students performed on assessments, students im-proved in their knowledge of the subject content area and improved in their vocabulary development. Findings support the notion that SIOP inter-vention, with its focus on cross curricular vocabu-lary, promoted academic language development and students performed better on assessments that those in the control schools. The SIOP mod-el is considered a unifying professional development framework because of its applicability across con-tent areas and its estab-lished research base. (CREATE Brief, November 2011)

The SIOP Model, an ap-proach for integrating lan-guage development with content teaching, provides teachers with guidance for planning and delivering effective lessons. It was developed through a feder-ally funded research pro-ject. Subsequently, it has been validated as a model of instruction that im-proves the achievement of students whose teachers use the model. It has been tested in multiple content areas and across all grade levels. (Echevarria, Vogt, Short, 2011) The SIOP Model is made up of 8 components sup-ported by empirical studies and a fast-growing research base. The SIOP Model has

8 components and 30 fea-tures that provide the frame-work for planning integrated language and content les-sons.

Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment

The SIOP Model has been used as a school-wide inter-vention framework involving science, social studies and English language arts class-rooms. In all settings results showed that students in the SIOP classes outperformed the control students. The higher level of SIOP imple-mentation, the better the

SIOP OVERVIEW

Unfolding SIOP Our initial plan for the school academic year 2012-2013 was to unfold four SIOP components (lesson preparation, build-ing background, compre-hensible input and strate-gies) and in 2013-2014 unfold the rest of the components (interaction, practice, lesson delivery and review & assessment).

We soon discovered that since all of the compo-nents are intertwined, it is best to give an overview and focus on a particular component depending on the needs and/or request of a particular school or individual teacher. How-ever, our SIOP E-News Bulletin will continue to focus on individual com-ponents.

We appreciate the support from administrators and staff members that wel-comed us into their schools and classrooms and look forward to your continued collaboration next year!

Maritza Abreu - Sandra GB Iturbides SIOP Intervention Teachers

June 2013, Summer Issue 4

SIOP E-NEWS

Resources & News:

In-district SIOP PD, Content Area Teachers : July 10, 2013 (K-5) July 11, 2013 (6-12)

Check My Learning Plan for details!

SIOP PD Opportunities:

http://www.cal.org/siop/services

Vocabulary Development

http://learningtasks.weekly.com/vocabulary-strategies.htm

In this Issue:

SIOP Overview 1

Unfolding SIOP 1

Resources & News 1

A SIOP Celebration 2

District-Essay Winners 2

How to Contact Us 3

SIOP Workshops 3

Mrs. Yseult Leger, ESL teacher at Trenton Central High School

Imparts focused, specific whole group instruction with modeling

Develops teacher-made materials in her classroom

Facilitates assignment rubric and checks for understanding of tasks

Provides conferencing and feedback opportunities that lead to student improvement

Kimberly Arroyo, Ms. Leger, Kah Miya Htoo and Mu Thu Kei at TCHS.

A SIOP Celebration

SIOP-izing a Writing Lesson

Page 2 SIOP E-NEWS Issue 4

Why conduct writing conferences?

They involve a non-threatening audience of peers

Peers or teacher can provide imme-diate feedback or can immediately ask for clarifications

They can promote positive atti-tudes about writing and increased motivation to revise

Students can experience a wide range of writing abilities and topics.

District-Wide essay winner

9-12 th grade Category

Jessica Lara, TCHS

There are many, many ways to conduct writing conferences. Teachers will have the most success if they model conference behaviors with the whole class. Class discussions can fo-cus on what sorts of comments and actions are useful and constructive, and what sorts of behaviors are less helpful to the author sharing his or her work.

Some teachers decide to create very focused conferences, for example encouraging kids to only react to a piece of writing. Other conferences focus only on editing a piece of writing. It may be difficult for young kids to parse apart the differences. Many conferences with young kids involve both reaction and editing.

Donald Graves (1982) identified six characteristics of successful writing conferences. Con-ferences should: (1) have a predictable structure; (2) focus on a few points; (3) demonstrate solutions to students' problems; (4) permit role reversals; (5) encourage use of a vocabulary appropriate for writing; and (6) stimulate pleasure in writing. Most teachers use some vari-ant of these characteristics in their classroom. (http://www.readingrockets.org/strategies/writing_conferences/). ELLs benefit from a caring, non-threatening environment!

SIOP Intervention Teachers Maritza Abreu

mabreu@trenton.k12.nj.us Sandra GB Iturbides

siturbides@trenton.k12.nj.us

Bilingual Supervisors Mildred Miranda

mmiranda@trenton.k12.nj.us Regla Monkan

rmonkan@trenton.k12.nj.us

SIOP WORKSHOPS

Literacy and Math Leaders June 11 & 12, 2013

How To Contact US for Support

Literacy and Math Leaders shared ideas and insights about vocabulary lan-guage development within their subject content area of language arts and math. The charts portrayed above show examples of different activities that can be implemented in the classroom: Reader’s Theater, Role Play, Talk Shows, Interviews, Poetry Slam, Movie Making, Word Play, Comic Strips, Science and Physics Day, Pie Day, Metric Day, Math Around the World, Building a Bridge Center (STEM) and Experimenting. Thank you ALL for your contributions!

Page 3 SIOP E-NEWS Issue 4

Mentoring students and providing commu-nity service opportunities encourage self-confidence in using language in real-life situations.

Wit Yee Kyaw and Kah Miya Htoo

Volunteers at Dunn Middle School

Awards Night Celebration

June, 2013

Douglas Mendez

Honorable Mention, TCHS

Yelena Krasnopolskaya, ESL Teacher