An Introduction to the SIOP ModelPart 2

Mrs. Marcia Vega

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Find a FibTo review the SIOP model, you will

read sets of three statements. Briefly discuss, in your small group, which statement is a fib.

Using Numbered Heads Together, share with a whole group.

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Find a Fib

A. Demonstration tasks are considered cognitively demanding and context embedded.

B. Experiments are considered cognitively demanding and context embedded.

C. Lectures are considered cognitively demanding and context embedded.

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Find a Fib

A. Sheltered instruction shelters ELLs from mainstream students, teachers, programs and curriculum.

B. Sheltered instruction includes the practice of highlighting key vocabulary and incorporating of strategies.

C. Sheltered instruction makes grade-level academic content more accessible to ELLs.

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Find a Fib

A. Learning is enhanced when content objectives are clearly defined and posted for students.

B. Learning is enhanced when language objectives are clearly defined and posted for students.

C. Effective lessons do not require thoughtful planning.

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Find a Fib

A. When building background, key vocabulary is emphasized.

B. Lack of vocabulary knowledge has little or no effect on academic achievement.

C. The average student learns 3,000 words per year.

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Find a Fib

A. Speaking quickly and skimming over key concepts can make content comprehensible for EL students.

B. Use of pictures and realia can help make content comprehensible.

C. Use of gestures can help to make content comprehensible.

Comprehensible Input: VideoWatch video segment How did the teacher make the content

comprehensible?

Record observations on the notes pages.

After the video, discuss observations in a small and then a whole group.

CI Quilt Use 5.3 to jigsaw these techniques for CI.

Small groups will have 1-2 techniques.

Make a CI quilt by folding paper into fours.

In one box, name the technique.

In the second box, define it.

In the third box, give an example of how the approach can be used in your subject area.

In the last box, write the actions you will take to use it in the classroom.

Think of a bridge…

Think of building a bridge or building.

When can the scaffold be removed?

When it is standing on its own.

Component 4: Strategies

Scaffolding

Varied questioning techniques to develop HOT skills

Learning Strategies CALLA: Cognitive Academic Language Learning Acquisition;

developed by Anna Uhl Chamot, J. Michael O’Malley

A Model of Scaffolding

Teacher Teacher PeerStudent

Centered Assisted Assisted Centered

Mini-lecture Practice Peer Apply

Explicit Teacher Modeling Strategies

Instruction Modeling Cooperative

Learning

THE COGNITIVE ACADEMIC LANGUAGELEARNING APPROACH (CALLA)

- Designed by Dr. Anna Chamot

The Cognitive Academic Language Learning Approach (CALLA) is an instructional model for second and foreign language learners based on cognitive theory and research. CALLA integrates instruction in priority topics from the content curriculum, development of the language skills needed for learning in school, and explicit instruction in using learning strategies for academic tasks.

The Goals of CALLA

students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of strategies for learning in school.

Meets academic needs of student through language, content and learning strategies

CALLA's Principal Objectives are to assist students in:

Valuing their own prior knowledge and cultural experiences, and relating this knowledge to academic learning in a new language and culture;

Learning the content knowledge and the language skills that are most important for their future academic success

Developing Language Awareness and Critical Literacy;

Selecting and using appropriate learning strategies and study skills that will develop academic knowledge and processes

Developing abilities to work successfully with others in a social context

Learning through hands-on, inquiry-based, and cooperative learning tasks

Increasing motivation for academic learning and confidence in their ability to be successful in school; and

Evaluating their own learning and planning how to become more effective and independent learners.

What are Learning Strategies?

Learning strategies assist learners in school and everyday life

- Ways to understand, remember and recall new information

- Ways to practice skills so they are mastered more easily

- Thoughts and actions learners use to help them complete tasks

When and Where can Learning Strategies be used?

Learning strategies can be applied in all content areas

- Related-arts subjects

- Core subject areas

How can learning strategies be implemented in the classroom?

