/
2 ANTICIPATION GUIDE Why SIOP? 2 ANTICIPATION GUIDE Why SIOP?

2 ANTICIPATION GUIDE Why SIOP? - PowerPoint Presentation

tatyana-admore
tatyana-admore . @tatyana-admore
Follow
352 views
Uploaded On 2018-10-26

2 ANTICIPATION GUIDE Why SIOP? - PPT Presentation

What it looks like SIOP research Language Acquisition Define SIOP and introduce 8 components Introduction To SIOP Language Objectives I can discuss my role as an ESL teacher and the impact of SIOP ID: 697235

content language objectives siop language content siop objectives vocabulary students lesson background academic words comprehensible learning input concepts identify

Share:

Link:

Embed:

Download Presentation from below link

Download Presentation The PPT/PDF document "2 ANTICIPATION GUIDE Why SIOP?" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.


Presentation Transcript

Slide1
Slide2

2

ANTICIPATION GUIDESlide3

Why SIOP?

What it looks

like

SIOP research

Language Acquisition

Define SIOP

and introduce

8 components

Introduction To SIOPSlide4

Language Objectives:

I can discuss my role as an ESL teacher

and the impact of SIOP on instruction.

Introduction to SIOP

Content Objectives:

I can define Sheltered Instruction Observational Protocol and why it’s important.

I

can understand the research that supports this model and how it affects language acquisition.Slide5

Why SIOP?

What it looks

like

SIOP research

Language Acquisition

Define SIOP

and introduce

8 components

Introduction To SIOPSlide6

6

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.

What is

SIOP?

Do you notice key themes?Slide7

“TPR”Slide8

Components of SIOP

Interaction

Practice/ ApplicationLesson Delivery

Review/ Assessment

Lesson Preparation

Building Background

Comprehensible Input

StrategiesSlide9

SIOP?

What it looks

like

SIOP research

Language acquisition

Define SIOP

and introduce

8 components

Introduction To SIOPSlide10

Provide content area instruction that is accommodated to the needs of ELLs at all levels.

Integrate academic language instruction into content area instruction.High expectations for academic success of ELLs and ALL

students in all content area.SIOP

Introduction to SIOP Model VideoSlide11

What it looks

like

SIOP research

Language acquisition

Define SIOP

And introduce

8 components

SIOP?

Introduction To SIOPSlide12

Well-planned lessons

Time-on-taskUse of student background knowledge and experience

Variety of delivery modesGrade-level contentChecks for understanding

Use of higher-order thinking skillsExplicitly stated lesson objectives

Taking a Closer Look

Taking A Closer LookSlide13

SIOP?

What it looks

like

SIOP research

Language acquisition

Define SIOP

And introduce

8 components

Introduction To SIOPSlide14

Research says…..

The SIOP Model can be

viewed as an instructional model and as a tool for training and evaluating educators who work

with ELLs. Several studies have found that participation in professional development and the

continued use of observations, rating rubrics, or checklists similar to those used with SIOP have

increased teachers’ use of targeted instructional techniques such as SI (Crawford et al., 2008;

Friend et al., 2009; Gibbons, 2003;

Giouroukakis

et al., 2011).Slide15

Students with SIOP-trained teachers participated in the (SIOP) PD program with summer institutes, follow-up workshops, and on-site coaching. SIOP-trained teachers made statistically significant gains in their average mean scores for oral language, writing, and total proficiency on the state assessment for English language proficiency, compared to the comparison group of English learners (Short, Fidelman, &

Louguit, 2012)Similar SIOP studies across K-12 classrooms in various content areas including math and science classrooms performing better when SIOP implemented with high fidelity than those that did not implement SIOP.Slide16
Slide17

North Carolina ELLs by Language 2009-2010

17

Spanish 123,841

Chinese 3,761

Hmong 3,622

Vietnamese 2,530

Arabic 2,331

Korean 1,731

French 1,478

Russian 1,259

Hindi 1,074

Gujarati 808Slide18

1990s Growth Of Hispanics

USA = 60 % NC = 400%Alamance County = 1,200%

* Hispanic K-12 enrollment Growth in ABSS went from 3% to the current 20% of the total student population18

Growth of HispanicsSlide19

ABSS ESL/LEP Totals

19

Approximately 4,878

ESL

Students

Approximately 2,200

LEP

Students

ABSS Home Languages 2013

Spanish 92% (4504)

Vietnamese 1% (51)

Laotian 1% (47)

Chinese 1% (41)

Gujarati 1% (26)

Arabic 1% (25)

*

42 different home languages in ABSSSlide20

Identify and describe your various roles as an ESL at your school.

