Cummins Model of Academic Language BICS A Art

Cummins Model of Academic Language BICS A. • Art, music, physical education • Following simple directions • Face-to-face discussions Cognitively undemanding (Easy) Context embedded (Many clues) C. • Phone conversations • Notes on refrigerator • Written direction Context reduced (Few clues) CALP B. • Demonstrations • Audio-visual assisted lesson • Science experiments • Social studies projects Cognitively demanding (Difficult) D. • Reading a textbook • Explaining new, abstract concepts • Lecturing with few illustrations • Math concepts and applications

What is SIOP? �Sheltered Instruction Observation Protocol �Purposeful teaching of the language necessary for English Learners to understand content.

LESSON PREPARATION Ensuring rigor and relevance

Objectives Content Objectives Participants will be able to: Explain the importance of including language and content objectives in lessons. Adapt content to students’ proficiency levels. Design and integrate meaningful activities into content areas. Language Objectives Participants will be able to: Explain the importance of meaningful academic activities for all students

Lesson Preparation Objectives Content Objectives Language Objectives Content Concepts Supplementary Materials Adaptation of content Meaningful Activities

Why Language Objectives? � Academic achievement requires academic language proficiency. � Academic language proficiency involves the vocabulary, language patterns, and register specific to individual content areas. � Academic language proficiency is developed through sustained content-based language instruction.

SIOP – ing a Lesson: Write Content Objectives that: �will be read by students, for students �will be easy for students to understand �are given orally and in writing �are tied to a specific grade-level content expectation (GLCE)

SIOP-ing a Lesson Write Language Objectives that: �will be read by students, for students �will be easy for students to understand �are given orally and in writing �are related to the tasks necessary to master the content objective

How can I lessen the gap? How can I differentiate? §Use supplementary materials §Adapt content

Supplementary Materials �Support core curriculum make content concepts “concrete”: tangible, visible, understandable �Contextualize learning make it real �Support learning styles �Support multiple intelligences

Examples of supplementary materials: � hands-on manipulatives � � � � realia (real objects) pictures visuals multimedia demonstrations related literature adapted text

Adaptation of Content to all levels of student proficiency by: �differentiating same content objective, different input/output/process �scaffolding �adjusting content to various learning styles and intelligences

Examples of adaptation of content: �Graphic organizers �Leveled study guides �Highlighted text �Taped text �Rewrite text �Jigsaw reading �Marginal notes �Native language texts

Meaningful Activities �Provide opportunities to experience what students are learning about �Allows students to be more successful by relating classroom experiences to their own lives

Subject________ Grade Level _____ � Lesson Concept: (from GLCEs) � Content Objective: � Language Objective: � Meaningful activities that help meet the above objectives (think supplementary materials, adaptations of content…)

BUILDING BACKGROUND

Objectives Content • Recognize the importance of connecting students’ personal experiences to lesson concepts. • Identify strategies for linking past learning with new information. Language • Examine text to determine key vocabulary for students to learn. • Incorporate a variety of vocabulary development activities into lessons.

Building Background � 1) Link concepts to students’ background experiences. � 2) Bridge past learning to new concepts. � 3) Key vocabulary emphasized.

1) Link Concepts to Students’ Background Experiences � Discuss students’ previous personal and academic experiences to help bridge meaning. � Question students’ backgrounds to preview an upcoming topic. � Following discussion, relate students’ input and directly apply it to the new concept.

Ways to Link Students’ Background � Realia (REAL OBJECTS), Photos, and Illustrations: Teachers and/or students bring in “real items” to bring the new concept to life. � Anecdotal Accounts: Teachers and students share personal experiences through oral, written or drawn explanations. Teacher may prompt through questioning.

2) Bridge Past Learning to New Concepts � Integrate new information with what the learner already knows. � Build a bridge from previous learning to new concepts for students to cross over. � Not all students have the ability to make connections on their own and benefit from teacher’s explicitly modeling connections.

Ways to Bridge Past Learning to New Concepts �KWL Chart: Have students individually or as a class create a KWL chart to refer back to throughout the unit. �Questioning: Ask a simple question, “Who remembers what we did yesterday? ” and solicit responses. �Student Journals: Have students write or draw what they have learned in a journal or notebook.

