SIOP & research 11 The SIOP Model TESOL Instructional practices

SIOP & research SIOP & research 11

The SIOP ModelThe SIOP Model

TESOL Instructional practicesTESOL Instructional practices


OUTLINEOUTLINE

What is SIOP?What are its components?What struggle teachers with most?What are essential Lesson Plan

components?What are research findings on

which SIOP is based?

What is SIOP?What are its components?What struggle teachers with most?What are essential Lesson Plan

components?What are research findings on

which SIOP is based?


Food for thoughtFood for thought

“ …educators have begun to realize that the mastery of academic subjects is the mastery of their specialized patterns of language use, and that language is the dominant medium through which these subjects are taught and students’ mastery o them tested.” (Lempke, 1988, p.1)

“ …educators have begun to realize that the mastery of academic subjects is the mastery of their specialized patterns of language use, and that language is the dominant medium through which these subjects are taught and students’ mastery o them tested.” (Lempke, 1988, p.1)


What is SIOP?What is SIOP?

S = ShelteredI = Instructional O = ObservationP = ProtocolSIOP was started by Echevarria &

Short to assist teachers in improving their adaptations for ELLs in L2 taught classes.

S = ShelteredI = Instructional O = ObservationP = ProtocolSIOP was started by Echevarria &

Short to assist teachers in improving their adaptations for ELLs in L2 taught classes.


What is SIOP?What is SIOP?Sheltered instruction is

one of the instructional models that uses English only.

Not a set of additional or replacement instructional techniques for the content area classroom with native speakers.

An instructional form to extend time ELLs have for language support services while providing content area information required for graduation.

Wide-spread and exists in many variations

Sheltered instruction is one of the instructional models that uses

English only.Not a set of additional or replacement

instructional techniques for the content area classroom with native speakers.

An instructional form to extend time ELLs have for language support services while providing content area information required for graduation.

Wide-spread and exists in many variations


What is SIOP?What is SIOP?SIOP includes specific lesson planning and

delivery suggestions and teacher observation protocols

Sheltered instruction includes strategies such as Cooperative learning,Explicit, targeted vocabulary developmentSlower speech with clear enunciation and fewer

idiomatic expressionsVisuals, demonstrations and hands-on learningText adaptationsHomework adaptationsSupplementary materials

SIOP includes specific lesson planning and delivery suggestions and teacher observation protocols

Sheltered instruction includes strategies such as Cooperative learning,Explicit, targeted vocabulary developmentSlower speech with clear enunciation and fewer

idiomatic expressionsVisuals, demonstrations and hands-on learningText adaptationsHomework adaptationsSupplementary materials


What is SIOP?What is SIOP?

SIOP is research based and validated through multiple studies.

SIOP is used in SC school districts to meet ELL students’ needs.improve academic English in all content areasby being engaged in content area learning in L2

SIOP is research based and validated through multiple studies.

SIOP is used in SC school districts to meet ELL students’ needs.improve academic English in all content areasby being engaged in content area learning in L2


SIOP Components or FeaturesSIOP Components or Features(1) Content objectives must be clearly

stated, displayed and reviewed with students

(2) Language objectives must be clearly stated, displayed and reviewed with students.

(3) Content concepts must be appropriate for age and educational background of ELLs.

(4) Supplementary materials must be used to a high degree.Manipulatives, realia, pictures, visuals,

multimedia, demonstrations

(1) Content objectives must be clearly stated, displayed and reviewed with students

(2) Language objectives must be clearly stated, displayed and reviewed with students.

(3) Content concepts must be appropriate for age and educational background of ELLs.

(4) Supplementary materials must be used to a high degree.Manipulatives, realia, pictures, visuals,

multimedia, demonstrations


SIOP Components or FeaturesSIOP Components or Features (5) Adaptations of content to all levels of

student proficiency must be providedGraphic organizersOutlines (culture-sensitive for linearly and circularly

processing students)Leveled study guidesHighlighted textsTaped textsAdapted texts (Dr. Costner’s presentation) Jigsaw text readingMarginal notesTexts in ELLs’ L1

(5) Adaptations of content to all levels of student proficiency must be providedGraphic organizersOutlines (culture-sensitive for linearly and circularly

processing students)Leveled study guidesHighlighted textsTaped textsAdapted texts (Dr. Costner’s presentation) Jigsaw text readingMarginal notesTexts in ELLs’ L1


SIOP Components or FeaturesSIOP Components or Features (6) Provide Meaningful activities that integrate

Lesson concepts with language practice opportunities. Here the SIOP protocol and lesson planning guides are helpful.