Of these roles which do you feel is the most important?

What impact will this have on your ESL students?

THINK/PAIR/SHARESlide21

SIOP?

What it looks

like

SIOP research

Language Acquisition

Define SIOP

and introduce

8 components

Introduction To SIOPSlide22

Language Acquisition

22

❝To have another language is to possess a second soul.❞

‒CharlemagneSlide23

Time Spans for Language Acquisition

1 to 3 years

23

BICS

Social Language

Native English Speakers

English Language Learners

7 to 10

years

CALP

Academic Language

Source: James Cummins (1984) and Virginia Collier (1987)Slide24

Social vs. Academic Language

Social Language Academic Language

24

Open the door, please.

Would you like to get a coke?

At what time do we go home?

Tell me what you liked about the movie.

Do you want to play?

Define mammal.

Compare and contrast Saturn and Jupiter.

Paraphrase the paragraph.

What is the main idea of this paragraph?

Write a summary for your story.Slide25

Social vs. Academic Language

Social Language Academic Language

25

Simpler language.

Usually face-to-face, small number of people, informal setting.

Precise understanding is seldom required.

Many opportunities to clarify.

Technical vocabulary.

Often lecture-style communication or reading a textbook; little situational context.

Precise understanding and precise explanation is required.

More difficult to clarify

.Slide26

26

FACTORS

AFFECTING SECOND LANGUAGE

ACQUISITION

Self-Esteem

Anxiety

Attitudes

And

Motivation

Age

Native LanguageSlide27

Content Objectives:

I can define Sheltered Instruction Observational Protocol and why it’s important.I can understand the research that supports this model and how it affects language acquisition.

What Did

You Learn?

Language Objectives:

I can discuss

my role as an ESL teacher and the impact of SIOP on instruction. Slide28

Clearly Defined

Content Objectives

Supplementary

Materials

Adapt

Content For

Proficiency Levels

Plan

Meaningful Activities

Clearly Defined

Language Objectives

Lesson Preparation

Content Concepts

AppropriateSlide29

Content Objectives:

I can identify Lesson Preparation as a component of

SIOP and the features of this component.

I can Identify properties of a language objective.

Lesson Preparation

Language Objectives:

Given a content objective, I can write a language

objective using multiple properties of language

objectives.Slide30

SIOP

AOL

What do you notice?

Handout

……

thinking about your lesson plan, how does the anatomy of a lesson merge with SIOP?Slide31

Clearly Defined

Content Objectives

Supplementary

Materials

Adapt

Content For

Proficiency Levels

Plan

Meaningful Activities

Clearly Defined

Language Objectives

Lesson Preparation

Content Concepts

AppropriateSlide32

Learning Objectives Are Essential! (Content and Language)

They guide both teaching and learning in a classroom.

They are the foundation of a lesson.

SIOP classrooms have both content and language

learning goals.

4. They should be written in kid friendly language, posted

and reviewed with students.

5. Attainment of the objectives should be assessed and

reviewed with the students throughout the lesson.

WHY?Slide33

Content Learning Objectives

They describe

WHAT

needs to be learned in regards to content.

They should be written at the lesson level and should be taught and learned in one or two lessons.

They should be developed from the

state standards,

district essentials guide

,

common core

.

SCAVENGER HUNTSlide34

Language Learning

Objectives

They

build students’ academic language proficiency in each subject area

They describe

HOW

the students will

demonstrate their knowledge of a content

concepts through specific reading, writing, listening

and speaking strategies and activities.

Written to match proficiency

levels.Slide35

Language functions /School language/

Bloom’s

(define, describe, explain, classify, compare, summarize, etc….)

