SIOP ReviewCornelius Elementary School

Staff MeetingWednesday, December 8, 2010

Explain the importance of content and language objectives for all students

Write language and content objectives Discuss the importance of sharing the objectives with

students Identify and explain the eight components of S.I.O.P. Identify, explain, and create meaningful assignments for

students using proficiency levels and the CAN DO descriptors

Identify and describe students who are LEP, ESL served, EL, language minority

After reading, discussing, and engaging in activities related to Sheltered Instruction Observation Protocol (S.I.O.P.), staff members will be able to…

Purpose NCSCOS Objectives Daily Learning Objectives Student friendly language

2.02 Students will use text for a variety of functions

Students will judge the importance of information in a story problem.

Content Objectives

Kindergarten—Practice/Application 1st grade—Building Background 2nd grade—Lesson Preparation 3rd grade--Strategies 4th grade—Review and Assessment 5th grade—Comprehensible Input Special areas--Interaction Support staff—Lesson Delivery

SIOP Component Overview Jigsaw

You plan lessons carefully, paying particular attention to language and content objectives, appropriate content concepts, the use of supplemental materials, adaptation of content and meaningful activities.

Lesson Preparation

How long does it take for an English Learner to achieve proficiency in English?

Question

You make explicit links to students’ background experiences and knowledge, and past learning, and teach and emphasize key vocabulary.

Building Background

You use a variety of techniques to make instruction understandable, including speech appropriate to students’ English proficiency, clear academic tasks, modeling, and the use of visuals, hands-on activities, demonstrations, gestures and body language.

Comprehensible Input

You provide students with instruction in and practice with a variety of learning strategies, scaffolding your teaching with techniques, and the promote higher-order thinking through a variety of question types and levels.

Strategies

You provide students with frequency opportunities for interaction and discussion, group students to support content and language objectives, provide sufficient wait time for student responses, and appropriately clarify concepts in the student’s first language, if possible and necessary.

Interaction

You provide hands-on materials and/or manipulatives, and include activities for students to apply their content and language knowledge through all language skills (reading, writing, listening, speaking)

Practice/Application

You implement lessons that clearly support content and language objectives with appropriate pacing, while students are engaged 90-100 percent of the instructional period.

Lesson Delivery

You provide a comprehensive review of key vocabulary and concepts, regularly give specific, academic feedback to students, and conduct assessment of student comprehension and learning through the lesson.

Review and Assessment

Distinguish among the terms LEP, ESL, EL, and language minority.

Question

What’s the difference among the terms Language Minority, LEP, ESL, and EL?

Language Minority Students(take W-APT upon enrolling in

school)

LEP(aka EL)

take ACCESS Test annually

Not LEP

ESL Served

Not ESL

Served

Planning and Implementing

Language ObjectivesLanguage ArtsPat AmatoBethany Davis

“Can Do” Descriptors Use your WIDA “Can Do”

descriptors to help you plan language objectives for your students.

The descriptors will tell you what language outcomes you can expect from your English Language Learners.

Use them as a guide to build academic vocabulary and give students the opportunity to express their knowledge at higher levels of thinking.

Content Objective: We will create a plan to develop specific language objectives for our students.

Language Objectives: We will listen, read, discuss our students’ levels, and write language objectives according to 3 specific proficiency levels.

How to begin: Write your

CONTENT OBJECTIVE at a high level of cognition.

Through your language objective write the steps it will take to get there.

EXAMPLEContent Objective: We will

make inferences and draw conclusions about characters, events, and themes.

Language Objective: Students will:

Listen to teacher’s oral model of a justification

scan for important events, record the events on a

spectrum from least important to most important change in America, and

orally justify their position to persuade others to agree with them.

4 Language Skills

Listening Speaking

Reading Writing

BEGINNING LEVEL Beginning: Students will have

pictures of the events and order them from least important to most important change.

