Sheltered Instruction Observation Protocol Day 2 SIOP Helping

Sheltered Instruction Observation Protocol: Day 2 SIOP® Helping English Learners Reach Academic Success Karina E. Chapa, M. Ed. Language Proficiency, Biliteracy and Cultural Diversity Director Region One ESC

• Be respectful to others Professional Learning Essential Agreements • Be an active participant • Take care of your needs • Use electronic devices as learning tools

Content Objectives Today I will: • Analyze and understand the last seven components of the SIOP® Model. • Review the eight components of the SIOP® Model.

Language Objectives Today I will: • Discuss effective strategies to promote both content and academic language development. • Discuss the relevance of review and assessment as a final component of the SIOP® Model.

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Component 2: Building Background

Features 7. Concepts linked to students backgrounds. 8. Concepts linked to past learning. 9. Key vocabulary emphasized.

If you are one of those who thought you’d see an automatic in the 911 “when pigs fly”, may we suggest duck?

Activating prior knowledge vs Building background

Building Background A reader’s “schema” –knowledge of the worldprovides a basis for understanding, learning, and remembering facts and ideas found in texts. Schemata are the reader’s concepts, beliefs, expectations, processes –virtually everything from past experiences- that are used of making sense of things and actions.

“You have to read the world before you can read the word” Paul Freire This Photo by Unknown Author is licensed under CC BY-NC-SA

Diverse Backgrounds Students from culturally diverse background may struggle to comprehend texts and concepts due to a mismatch in schemata. Most reading material, such as content area texts, relies on an assumption of common prior knowledge and experience.

Feature 7: Concepts Linked to Students’ Background Tying new information to students’own background experiences, both personal (cultural) and academic, makes the information take on new meaning. Have you ever…? How do people usually feel about…?

Feature 8: Links Made Between Past Learning and New Concepts It is important for teachers to make explicit connections between new learning and the material, vocabulary, and concepts previously covered in class. New information must be integrated with what the learner already knows. Who remembers…? How does that relate to…?

Previous Learning By preserving and referring to anchor charts, word banks, outlines, charts, maps, and graphic organizers, teachers have tools for reminding students of previous learning. A review of prior lessons indicates the key information they should remember.

Previous Learning In your content area/grade level teams, create an anchor chart that your can use with your students to review what you are teaching this week. Be creative! This Photo by Unknown Author is licensed under CC BY-ND

Feature 9: Key Vocabulary Emphasized Effective vocabulary instruction provides ELLs and other students with opportunities to learn new words through active involvement with texts and with each other.

A Vicious Cycle Low comprehension Less reading More struggle Less vocabulary development The gap between good and poor readers grows wider and can lead to drop out.

Expert Gallery Walk 1. Digital Jumpstarts 9. Four Corners 2. The Insert Method 10. Concept Map 3. Pretest with a Partner 11. Cloze Sentence 4. Word Clouds 12. Word Generation 5. Word Sorts 13. Word Study Books 6. Contextualizing 14. Vocabulary Games 7. Self-Collection 15. Self-Assessment 8. Word Walls Making Content Comprehensible, p. 77 -83

The SIOP® Model: Sheltered Instruction for Academic Achievement Video Component 2: Building Background

Keep it Together! SIOP Lesson Preparation Building Background

Component 3: Comprehensible Input

Features 10. Speech appropriate for students’ proficiency level. 11. Clear explanation of academic tasks. 12. Uses a variety of techniques to make content concepts comprehensible.

In what classroom would you rather be? Latvian Lesson https: //projects. esc 20. net/page/lpac_resources This Photo by Unknown Author is licensed under CC BY-NC-ND

Feature 10: Teacher Speech and Behavior • Use expression and body language • Speak slowly and clearly • Use more pauses between phrases • Use shorter sentences with simpler syntax • Stress high frequency vocabulary and review • Watch for comprehension and repeat to clarify meaning • Be friendly and enthusiastic, maintaining a warm, supportive affect - Self-Assessment: Handouts, page 16 -

Instructional Strategies 1. Use visuals. 2. Use graphic organizers. 3. Communicate about the subject area in oral, written, physical or pictorial form. 4. Tap the students for information about the subject. 5. Provide hands-on and performance-based activities. 6. Incorporate cooperative learning activities. - Self-Assessment: Handouts, page 16 -

Language Stages It is very important that teachers determine the English language acquisition levels of their students. Once this is ascertained, teachers can make content comprehensible based on the language needs of each student. Look at TELPAS Results and connect them to the ELPS!

