THE SIOP MODEL AN OVERVIEW 1. The SIOP ® Model OVERVIEW

THE SIOP MODELAN OVERVIEW

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The SIOP® Model

OVERVIEW

What is Sheltered Instruction?

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An approach for teaching grade-level academic content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.

Why do we need it?

The SIOP Model (Echevarria, Vogt, & Short)

• Lesson Preparation

• Building Background

• Comprehensible Input

• Strategies

• Interaction

• Practice & Application

• Lesson Delivery

• Review & Assessment

Macerena 1st we start with Lesson Preparation Building Background Information Comprehensible Input Stir in Strategies Meaningful Interaction Practice and Application Lesson Delivery Review and Assessment

The SIOP Model

WIDA Consortium

WIDA’s ELD Standards

Academic Language

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

From WIDA’s Training Toolkit, Introduction of the WIDA ELD Standardshttp://www.wida.us/standards/eld.aspx

Carousel Activity

1. Divide into 8 groups (8 SIOP Components).2. Assign each group 1 chart paper location.3. In 2 minutes list as many ideas as you can on the chart

paper.4. On signal, rotate clockwise to next chart and again list

as many ideas as you can.5. Repeat until each group has listed their ideas on each

chart.6. When group returns to starting position, share with the

whole group.

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LESSON PREPARATION

Lesson Preparation Features

Clearly DefinedContent Objectives

Content Concepts Appropriate

Supplementary Materials

Adaptation of Content

PlanMeaningful Activities

Clearly DefinedLanguage Objectives

Supplementary Materials…• Thinking Maps• Graphs• Demonstrations• Hands-on Materials• Objects/Realia• Visuals• Graphic Novels• Adapted Texts• Related Literature

Lesson PreparationShare Out

Same content…Access for all…

• Chunk and Chew

• Native language texts

• Graphic organizers

• Adapted text (teacher written), highlighted text, taped text

• WIDA MPIs: Illustrations, Point-Touch-Show, Demonstrate

Lesson Preparation Adaptation of Content…

BUILDING BACKGROUND

Building Background Features

Concepts Linked to Students’

Background Develop Key Vocabulary

Bridge Past + New Learning

Content Words Academic Language Words and Word Parts

Socioculturally Supportive Climate

• How are we doing in creating a socioculturally supportive climate?

• What can I do in my classroom?

• Do I know about the different cultural backgrounds of my students?

Academic DifferencesMATH

In some Latin American countries

• A comma is used to separate a decimal from a whole number: 0,5 instead of 0.5

• Division may be done in a different way: 127|4 31,75

• A period is used to indicate thousands: 3.000 to indicate three thousand.

More Academic differences

• Dates are written differently:

5/7/90 would mean July 5, 1990.

• Days of the week and months of the year are not capitalized in Spanish.

• Discourse patterns differ among cultures.

Thinking about your classroom activities

Consider:

• Have students had an experience they can link?

• Will the assignment or classroom activity bring up unpleasant associations?

• Is the assignment culturally appropriate?

Social Language

Spanish Academic Language

farming agricultura agriculture

job ocupación occupation

grown-up adulto adult

stick adherirse adheres

country nación nation

quiet calma calm

same equivalente equivalent

Cognates!!!

Tiers of Language

Three Tiers (M. Calderón)

Emphasize key vocabulary

Tier 1 Basic Vocabulary

Sight words, nouns, adjectives

Multiple Meanings /polysemous words

Tier 2 Used across curriculum

High frequencyPhrasal expressions

Multiple meaningsHomophoneIdioms

Tier 3 Content specific

Low frequency

Idioms and Sayings

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“It’s raining cats and dogs out there!”

“Don’t count your chickens before they hatch”

“You need to get your ducks in a row”

“He talks out of both sides of his mouth!”

______________________________________________________

How Can We Bridge Past Learning to New Concepts?

SIOP says be…

• Explicit

• Intentionally planned

Let’s think about it!

What Can I Use Right Away

to Help My ELLs?

COMPREHENSIBLE INPUT

Comprehensible Input Features

Appropriate Speech

Clear Explanation of Academic

Tasks

A Variety of Techniques

Used

• Use gestures, body movements, and facial expressions

• Use pantomime and dramatization

• Use realia (real things), photos, pictures, drawings, technology

• Model

• Breakdown complex tasks into manageable steps

Teaching Techniques How to Make Content ComprehensibleHow to Make Content Comprehensible

STRATEGIES

Learning Strategies

Scaffolding Techniques

Higher-OrderQuestioning

& Tasks

Strategies Features

Why teach strategies?

