Teaching English Language Learners SIOP Presenters Karen Beatty

Teaching English Language Learners: SIOP Presenters: Karen Beatty & Janis Sawatzky

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Our Objectives ● CONTENT o Participants will connect the features of SIOP Model to effective content and language instruction for English learners. ● LANGUAGE o Participants will develop a SIOP related lexicon. o Participants will orally and in writing respond to questions identifying their views on promoting content and language development

AGENDA ● Warm-up ● Second Language Acquisition ● SIOP – Overview ● Feedback ● KAHOOT Quiz & PRIZES

An ELL Student’s language development is like this picture because?

BICS= basic intercommunication skills CALP= A student can have both social & academic language. cognitive academic language proficency

How long does it take for an ELL vs. a Native English speaker to become proficient?

time required to achieve age appropriate proficiency 2 years Social Language (BICS) Level of proficiency Native English Speakers: English Language Learners: 5 -7 (up to 10) years Academic Language (CALP)

Cognitively Undemanding (BICS) Context. Embedded Face to face conversation Phone conversation Following simple directions A Copying notes Written Directions C B Demonstration D Writing essay Lab experiment New and abstract concepts Video lesson Lecture w/o visuals Context. Reduced Cognitively Demanding (CALP)

What is

SIOP® Model of Sheltered Instruction Learning Strategies Background Information Cooperative learning Multiple Intelligences Redesigned Curriculum Differentiated Instruction Writers Workshop Reading Initiatives

SIOP: Sheltered Instructional Observation Protocol 8 Components 30 Features Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment Check the time!

Review Drag the button to the component you want to know more about! Lesson Preparation Background Building Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment

Lesson Planning making content comprehensible by using content & language objectives

How often do you display your content (lesson) objectives?

allow students to know WHAT they are learning and HOW they will learn it.

MATCH UP work together to match the content objectives to a language objective

WHY? In common language, students understand the academic language functions & skills required to participate in the lesson and understand the content. (Echevarria, Short, & Vogt, 2008).

Background Building making content comprehensible by using activities to activate student schemas

As you move through content, physically move it and bring student attention back to previously learned content.

Read & Fill in the blanks! The questions that p____ face as they raise ch____ from in_____ to adult life are not easy to an____. Both fa_____ and m______ can become concerned when health problems such as co____ arise any time after the e___ stage to later life. Experts recommend that 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 ro____. They may be afraid of the d____.

How Did You Do? The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. and geese should not share the barnyard or even sleep in the same roost. They may be afraid of the dark.

Comprehensible Input making content comprehensible by using appropriate speech & giving clear and explicit instructions

What is one thing the instructor did that made her lesson more comprehensible?

What an ELL student might hear. . . Good morning class. Today we are going to study… math class. It’s difficult… going to need everyone’s… Open your books to page one hundred… top of the page… Today’s lesson… your book, in math… two… cylinder… book… rectangle and two circles… cylinder

What was actually said: ❖ Good morning, class. Today we are going to study something brand new in math class. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net. ” Today’s lesson is about net. As it says in the definition in your book, in math, net is twodimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That is the net of the cylinder. **note the importance of Chalk Talk or written instructions

How to support? Explain the tasks ● present written instructions step-by-step, with demonstrations or imagery Scaffold students ● paraphrase, think-alouds, reinforcing, contextual definitions, total physical responses (kinesthetic activities)

Strategies making content comprehensible by scaffolding tasks & using questions/tasks that promote higher-order thinking skills

Metacognitive strategies - - Cognitive Language strategies Learning - “I” statements in the new curriculum - organizing information & self-regulating Examples: predicting, inferring, monitoring, clarifying, evaluating , determing importance, summarizing & syntehsizing, visualizing Examples: previewing, making connections, mnemonics, highlighting, taking notes, reading aloud, mapping, identifying key vocab explicitly teaching strategies to learn awareness, reflection, & interaction - increase progress in speaking & understanding the new language - Examples: reading skills, word patterns, components of words, grouping/classifying words, pictures & gestures to communicate & more

WHY? ELLs focus their mental energy on learning the language therefore it’s difficult to focus on HOW they are learning.

Try this. . . Create a short sentence with a partner discussing what you did last night but you can not use the letter ‘n’.

Interaction making content comprehensible by providing interactions to use their L 2 while still allowing students to use their L 1 to clarify concepts

Information Gap Task: Partners were given labels (words). Partner A & B received separate pieces of the landforms.

Two-Way Information Gap Task

Practice & Application making content comprehensible by providing hands-on materials & by integrating all language skills [Reading, Writing, Listening, Speaking]

Students read the story with the teacher (L), read their own letter page (R), wrote a response letter (W), & shared with a partner (S).

Lesson Delivery making content comprehensible by supporting content & language objectives with students engaged 90 -100%

Review & Assessment making content comprehensible by reviewing key vocabulary & content concepts and using a variety of assessment techniques

As a final task, students were asked to create a sequence for making a snowman using transition words.

WEBSITE more information & resources online, including support for refugees found at sd 35 ell. ca

Let’s review!