TODAY’S OBJECTIVES

◊◊◊◊To present an overview of the SIOP Instructional Framework

◊◊◊◊ Highlight the features of the framework that support teaching, learning and district professional development initiativesprofessional development initiatives

◊ Present Proposed Action Plan academic years 2012-2014

WHAT DOES SIOP STAND FOR?

Sheltered Instruction Observation ProtocolSheltered Instruction Observation ProtocolSheltered Instruction Observation ProtocolSheltered Instruction Observation Protocol

SHELTERED INSTRUCTION OBSERVATION

PROTOCOL (SIOP)

A means for making grade level academic content (science, social studies, math, LA) more accessible to studies, math, LA) more accessible to ELLs and General Ed. Student Population while at the same time promoting their English language development.

AN INTERACTIVE INSTRUCTIONAL FRAMEWORK

SIOP

LessonStrategies

Comprehensible Input

Practice

Application

Lesson DeliveryPreparation

Building

BackgroundInteraction

StrategiesLesson Delivery

Review

Assessment

LESSON PREPARATION

• Content ObjectivesContent ObjectivesContent ObjectivesContent Objectives

• Language ObjectivesLanguage ObjectivesLanguage ObjectivesLanguage Objectives

• Appropriate ConceptsAppropriate ConceptsAppropriate ConceptsAppropriate Concepts

• Supplementary MaterialSupplementary MaterialSupplementary MaterialSupplementary Material

• Adaptation of ContentAdaptation of ContentAdaptation of ContentAdaptation of Content

• Meaningful Activities Meaningful Activities Meaningful Activities Meaningful Activities

BUILDING BACKGROUND

• Concepts Linked to Students’ BackgroundsConcepts Linked to Students’ BackgroundsConcepts Linked to Students’ BackgroundsConcepts Linked to Students’ Backgrounds

• Links between Past Learning and New LearningLinks between Past Learning and New LearningLinks between Past Learning and New LearningLinks between Past Learning and New Learning

• Developing Key VocabularyDeveloping Key VocabularyDeveloping Key VocabularyDeveloping Key Vocabulary

1.1.1.1. Subject specific vocabularySubject specific vocabularySubject specific vocabularySubject specific vocabulary

2.2.2.2. General Academic VocabularyGeneral Academic VocabularyGeneral Academic VocabularyGeneral Academic Vocabulary

3.3.3.3. Word Parts: Roots and Affixes Word Parts: Roots and Affixes Word Parts: Roots and Affixes Word Parts: Roots and Affixes

WORD SORTS: AMERICAN REVOLUTION

A PAIR-SHARE ACTIVITY

-tion -sion -tation

COMPREHENSIBLE INPUT

• Appropriate SpeechAppropriate SpeechAppropriate SpeechAppropriate Speech

• Clear Explanation of Academic TasksClear Explanation of Academic TasksClear Explanation of Academic TasksClear Explanation of Academic Tasks

• A Variety of Techniques UsedA Variety of Techniques UsedA Variety of Techniques UsedA Variety of Techniques Used

1.1.1.1. Adjusting rate of speech and enunciation adapted to Adjusting rate of speech and enunciation adapted to Adjusting rate of speech and enunciation adapted to Adjusting rate of speech and enunciation adapted to

students’ students’ students’ students’ EEEEnglish proficiencynglish proficiencynglish proficiencynglish proficiency

2.2.2.2. Presenting instructions in a stepPresenting instructions in a stepPresenting instructions in a stepPresenting instructions in a step----bybybyby----step mannerstep mannerstep mannerstep manner2.2.2.2. Presenting instructions in a stepPresenting instructions in a stepPresenting instructions in a stepPresenting instructions in a step----bybybyby----step mannerstep mannerstep mannerstep manner

3.3.3.3. Clear expectations Clear expectations Clear expectations Clear expectations

STRATEGIES

1.1.1.1. Learning StrategiesLearning StrategiesLearning StrategiesLearning Strategies

• CognitiveCognitiveCognitiveCognitive

• MetacognitiveMetacognitiveMetacognitiveMetacognitive

• Language Learning Language Learning Language Learning Language Learning

2. Scaffolding Techniques2. Scaffolding Techniques2. Scaffolding Techniques2. Scaffolding Techniques

3. Higher3. Higher3. Higher3. Higher----Order Questioning and TasksOrder Questioning and TasksOrder Questioning and TasksOrder Questioning and Tasks

GRANT WIGGINS: UNDERSTANDING BY DESIGN

• Essential Questions: thinking purposefully about

content

• End goal is to understand concepts and transfer

learnings

• Evidence of understanding is revealed through

performance –

(explain, interpret, apply, shift perspective, empathize,

and self-assess).

• Planning is best done ”backward” from the desired

results

• Transforms CCCS into focused learning targets

based on “big ideas” and transfer tasks.

