THE SIOP MODEL AN OVERVIEW 1 The SIOP

THE SIOP MODEL AN OVERVIEW 1

® The SIOP Model OVERVIEW

What is Sheltered Instruction? An approach for teaching grade-level academic content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development. Why do we need it? 3

The SIOP Model (Echevarria, Vogt, & Short) • • Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment

Macerena o o o o 1 st we start with Lesson Preparation Building Background Information Comprehensible Input Stir in Strategies Meaningful Interaction Practice and Application Lesson Delivery Review and Assessment

The SIOP Model

WIDA Consortium

WIDA’s ELD Standards Social & Instructional Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 From WIDA’s Training Toolkit, Introduction of the WIDA ELD Standards http: //www. wida. us/standards/eld. aspx

Carousel Activity 1. 2. 3. 4. 5. 6. Divide into 8 groups (8 SIOP Components). Assign each group 1 chart paper location. In 2 minutes list as many ideas as you can on the chart paper. On signal, rotate clockwise to next chart and again list as many ideas as you can. Repeat until each group has listed their ideas on each chart. When group returns to starting position, share with the whole group.

LESSON PREPARATION 11

Lesson Preparation Features Clearly Defined Content Objectives Plan Meaningful Activities Clearly Defined Language Objectives Adaptation of Content Concepts Appropriate Supplementary Materials

Lesson Preparation Share Out Supplementary Materials… • • • Thinking Maps Graphs Demonstrations Hands-on Materials Objects/Realia Visuals Graphic Novels Adapted Texts Related Literature

Lesson Preparation Adaptation of Content… Same content…Access for all… • • Chunk and Chew Native language texts Graphic organizers Adapted text (teacher written), highlighted text, taped text • WIDA MPIs: Illustrations, Point-Touch-Show, Demonstrate

BUILDING BACKGROUND

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

Socioculturally Supportive Climate • How are we doing in creating a socioculturally supportive climate? • What can I do in my classroom? • Do I know about the different cultural backgrounds of my students?

Academic Differences MATH In some Latin American countries • A comma is used to separate a decimal from a whole number: 0, 5 instead of 0. 5 • Division may be done in a different way: 127|4 31, 75 • A period is used to indicate thousands: 3. 000 to indicate three thousand.

More Academic differences • Dates are written differently: 5/7/90 would mean July 5, 1990. • Days of the week and months of the year are not capitalized in Spanish. • Discourse patterns differ among cultures.

Thinking about your classroom activities Consider: • Have students had an experience they can link? • Will the assignment or classroom activity bring up unpleasant associations? • Is the assignment culturally appropriate?

Cognates!!! Social Language Spanish Academic Language farming agricultura agriculture job ocupación occupation grown-up adulto adult stick adherirse adheres country nación nation quiet calma calm same equivalent

Tiers of Language Tier 1 Tier 2 Tier 3

Three Tiers (M. Calderón) Tier 1 Basic Sight words, Vocabulary nouns, adjectives Tier 2 Used across High curriculum frequency Phrasal expressions Content Low specific frequency Tier 3 Multiple Meanings /polysemous words Multiple meanings Homophone Idioms Emphasize key vocabulary

Idioms and Sayings “It’s raining cats and dogs out there!” “Don’t count your chickens before they hatch” “You need to get your ducks in a row” “He talks out of both sides of his mouth!” ___________________________ 24

How Can We Bridge Past Learning to New Concepts? SIOP says be… • Explicit • Intentionally planned Let’s think about it!

What Can I Use Right Away to Help My ELLs?

COMPREHENSIBLE INPUT

Comprehensible Input Features Appropriate Speech Clear Explanation of Academic Tasks A Variety of Techniques Used

Teaching Techniques How to Make Content Comprehensible • Use gestures, body movements, and facial expressions • Use pantomime and dramatization • Use realia (real things), photos, pictures, drawings, technology • Model • Breakdown complex tasks into manageable steps

STRATEGIES

Strategies Features Higher-Order Questioning & Tasks Language Metacognitive Cognitive Learning Strategies Scaffolding Techniques

Why teach strategies? • ELs focus mental energy on their developing language skills, not on developing independence in learning. • Therefore, provide opportunities for students to use a variety of strategies Ø Teach strategies explicitly Ø Model strategy use Ø Explain how, when, and why strategy used

