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THE SIOP MODELAN OVERVIEW
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The SIOP® Model
OVERVIEW
What is Sheltered Instruction?
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An approach for teaching grade-level academic content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.
Why do we need it?
The SIOP Model (Echevarria, Vogt, & Short)
• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice & Application
• Lesson Delivery
• Review & Assessment
Macerena 1st we start with Lesson Preparation Building Background Information Comprehensible Input Stir in Strategies Meaningful Interaction Practice and Application Lesson Delivery Review and Assessment
The SIOP Model
WIDA Consortium
WIDA’s ELD Standards
Academic Language
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
From WIDA’s Training Toolkit, Introduction of the WIDA ELD Standardshttp://www.wida.us/standards/eld.aspx
Carousel Activity
1. Divide into 8 groups (8 SIOP Components).2. Assign each group 1 chart paper location.3. In 2 minutes list as many ideas as you can on the chart
paper.4. On signal, rotate clockwise to next chart and again list
as many ideas as you can.5. Repeat until each group has listed their ideas on each
chart.6. When group returns to starting position, share with the
whole group.
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LESSON PREPARATION
Lesson Preparation Features
Clearly DefinedContent Objectives
Content Concepts Appropriate
Supplementary Materials
Adaptation of Content
PlanMeaningful Activities
Clearly DefinedLanguage Objectives
Supplementary Materials…• Thinking Maps• Graphs• Demonstrations• Hands-on Materials• Objects/Realia• Visuals• Graphic Novels• Adapted Texts• Related Literature
Lesson PreparationShare Out
Same content…Access for all…
• Chunk and Chew
• Native language texts
• Graphic organizers
• Adapted text (teacher written), highlighted text, taped text
• WIDA MPIs: Illustrations, Point-Touch-Show, Demonstrate
Lesson Preparation Adaptation of Content…
BUILDING BACKGROUND
Building Background Features
Concepts Linked to Students’
Background Develop Key Vocabulary
Bridge Past + New Learning
Content Words Academic Language Words and Word Parts
Socioculturally Supportive Climate
• How are we doing in creating a socioculturally supportive climate?
• What can I do in my classroom?
• Do I know about the different cultural backgrounds of my students?
Academic DifferencesMATH
In some Latin American countries
• A comma is used to separate a decimal from a whole number: 0,5 instead of 0.5
• Division may be done in a different way: 127|4 31,75
• A period is used to indicate thousands: 3.000 to indicate three thousand.
More Academic differences
• Dates are written differently:
5/7/90 would mean July 5, 1990.
• Days of the week and months of the year are not capitalized in Spanish.
• Discourse patterns differ among cultures.
Thinking about your classroom activities
Consider:
• Have students had an experience they can link?
• Will the assignment or classroom activity bring up unpleasant associations?
• Is the assignment culturally appropriate?
Social Language
Spanish Academic Language
farming agricultura agriculture
job ocupación occupation
grown-up adulto adult
stick adherirse adheres
country nación nation
quiet calma calm
same equivalente equivalent
Cognates!!!
Tiers of Language
Three Tiers (M. Calderón)
Emphasize key vocabulary
Tier 1 Basic Vocabulary
Sight words, nouns, adjectives
Multiple Meanings /polysemous words
Tier 2 Used across curriculum
High frequencyPhrasal expressions
Multiple meaningsHomophoneIdioms
Tier 3 Content specific
Low frequency
Idioms and Sayings
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“It’s raining cats and dogs out there!”
“Don’t count your chickens before they hatch”
“You need to get your ducks in a row”
“He talks out of both sides of his mouth!”
______________________________________________________
How Can We Bridge Past Learning to New Concepts?
SIOP says be…
• Explicit
• Intentionally planned
Let’s think about it!
What Can I Use Right Away
to Help My ELLs?
COMPREHENSIBLE INPUT
Comprehensible Input Features
Appropriate Speech
Clear Explanation of Academic
Tasks
A Variety of Techniques
Used
• Use gestures, body movements, and facial expressions
• Use pantomime and dramatization
• Use realia (real things), photos, pictures, drawings, technology
• Model
• Breakdown complex tasks into manageable steps
Teaching Techniques How to Make Content ComprehensibleHow to Make Content Comprehensible
STRATEGIES
Learning Strategies
Scaffolding Techniques
Higher-OrderQuestioning
& Tasks
Strategies Features
Why teach strategies?