Academic /Tiered Vocabulary (discipline-specific, word forms)

Language Domains

/Meaningful interaction of school language through reading, writing, listening and speaking

Language Structure (if/then statements, types of sentences) Grammar (punctuation/capitalization)

TAKE A MINUTE TO LOOK AT THE HANDOUT

Language Learning

Objectives Are…..

Language Demands of the Content Class

(Refer to Handout)Slide36

PROPERTY HUNTERS

Directions:

1. Read each objective and determine the

properties.

2. After determining the properties present, circle

the language function, underline the content

vocabulary and draw a box around the language

domain.

Turn and talk with your partner to discuss

your answers.Slide37

Using the content objective, write a language objective using at least 3 properties.

YOUR TURN

Turn and talk to your elbow partner.

Use Evaluation Checklist in handbookSlide38

Clearly Defined

Content Objectives

Supplementary

Materials

Adapt

Content For

Proficiency Levels

Plan

Meaningful Activities

Clearly Defined

Language Objectives

Lesson Preparation

Content Concepts

AppropriateSlide39

differentiating

same content objective, different input/output/process

scaffoldingadjusting content to various learning styles and intelligences

Adaptation of Content

Reflection: Does it fit for ALL students

?

Evaluate your language objective.Slide40

ELP Standard 3: The Language of Mathematics, Summative Framework

Large whole numbers

Identify large whole numbers

from pictures and models…

Identify large whole numbers

from pictures or models and phrases or short sentences

Sort examples of large whole numbers

from pictures or models and text…

Compare examples of large whole numbers

presented in pictures and text

Match situations to use of large whole numbers

from grade level text

Adaptation of Content…

Level 1: …from pictures and models

Level 5: …from grade level text

Can-Do DescriptorsSlide41

FRAMEWORK CONVERSATIONSWith your group, look at the Common Core Scaffolding Frameworks.

How do you think these frameworks adapt content?What do you notice about the MPIs across language levels?How does this translate to day to day lesson planning?Slide42

Clearly Defined

Content Objectives

Supplementary

Materials

Adapt

Content For

Proficiency Levels

Plan

Meaningful Activities

Clearly Defined

Language Objectives

Lesson Preparation

Content Concepts

AppropriateSlide43

Hands-on

manipulatives - cubes, counter chipsRealia – any real-life objects that pertain to the lesson

Pictures – Google Image is a great resourceVisuals - graphs, charts, timelines, props

Multimedia - DVDs, learn360 video clips, tape recordings

Demonstrations - modeling how to use the materials

Related Literature - fiction and nonfiction picture books

Hi-Lo Readers - books that are high interest but lower

readability level.

Adapted Text – rewriting text so that it is at a lower readability level but focuses on the same content.

Supplementary Materials

Clear and Meaningful!Slide44

Clearly Defined

Content Objectives

Supplementary

Materials

Adapt

Content For

Proficiency Levels

Plan

Meaningful Activities

Clearly Defined

Language Objectives

Lesson Preparation

Content Concepts

AppropriateSlide45

Quick write conversationsUse the handout and complete the sentence starter regarding meaningful activities. Once you have completed your part, sign your name and pass to the next person at your table. They will then elaborate on your point and sign their name.Slide46

Meaningful Activities…

Link to background

/past learningEmphasize key vocabulary

Make concepts comprehensibleProvide

practice, application

Provide genuine audiences and

interaction

Provide

Language Practice

:

L, S, R, W, Thinking

Motivate and engage (90/10)

Plan Meaningful ActivitiesSlide47

Clearly Defined

Content Objectives

Supplementary

Materials

Adapt

Content For

Proficiency Levels

Plan

Meaningful Activities

Clearly Defined

Language Objectives

Lesson Preparation

Content Concepts

AppropriateSlide48

SIOP classrooms ensure that even when

lesson materials may need to be adapted to meet the needs of English learners, the content is never diminished.

Concepts are AppropriateSlide49

Language Objectives:

Given a content objective, I can write a language objective using multiple properties of language

objectives.

Content Objectives:

I can identify Lesson Preparation as a component of

SIOP and the features of this component.

I can Identify properties of a language objective.