Learning Strategies • Metacognitive Ø Purposefully monitoring our thinking. It is a technique of “thinking about how you think. ” • Cognitive Ø Organizing information. Mentally and/or physically manipulate materials, or apply a specific technique to a learning task. • Social/Affective Ø Social and affective influences on learning Chamot & O’Malley

Types of Scaffolding Ø Verbal Ø Instructional § Sentence starters or Sentence frames Ø Procedural

Procedural Scaffolding According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modeling and practice that provide procedural scaffolding. . e c n e d pen e nd I t n de u t S g n easi Incr Apply Practice Model Teach Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

Procedural Scaffolding Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and skills. t en d u t S Whole Class ce n e d en p e d In Small Group Independent Work Paired/ Partner Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

Using Higher Order Questioning… Questioning techniques can elicit responses from students that involve higher-order thinking skills regardless of language level.

INTERACTION

Interaction Features Frequent Opportunities for Interaction Grouping Configurations Clarify Key Concepts in L 1 Sufficient Wait Time

Benefits of Interaction • • 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

Example: Cooperative Learning Activities - Information gap activities - Jigsaw - Four corners - Numbered heads together - Roundtable - Questionnaires & interviews - Three-step interview - Story summaries - Literature study groups - Writing headlines - Science & math investigations - Think-pair-share

Think about it… • Do you give students sufficient wait time to respond? • Do you complete their sentences? • Do you call on a different student before allowing the first student that you called on an opportunity to respond?

Why Wait? ELs need time to translate, often in their head Share out ways to “wait” • Wait 7 -10 seconds before moving on • Rephrase question so less language work • Allow students to write answers while waiting for one student to respond • Build in wait time: “On the count of 3 we will all respond. ”

PRACTICE & APPLICATION

Practice & Application Features Hands-on Practice with New Knowledge Activities Integrate All Language Skills Application of New Knowledge in New Ways

Example: Practice & Application Activities Let’s think about this example for a moment. This geometry lesson activity clearly fits elementary and middle school classrooms. ü What would work for a high school classroom?

Supermarket “shopping” activity – sorting items, identify & explain properties (four corners)

Paired Reading and Comprehension Check Questioning

Info transferred to a graphic organizer

Info transferred to a graphic organizer

Reflection • Think about your last 90 minutes of instruction with your students. Estimate how many minutes your students spent: ü Listening ü Speaking ü Reading ü Writing • • What activities did they do to practice and apply these language skills? Considering the information we have just discussed, what would you continue to do the same and what would you try to change?

REMEMBER-practice should: • be divided into short, meaningful amounts • incorporate both content and language concepts of the lesson/topic/unit • be introduced using clear, sequential steps and directions • be modeled to ensure students understand what to do

LESSON DELIVERY

Lesson Delivery Features Support Content Objectives During Lesson Promote Student Engagement Support Language Objectives During Lesson Pace Lesson Appropriately

Factors that Contribute to High Levels of Student Engagement • Well planned lessons • Clear explanation of academic tasks or instruction • Appropriate amount of time spent on an academic task • ______________________________

Pacing refers to the rate at which information is presented during a lesson • Rate for English learners must be brisk enough to maintain students’ interest, but not too quick to lose their understanding • Practice will reward a perfect pace

REVIEW & ASSESSMENT

Review and Assessment Features Review Key Vocabulary Review Key Content Concepts On-going Assessment of All Lesson Objectives Provide Regular Feedback

Effective Classroom Assessment … TEACH A LESSON RETEACH. MAKE ADJUSTMENTS TO IMPROVE STUDENT COMPREHENSION Indicates on-going formative assessment ASSESS STUDENT LEARNING REVIEW CONCEPTS AND VOCABULARY

Feedback, Praise, Advice, or Evaluation ü Good start! ü Well-organized! ü In your paper I only see one reference to the text to support your position. The others seem to be your personal opinion. ü Try to make your introduction more interesting. ü Broccoli and salad are good examples of healthy food. Can you think of any more? What food do you eat?

Students Providing Feedback • Teacher models how to give peer feedback. • Sentence frames assist students. ü What you said was interesting, because _____. ü One word that you used that helped me understand your point was _____. ü One question I have about what you said is ____.