TELPAS Levels

TELPAS Levels 10% 30% 10% 50%

Warning! Lower levels of English = Lower levels of cognitive ability Frequently, these students are able to use higher level thinking skills in their primary language, but have a more difficult time understanding the academic content and expressing their knowledge in English.

The Power of Cognates La chimica è la scienza che studia la composizione della material ed il suo comportamento in base a tale composizione.

The Power of Cognates La chimica è la scienza che studia la composizione della materia ed il suo comportamento in base a tale composizione.

1 -2 -4 -All 1. Individually make a list of 5 academic words. 2. Turn to your partner and combine your two lists. 3. Find another pair and exchange your lists. 4. Write the Spanish cognates next to each English word. 5. Calculate what percentage of the words are cognates.

Feature 11: Clear Explanation of Academic Tasks • Model and provide visuals • Present directions in steps • Be clear and precise • Use action verbs (i. e. Open your books, Read the paragraph…) • Summarize • Circulate around the room - Handout, page 17 -

Feature 12: Techniques to Make Concepts Clear Idea #1 Idea #4 Idea #2 Variety of Techniques Idea #3 Idea #5 - Brainstorm through Quick Round Table, then add more with Handout, page 17 -

The SIOP® Model: Sheltered Instruction for Academic Achievement Video Component 3: Comprehensible Input - Evaluate lesson on Handout, Page 18 -

Keep it Together! SIOP Lesson Preparation Building Background Comprehensible Input

Component 4: Strategies

Keep it Together! SIOP Lesson Preparation Building Background Comprehensible Input Strategies

Make an Appointment

Features • Provides ample opportunity to use strategies • Consistent use of scaffolding techniques throughout lesson, assisting and supporting student understanding. • Uses a variety of questions types, including those that promote higher-order thinking skills.

Feature 13: Strategies A primary goal of instruction is to assist all students in becoming strategic thinkers, those who possess a variety of approaches for solving problems, comprehending complex texts, and remembering information.

An Important Distinction Instructional Strategies: Activities, techniques, approaches, and methods that teachers use to promote student learning and achievement. Learning Strategies: Conscious, flexible plans learners use to make sense of what they’re reading and learning; these reside in the learner’s head (SQP 2 RS, Mnemonics, GIST, etc. )

Quick Jigsaw Learning Strategies Cognitive Metacognitive Linguistic - Making Content Comprehensible, pages 118 -120 - First Turn/Last Turn -

Read, Cover, Remember and Sketch! 1. With a partner, read-cover-remember-retell each paragraph of the story. 2. After each paragraph, write 3 words that help you remember what was read. 3. Also sketch the main idea of each paragraph on the space provided. 4. Then, by just looking at the sketches, retell the story to your partner. - Handouts, page 1 -

SQP 2 RS • Survey • Question • Predict • Read • Respond • Summarize - Handouts, pages 2 -3 -

Feature 14: Scaffolding Techniques Teacher Assisted Peer Assisted Student Centered Teacher Centered • Mini-lecture • Practice • Peer modeling • Explicit instruction • Teaching modeling • Reciprocal teaching • Discussion • Cooperative learning • Apply strategies during independent reading

Types of Scaffolding Techniques • Verbal scaffolding Paraphrasing, “think-alouds”, reinforcing contextual definitions. • Procedural scaffolding One-on-one teaching, coaching, modeling, small group instruction, partnering, cooperative grouping activities rehearsed and practiced. • Instructional scaffolding Graphic organizers, questioning techniques.

Sentence Stems Gallery Walk 1. Read the sample sentence stems on page 4 of your handouts. 2. Stand in front of your Lesson Poster and add some sentence stems your students could use on that lesson. 3. As you move through the lessons (Gallery Walk), add at least one more sentence stem students could use in that lesson. 4. Bring your poster with all your ideas to your table. 5. Sit with your content/grade level team.

Feature 15: HOT Questions 80, 000 questions are asked by teachers every year. ____ 80% of those are at the Literal or Knowledge level. ____ < 100 academic questions are asked by students ____ every year. Encouraging students to respond with higher levels of thinking requires teachers to consciously plan and incorporate questions at a variety of levels.

Questioning Techniques Question-Answer Relationship (QAR) If students identify a question as literal, then they know the answer is stated in the text; if it is inferential, then they have to read “between the lines”. Questioning the Author (Qt. A) Values the depth and quality of students’ interactions with texts, and their responses to authors’ intended meanings.

Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge

Bloom’s Taxonomy Questioning 1. Using pages 5 -6 of your handouts, start by writing a question for your lesson written at the Creation or Evaluation level. 2. Keep writing questions going one level lower at a time. 3. Create a chart paper with all these questions posted. 4. Post both posters side by side. - Handouts, pages 5 -6 -

The SIOP® Model: Sheltered Instruction for Academic Achievement Video Component 4: Strategies

Keep it Together! SIOP Lesson Preparation Building Background Comprehensible Input Strategies

Component 5: Interaction

Features • Frequent opportunities for interactions and/or discussion between teacher/student and among students that encourage elaborated responses about lesson concepts. • Grouping configurations support language and content objectives of the lesson. • Sufficient wait time for student response. • Ample opportunities for students to clarify key concepts in L 1 as needed with aide, peer or L 1 text.

Language development is active, not passive Children learn their first language with the assistance of adults and others who encourage language production through paraphrasing and extending utterances, and by modeling all kinds of language use.

Feature 16: Frequent Opportunities for Interaction 1. Number heads at your table 1 -9. 2. Each person will study one of the ideas for promoting oral language development on handouts, pages 7 -9. 3. Each member will share with their team the idea studied. 4. Discuss in your group if you have ever tried one of these ideas in your classroom and how it worked.

Feature 17: Grouping Configurations Teachers must purposefully plan for a variety of grouping arrangements during lessons so that students have an opportunity to use academic language with partners, small groups, and with the teacher.

A Structure for Successful Instruction Teacher Responsibility Focus Lesson “I do it” Guided Instruction “We do it” Collaborative Independent “You do it together” “You do it alone” Student Responsibility Fisher & Frey, 2008

Feature 18: Wait Time Length of time that teachers wait for students to respond before interrupting, answering a question themselves, or calling on someone else to participate. Tip: 50/50 or Phone a Friend What is your final answer?

Feature 19: Native Language Support Research indicates that students’native language is a tremendous resource that can facilitate understanding of information and concepts. When instruction is delivered in English, judicious use of native language is beneficial.

The SIOP® Model: Sheltered Instruction for Academic Achievement Video Component 5: Interaction

Keep it Together! SIOP Lesson Preparation Building Background Comprehensible Input Strategies Meaningful Interaction

Component 6: Practice and Application

Features • Provides hands-on materials and/or manipulatives for students to practice using new content knowledge. • Provides activities for students to apply content and language knowledge in the classroom. • Uses activities that integrate all language skills (i. e. listening, speaking, reading and writing).

Feature 20: Hands-On Materials Although all students benefit from guided practice, ELLs make more rapid progress in mastering content objectives when they are provided with multiple opportunities to practice with hands-on materials and/or manipulatives. Manipulating learning materials is important for ELLs because it helps them connect abstract concepts with concrete experiences.

Feature 21: Meaningful Practice While it is important for all students to engage in meaningful practice of newly learned concepts, it is critical that English learners do so. When ELLs practice and apply new knowledge soon after learning it, and engage collaboratively with others while using language, they are more likely to remember the concepts. Be careful about overcorrecting students!

Feature 22: Use of Language In order for ELLs to develop English proficiency, they must use the language through Listening, Speaking, Reading and Writing. Each SIOP® lesson should include attention to these four language processes.

Think-Write-Pair-Share 1. Go to page 11 of your handout. 2. Complete visual representation. 3. Share with your 12 o’clock.

The SIOP® Model: Sheltered Instruction for Academic Achievement Video Component 6: Practice and Application

Keep it Together! SIOP Lesson Preparation Building Background Comprehensible Input Strategies Meaningful Interaction Practice and Application

Component 7: Lesson Delivery

Features • Content objectives clearly supported by lesson delivery. • Language objectives clearly supported by lesson delivery. • Students engaged approximately 90% to 100% of the period. • Pacing of the lesson appropriate to the students’ ability level.

Feature 23 -24: Content and Language Objectives Mastery of content and language objectives by all students, including ELLs, is the intended goal of a welldesigned SIOP® lesson. If both teachers and students stay focused on the objectives throughout a lesson, the objectives are more likely to be met.