What Did

You Learn?Slide50

Link to

Students’

Background

Develop Key

Vocabulary

Bridge

Past + New

Learning

Content Language

School Language

Multiple Meanings

Building BackgroundSlide51

Building Background

Content Objectives:

I can identify the Building Background component of SIOP and the three features of this component

I can discover ways to build students background knowledge.

I can identify characteristics of effective vocabulary instruction.

Language Objectives:

I can explain why building background knowledge is essential when introducing new concepts.

I can read the passage and distinguish tiered vocabulary.Slide52

Rigging the Jib

Rigging the jib varies somewhat depending on your equipment. Some jibs have fasteners or clips on the luff of the sail; others have sleeves. Attach them to the forestay, starting with the fastener at the bottom of the luff first, and continuing up to the top. Attach the jib halyard to the head of the jib. Check that the haylard is not twisted around the forestay. Attach the jib sheets to the jib clew and feed through the jib blocks (fairheads) on each side of the cockpit. Once the jib and main are rigged, you are ready to raise the sails, but before you do, double check to make sure the main sheet and the jib sheet are not cleated and will run freely, and then the cunningham or downhaul and the boom bang are cleated. Make sure that the daggarboard is in the down position. Now secure the rudder and the tiller and check to see if they are working properly. Slide53

Rigging the JibWhat do you think about this text for a

developing reader? For the proficient reader? As a reader, what is easy for you?List all of the aspects that are easy to read?

What specifically is hard? Why?What could you do to make this passage more accessible to all students. Slide54

The questions that p_____ m_____ face as they raise ch_____ from in_____to adult life are not easy to an_____. Both f______ and m______ can become concerned when health problems such as c______ arise any time after the e______stage to later life. Experts recommend the young ch______ should have plenty of s______ and nutritious food for healthy growth. B_____and g_____ should not share the same b_____or even sleep in the same r_____. They may be afraid of the d_____.

“Raising Ch

”Slide55

Link to

Students’

Background

Develop Key

Vocabulary

Bridge

Past + New

Learning

Content Language

School Language

Multiple Meanings

Building BackgroundSlide56

“Individuals with knowledge of a topic have better recall

and are better able to elaborate on aspects of a topic

than those who have limited knowledge of the topic.”

(Vogt, 2005). P. 54

“Schemata are the reader’s concepts, beliefs,

expectations, processes – virtually everything from

past experiences – that are used in making sense of things and actions. In reading, schemata are used in making sense of text…” p. 54

…..To Background KnowledgeSlide57

Discover and value the culture

of your students.Build background! Never make assumptions about what students know.

Provide culturally appropriate interaction.Create a climate of acceptance.

Design lessons to include cross cultural subject matter.Know what you do not know.

Get to know parents and the community.

Building BackgroundSlide58

Link to

Students’

Background

Develop Key

Vocabulary

Bridge

Past + New

Learning

Content Language

School Language

Multiple Meanings

Building BackgroundSlide59

59What is this about?

With Hocked GemsFinancing Him

Our hero bravely defiedAll scornful laughter That tried to deceive his scheme.An egg, not a table typify

Unexplored planet.Now three sturdy sisters sought proofForging sometimes through calm vastness

Yet, more often over turbulent peaks and valleys

Days became weeks as many doubters spread fearful rumors about the edge.

At last, welcome winged creatures appeared signifying momentous success.

What is difficult about understanding this passage?

What supports would help before reading this passage?Slide60

60Columbus

EarthNiña, Pinta, Santa MariaWaves in the oceanPeople believed the earth was flat and you could fall off the edge

Seagulls

Background Knowledge ReadingWill having these words help you understand the passage?Slide61

61

Vocabulary knowledge is important in comprehension

Incidental vocabulary

Explicit vocabulary

Activity: Compare/Contrast Incidental vs. Explicit Vocabulary

Refer to handout

Emphasize Key VocabularySlide62

Content Words: terms related to specific content areas

Process/Function Words:Functional Language: share with a partner, discuss, line up, graph, list, classify.