3) Key Vocabulary �The most effective way to teach vocabulary is when it is presented in the context of new concepts, not in isolation. �Students should be actively involved in their own vocabulary development and make it personal. �Students should be immersed in a vocabulary- rich environment.

Ways to Teach Key Vocabulary � Vocabulary Self-Selection: Encourage students to select vocabulary words that THEY feel are essential for their understanding. � Word Wall: Display vocabulary words related to the new concept being taught. � Four Corners Vocabulary: Gives the students the opportunity to identify, illustrate, define and contextualize a vocabulary word.

COMPREHENSIBLE INPUT What is Comprehensible Input?

Objectives Content Participants will: Explore techniques for presenting content information in ways that students can comprehend. Language Participants will: Give examples of appropriate speech and demonstrate techniques to increase comprehension. Review various ways to give directions and model academic tasks. Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.

3 Features of Comprehensible Input �Clear explanation of academic tasks. �Speech appropriate for students’ proficiency level. �Variety of techniques used to make content concepts clear.

STRATEGIES The SIOP Model

Goals �Students will reach independence in the understanding and application of key concept(s) �Teachers will assist all students in becoming strategic thinkers who possess a variety of approaches for solving problems, comprehending complex texts, and remembering information.

Strategies Metacognitive Thinking About Thinking! Cognitive Active Learning! Questioning Techniques Higher-Order Thinking! Social/Affective Interactive Learning! Scaffolding Techniques Building Independence!

Metacognitive Strategies “thinking about thinking” �Predicting/Inferring �Self-questioning �Monitoring/Clarifying �Evaluating �Summarizing �Visualizing

Cognitive Strategies “active learning” � Previewing/Rereading � Establishing a purpose for reading � Making connections � Reading aloud � Highlighting � Taking notes � Mapping information � Finding key vocabulary � Mnemonics

Social/Affective Strategies “interactive learning” �Interaction/questioning �Cooperative learning �Group discussion/self talk �i. e. . Think/Pair/Share

Teacher Behaviors The Big Picture Building Background Self-Correcting Self-Evaluation Peer Interaction Imitation Native Language Resources Avoid: Focus on: l Assuming l Lectures Avoid: l Immediately l Discovering Main Focus on: ll Wait time Avoid: Focus on: prior Ideason: correcting the l l. Clarification l Assuming Long Avoid: Focus knowledge Avoid: Focus on: students will l Teaching ll Essential l Always giving l ‘Phone a lreading Yes or no Context know how to l Only grading l Journals (can Avoid: Focus students the answer friend’, ‘poll the questions! clues on: Details assignments use their for correct be illustrated!) when and l Silent l Listen to audience’ l Relating l 6 -8 new dictionaries answers l KWL Charts classrooms how to use the radio l Pairing shared and words these l. Interviews Rubrics higher & lower l experiences glossaries resources level ELLs l Guest Speakers

A Model of Scaffolding Teacher. Centered Teacher. Assisted Peer-Assisted Student. Centered Lecture Drill & Practice Role Playing Rehearsal Strategies (repeated readings) Direct Instruction Discovery Learning Peer Tutoring Elaboration Strategies (imagery) Demonstration Brainstorming Reciprocal Teaching Organizational Strategies (graphic organizers) Recitation Discussion Cooperative Learning

Strategies Graphic Organizers Surveying (scanning the text) Comprehension Strategies Questioning (teacher guided, students generate questions) • Prediction Rehearsal Strategies Predicting (stating 1 -3 things Preview ideas learned • Summarization Process GIST based on their questions) Explore words • Self-questioning • Main(searching Idea. Note words Reading for answers and PENS in a complete • Monitoring confirming predictions) sentence SQP 2 RS • Topic Sentences A memory system often involving • (answering Determining importance Responding questions See if the sentence isand correct Mnemonics • Flash cards visualization and or ones acronyms formulating new for the • Summarizing Please Excusenext Mysection) Dear Aunt Sally • Underlining Summarizing (oral or written summary • Note-taking of key concepts)

INTERACTION

The Interaction Component includes Four Items: 1. 2. 3. 4. Interaction Grouping Configurations Wait Time for Student Responses Clarify Key Concepts in L 1

