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
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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.Slide16Slide17
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