Language Processing: skim, scan, debate, argue, summarizeTransition Words: therefore, in conclusion, furthermore

Sequence Words: first, then, next, finally, at lastWords and Word Parts That Teach English Structure:

Teaching students that words are formed with roots and vase words joined with prefixes and suffixes will help them figure out the meanings of words they come across in a text. (p.61 SIOP)

Types of Academic

Vocabulary Words

VIDEOSlide63

Tier 1

Tier 2

Tier 3

Description

Basic words that most children know before entering school

Words that appear frequently in texts and for which students already have conceptual understanding

Uncommon words that are typically associated with a specific domain

Examples

clock, baby, happy

sinister, fortunate, adapt

isotope, peninsula, bucolic

Tiers of VocabularySlide64

64

Tier 1 WordsHigh-frequency every day wordsWords ELLs typically know in first languageCan be easily taught by pointing or demonstrating

Tier 2 WordsMore complex, abstract words Academic processing (ex. Infer, implied)

Transition words (ex. however, although)Polysemous/multiple meanings (ex. table, plot)Idioms (ex. raining like cats and dogs)Phrasal cluster (ex. for example, as a matter of fact)Sophisticated ( ex. person-human-

homosapien

)

Tier 3 Words

Low frequency content specific words

Tiers of VocabularySlide65

Use student friendly descriptions, not definitions

Use linguistic and nonlinguistic representations (gestures, draw pictures)

Gradually develop word meanings (discuss what they mean in different contexts)

Teach students how to use word parts

Use different types of instruction for different types of words (ex: verbs always show a relationship between two nouns so explicitly tell the students this)

Students need to discuss the terms they are learning

Use games

Focus on academic vocabulary relevant to the curriculum being taught

Characteristics of

Vocabulary Instruction

Top 3 most importantSlide66

idioms

culturally embedded meaningshomophones

suffixesprefixes

superlativesfalse-cognatescontent vocabulary

Words with Multiple Meanings (

polysemous

)

Problematic Areas

Polysemous Words ActivitySlide67

How Many

Ways?

Each table choose one index card.Allow each person at your table to quietly read the word to themselves.

Each person then takes a turn to write 1 way that word can be used.4.Continue passing the card around your table to write additional ways, until time is up5.NO talking at your tables, pleaseSlide68

68English Language

There is a two-letter word that perhaps has more meanings than any other two-letter word, and that word is …UP

It’s easy to understand UP - meaning toward the sky or at the top of the list. Slide69

69

But in the morning, why do we wake UP and get UP

?At a meeting, why does a topic come UP?Why do we speak

UP, sit UP, and listen UP ?Why are officers

UP

for election and

why is it

UP

to the secretary to write

UP

a report?

We call

UP

our friends and brighten

UP

a room.We lock UP the house, fix

UP the old car, and polish UP the silver.

We work UP an appetite, warm

UP the leftovers,eat them UP, and then clean UP the dishes.You line UP for tickets and drink

UP your soda.But don’t stir UP trouble or think UP

excuses.To be dressed is one thing but to be dressed UP is something special.Slide70

70

And if that is not confusing enough…A drain must be opened UP

if it is stopped UP.Stores open UP in the morning and close UP at night.

When it threatens to rain, it clouds UP. When the sun comes out, it clears UP.

When it rains, it wets

UP

everything

and when it doesn’t rain, things dry

UP

.

To wise

UP

on the many uses of

UP, look it UP in the

dictionary. It takes UP almost ¼ of a dictionary page and can add UP

to about thirty definitions. If you are UP to it, make UP a list of the many ways

UP is used. It will take UP a lot of your time, but if you don’t giveUP, you may end UP with a hundred or more.

We seem to be pretty mixed UP about UP, but my time is

UP so I’ll wrap it UP. I’ll just shut UP and leave the rest UP to you!Slide71

71

Ensure multiple exposures

Contextualize vocabulary Provide opportunities to use words

Cultivate word awarenessConsider cultural background

Group words in categories

Teach more than key vocabulary

What does it mean to know a word?

How can you assess whether students know it?

Vocabulary

Instruction

VIDEOSlide72

ANCHOR VOCABULARYSlide73

ANCHOR VOCABULARYSlide74

Link to

Students’

Background

Develop Key

Vocabulary

Bridge

Past + New

Learning

Content Language

School Language

Multiple Meanings

Building BackgroundSlide75

Review content and language objectives from prior lessons

Refer to past notesPull out old power points

Establish routines that require students to “go back” into past lessonsIdentify notes by lesson

JournalsConnect to previous units

Connect to other content areas

Bridge to Past LearningSlide76

Building

Background

What Did

You Learn?