Language Assessment is Essential • Give students a global response on their use of English at the top of the page (such as checks, √+, √, √-). • Give students two grades: one for content and one for their use of English. • Use activities that provide effective feedback. ü Self-Evaluation Checklist ü Writing Conference Checklist ü Editing Log

Modifying Assessments for English Language Proficiency

Modify Language Demands 1. Use clear vocabulary • • Use language of instruction Teach synonyms 2. Simplify sentence structure • Reduce sentence length Ø • The party is going to be held on Friday. VS. The party is Friday. Use present tense Ø On Friday the boy will be 10. VS. The boy is 10 on Friday.

Modify Language Demands Reduce Language • • • Limit number of items and foils Lessen gaps in required knowledge Cut into smaller chunks Accept receptive knowledge Add pictures/visuals Reduce irrelevant data Scaffold • • Allow oral, pictorial, or physical responses Use resources Ø Word banks Ø Highlighted words / sentence starters Ø Page numbers Ø Translations

Techniques for Review & Assessment Carousel Activity

Carousel Activity 1. 2. 3. 4. 5. 6. Divide into 5 groups. Assign each group 1 chart paper location. In 2 minutes list as many ideas as you can on the chart paper. On signal, rotate clockwise to next chart and again list as many ideas as you can. Repeat until each group has listed their ideas on each chart. When group returns to starting position select one technique to share and one question the group may have.

The bottom line. . . Review & assessment must match student readiness and instructional practices.

Initiative Integration Growing Success for ELLs

Sticky Storm

How are ELL services delivered in your district? o Brainstorm with sticky notes. Each new idea is a new sticky note!

How are teachers supporting ELLs in their instruction at your district/ school?

What areas in need of continued growth at your district and/or school?

What categories can you create?

Gallery Walk o Are there similarities that you notice? o Are there differences to note? o What trends are evident?

Integration: 77

Resources: o MCC v 3: Disc/MCC v 4: On-line Tool kit o CAL: An Insider’s Guide to Coaching o Pearson: http: //siop. pearson. com/toolsresources/index. html o CAL: http: //www. cal. org/siop/resources/index. html o MPIs: http: //www. livebinders. com/play_or_edit? id=356085 o SIOP, Ex. C-ELL, Lingua. Folio texts and support materials 78

Resources: o For what aspect(s) of SIOP would you like to have more resources? o Explore at least 2 resources to search for the support you need. o Fill in the Google Doc at http: //tinyurl. com/NCSIOPResourc es. 79

Resource Name SIOP Bookmarks SAMPLE Resource Location Implementing the SIOP Model through Effective Professional Development and Coaching p. p. 107 -115 OR http: //www. misd. n et/bilingual/ell. pdf SIOP Focus Description/Use Submitted by Quick ways to support the 8 features of SIOP to help teachers understand how to meet needs of ELLs even if NOT trained in SIOP Print, fold in half to Ivanna Mann make 9 separate Thrower bookmarks. There is Anderson one overview of all 8 components and one for each component separately with tips and suggestions. Laminate and use as reminders for lesson planning, share in staff meetings, etc. Great for supporting Content teachers in small chunks, even if they have not been trained in SIOP. Email (Optional) Ivanna. thrower@ dpi. nc. gov 80

Resources: o Share out 81

Implementation Plan o Now that you have explored the initiatives in your LEA/charter and gathered some resources, what next? o Fill out the implementation plan with your dream scenario o Share out at your table. 82

Assignment Follow Up Roll the die and respond to the prompt. Share a: 1 light bulb moment 2 strategy 3 resource 4 question 5 concern 6 CHOICE

Contact Information: Lindsey Fults ESL/ Title III Consultant NC DPI 919 -807 -3844 Lindsey. Fults@dpi. nc. gov Have you Seen… Ivanna (Mann Thrower) Anderson ESL/Title III Consultant NC DPI 919 -807 -3860 ivanna. thrower@dpi. nc. gov Charlotte “Nadja” Trez ESL/Title III Consultant NC DPI 919 -807 -3866 nadja. trez@dpi. nc. gov ELD Resources: NCDPI ELD Wikispace ELA Resources Live. Binder: http: //www. livebinders. com/play/297779 ELA Common Core State Standards Self Study Live. Binder: http: //www. livebinders. com/play/262077