(7) Concepts are explicitly linked to to students’ background experiencesProvide background and discuss orally (video, read

aloudPartner reading that includes checking off a list to

indicate what you know and do not know or what is confusing

(8) Provide explicit links between past learning and new concepts

(6) Provide Meaningful activities that integrate Lesson concepts with language practice opportunities. Here the SIOP protocol and lesson planning guides are helpful.

(7) Concepts are explicitly linked to to students’ background experiencesProvide background and discuss orally (video, read

aloudPartner reading that includes checking off a list to

indicate what you know and do not know or what is confusing

(8) Provide explicit links between past learning and new concepts


SIOP Components or FeaturesSIOP Components or Features (9) Emphasize key vocabulary and make it a

multisensory learning experience (see, say, write, act) Highlight word patterns and their meanings (Ida Ehrlich (2001).

Instant Vocabulary, Penguin Books) Differentiate between function/processing words and content

words Word sorts with and without pictures for content vocabulary preselect key vocabulary (5 by 5) Personal dictionaries (multilingual0 Word walls with content vocabulary and images Concept definition maps Generate words that carry a particular pattern (groups) Self-assessment of word knowledge Vocabulary games (see website: www.linguisystems.com) Word study books

(9) Emphasize key vocabulary and make it a multisensory learning experience (see, say, write, act) Highlight word patterns and their meanings (Ida Ehrlich (2001).

Instant Vocabulary, Penguin Books) Differentiate between function/processing words and content

words Word sorts with and without pictures for content vocabulary preselect key vocabulary (5 by 5) Personal dictionaries (multilingual0 Word walls with content vocabulary and images Concept definition maps Generate words that carry a particular pattern (groups) Self-assessment of word knowledge Vocabulary games (see website: www.linguisystems.com) Word study books

http://www.linguisystems.com/

http://www.linguisystems.com/


SIOP Components or FeaturesSIOP Components or Features (10) Use speech that is appropriate for

students’ proficiency levelsSentence complexityVocabularyGesturesPaceEnunciationsRepetitions supported with gesturesIdiom use

(11) Provide clear explanations of academic tasks in simple language

(10) Use speech that is appropriate for students’ proficiency levelsSentence complexityVocabularyGesturesPaceEnunciationsRepetitions supported with gesturesIdiom use

(11) Provide clear explanations of academic tasks in simple language


SIOP Components or FeaturesSIOP Components or Features (12) Use a variety of techniques to make content

concepts clear Gestures Model task, process or assignment (do what you say

students are to do) Preview material for optimal learning Allow alternative forms for expressing understanding of

information Use multimedia and other technologies Repeated exposure to words, concepts, and skills Sentence strips to review events/facts/ problems solving

steps with and without images Concrete, realistic models and hands-on working in small

increments Graphic organizers Audiotapes for comprehension as oral language usually

develops faster than written language

(12) Use a variety of techniques to make content concepts clear Gestures Model task, process or assignment (do what you say

students are to do) Preview material for optimal learning Allow alternative forms for expressing understanding of

information Use multimedia and other technologies Repeated exposure to words, concepts, and skills Sentence strips to review events/facts/ problems solving

steps with and without images Concrete, realistic models and hands-on working in small

increments Graphic organizers Audiotapes for comprehension as oral language usually

develops faster than written language


SIOP Components or FeaturesSIOP Components or Features (13) Provide ample opportunities for students

to use/apply learning strategies: metacognitive, cognitive, and social/affective strategies, Mnemonic devicesAcronyms for test taking, study and writing tasksGraphic organizersDirected- Reading Thinking activities (DRTA)Listening and reading comprehension strategiesRehearsal strategiesSee also CALLA (O’ Malley & Chamot, 1987;1994)