Content Objectives:

I can identify the Building

Background component of SIOP and the three features of this component

I can discover ways to build students background knowledge.

I can identify characteristics of effective vocabulary instruction.

Language Objectives:

I can explain why building background knowledge is essential when introducing new concepts.

I can read the passage and distinguish tiered vocabulary.Slide77

Appropriate

Speech

Clear

Explanation of

Academic Tasks

A Variety of

Techniques Used

Comprehensible

InputSlide78

Content Objectives:

I can identify the Comprehensible Input component of SIOP and the three features of this component.

I can discover ways to make content comprehensible.

Language Objectives:

I can evaluate and revise an academic task to

make it comprehensible for ELL students.

I can share techniques used to increase comprehensible input.

German Coastguard

Comprehensible InputSlide79

Appropriate

Speech

Clear

Explanation of

Academic Tasks

A Variety of

Techniques Used

CoMPRehensible

InputSlide80

Appropriate Speech

Always, Sometimes or Never

Directions

: 1. Number 1 – 12 on a sticky note. 2. Read each characteristic for appropriate speech from the

next slide.

3. Write A for always, S for sometimes, and N for never

according to how often you use each characteristic.Slide81

1. Face students2. Pause Often

3. Adjust speed4. Increase wait time5. Consider language proficiency6. Monitor level of vocabulary

7. Use shorter subject-verb sentences

8. Avoid idioms9. Clarify pronouns10. Paraphrase often11. Repeat and have students

repeat

12. Use cognates when possible

Appropriate SpeechSlide82

Appropriate

Speech

Clear

Explanation of

Academic Tasks

A Variety of

Techniques Used

Comprehensible

InputSlide83

Clear Explanation of Academic Tasks

To The Point

In groups of 2 assign each person a role. One being the teacher and one being the student. The Teacher will read an academic task only one time. The Student will have to listen and complete the activity.

Students: What did you

understand?

Now with your partner revise the academic task so that is

more comprehensible. Use the chart paper and other materials

provided. Share your revision with the group.Slide84

Step by step directionsGive oral and

written directionsInclude visuals with demonstrations

Repeat language and routinesAsk students to summarize the steps and demonstrate for other students

Set a time limitCirculateModel the activity

Be exact, short, and complete

Use action verbs in the

command

form

Clear Explanation of

Academic Tasks

Explaining

WritingSlide85

Appropriate

Speech

Clear

Explanation of

Academic Tasks

A Variety of

Techniques Used

Comrpehensible

InputSlide86

Ideas for Teaching

ELLs with the SIOP Model

Use a Variety of Techniques

86

Grognet,Allene, Judith Jameson, et al.

Enhancing English Language Learning in Elementary Classrooms

.

Video. Washington D.C: Center for Applied Linguistics and Delta Publishing Company, 2000.

What is the lesson about?

What techniques are used to make the lesson understandable?

What could make the lesson more comprehensible

?

Did hearing it multiple times in the same context increase understanding?

Mrs. Amin

Mrs.

Amin

VideoSlide87

Use gestures, body movements, and facial expressions

Use pantomime and dramatizationUse realia

(real things), photos, pictures, and drawingsModel the finished product

Breakdown complex tasks into manageable steps (Chunk and Chew)Use videos prior to beginning a lesson/unitUse multimedia and technology

Use recorded text

Use graphic organizers

Use a Variety

Of techniques

to make content comprehensible

Turn and talk to a partner about a previous

lesson you taught. How could you incorporate

more techniques to improve comprehensible input?Slide88

Comprehensible

Input

Do you know?

Content Objectives:

I can identify the Comprehensible Input component of SIOP and the three features of this component

I can discover ways to make content comprehensible.

Language Objectives:

I can evaluate and revise an academic task to

make it comprehensible for ELL students.

I can share techniques used to increase comprehensible input.Slide89

Directions:Using the charts around the room labeled with the SIOP components we discussed today, write one thing you learned about each component.

Carousel Activity