(Example: picture of the Constitution with

pictures of an important privilege with it,

a picture of Benjamin Banneker’s invention of a wooden clock,

a picture of gold found during the gold rush) The Constitution will have a sketch of many people matched to it, the gold rush picture will have a picture of some people matched to it, and the wooden clock will have a picture of only a few people matched with it. They are labeled: Helps many, helps some, helps a few.

DEVELOPING LEVEL Developing:

Students will have pictures of events and sentence starters to help them justify their responses.

BRIDGING LEVEL Bridging: Students

will scan for important events, may use sentence frames to organize their ideas in writing or not, and will justify their ideas using evidence from the text and their own life.

Your Turn Choose a content objective

for language arts that you will be teaching in the near future.

Write it at a high cognitive level.

Write a language objective that will move your students to that higher level of thinking. Include L,S,R,W objectives.

Use your WIDA “Can Do” Descriptors to plan support for your ELL’s.

Write it on chart paper with your team to use in the future.

Template for Planning

CONTENT OBJECTIVE:__________________________________________LANGUAGE OBJECTIVE: _______________________________________________________________

Plan supports for your language objective for 3 different proficiency levels:

1. Beginning:

2. Developing:

3. Bridging:

Planning and Implementing S.I.O.P.

Social Studies Carol KinneLiza Short

Language objectives

The Language Objective…•Is observable•Is measureable•Promotes students’ academic language growth•Connects with the lesson topic or lesson activity•Is related to reading, writing, speaking, and listening• Is related to achieving the content objective/how you get to the CO•Has explicit verbs

Avoid

 Implicit, non measurable verbs.

Value Appreciate

Comprehend Demonstrate

know

Ask yourself…

Can I see it? Is it measurable? Is it observable? Is it action oriented? Is it clearly defined, displayed, and reviewed

with students.

Social Studies Activity Each person gets a plain white piece of notebook

paper. Write your name on the top. Write a social studies content objective on your

paper. Snowball your paper. Count off 1, 2, 1, 2… All the 1s line up facing the 2s. 1s throw your

snowballs… 2s pick up a ball and find your partner. Write a language objective for the content objective.

Line up again facing each other. 2s throw your snowballs. 1s pick up a ball and find your partner. Write a language objective for your content objective.

You can use this SIOP activity for…

Cause and effect Math word problems Riddles

Discuss, identify, and write complete and incomplete sentences

I will discuss prior knowledge, clues, and generalizations.

Language Objectives at Cornelius

ELP 1 nonverbal

ELP 3

Non LEP, formerly LEP, those who lack academic vocabulary (writing)

Who are these students? / Whom do we need to keep in mind? What’s the difference?

With what supermodel did Mrs. Mayhill go to high school? Mrs. Taylor grew up in what unique setting? Which staff member was named CMS Teacher of the Year? Which staff member student taught in England? Which taught in Argentina? Which staff members grew up without a television set?  What day of the week does Mr. Garvin get his hair cut and car washed? In what other CMS schools have Mrs. Taylor, Mrs. Brammer, Mrs. Price, and Mr. Garvin

taught? Which administrative team member worked at Barnes and Noble and Michael’s?

Haagen Dazs? Sears and Boys and Girls club? J.C. Penny’s and Dairy Queen? For an agency that coordinated emergency rescue missions in various countries?

Which two staff members have two adopted children? Which staff member home schooled her children for eight years? Which staff members train for Pearson or McGraw Hill book companies? Which staff member was the first African American male certified by the National

Board for Professional Teaching Standards as a Middle childhood Generalist? Which staff member presented at the NCCTM Math conference? Which staff member has his/her educational specialist degree? Which staff member is featured on a School of Education poster from his/her

university?  Which staff member attended high school in Belgium?

Answers to SIOP Newsletter Trivia Questions

3 language objective verbs, other than “discuss” and “record”

2 verbs that are inappropriate to include in a language objective

1 well-written language objective that reflects what you learned today

Ticket Out