Feature 25: Student Engagement In order for students, including ELLs, to meet content and language objectives, they must be highly engaged throughout the lesson. I maintain my students engaged by… - Go to your 6 o’clock and share your answer -

Student Engagement When teachers spend their time and energy teaching students the content the students need to learn, students learn the material. When students spend their time actively engaged in activities that relate strongly to the materials they will be tested on, they learn MORE of the material.

Feature 26: Appropriate Pacing A skillful SIOP® teacher is able to monitor and adjust pacing during a lesson. Students’ disengagement may be due to material that is presented too quickly (or two slowly), and/or a lack of focus for the lesson.

The SIOP® Model: Sheltered Instruction for Academic Achievement Video Component 7: Lesson Delivery

Keep it Together! SIOP Lesson Preparation Building Background Comprehensible Input Strategies Meaningful Interaction Practice and Application Lesson Delivery

Component 8: Review and Assessment

Features • Comprehensive review of key vocabulary • Key concepts reviewed • Regular feedback • Assessment of objectives throughout the lesson

Review and Assessment In order for teachers to know whether students are making progress toward meeting content and language objectives, they must review and assess throughout every lesson.

Feature 27: Key Vocabulary An effective way to incorporate ongoing vocabulary study and review is through the use of individual Word Study Books, which can be organized by English language structure or topic. Also, by the use of illustrations.

Vocabulary Development When you can complete this sentence, please stand up and find your 9 o’clock appointment: Academic vocabulary development is important for all students, but especially ELLs because…

What Does This Mean? Carving is appropriate for most green and blue slopes and even some black slopes. However, if you try to carve through moguls, especially in packed powder or corn snow, you’re going to face-plant.

These men are carving.

Green Slope Blue Slope Black Slope

Moguls Packed Powder

Corn Snow

Face-plant

apropiado Carving is appropriate for most green and blue slopes and even some black slopes. However, if you try to carve especialmente through moguls, especially in packed powder or corn snow you’re going to face-plant.

Feature 29: Positive Feedback • Validate student responses with specific information, rather than just saying “very good”. • Repeat correct answers in order to model appropriate English pronunciation and inflection. • Extend student responses by providing additional information. • Convey acceptance and patience through facial expressions and body language. • Provide opportunities for students to provide feedback to each other through a variety of interactive activities.

Providing Feedback 1. Go to page 16 of your handouts. 2. Mark with a * those practices that you have implemented before. 3. Go to your 3 o’clock and share your answers. What other practices are you ready to implement? - Handout, page 16 -

Feature 30: Assessment When teachers use multiple indicators to assess learning, students are more likely to be able to respond in diverse ways that honor their English proficiency levels.

Formative and Summative Assessments Formative Assessments take place before and during the lesson and can be very informal (KWL, quick writes, brainstorming…) Summative Assessments generally occur at the conclusion of a lesson. This can be formal (tests) or informal (outcome sentences).

Checking for Understanding Why is it important to check for understanding along the way?

Ready Responses Making Choices Open hand/closed hand Thumbs/Pens up/down Number wheels Green card/red card Move to the corner/spot Personal Chalkboards Answers on cards Hands up when ready Thinker’s chin Ranking Written Responses Hold up paper White boards Rank with your fingers Rank with your arm Line up according to response Knocking/clapping/ cheering Stand up when ready Put your pen on your paper when ready All eyes on teacher

Ideas for Adapting Assessments 1. Read the activities on page 18 of your handout. 2. Select one that you would like to try in your classroom and think how you would implement it. 3. When you hear the music, walk around the room. When the music stops, pair up with someone close to you. 4. Share your ideas with your partner and listen to his/hers. 5. Repeat the process. Three-Step Interview

The SIOP® Model: Sheltered Instruction for Academic Achievement Video Component 8: Review and Assessment

Keep it Together! SIOP Lesson Preparation Building Background Comprehensible Input Strategies Meaningful Interaction Practice and Application Lesson Delivery Review and Assessment

Review All 8 Components

Content Objectives Today I: • Analyzed and understood the last seven components of the SIOP® Model. • Reviewed the eight components of the SIOP® Model.

Language Objectives Today I: • Discussed effective strategies that promote both content and academic language development. • Discussed the relevance of review and assessment as a final component of the SIOP® Model.

Tickets Out Please complete these sentence stems on post-its: I used to think… But now I know…

Thank you for your participation! Karina E. Chapa, M. Ed. kchapa@esc 1. net Facebook: Region One ESC Bilingual Twitter @bilingualpride @esc 1 bilingual