• ELs focus mental energy on their developing language skills, not on developing independence in learning.

• Therefore, provide opportunities for students to use a variety of strategies Teach strategies explicitly Model strategy use Explain how, when, and why strategy used

Learning Strategies

• Metacognitive Purposefully monitoring our thinking. It is a technique of

“thinking about how you think.”

• Cognitive Organizing information. Mentally and/or physically

manipulate materials, or apply a specific technique to a learning task.

• Social/Affective Social and affective influences on learning

Chamot & O’Malley

Types of Scaffolding

Verbal

Instructional

Sentence starters or Sentence frames

Procedural

Procedural Scaffolding

Increasing Student Independence

Teach

ModelPractice

Apply

According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modelingand practice that provide procedural scaffolding.

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Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

Procedural Scaffolding

Student Independence

Whole Class

Small Group

Paired/ Partner

Independent Work

Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency andskills.

Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

Using Higher Order Questioning…

Questioning techniques can elicit responses from students that involve higher-order thinking skills regardless of language level.

INTERACTION

Frequent Opportunities for Interaction

Sufficient Wait Time

Clarify Key Concepts

in L1

Interaction Features

GroupingConfigurations

Benefits of Interaction

• Increases use of academic language • Improves quality of student talk• Encourages elaborated responses • Provides “oral rehearsal”• Helps individualize instruction• Encourages reluctant learners to participate• Allows for written interaction with dialogue journals

• Promotes a positive social climate

Example: Cooperative Learning Activities

- Information gap activities

- Jigsaw

- Four corners

- Numbered heads together

- Roundtable

- Questionnaires & interviews

- Three-step interview

- Story summaries

- Literature study groups

- Writing headlines

- Science & math investigations

- Think-pair-share

Think about it…

• Do you give students sufficient wait time to respond?

• Do you complete their sentences?

• Do you call on a different student before allowing the first student that you called on an opportunity to respond?

Why Wait?

ELs need time to translate, often in their head

Share out ways to “wait”

• Wait 7-10 seconds before moving on

• Rephrase question so less language work

• Allow students to write answers while waiting for one student to respond

• Build in wait time: “On the count of 3 we will all respond.”

PRACTICE & APPLICATION

Hands-on Practice

with New Knowledge

Application of New

Knowledgein New Ways

Practice & Application Features

Activities Integrate

All Language Skills

Example:Practice & Application Activities

Let’s think about this example for a moment. This geometry lesson activity clearly fits elementary and middle school classrooms.

What would work for a high school classroom?

Supermarket “shopping” activity – sorting items, identify & explain properties(four corners)

Paired Reading andComprehension Check Questioning

Info transferred to a graphic organizer

Info transferred to a graphic organizer

Reflection

• Think about your last 90 minutes of instruction with your students. Estimate how many minutes your students spent: Listening Speaking Reading Writing

• What activities did they do to practice and apply these language skills?

• Considering the information we have just discussed, what would you continue to do the same and what would you try to change?

REMEMBER-practice should:

• be divided into short, meaningful amounts

• incorporate both content and language concepts of the lesson/topic/unit

• be introduced using clear, sequential steps and directions

• be modeled to ensure students understand what to do

LESSON DELIVERY

Support Content Objectives

During Lesson

Promote StudentEngagement

Pace Lesson Appropriately

SupportLanguage Objectives

During Lesson

Lesson Delivery Features

Factors that Contribute to High Levels of Student Engagement

• Well planned lessons

• Clear explanation of academic tasks or instruction

• Appropriate amount of time spent on an academic task

• ______________________________

• ______________________________

Pacing

Pacing refers to the rate at which information is presented during a lesson

• Rate for English learners must be brisk enough to maintain students’ interest, but not too quick to lose their understanding

• Practice will reward a perfect pace

REVIEW & ASSESSMENT

Review and Assessment Features

Review KeyVocabulary

Review KeyContent Concepts

On-going Assessment of All Lesson Objectives

ProvideRegular

Feedback

Effective Classroom Assessment …

Indicates on-going formative

assessment

Feedback, Praise, Advice, or Evaluation

Good start! Well-organized! In your paper I only see one reference to the text

to support your position. The others seem to be your personal opinion.

Try to make your introduction more interesting. Broccoli and salad are good examples of healthy

food. Can you think of any more? What food do you eat?

