SIOP An Overview Presented by ELL Department STAND

SIOP: An Overview Presented by ELL Department

STAND UP IF YOU… • • • 2 Have attended a SIOP training Have used the SIOP Model in your classroom Have worked with teachers implementing the SIOP Model

FIND SOMEONE WHO… Take your scavenger hunt/People Hunt/ Scavenger Hunt paper and a pen/pencil Introduce yourself to someone Ask the person if they know… Write their answer They write their name Be prepared to share with whole group

Today, we hope to… Content Objectives: Participants will identify the components of The SIOP Model and the features Participants will discover new ways to implement The SIOP Model into their classroom

And… Language Objectives Participants will discuss The SIOP Model and its 8 components and 30 features Participants will describe activities that can be used to help support English Language Learners

So what is SIOP? SIOP stands for… Sheltered Instruction Observation Protocol What does that mean

WHAT IS SIOP? A research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States. Eight components: � Preparation � Building Background � Comprehensible Input � Strategies � Interaction � Practice & Application � Lesson Delivery � Review & Assessment Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that attend to the academic and linguistic needs of English learners

THE SIOP TEST/CHECKLIST What do you already do well? could you improve on to better meet the needs of your ELLs?

BREAKING IT DOWN -SIOP Lesson Preparation �Content objective �Language objective �Content concepts �Supplementary materials �Adaptation �Meaningful activities

IN THE LESSON Building background � Schema, review and vocabulary Comprehensible � Meaningful, Input understandable presentation Strategies � Learner focused, visual, brain based Interaction � Intentional student Practice use of language, teacher-student, student- and application � Hands-on projects

CHECKING AS YOU GO Lesson delivery � Teacher Review behavior is focused on the objectives & Assessment � Review vocabulary and concepts � Give specific feedback throughout � Assess comprehension throughout

LESSON PREPARATION FEATURES Clearly Defined Content Objectives Plan Meaningful Activities Clearly Defined Language Objectives Content Concepts Appropriate Adaptation of Content Supplementary Materials

CONTENT & LANGUAGE OBJECTIVES. . . Content objectives are what the students will learn Language objectives are how the students will learn What supports will you provide Graphic organizers Partners Small groups

CONTENT OBJECTIVES ARE… directly tied to the CCSS written in student-friendly language written in terms of what students will learn or do stated simply, orally and displayed in writing in the classroom Language Objectives are… directly related to what you want your students to know how students are going to learn the content � i. e. through reading, writing, speaking or listening written in student-friendly language based on YOUR students’ needs and what they are working on stated simply, orally and displayed in writing in the classroom Supports are provided

EXAMPLE OF CONTENT AND LANGUAGE OBJECTIVES CCSS. ELA-Literacy. RL. 5. 3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e. g. , how characters interact). Compare and contrast is an example of content driven language. It is the content that the student is supposed to compare and contrast It is the “what” of teaching

The how…. Becomes the language objective…so let’s take a look at the standard again. . CCSS. ELA-Literacy. RL. 5. 3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e. g. , how characters interact).

How would you get your English Language Learners to… Show that they understand Compare and Contrast…. Four domains: Reading, Writing, Listening, and Speaking… Example verbs: describe, write, journal, list, read, discuss, tell Content Objective: I will compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e. g. , how characters interact). Language Objective: I will list three differences and three similarities using a Venn Diagram (this is support provided) OR I will compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e. g. , how characters interact) by listing three differences and three similarities using a Venn Diagram

BUILDING BACKGROUND FEATURES Concepts Linked to Students’ Background Content Words Develop Key Vocabulary Academic Language Bridge Past + New Learning Words and Word Parts

IDEAS TO BUILD BACKGROUND �Four Corners Vocabulary �Word Walls �Concept Definition Map �Cloze Sentences

COMPREHENSIBLE INPUT F Appropriate Speech Clear Explanation of Academic Tasks EATURES A Variety of Techniques Used

TECHNIQUES FOR COMPREHENSIBLE INPUT Graphic Organizers Sentence Starters Multi-Media �Pictures �Objects �Manipulatives Paraphrase Repeat

STRATEGIES F EATURES Learning Strategies Cognitive Metacognitive Language Scaffolding Techniques Higher Order Questioning and Tasks Such as… � Canned Questions � Graphic Organizers � Quick Writes � Think Alouds

INTERACTION F EATURES Frequent Opportunities for Interaction Grouping Configurations Sufficient Wait Time Clarify Key Concepts in L 1 � Such as… Clock Buddies Think, Pair, Share Numbered Heads Together Take a Stand Conga Line……

INTERACTION On an index card: Define the value of interaction in the classroom, student to student and/or teacher to student.

CONGA LINE 1. Divide into two groups. 2. Group 1 stands in a line, facing out. Group 2 stands in a line facing Group 1. 3. Group 1 shares index card with partner from Group 2. Partner comments. Group 2 then shares with same partner from Group 1. Partner comments. 4. First person in Group 1 line moves through the line to other end. Group 1 takes one step to the left so each person is facing a new partner from Group 2. Repeat sharing of ideas on index cards.

DEBRIEF THE ACTIVITY! Could you use the Conga Line in your classroom? How? How does it support language development for all learners?

PRACTICE &APPLICATION F EATURES Hands on Practice with New Knowledge Adaptation of New Knowledge in New Ways Activities Integrate All Language Skills �Such as… Bingo Role Play Numbered Heads Together

LESSON DELIVERY F EATURES Support Content Objectives during Lesson Support Language Objectives during Lesson Promote Student Engagement Pace Lesson Appropriately Such as… � Take a Stand � Find Someone Who � Think-Pair-Share

Agree Disagree Agree or Disagree Activity Listen to the statement. Decide if you agree or disagree with the statement. Move to the corresponding side of the room. Be prepared to defend your stance.

REVIEW AND ASSESSMENT FEATURES Review Key Vocabulary Review Key Content Concepts Provide Regular Feedback On-going Assessment of Student Comprehension of Objectives Examples Exit Tickets/Slips Find My Match Cloze Sentences

Where do I go from here? On an index card… Think about the grade level you will teach Prioritize a list of what they need Decide on one SIOP strategy that you will implement with your class from this quick introduction and use in your classroom

DID WE MEET OUR OBJECTIVES… Content Objectives Language Objectives Participants will identify the components of The SIOP Model and the features Participants will discuss The SIOP Model and its 8 components and 30 features Participants will discover new ways to implement The SIOP Model into their classroom Participants will describe activities that can be used to help support English Language Learners

We hope you learned a little more about The SIOP Model For more support and/or questions contact us… Alicia Reid – alicia. hasanoeddin@cms. k 12. nc. us Gilmara Johnson – gilmaram. johnson@cms. k 12. nc. us Alyssa Mannella – alyssa. mannella@cms. k 12. nc. us Pam Allen – pamela. allen@cms. k 12. nc. us TELL wiki – esl. cmswikispaces. net