(13) Provide ample opportunities for students to use/apply learning strategies: metacognitive, cognitive, and social/affective strategies, Mnemonic devicesAcronyms for test taking, study and writing tasksGraphic organizersDirected- Reading Thinking activities (DRTA)Listening and reading comprehension strategiesRehearsal strategiesSee also CALLA (O’ Malley & Chamot, 1987;1994)


SIOP Components or FeaturesSIOP Components or Features(14) Consistently use scaffolding

techniques to assist and support student understanding and information retention ParaphrasingThink-aloudsReinforce contextual definitionsProvide correct pronunciation by repeating

student responsesSlow down speech, increase pauses, speak

in phrases

(14) Consistently use scaffolding techniques to assist and support student understanding and information retention ParaphrasingThink-aloudsReinforce contextual definitionsProvide correct pronunciation by repeating

student responsesSlow down speech, increase pauses, speak

in phrases


SIOP Components or FeaturesSIOP Components or Features(15) Use a variety of questions or tasks

that promote HOTS

(16) Provide frequent opportunities for discussion and interactionGamesCommunication through technologyPerforming, actingPair dialogue and sharing of informationShow and tell

(15) Use a variety of questions or tasks that promote HOTS

(16) Provide frequent opportunities for discussion and interactionGamesCommunication through technologyPerforming, actingPair dialogue and sharing of informationShow and tell


SIOP Components or FeaturesSIOP Components or Features (17) Support language and content objective

through grouping configurations.

(18) Provide sufficient wait time for student responses.50-50 television show modelPhone a friend

(19) Provide ample opportunity for students to clarify key concepts in L1

(17) Support language and content objective through grouping configurations.

(18) Provide sufficient wait time for student responses.50-50 television show modelPhone a friend

(19) Provide ample opportunity for students to clarify key concepts in L1


SIOP Components or FeaturesSIOP Components or Features (20) Provide hands-on materials and

manipulatives for students to practice using the new content in context.

(21) provide activities that allow students to apply content and language knowledge together.

(22) Integrate all language skills into content area instruction.

(23) Content objectives must be clearly supported by lesson delivery.

(20) Provide hands-on materials and manipulatives for students to practice using the new content in context.

(21) provide activities that allow students to apply content and language knowledge together.

(22) Integrate all language skills into content area instruction.

(23) Content objectives must be clearly supported by lesson delivery.


SIOP Components or FeaturesSIOP Components or Features(24) Language objectives must be

clearly supported by lesson delivery.

(25) Students are engaged 90-100% of the time.

(26) Pace lesson delivery according to students’ ability levels.

(24) Language objectives must be clearly supported by lesson delivery.

(25) Students are engaged 90-100% of the time.

(26) Pace lesson delivery according to students’ ability levels.


SIOP Lesson Plan Components


StandardsThemeMeasurable Content objectivesMeasurable language objectivesExplicit listing of key vocabularyExplicit listing of supplemental

materials

StandardsThemeMeasurable Content objectivesMeasurable language objectivesExplicit listing of key vocabularyExplicit listing of supplemental

materials




Lesson Plan Sequence with Motivation, pre-knowledge activationModeling of new contentPractice scaffolded from intense to minimal

guidanceReview of content by studentsPost lesson assessment of objectivesExtension/homeworkREFLECTIONS on what worked and did not

work and what, therefore to focus on next

Lesson Plan Sequence with Motivation, pre-knowledge activationModeling of new contentPractice scaffolded from intense to minimal

guidanceReview of content by studentsPost lesson assessment of objectivesExtension/homeworkREFLECTIONS on what worked and did not

work and what, therefore to focus on next


ELL research findingsELL research findings

The National Literacy Panel on Language Minority Children and Youth (NLP) conducted a summary of research on ELL instruction, second language acquisition, crosslinguistic and sociocultural factors, ELL assessment and professional development conducted by (August & Shanahan, 2006), the following research-based statements can be made:

The National Literacy Panel on Language Minority Children and Youth (NLP) conducted a summary of research on ELL instruction, second language acquisition, crosslinguistic and sociocultural factors, ELL assessment and professional development conducted by (August & Shanahan, 2006), the following research-based statements can be made:


ELL research findingsELL research findings(1) ELLs benefit from instruction in the

key components of reading as defined by the National Reading Panel (NICHD, 2000); This includes explicit instruction in Phonemic awareness, letter-sound

awareness, fluency, vocabulary, and text comprehension

(1) ELLs benefit from instruction in the key components of reading as defined by the National Reading Panel (NICHD, 2000); This includes explicit instruction in Phonemic awareness, letter-sound

awareness, fluency, vocabulary, and text comprehension


ELL research findingsELL research findings (2) Explicit instruction in these 5 areas is

necessary but not sufficient to teach ELLs to read, write and spell proficiently in English.Oral language proficiency for social and academic purposes is necessary also.