• ELs focus mental energy on their developing language skills, not on developing independence in learning.
• Therefore, provide opportunities for students to use a variety of strategies Teach strategies explicitly Model strategy use Explain how, when, and why strategy used
Learning Strategies
• Metacognitive Purposefully monitoring our thinking. It is a technique of
“thinking about how you think.”
• Cognitive Organizing information. Mentally and/or physically
manipulate materials, or apply a specific technique to a learning task.
• Social/Affective Social and affective influences on learning
Chamot & O’Malley
Types of Scaffolding
Verbal
Instructional
Sentence starters or Sentence frames
Procedural
Procedural Scaffolding
Increasing Student Independence
Teach
ModelPractice
Apply
According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modelingand practice that provide procedural scaffolding.
.
Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.
Procedural Scaffolding
Student Independence
Whole Class
Small Group
Paired/ Partner
Independent Work
Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency andskills.
Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.
Using Higher Order Questioning…
Questioning techniques can elicit responses from students that involve higher-order thinking skills regardless of language level.
INTERACTION
Frequent Opportunities for Interaction
Sufficient Wait Time
Clarify Key Concepts
in L1
Interaction Features
GroupingConfigurations
Benefits of Interaction
• Increases use of academic language • Improves quality of student talk• Encourages elaborated responses • Provides “oral rehearsal”• Helps individualize instruction• Encourages reluctant learners to participate• Allows for written interaction with dialogue journals
• Promotes a positive social climate
Example: Cooperative Learning Activities
- Information gap activities
- Jigsaw
- Four corners
- Numbered heads together
- Roundtable
- Questionnaires & interviews
- Three-step interview
- Story summaries
- Literature study groups
- Writing headlines
- Science & math investigations
- Think-pair-share
Think about it…
• Do you give students sufficient wait time to respond?
• Do you complete their sentences?
• Do you call on a different student before allowing the first student that you called on an opportunity to respond?
Why Wait?
ELs need time to translate, often in their head
Share out ways to “wait”
• Wait 7-10 seconds before moving on
• Rephrase question so less language work
• Allow students to write answers while waiting for one student to respond
• Build in wait time: “On the count of 3 we will all respond.”
PRACTICE & APPLICATION
Hands-on Practice
with New Knowledge
Application of New
Knowledgein New Ways
Practice & Application Features
Activities Integrate
All Language Skills
Example:Practice & Application Activities
Let’s think about this example for a moment. This geometry lesson activity clearly fits elementary and middle school classrooms.
What would work for a high school classroom?
Supermarket “shopping” activity – sorting items, identify & explain properties(four corners)
Paired Reading andComprehension Check Questioning
Info transferred to a graphic organizer
Info transferred to a graphic organizer
Reflection
• Think about your last 90 minutes of instruction with your students. Estimate how many minutes your students spent: Listening Speaking Reading Writing
• What activities did they do to practice and apply these language skills?
• Considering the information we have just discussed, what would you continue to do the same and what would you try to change?
REMEMBER-practice should:
• be divided into short, meaningful amounts
• incorporate both content and language concepts of the lesson/topic/unit
• be introduced using clear, sequential steps and directions
• be modeled to ensure students understand what to do
LESSON DELIVERY
Support Content Objectives
During Lesson
Promote StudentEngagement
Pace Lesson Appropriately
SupportLanguage Objectives
During Lesson
Lesson Delivery Features
Factors that Contribute to High Levels of Student Engagement
• Well planned lessons
• Clear explanation of academic tasks or instruction
• Appropriate amount of time spent on an academic task
• ______________________________
• ______________________________
Pacing
Pacing refers to the rate at which information is presented during a lesson
• Rate for English learners must be brisk enough to maintain students’ interest, but not too quick to lose their understanding
• Practice will reward a perfect pace
REVIEW & ASSESSMENT
Review and Assessment Features
Review KeyVocabulary
Review KeyContent Concepts
On-going Assessment of All Lesson Objectives
ProvideRegular
Feedback
Effective Classroom Assessment …
Indicates on-going formative
assessment
Feedback, Praise, Advice, or Evaluation
Good start! Well-organized! In your paper I only see one reference to the text
to support your position. The others seem to be your personal opinion.