Learning strategies differ from teaching strategies

- Explicit explanation, modeling along with repetition

- Teaching strategies already in place

Strategies which are beneficial at specific level

- Elementary strategies include: background knowledge, imagine with key words, inference, grouping, acting out, inference, setting goals, and evaluate yourself

- Secondary strategies include: predicting, grouping & classifying, note-taking, cooperation, monitor, evaluate, and set goals

When Teaching Strategies,Help Students Learn…. Declarative Knowledge (state or name strategy)

What does it mean to …

Procedural Knowledge How should I use ….

Conditional Knowledge When and why do I use ….

Strategies: Video

Watch the video clip on “strategies”.

Record observations on the activities used to promote strategic thinking.

Use the notes page to record observations. Discuss observations in a small group and

then a whole group.

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HOTS Questions

Use the “Levels of Thinking” In groups, create questions using the top

4 levels of Bloom’s Taxonomy. Each person writes one on a post-it note. Do a conga line or an inner-outer-circle-

share.

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Four Corner Cars

In four corners of the room, posters with cars are displayed.

Decide which car best represents your teaching style.

On the chart paper, write words and/or phrases that compare your style to the car of your choice.

Groups should select one person to share out a few of their thoughts.

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Interaction

Read the vignette regarding Susanna.

In your small group, discuss how being able to interact with peers and providing Susanna with proper wait time would enhance teaching/learning.

Share your ideas with the whole group.

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Component 5:Interaction

Continuum of strategies (Teacher-Centered, Teacher-Assisted, Peer- Assisted and Student-Centered)

Frequent Opportunities for Interaction

Proper Wait Time

Clarification of Key Concepts

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Stand-up/Sit Down

Take a quick “Interaction Quiz”.

As you review the multiple-choice items, participants will stand when they here what they believe is the correct answer.

Interaction Quiz

How many questions do students ask teachers in a school year?

A. 10

B. 100

C. 1,000

D. 10,000

Interaction Quiz

How many questions do teachers ask students in a school year?

A. 80

B. 800

C. 8,000

D. 80,000

Interaction Quiz

With which group do teachers allow the greatest wait time?

A. High performers

B. Low performers

Interaction Quiz

Why do teachers’ responses to students answers vary according to student performance level?

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Did you know??

An average class of 30 will each get a half a minute’s worth of speaking time in a 45-minute lesson. Given 4 45 minute lessons for 36 weeks a year, each student will get one and a quarter hour’s talking per school year.

If ten minutes of every lesson is used for pair interaction, this allows each learner an extra 20 minutes of speaking a week or 12 hours per year.

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Interaction: Video

Watch the “Interaction” video.

Record observations about the chosen grouping configurations and the rationale given for each.

Discuss in small and then whole group.

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Interaction: Book

Read pgs. 116-119.

Use a T-chart to contrast a mainstream/sheltered lesson focusing on interaction.

Discuss as a small and then whole group.

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Brainstorm Interaction Ideas

In your group, brainstorm a few interactive ideas you may use within your classroom.

Use your notes page to write ideas.

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Component 6: PracticeHands-on materials and/or

manipulatives

Opportunities to apply content and language knowledge

Activities that integrate of all language skills

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Practice Activity

Review the content objectives and language objectives to develop appropriate activities.

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Choose a reciprocal teaching role:

The Predictor will make predictions about what everyone will be reading.

The Summarizer will summarize key points. The Questioner will generate questions for peers to

answer about the reading. The Clarifier will clarify any confusing parts of the

reading. Then, with your small group, read pages 140-142 and

do the Reciprocal Teaching activity.

Reciprocal Teaching

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Lesson Delivery

Read vignette about Mrs. Greenleaf’s lesson.

In notes pages, write what went wrong with the lesson and how it could be improved.

Use Think-Pair-Share to discuss.

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Component 7:Lesson Delivery

Supporting the content and language objectives

Student engagement

Appropriate pacing

90-100% of time

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Lesson Delivery: Book

Read the lesson on p. 157, Then read Mr. Henson’s Lesson on p. 159.

Then, using Figure 8.3, evaluate the lesson.

Be able to defend your ratings with the small and then whole group.

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Lesson Delivery: Video

Review the four language domains.

How does a classroom using all four domains Look, Sound and Feel?

Watch “lesson delivery” video. Complete chart.

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What are the differences between formative and summative assessments?

What are some supports you could use for each type?

Be prepared to share your ideas.

