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Can Do Descriptors to differentiate instruction in order to meet individu-al student needs. In order to effectively differentiate instruction, you must know your stu-dents well. You must analyze data obtained from standardized tests given (ACCESS, NJASK, HSPA, DRA, etc), con-sider formative and sum-mative assessments as well as the Can Do De-scriptors in order to adapt subject matter content so that it is comprehensible to students. This way, we are scaffolding the instruc-tion and building stu-dents’ skills that can trans-late in student academic success.
Welcome Back To Another SIOP Year! SIOP stands for Sheltered Instruction Observation Protocol. It is a framework of best practices for teaching all learners strategic ways to make subject content com-prehensible while develop-ing their academic language. The SIOP model integrates all four domains in lesson delivery: Listening, Speak-ing Reading and Writing. This framework allows stu-dents the opportunity to engage and interact with teachers, other students, and the text to promote elaborate discourse and en-hance critical thinking skills.
The SIOP Model has 8 Components: Lesson Preparation
Building Background Knowledge
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment These components empha-size the instructional prac-tices that benefit all stu-dents. This year’s current focus will be on integrating all 8 SIOP components in your lessons taking into account the WIDA Standards and
SIOP Overview
“We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Aristotle
Differentiation means tailoring instruction to meet individual needs. The use of ongoing as-sessment and flexible grouping makes this a successful approach to instruction. Teachers can differentiate at least four classroom elements based
on student readiness, interest, or learning pro-file: Content – what the student needs to learn or how the student will get access to the information;
Process – activities in which the student engages in order to make sense of or master the content;
Products – culminating projects that ask the stu-dent to rehearse, apply, and extend what he or she has learned in a unit; and
Learning environment – the way the classroom works and feels.
Maritza Abreu and Sandra GB Iturbides SIOP Intervention Teachers
November 2013-14 Page 1 Issue 1
SIOP E-NEWS
Siop Resources:
http://www.wida.us/standards/CAN-Dos/
http://www.state.nj.us/education/sca/
http://www.cal.org/siop/index.html
Echavarria J., Vogt M., Short D. “Making Content Comprehensible for English Language Learners, The SIOP Model”. Fourth Edition. Pearson, 2008
ht t p : //w w w . r e ad in g r oc k e t s .o r g/article/263/
In this Issue:
SIOP Overview 1
What is Differentiated Instruction ?
1
SIOP Resources 1
What is the Process for 2
Learning Environment 2
Meaningful Activities 2
A SIOP Celebration 3-4
WHAT IS DIFFERENTIATED INSTRUCTION?
Examples of differentiating process or activities include the following:
1. Using tiered activities through which all learn-ers work with the same important understand-ings and skills, but pro-ceed with different lev-els of support, chal-lenge, or complexity;
2. Providing interest cen-ters that encourage stu-dents to explore subsets
of the class topic of par-ticular interest to them;
3. Developing personal agendas (task lists writ-ten by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early;
4. Offering manipulatives
or other hands-on sup-ports for students who need them; and
5. Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth. (SIOP; Lesson Preparation Adapting Con-tent, Strategies, Interaction Grouping Configurations; Lesson Delivery)
1.Begin with an essential question: How does Infor-mational writing differ from personal narratives?
2. Write question at a varie-ty of levels:
What are the features of informational text?
What are the similari-ties and differences between informational text and personal nar-
Students are more successful when they are able to make connections between what they know and what they are learning. These experience are called “authentic” because they represent a reality for the students. Authentic expe-riences mirror what actually happens in the learner’s world.
Ex: Field trips, role play, physical responses, oral
ratives?
3. Convert questions into sen-tence starters:
Informational text is character-ized by:…….. while personal narratives are characterized by ……..
Informational test is similar to personal narratives in that they both …. but they are different in that informational text is….. and personal narratives are ….
What is the Process for Differentiation?