Content Objectives �How do interactive activities meet the needs of ELs? �Become familiar with different grouping patterns �Provide adequate wait time for ELs �Consider appropriate use of L 1 (native language)

Language Objectives �Use interaction to promote language development �Reduce teacher talk, and increase EL talk �Examine the role of native language

Activity One �Discuss with your group: “How does interaction benefit ELs? ” �For example, interaction “encourages elaborated responses”

Compare Your Ideas 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

Group Configurations �Individual work �Partners �Triads �Small groups of four or five �Whole group

Homogenous / Heterogeneous �Gender �Language proficiency �Language background �Ability

How Group Members are Selected �Random �Voluntary �Teacher assigned

Roles in the Group 1. 2. 3. 4. 5. Group recorder Materials Collector Reporter Final Copy Scribe Illustrator 6. 7. 8. 9. Time keeper Cheerleader Facilitator / Monitor Messenger

Activity Three �Read the teaching scenario about Mrs. Lantero and score her lesson using the SIOP rubric for interaction. �Group roles include reader, recorder, facilitator/monitor, and reporter.

Do You Give Students Wait Time? �Do you complete their sentences? �Do you call on a different student before the first student has a chance to respond? �Do you answer the question before the students?

Why Wait? �ELs need time to translate, often in their head. �Wait time varies by culture. �ELs need additional time to formulate the phrasing of their thoughts, because they are processing ideas in a new language.

Wait Time Strategies �Allow students to write down their answers while waiting for other students to respond. �Build in wait time, “On the count of 3 we will all respond. ” �Use “ 50 -50, ” giving students a choice between two possible answers �Use “phone a friend, ” allowing students to ask for help.

Use of Native Language in the Classroom �Establish rules or expectations for native language (L 1) use. �Clarification of key concepts in students’ L 1 supports academic learning

Appropriate use of L 1 in the Classroom �Assistance from peers. �Materials written in the students’ L 1 �Use caution with online translators (idiomatic speech vs. word for word translation)

PRACTICE AND APPLICATION

Content and Language Objectives � Identify and create a variety of ways for students to enhance their learning through hands-on practice and application connected to their experiences (Content) � Design activities that require integrated use of different language skills to practice new content knowledge (Language)

Think it over… �Why is using a variety of “hands-on” classroom activities important? �How can you use hands-on activities and manipulatives to enhance opportunities for English language learners to apply both language and content knowledge ?

Key Definitions: �“Practice” refers to the opportunities provided to English language learners to become familiar, analyze and/or experiment with content and language topics. �“Application” refers to the ways in which learners apply what they have learned in different contexts or situations.

Practice and Application TOOLS: PURPOSE: For students to practice with new content knowledge Hands-on materials and/or manipulatives Language and content knowledge-rich activities Language skills-integrated activities For students to apply learning in the classroom For students to develop reading, writing, listening and speaking skills

Self-Evaluation: How could you integrate hands-on activities in your classes?

Practice and Apply: Develop a hands-on activity linking a content objective with a language objective Directions: Compose a tactile, kinesthetic or visual strategy for students to practice or apply their language skills for the content objective given

Content Objective: 4 – P 4. 2. 1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue. Kid friendly content objective: Language objective: Tactile, kinesthetic or visual strategy

LESSON DELIVERY THE SIOP MODEL

LESSON OBJECTIVES CONTENT OBJECTIVES Understand how to achieve the content language objectives that they set forth for their students Observe and evaluate appropriate pacing strategies for ELLs LANGUAGE OBJECTIVES Discuss the issue of student engagement and the characteristics of an effective SIOP lesson Read adapted teacher scenarios from SIOP manual View, take notes and discuss a video clip focused on Lesson Delivery

LESSON DELIVERY FEATURES �Content Objectives should be clearly supported by the lesson delivery �Language Objectives should be clearly supported by the lesson delivery �Students should be engaged approximately 90 -100% of the time during the lesson �Pacing of the lesson should be appropriate to the students’ ability level

What do you think about lesson objectives? Why is it necessary to tell the objectives Why is it a good idea to review the to students at the beginning of a lesson? objectives at the end of each lesson? What are some factors that contribute to high levels of student engagement? How do objectives affect the pacing of a lesson?

