Integrating Content Using the SIOP Model An Introduction

Integrating Content Using the SIOP Model An Introduction Presented by Deborah Wilson-Allam, UCSD and Adam Bauchner, Mid-State RBERN at OCM BOCES

Introductions l Adam l Director, Mid-State Regional Bilingual Education Resource Network (RBERN) l Gary l Bauchner Delgado RBERN Consultant, Data Analyst

SED Updates – July 12, 2012 l ESL Performance Indicators for CCLS l CR Part 154 Survey l APPR Evaluation – “specific considerations in evaluating teachers of ELLs” l ESEA – RTTT Waiver

Review of UCSD ELL Data l Gary Delgado

Objectives Understand second language acquisition l Understand sheltered instruction and the SIOP Model l Identify ways to support all teachers in providing effective instruction to ELLs l

Factors affecting 2 nd language acquisition l l l Motivation & attitude Level and type of L 1 proficiency Age Access to L 2 Personality and learning style Peers and role models l Quality of instruction l Cultural background l Language distance l (similarity between L 1 and L 2) *L 1 – 1 st language *L 2 – 2 nd/additional lang.

What leverage do we have? Educators CAN affect… Educators cannot affect… Motivation & attitude l Access to L 2 l Peers & role models l l l Quality of instruction l l Level and type of L 1 proficiency Age Personality & learning style Cultural background Language distance

Krashen’s Natural Approach Five Hypotheses l 1. 2. 3. 4. 5. Acquisition vs. learning Monitor Comprehensible input (l +1) Natural order Affective filter

Implications of Five Hypotheses l Language is best acquired in a low stress atmosphere in which slightly more complex language than what the learner already knows is used to communicate authentic messages. Learners may use rules to monitor output, particularly in writing, when they have achieved intermediate level or higher proficiency in the L 2. The order in which rules are learned is unimportant.

Cummins’ Model ØFollowing simple directions ØFace-to-face discussions Context Embedded (many clues) ØDemonstrations ØAudio-visual assisted lesson ØScience experiments ØSocial studies projects Cognitively Undemanding (easy) A B C D Cognitively Demanding (difficult) ØPhone conversations ØNote on refrigerator ØWritten directions Context Reduced (few clues) ØReading a textbook ØExplaining new, abstract concepts ØLecturing with few illustrations ØMath concepts and application

Implications of Cummins’ l Students can work toward proficiency in the cognitively demanding, decontextualized, high-stakes tasks – such as standardized tests – by engaging first in cognitively demanding contextualized tasks. The key to effective sheltered instruction is CONTEXTUALIZATION.

What factors make this an effective lesson?

What is sheltered instruction? A way to make grade-level academic content more accessible for ELLs while at the same time promoting their English language development. l Teachers scaffold instruction to aid student comprehension of content concepts by l l l adjusting their speech; using adapted materials; providing opportunities for the application of new learning and interaction with peers; providing appropriate background information and experiences…

Integrating language and content Grade-level content with scaffolded instruction Sheltered Instruction Comprehensible input with vocabulary support

Integrating language and content Identification of content related to language skills Use instructional methods that integrate L & C Curricula for content areas Develop & adapt materials Instructional methods for teaching content Assessment of content learning Identify relationships between L & C skills Assess L skills & C concepts & skills Identification of language skills related to content Curricula for language development Instructional methods for teaching language Assessment of language acquisition

Lunch from Panera’s Courtesy of Marlon Lindsay, Imagine Learning

Why the SIOP model? l Grounded in SLA research l Developed through teacher-researcher collaboration (Echevarria, Short, & Powers, 2008. ) l Students of SIOP-trained teachers performed better than students of non. SIOP-trained teachers in language and content measures.

SIOP Model Research l Lela Alston Elementary School, Phoenix, AZ l Charlotte-Mecklenburg Schools, Charlotte, NC (Elem, MS, HS) l New Jersey – two districts – HS & MS l West Coast Middle School – science and language learning l See handout for descriptions and references

SIOP Components l Preparation l Interaction l Building Background l Practice / Application l Comprehensible Input l Lesson Delivery l Review / Assessment l Strategies

SIOP is based on effective practices, so where do the SIOP components match up with the new evaluation tool? NYSUT RUBRIC FOR APPR

Discussion l What benefits would the students in your school experience as a result of implementing SIOP in all classrooms?

Discussion l What support you anticipate needing to promote the integration of content using the SIOP approach?

Wrap-Up l I came expecting … l Today I got … l In my school/program, I will … l Next, I want …