Meaningful Activities
Learning Environment
3. Setting out clear guidelines for inde-pendent work that matches individual needs;
4. Developing routines that allow students to get help when teach-ers are busy with other students and cannot help them immediately; and
5. Helping students under-stand that some learners need to move around to learn, while others do bet-ter sitting quiet-ly .Tomlinson, 1995, 1999; Winebrenner, 1992, 1996).
(Danielson Domain 2)
Examples of differentiating learning environment in-clude:
1. Making sure there are places in the room to work quietly and with-out distraction, as well as places that invite student collaboration;
2. Providing materials that reflect a variety of cultures and home settings;
November 2013-14 Page 2 SIOP E-NEWS Issue 1
Informational text RESOURCES
Hello Literacy: Information-al Literacy Unit - Post Revised http://hellolitera-cy.blogspot.com/2012/02/informational-text-unit.html - 216k - Middle School (5-8) Genres (Reading) Lessonplans, home-work ... http://betterlesson.com/directory/middle_school/genres_(reading) - 46k - Cached -
Non-Fiction Text Structures! | Reading. Writing. Thinking. Sharing. http://msjordanreads.com/2012/04/19/non-fiction-text-structures/ - 159k - Cached - Teaching Students Feature Article Writing and Informa-tional Reading http://web2.jefferson.k12.ky.us/CCG/supp/MS_FeatArtWrtgPerRdg.PDF - - 5-Day Unit Plan for Introduc-ing Nonfiction | Scholastic.com http://www.scholastic.com/teachers/lesson-plan/5-day-unit-plan-introducing-nonfiction - 49k - Cached -
presentations, choral readings, build-ing/creating models, researching/experimenting.
It is essential that content standards apply to ALL students .and that planned activities reflect and support the standards.
Differentiated Sentence Starters: this techniques converts the practice of using teacher-developed leveled ques-tions into sentence starters that the students might use orally or in writ-ing.
SIOP Intervention Teachers Maritza Abreu
[email protected] Sandra GB Iturbides
Bilingual Supervisors Janet Nicodemus
[email protected] Regla Monkan
We can provide the following :
Support and implement new SIOP practices in all content areas.
Assist teachers by modeling lessons and providing consultation and intervention when requested.
Through conversation, reflect on student learning and assess the impact of strat-egies and lessons based on student achievement.
Collaboratively assist and help implement the lesson delivery framework.
Analyze Bilingual/ESL student data to identify areas in need of improvement.
How To Contact US for Support
A SIOP CELEBRATION!
November 2013-14 Page 3 SIOP E-NEWS Issue 1
We would like to
hear from you!
Collaboration allows teachers to capture each other's fund of collective intelligence ― Mike Schmoker, Results
Ms. Charlotte Gallagher , Spec. Ed. Teacher at Grace A. Dunn Middle School, Peer Coach and Mentor
Imparts focused, differentiated instruc-tion
Centers: Conferencing, Feedback
Seeks out additional on-line resources that complement delivery of curriculum
In literacy—rich environments, children learn about the world through talking and reading, refining these skills along the way. Children’s knowledge of language is built on their own investiga-tive skills applied to interesting topics coupled with the finely honed skills of a talented teacher and a well thought-out curricu-lum.
h t tp ://www.nga .org/ f i l es/ l ive/s i t es/NGA/fi l es/pdf/IB022401LITERACY.pdf
Lianne Braconi and Charlotte Gallagher, Mentor Small Group Instruction & Conferencing Robert Lee, Para professional
November 2013-14 Page 4 SIOP E-NEWS Issue 1
Posted Objectives Whole Group and Centers Rubrics Norms Teacher Created Material Positive Learning Environment
Use of Visuals, Providing Models, Sequenced Steps and Examples Builds Background Knowledge that Enhances Comprehension of Text
Using Bloom’s Taxonomy High-Order Critical Thinking Skills, Sensory Details with Visuals, and Checking for Understanding are all
Best Practice Strategies. Congratulations to Ms. Charlotte Gallagher for her exemplary practice within the classroom setting!
We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Aristotle