Students Providing Feedback

• Teacher models how to give peer feedback.

• Sentence frames assist students. What you said was interesting, because _____. One word that you used that helped me understand

your point was _____. One question I have about what you said is ____.

Language Assessment is Essential

• Give students a global response on their use of English at the top of the page (such as checks, √+,√, √-).

• Give students two grades: one for content and one for their use of English.

• Use activities that provide effective feedback. Self-Evaluation Checklist Writing Conference Checklist Editing Log

Modifying Assessmentsfor English Language Proficiency

1. Use clear vocabulary• Use language of instruction

• Teach synonyms

2. Simplify sentence structure• Reduce sentence length

The party is going to be held on Friday. VS. The party is Friday.

• Use present tense On Friday the boy will be 10. VS. The boy is 10 on Friday.

Modify Language Demands

Modify Language Demands

Reduce Language

• Limit number of items and foils

• Lessen gaps in required knowledge

• Cut into smaller chunks

• Accept receptive knowledge

• Add pictures/visuals

• Reduce irrelevant data

Scaffold

• Allow oral, pictorial, or physical responses

• Use resources Word banks Highlighted words /

sentence starters Page numbers Translations

Techniques for Review & Assessment

Carousel Activity

Carousel Activity

1. Divide into 5 groups.2. Assign each group 1 chart paper location.3. In 2 minutes list as many ideas as you can on the chart

paper.4. On signal, rotate clockwise to next chart and again list

as many ideas as you can.5. Repeat until each group has listed their ideas on each

chart.6. When group returns to starting position select one

technique to share and one question the group may have.

The bottom line . . .

Review & assessment must match student readinessstudent readiness and

instructional practicesinstructional practices..

Initiative Integration

Growing Success for ELLs

How are ELL services delivered in your district?

Brainstorm with sticky notes. Each new idea is a new sticky note!

How are teachers supporting ELLs in their instruction at your district/

school?

What are areas in need of continued growth at your district

and/or school?

What categories can you create?

Are there similarities that you notice? Are there differences to note? What trends are evident?

Integration:

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MCC v3: Disc/MCC v4: On-line Tool kit CAL: An Insider’s Guide to Coaching Pearson:

http://siop.pearson.com/tools-resources/index.html

CAL: http://www.cal.org/siop/resources/index.html

MPIs: http://www.livebinders.com/play/play_or_edit?id=356085

SIOP, ExC-ELL, LinguaFolio texts and support materials

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Resources:

Resources:

For what aspect(s) of SIOP would you like to have more resources?

Explore at least 2 resources to search for the support you need.

Fill in the Google Doc at http://tinyurl.com/NCSIOPResources.

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Resource Name

Resource Location

SIOP Focus Description/Use Submitted by Email (Optional)

SIOP Bookmarks

Implementing the SIOP Model through Effective Professional Development and Coaching p.p. 107-115ORhttp://www.misd.net/bilingual/ell.pdf

Quick ways to support the 8 features of SIOP to help teachers understand how to meet needs of ELLs even if NOT trained in SIOP

Print, fold in half to make 9 separate bookmarks. There is one overview of all 8 components and one for each component separately with tips and suggestions. Laminate and use as reminders for lesson planning, share in staff meetings, etc. Great for supporting Content teachers in small chunks, even if they have not been trained in SIOP.

Ivanna Mann Thrower Anderson

Ivanna.thrower@dpi.nc.gov

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SAMPLE

Resources:

Share out

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Implementation Plan

Now that you have explored the initiatives in your LEA/charter and gathered some resources, what next?

Fill out the implementation plan with your dream scenario

Share out at your table.

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Assignment Follow Up

Roll the die and respond to the prompt. Share a:

1 light bulb moment2 strategy3 resource4 question5 concern6 CHOICE

Lindsey FultsESL/ Title III ConsultantNC DPI919-807-3844Lindsey.Fults@dpi.nc.gov

Ivanna (Mann Thrower) AndersonESL/Title III ConsultantNC DPI919-807-3860ivanna.thrower@dpi.nc.gov

Charlotte “Nadja” Trez ESL/Title III Consultant NC DPI 919-807-3866nadja.trez@dpi.nc.gov

Contact Information:

Have you Seen…

ELD Resources:NCDPI ELD Wikispace

ELA Resources LiveBinder:

http://www.livebinders.com/play/play/297779ELA Common Core State Standards Self

Study LiveBinder: http://www.livebinders.com/play/play/262077