(3) Oral proficiency and literacy in the student’s L1 will facilitate development of literacy in L2 (English). Literacy in L2 can also be developed in L2 without literacy proficiency in L1.

(2) Explicit instruction in these 5 areas is necessary but not sufficient to teach ELLs to read, write and spell proficiently in English.Oral language proficiency for social and academic purposes is necessary also.

(3) Oral proficiency and literacy in the student’s L1 will facilitate development of literacy in L2 (English). Literacy in L2 can also be developed in L2 without literacy proficiency in L1.


ELL research findingsELL research findings(4) Individual student characteristics

and history of migration play a significant role in L2 literacy development.

(5) Home language experiences can contribute to L2 (English) literacy development. However, there is limited research on the influence of socio-cultural factors on L2 acquisition processes.

(4) Individual student characteristics and history of migration play a significant role in L2 literacy development.

(5) Home language experiences can contribute to L2 (English) literacy development. However, there is limited research on the influence of socio-cultural factors on L2 acquisition processes.


ELL research findingsELL research findingsResearchers from the National Center for

Research on Education, Diversity and Excellence (CREDE), a federally funded research center until recently, conducted a second major review of L2 literacy development.

The focus wasOral language developmentLiteracy development from linguistic and cross-

linguistic anglesAcademic achievement

Researchers from the National Center for Research on Education, Diversity and Excellence (CREDE), a federally funded research center until recently, conducted a second major review of L2 literacy development.

The focus wasOral language developmentLiteracy development from linguistic and cross-

linguistic anglesAcademic achievement


ELL research findingsELL research findingsBoth groups came to similar

conclusions:(1)L2 literacy development is

influenced by numerous variables that influence each other. Among them are socio-economic status, L1 literacy base, and L2 oral performance.

Both groups came to similar conclusions:

(1)L2 literacy development is influenced by numerous variables that influence each other. Among them are socio-economic status, L1 literacy base, and L2 oral performance.


ELL research findingsELL research findings(2) Certain L1 literacy skills transfer to L2

even if these two language s differ in print, pronunciation, and writing conventions. Among them are

– phonemic awareness– morphological awareness– listening and reading comprehension – language learning strategies

(2) Certain L1 literacy skills transfer to L2 even if these two language s differ in print, pronunciation, and writing conventions. Among them are

– phonemic awareness– morphological awareness– listening and reading comprehension – language learning strategies


ELL research findingsELL research findings(3) Oral performance and literacy (tasks

involved in managing print) can develop simultaneously.

(4) Academic literacy skills in L1 positively support literacy development in L2.

(5) ELLs need enhanced, explicit vocabulary instruction.

(3) Oral performance and literacy (tasks involved in managing print) can develop simultaneously.

(4) Academic literacy skills in L1 positively support literacy development in L2.

(5) ELLs need enhanced, explicit vocabulary instruction.


ELL research findingsELL research findings (6) High quality instruction for ELLs is similar

to high quality instruction for other native speakers; but ELLs need instructional accommodations (mandated by law!) and other additional support to succeed at the academic level

(7) teaching the 5 major components fo reading (NICHD, 2000) to ELLs is necessary but not sufficient for developing academic literacy. ELLs need to develop oral language proficiency as well.

(6) High quality instruction for ELLs is similar to high quality instruction for other native speakers; but ELLs need instructional accommodations (mandated by law!) and other additional support to succeed at the academic level

(7) teaching the 5 major components fo reading (NICHD, 2000) to ELLs is necessary but not sufficient for developing academic literacy. ELLs need to develop oral language proficiency as well.

Documents

SIOP & research 11 The SIOP Model TESOL Instructional practices