SCAFFOLDING

1. Teacher Regulated

“I do, you watch and respond”

2. Teacher AssistedExplicit Teaching

2. Teacher Assisted

“We do together, I help and respond”

3. Peer Assisted

“We do together, I watch and help”

4. Student Regulated

“You do independently, I

watch and respond”

Explicit Teaching

Guided Practice

Collaboration

Independent Application

INTERACTION

1.1.1.1. Frequent opportunities for interactionFrequent opportunities for interactionFrequent opportunities for interactionFrequent opportunities for interaction

2.2.2.2. Grouping configurationsGrouping configurationsGrouping configurationsGrouping configurations

3.3.3.3. Sufficient Sufficient Sufficient Sufficient wwwwait time ait time ait time ait time

4.4.4.4. Clarifying concepts Clarifying concepts Clarifying concepts Clarifying concepts

PRACTICE AND APPLICATION

• HandsHandsHandsHands----on practice with new knowledgeon practice with new knowledgeon practice with new knowledgeon practice with new knowledge

• Application of content and language Application of content and language Application of content and language Application of content and language kkkknowledge in new nowledge in new nowledge in new nowledge in new

wayswayswaysways

• Integration of all language skillsIntegration of all language skillsIntegration of all language skillsIntegration of all language skills

Remember when you learned to ride Remember when you learned to ride Remember when you learned to ride Remember when you learned to ride Remember when you learned to ride Remember when you learned to ride Remember when you learned to ride Remember when you learned to ride

A bicycle?A bicycle?A bicycle?A bicycle?

LESSON DELIVERY

• Support content Support content Support content Support content oooobjectives during lessonbjectives during lessonbjectives during lessonbjectives during lesson

• Support language objectives during lesson Support language objectives during lesson Support language objectives during lesson Support language objectives during lesson

• Promote student engagement Promote student engagement Promote student engagement Promote student engagement

• Pace lesson appropriatelyPace lesson appropriatelyPace lesson appropriatelyPace lesson appropriately

The Common Core Sate Standards require that students The Common Core Sate Standards require that students The Common Core Sate Standards require that students The Common Core Sate Standards require that students

“adapt their communication in relation to audience, task, “adapt their communication in relation to audience, task, “adapt their communication in relation to audience, task, “adapt their communication in relation to audience, task, “adapt their communication in relation to audience, task, “adapt their communication in relation to audience, task, “adapt their communication in relation to audience, task, “adapt their communication in relation to audience, task,

purpose, and discipline.”purpose, and discipline.”purpose, and discipline.”purpose, and discipline.”

Plan content objectivesPlan content objectivesPlan content objectivesPlan content objectives

Plan language objectivesPlan language objectivesPlan language objectivesPlan language objectives

Address gradeAddress gradeAddress gradeAddress grade----level contentlevel contentlevel contentlevel content

Use supplementary materialsUse supplementary materialsUse supplementary materialsUse supplementary materials

Support learning of content Support learning of content Support learning of content Support learning of content

objectivesobjectivesobjectivesobjectives

Support learning of languageSupport learning of languageSupport learning of languageSupport learning of language

objectives objectives objectives objectives

Promote student engagementPromote student engagementPromote student engagementPromote student engagement

LESSON PREPARATION LESSON DELIVERY

Use supplementary materialsUse supplementary materialsUse supplementary materialsUse supplementary materials

Use adapted contentUse adapted contentUse adapted contentUse adapted content

Plan meaningful activities withPlan meaningful activities withPlan meaningful activities withPlan meaningful activities with

language practicelanguage practicelanguage practicelanguage practice

Pace lesson appropriatelyPace lesson appropriatelyPace lesson appropriatelyPace lesson appropriately

REVIEW AND ASSESSMENT

1.1.1.1. Review Lesson Review Lesson Review Lesson Review Lesson OOOObjectivesbjectivesbjectivesbjectives

• Key VocabularyKey VocabularyKey VocabularyKey Vocabulary

• Key content conceptsKey content conceptsKey content conceptsKey content concepts

2.2.2.2. Assess Lesson ObjectivesAssess Lesson ObjectivesAssess Lesson ObjectivesAssess Lesson Objectives

• Regular feedback on student outputRegular feedback on student outputRegular feedback on student outputRegular feedback on student output• Regular feedback on student outputRegular feedback on student outputRegular feedback on student outputRegular feedback on student output

• Assess student comprehension of objectives+Assess student comprehension of objectives+Assess student comprehension of objectives+Assess student comprehension of objectives+

UNFOLDING THE SIOP PLAN 2012-2013

• Two SIOP Intervention Teachers have

been hired to:

1. “Unpack” four components of SIOP

Model in an 8 week cycle.

2. Provide in-class teacher and student

support.

SIOP Components

Implementation Phase I

Academic Year 2012-13

• Lesson Preparation: Nov-Jan.• Building Background: Jan-Feb.• Comprehensible Input: March• Strategies: Apr-May• Strategies: Apr-May

• Reflection-Review-Assessment of Need

• Adjustment to implementation Plan

Academic Year 2013-14

• Interaction: Interaction: Interaction: Interaction: Nov-Jan.

• Practice/Application: Practice/Application: Practice/Application: Practice/Application: Jan-Feb• Lesson Delivery: Lesson Delivery: Lesson Delivery: Lesson Delivery: March• Review/Assessment: Review/Assessment: Review/Assessment: Review/Assessment: Apr-May

SIOP Components

Implementation Phase II

• Review/Assessment: Review/Assessment: Review/Assessment: Review/Assessment: Apr-May

• Reflection-Review-Assessment of Need • Adjustments to implementation Plan

RESOURCES

� http://www.wida.us/standards/CAN-DOs/

� http://pdtoolkit.pearson.com

� http://www.state.nj.us/education/sca/

� Echavarria, J., Vogt, M., Short, D. “Making Content

Comprehensible for English Learners, The SIOP Comprehensible for English Learners, The SIOP

Model”.Fourth Edition. Pearson,2013.

� Echavarria, J., Vogt, M. “99 Ideas and Activities for Teaching English Learners with the SIOP Model”. Pearson, 2008.