Try to make your introduction more interesting. Broccoli and salad are good examples of healthy
food. Can you think of any more? What food do you eat?
Students Providing Feedback
• Teacher models how to give peer feedback.
• Sentence frames assist students. What you said was interesting, because _____. One word that you used that helped me understand
your point was _____. One question I have about what you said is ____.
Language Assessment is Essential
• Give students a global response on their use of English at the top of the page (such as checks, √+,√, √-).
• Give students two grades: one for content and one for their use of English.
• Use activities that provide effective feedback. Self-Evaluation Checklist Writing Conference Checklist Editing Log
Modifying Assessmentsfor English Language Proficiency
1. Use clear vocabulary• Use language of instruction
• Teach synonyms
2. Simplify sentence structure• Reduce sentence length
The party is going to be held on Friday. VS. The party is Friday.
• Use present tense On Friday the boy will be 10. VS. The boy is 10 on Friday.
Modify Language Demands
Modify Language Demands
Reduce Language
• Limit number of items and foils
• Lessen gaps in required knowledge
• Cut into smaller chunks
• Accept receptive knowledge
• Add pictures/visuals
• Reduce irrelevant data
Scaffold
• Allow oral, pictorial, or physical responses
• Use resources Word banks Highlighted words /
sentence starters Page numbers Translations
Techniques for Review & Assessment
Carousel Activity
Carousel Activity
1. Divide into 5 groups.2. Assign each group 1 chart paper location.3. In 2 minutes list as many ideas as you can on the chart
paper.4. On signal, rotate clockwise to next chart and again list
as many ideas as you can.5. Repeat until each group has listed their ideas on each
chart.6. When group returns to starting position select one
technique to share and one question the group may have.
The bottom line . . .
Review & assessment must match student readinessstudent readiness and
instructional practicesinstructional practices..
Initiative Integration
Growing Success for ELLs
How are ELL services delivered in your district?
Brainstorm with sticky notes. Each new idea is a new sticky note!
How are teachers supporting ELLs in their instruction at your district/
school?
What are areas in need of continued growth at your district
and/or school?
What categories can you create?
Are there similarities that you notice? Are there differences to note? What trends are evident?
Integration:
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MCC v3: Disc/MCC v4: On-line Tool kit CAL: An Insider’s Guide to Coaching Pearson:
http://siop.pearson.com/tools-resources/index.html
CAL: http://www.cal.org/siop/resources/index.html
MPIs: http://www.livebinders.com/play/play_or_edit?id=356085
SIOP, ExC-ELL, LinguaFolio texts and support materials
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Resources:
Resources:
For what aspect(s) of SIOP would you like to have more resources?
Explore at least 2 resources to search for the support you need.
Fill in the Google Doc at http://tinyurl.com/NCSIOPResources.
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Resource Name
Resource Location
SIOP Focus Description/Use Submitted by Email (Optional)
SIOP Bookmarks
Implementing the SIOP Model through Effective Professional Development and Coaching p.p. 107-115ORhttp://www.misd.net/bilingual/ell.pdf
Quick ways to support the 8 features of SIOP to help teachers understand how to meet needs of ELLs even if NOT trained in SIOP
Print, fold in half to make 9 separate bookmarks. There is one overview of all 8 components and one for each component separately with tips and suggestions. Laminate and use as reminders for lesson planning, share in staff meetings, etc. Great for supporting Content teachers in small chunks, even if they have not been trained in SIOP.
Ivanna Mann Thrower Anderson
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SAMPLE
Resources:
Share out
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Implementation Plan
Now that you have explored the initiatives in your LEA/charter and gathered some resources, what next?
Fill out the implementation plan with your dream scenario
Share out at your table.
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Assignment Follow Up
Roll the die and respond to the prompt. Share a:
1 light bulb moment2 strategy3 resource4 question5 concern6 CHOICE
Lindsey FultsESL/ Title III ConsultantNC [email protected]
Ivanna (Mann Thrower) AndersonESL/Title III ConsultantNC [email protected]
Charlotte “Nadja” Trez ESL/Title III Consultant NC DPI [email protected]
Contact Information:
Have you Seen…
ELD Resources:NCDPI ELD Wikispace
ELA Resources LiveBinder:
http://www.livebinders.com/play/play/297779ELA Common Core State Standards Self
Study LiveBinder: http://www.livebinders.com/play/play/262077