Review and Assessment

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Formative and Summative Assessment

Examples of Supports for Formative Assessment

Projects (i.e. TV broadcasts)

Realia (i.e. thermometers) Small groups (for

cooperative activities) Technology (check on or

confirm temperatures on websites)

Examples of Supports for Summative Assessment

Graphs or charts Pictures Photographs

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Component 8:Review/Assessment

Review of key vocabulary

Review of key content concepts

Regular feedback

Assessment of comprehension and all lesson objectives

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Review/Assessment: Video

Watch the video on “Assessment” On the notes pages, write some of the

indicators the teacher used to determine of the ELLs understood the key concepts and vocabulary. How may different types of assessments were used?

Discuss small and then whole group.

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Providing Language Feedback

Feedback should be… Corrective in nature. Timely. Specific to criterion.

Students should provide some of their own feedback.

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Word- MES

Word-MES is a technique teachers can use to provide students feedback without being explicitly corrective or negative. The process is below:

Provide new vocabulary words. Model correct usage. Expand by using adjectives and adverbs. Help students sound like a book (by using

new academic vocabulary).

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Word-MES (cont.)

Model – Restate With Corrections

Student Teacher

He runned.

They bought a carro.

Oh, yes, he ran.

That’s nice; they bought a car.

Expand – Add On To What Is Said

Student Teacher

That is the sun.

I am going outside.

Yes, that’s the hot sun.

Oh, you are going outside to play.

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Word-MES Activity

Choose one of the Word-MES cards at your table.

With a partner read your sentence.Your partner should provide you with

language feedback using the Word-MES technique.

Switch roles and repeat.

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Review/ Assessment During group time, circulate and assess student understanding and

correct misconceptions among the teams. Distribute half an index card to each student for a mix

and match activity. Half of the students will receive the half of the index card with an equation, while the other half of the students will receive the half of the index card that has the equation’s answer. Ask two students to model the trading process by asking, “What do you have?” and replying, “ I have six plus two” (or whatever the card says). Next, ask students to reverse the questions, and then have them say, “Let’s trade.” Conduct the activity and have students begin mixing. When all students have found their matches, ask each team to report out their equation and their answer. If desired, repeat the entire process for additional practice

SIOP Lesson Plan: Angie Aldrich Robert E. Lee Elementary, Long Beach, CA

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Review and Assessment

Teaching Ideas for implementing the SIOP Model – Review/Assessment

Response Cards

Find Someone Who…

Find the Fib

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Carousel Share

In groups of 2, rotate to the SIOP lesson plan posters.

You will have two minutes to read and reflect and two minutes to discuss and write in at least one section of the poster.

Then, continue to rotate to the other posters, trying to reflect and respond to each section of the poster.

After, go back to your original poster and circle the most beneficial addition to share with the rest of the group.

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SIOP Bingo

Read each statement.

When you can correctly answer any four questions in a horizontal, vertical or diagonal row, say Bingo.

Be prepared to share your responses

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Effective EL Instruction List facts about effective EL

instruction.

Using what you know about SIOP, make connections between SIOP and effective instruction.

Discuss in small then whole group.

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Resources and References

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Resources and References

www.siopinstitute.net www.cal.org/crede Making Content Comprehensible for English Language

Learners: The SIOP Model. Echevarria, Jana, MaryEllen Vogt, and Deborah J. Short. 2004: Pearson Education, Inc. info@lessonlab.com

Training Manual: Making Content Comprehensible for English Learners: The SIOP Model. 2005: Pearson Education, Inc.

Video: The SIOP Model: Sheltered Instruction for Academic Achievement. 2002: Center for Applied Linguistics. www.cal.org/crede/pubs

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Resources and References

http://www.gwu.edu/~calla/ Look for Diann teaching a lesson using Monitoring Monkey on the website!

http://www.pde.state.pa.us/esl/site/default.asp The Learning Strategies Handbook

Chamot, Anna Uhl et al. 1999: Addison Wesley Longman, Inc.

The CALLA Handbook Chamot, Anna Uhl and J. Michael O’Malley. 1994: Addison Wesley

Longman, Inc.

Classroom Instruction That Works MCREL