3 Aspects of Student Engagement �Allocated time: The amount of time teachers spend in class studying a topic and a given academic task �Engaged time refers to the time students are actively participating in instruction �Academic learning time is the students’ time on task where they engage in activities related to materials they will be tested on.

Video � 3 rd Grade Fact vs. Opinion

LESSON DELIVERY INDICATORS MET INDICATORS All objectives clearly supported Pacing is appropriate to ability level Students engaged 90 -100% of period BARELY MET INDICATORS All objectives somewhat supported Pacing may be too fast or too slow for ability level Students engaged 70% of period NOT MET INDICATORS All objectives are not supported l Pacing is inappropriate for ability level l Students engaged less than 50% of period l

TEACHING SCENARIOS 4 TH GRADE UNIT: THE GOLD RUSH

LESSON DELIVERY INDICATORS MET INDICATORS All objectives clearly supported Pacing is appropriate to ability level Students engaged 90 -100% of period BARELY MET INDICATORS All objectives somewhat supported Pacing may be too fast or too slow for ability level Students engaged 70% of period NOT MET INDICATORS All objectives are not supported l Pacing is inappropriate for ability level l Students engaged less than 50% of period l

LESSON OBJECTIVES CONTENT OBJECTIVES Understand how to achieve the content language objectives that they set forth for their students Observe and evaluate appropriate pacing strategies for ELLs LANGUAGE OBJECTIVES Discuss the issue of student engagement and the characteristics of an effective SIOP lesson Read adapted teacher scenarios from SIOP manual View, take notes and discuss a video clip focused on Lesson Delivery

OUTCOME SENTENCES �I feel … �I wonder … �I think … �I learned …

REVIEW & ASSESSMENT

Content Objectives Obtain an overview of the Review/ Assessment component Be able to select effective techniques for reviewing key content concepts and vocabulary. Identify assessment techniques. Language Objectives Explain how feedback can be valuable for student language development. Use oral, written and physical means to provide specific feedback to students on their performance.

Effective Teaching Cycle � Develop lesson (SIOP and Standards) � Teach lesson � Assess student comprehension and work � Review Key Concepts and Vocabulary � Make adjustments and improve student comprehension � Reteach content

Effective Teaching Cycle Chart

Review/ Assessment Overview: What are some types of Assessment? Who uses Review/ Assessment and why? When does Review/ Assessment occur?

Review Activities: Thumbs Up-Thumbs Down Number Wheels Find Someone Who Simultaneous Roundtable Share Bear Find the Fib Response Boards Word Story Books Numbered Heads Together Sign in Please Outcome Sentences Restate Student's Response Kinesthetic Discussion Question: What other Review Activities do you use in class?

Assessment Modification Tips: Give students objective tests (matching, multiple choice, T or F) instead of subjective tests (essays). Provide extra testing instructions or rephrase directions. Test key concepts or main ideas (not specific points). Make a simplified language test. Supply ELs with word banks for tests. Reduce the number of test responses. Simplify test directions. Assess ELs on their effort to understand content area material at their level of language ability. Provide highlighted tests.

Authentic Assessment: Creative work (drawing, charades) Portfolios Journals Student/Parent Interviews Projects Observations Written Pieces Oral response (after teacher) Audiotapes Discussion Question: What types of Authentic Assessment do you use in class?

Thumbs Up/ Thumbs Down Activity • Assessment should be done throughout the lesson. • Thumbs Up-Thumbs Down activity works to assess multiple-choice questions.

Reading �“Reinforcing Effort and Providing Recognition” Chapter 9, Classroom Instruction That Works with English Language Learners, Jane D. Hill and Kathleen M. Flynn

Numbered Heads Together Activity � 1. What does research tell us about reinforcing effort? � 2. What are 2 ways that a teacher can make sure the effects of their effort is understood by the students?

Find Someone Who Activity

What is SIOP? �Sheltered Instruction Observation Protocol �Purposeful teaching of the language necessary for English Learners to understand content.

SIOP: Sheltered Instruction Observation Protocol SIOP consists of eight components and thirty indicators.

The Eight Components of SIOP 1. 2. 3. 4. 5. 6. 7. 8. Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Indicators of Review / Assessment