write language and content objectives-Discuss the advantages of using the SIOP model

What is the purpose of the Sheltered Instruction Observation Protocol Model (SIOP)?

Sheltered instruction is a means for making grade-level academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time promoting their English language development.

The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students.

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Authors Jana Echevarria

Chair of the Department of Educational Psychology, Administration and Counseling at California State University, Long Beach.

Mary Ellen Vogt Co-Director of the CSU Center for the

Advancement of Reading and Professor at California State University, Long Beach.

Deborah Short Director of the Language Education and

Academic Development division at the Center for Applied Linguistics.

Why do our ELL STUDENTS need modified instruction?

Persistent gap in academic achievement between Caucasian students and those from culturally and linguistically diverse groups:

Many teachers are underprepared to make content comprehensible for ELLs. Few teachers trained to teach initial literacy or content-area literacy to secondary ELLs.ELLs are tested in mathematics and reading under No Child Left Behind; and in 2007-08, tests in science have been added to the battery of assessments they must take.

ELL students have two icebergs One for each language

Conversant in L1

Conversant in L2

BICS BICS

CALP CALP

Academic Language Proficiency

Basic Interpersonal Communication Skills•Entering•Beginning•Developing

Cognitive Academic Language Proficiency•Expanding•Reaching •Bridging

コンテンツの目的 学生は、単語および / またはトピック（例えば、騎士の侍）に関する概念を一致させることができるようになります 言語の目的 学生は、口頭でキー語彙を通信します。 学生は、ヨーロッパと日本の封建的システムに関連する語彙の正しいスペルと意味を識別します。

Reaction? 1. Traditional Lesson

Reflect on how much of the content you were able to grasp and how the experience impacted your motivation to learn.

EUROPE AND JAPAN

FEUDAL SYSTEMS

-based on agriculture-based on loyalty-smaller pop on top-higher pop on bottom-warrior class

-Europe-Many powerful Kings -Catholic church played important role

-Japan-One powerful Emperor--No religious reason to avoid suicide

Reaction? 2. SIOP Modified Lesson Reflect on how much of the content you were

able to grasp ?

What was the difference?

Feudalism ExampleStudents will be able to:

Content Objective- Distinguish the different levels of both the Japanese and

European Feudal systems-Draw conclusions about how the feudal system affected life

in the middle ages

Language Objective- Compare in writing the differences between European and

Japanese feudalism- Verbally define each person in the feudal pyramid

“Find Your Match”

Feudal Structures Comparison

SIOP Model (Sheltered Instruction Observation Protocol)

8 Components, 30 teaching strategies Best Practices…

Effective Instruction for all students

I. Lesson PreparationII. Building BackgroundIII. Comprehensible InputIV. StrategiesV. InteractionVI. Practice & ApplicationVII. Lesson DeliveryVIII. Review and

Assessment

SIOP® Model of Sheltered Instruction

Cooperative learning

Learning Strategies

Multiple Intelligences

Standards

Writers Workshop

Flexible Grouping

Reading First

DifferentiatedInstruction

Teacher Preparation- Content Objectives

Teachers write clearly defined content objectives on the board for students. These objectives are reviewed at the beginning of a lesson and students should state at the end of the lesson whether the objectives have been met.

SIOP lessons are characterized by two sets of objectives that support and complement each other: content and language objectives. Content objectives are usually drawn from state standards for the content areas. They can be recognized by verbs related to knowledge of the content area, such as identify, analyze, rank, construct, graph, divide, solve, visualize, design. Teachers are often familiar with how to write content objectives before they learn about the SIOP Model.

Teacher Preparation – Language Objectives

Teachers should write clearly defined language objectives on the board for students at the beginning of a lesson. Students state at the end of the lesson whether the objectives have been met.

Language objectives address the language needed to engage with the academic content, perform classroom tasks, and achieve the content objectives. They are related to the language skills. Listening, speaking, reading, and writing (for example: read, write, listen, list, tell, discuss, journal, record, persuade, debate, draft), key vocabulary, language functions or ways students use language in the lesson, grammar or language structures, and language learning strategies.

VERBS FOR CONTENT OBJECTIVES

VERBS FOR LANGUAGE OBJECTIVES

Identify Solve Investigate Hypothesize Create Select Draw conclusions about

Listen for Retell Define Find the main idea Compare Summarize Rehearse Persuade Write

Creating Objectives

Supplemental Materials Hands on manipulatives Realia Pictures Multimedia Demonstrations Related literature Adapted texts

Adaptation of Content Graphic organizers Outlines Leveled study guides Highlighted text Taped text Adapted text Jigsaw Margin notes Supplemental native language texts

SIOP Lesson Plan Template 2 (first half only)

Standards: 16.B.3c (W) Identify causes and effects of European Feudalism

Theme: Political Structures/Government Lesson Topic: Comparing European and Japanese Feudalism Content Objective

- Distinguish the different levels of both the Japanese and European Feudal systems-Draw conclusions about how the feudal system affected life in the middle ages

Language Objective- Compare in writing the differences between European and Japanese feudalism- Verbally define each person in the feudal pyramid

Learning Strategies: Small group matching activity, manipulation of visuals, Venn diagram

Key Vocabulary: Emperor/King, Noble/Daimyo, Samurai/Knight, Peasant/Peasant

Materials: Matching Cards and Pyramid Picture Frame

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LOCO Let’s practice creating a Language

Objective and a Content Objective.

Alone or with a partner, create a language and content objective using a recent lesson for your classroom.

Be prepared to share with the whole group.

Questions or Reactions?

3. How might you adapt your lessons to target ELL language development?

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What do you think?True or False?

Sheltered Instruction cannot be used in classes that contain both English language learners and native English speakers

False!

Sheltered Instruction can be used in all classes that contain ELLs.

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What do you think?

True or False?

Sheltered Instruction is the same as high quality instruction for native English speakers.

False! Language is gained faster while learning content because the language is contextualized and used in meaningful ways.

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What do you think?True or False?

Language development classes should be separate from content classes for ELLs to learn best.

False! Language is gained faster while learning content because the language is contextualized and used in meaningful ways.

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What do you think?True or False?

In Sheltered Instruction classes, teachers integrate ESL standards.

True! National, state, and district ESL Standards are excellent sources of language objectives for Sheltered Instruction classes.

In conclusion…

The SIOP (Sheltered Instruction Operation Protocol) Model is useful in reaching all students but particularly ELL students because it allows for the addition of language objectives that open their understanding of the content.

Participants will be able to: Content Objectives:

-Identify the Sheltered Instruction Observation Protocol (SIOP®) Model and the 8 components-Distinguish the difference between content and language objectives

Language Objectives:-Write language and content objectives-Discuss the advantages of using the SIOP model

Useful Websites

EverythingESL.Net http://www.everythingesl.net/inservices/using_siop_mod

el_08621.php.php Provides an overview and outline of the SIOP Model Includes related links to many articles and tools for

content area instruction Helpful for teachers who are not familiar with the SIOP

Model or need tools for content area instruction

Useful Websites

http://www.cal.org/siop/ or www.siopinstitute.net

Provides a historical perspective of the SIOP model and current news related to the topic

Provides shopping links for professional development resources

Includes sample lesson plans for content area teaching including science and social studies

This website is useful for teachers attempting to improve their own professional development using the SIOP Model

OTHER ONLINE RESOURCES

•The Illinois Resource Center (www.thecenterweb.org)The IL State Board of Education (www.isbe.net)•The World-class Instruction Design & Assessment (www.wida.us)