The SIOP Model Sheltered English Immersion Instructional practices

The SIOP Model Sheltered English Immersion Instructional practices SIOP & research 1

OUTLINE What is SIOP? What are its components? What struggle teachers with most? What are essential Lesson Plan components? What are research findings on which SIOP is based? 4/24/2017 SIOP & research 2

Food for thought “ …educators have begun to realize that the mastery of academic subjects is the mastery of their specialized patterns of language use, and that language is the dominant medium through which these subjects are taught and students’ mastery o them tested. ” (Lempke, 1988, p. 1) SIOP & research 3

What is SIOP? S = Sheltered I = Instructional O = Observation P = Protocol SIOP was started by Echevarria & Short to assist teachers in improving their adaptations for ELLs in L 2 taught classes. SIOP & research 4

What is SIOP? Sheltered instruction is one of the instructional models that uses English only. Not a set of additional or replacement instructional techniques for the content area classroom with native speakers. An instructional form to extend time ELLs have for language support services while providing content area information required for graduation. Wide-spread and exists in many variations SIOP & research 5

What is SIOP? SIOP includes specific lesson planning and delivery suggestions and teacher observation protocols Sheltered instruction includes strategies such as Cooperative learning, Explicit, targeted vocabulary development Slower speech with clear enunciation and fewer idiomatic expressions Visuals, demonstrations and hands-on learning Text adaptations Homework adaptations Supplementary materials SIOP & research 6

What is SIOP? SIOP is research based and validated through multiple studies. SIOP is used in SC school districts to meet ELL students’ needs. improve academic English in all content areas by being engaged in content area learning in L 2 SIOP & research 7

SIOP Components or Features (1) Content objectives must be clearly stated, displayed and reviewed with students (2) Language objectives must be clearly stated, displayed and reviewed with students. (3) Content concepts must be appropriate for age and educational background of ELLs. (4) Supplementary materials must be used to a high degree. Manipulatives, realia, pictures, visuals, SIOP & research multimedia, demonstrations 8

SIOP Components or Features (5) Adaptations of content to all levels of student proficiency must be provided Graphic organizers Outlines (culture-sensitive for linearly and circularly processing students) Leveled study guides Highlighted texts Taped texts Adapted texts (Dr. Costner’s presentation) Jigsaw text reading Marginal notes Texts in ELLs’ L 1 SIOP & research 9

SIOP Components or Features (6) Provide Meaningful activities that integrate Lesson concepts with language practice opportunities. Here the SIOP protocol and lesson planning guides are helpful. (7) Concepts are explicitly linked to to students’ background experiences Provide background and discuss orally (video, read aloud Partner reading that includes checking off a list to indicate what you know and do not know or what is confusing (8) Provide explicit links between past learning and new concepts SIOP & research 10

SIOP Components or Features (9) Emphasize key vocabulary and make it a multisensory learning experience (see, say, write, act) Highlight word patterns and their meanings (Ida Ehrlich (2001). Instant Vocabulary, Penguin Books) Differentiate between function/processing words and content words Word sorts with and without pictures for content vocabulary preselect key vocabulary (5 by 5) Personal dictionaries (multilingual 0 Word walls with content vocabulary and images Concept definition maps Generate words that carry a particular pattern (groups) Self-assessment of word knowledge Vocabulary games (see website: www. linguisystems. com) 11 Word study books SIOP & research

SIOP Components or Features (10) Use speech that is appropriate for students’ proficiency levels Sentence complexity Vocabulary Gestures Pace Enunciations Repetitions supported with gestures Idiom use (11) Provide clear explanations of academic tasks in simple language SIOP & research 12

SIOP Components or Features (12) Use a variety of techniques to make content concepts clear Gestures Model task, process or assignment (do what you say students are to do) Preview material for optimal learning Allow alternative forms for expressing understanding of information Use multimedia and other technologies Repeated exposure to words, concepts, and skills Sentence strips to review events/facts/ problems solving steps with and without images Concrete, realistic models and hands-on working in small increments Graphic organizers Audiotapes for comprehension as oral language usually develops faster than written language SIOP & research 13

SIOP Components or Features (13) Provide ample opportunities for students to use/apply learning strategies: metacognitive, and social/affective strategies, Mnemonic devices Acronyms for test taking, study and writing tasks Graphic organizers Directed- Reading Thinking activities (DRTA) Listening and reading comprehension strategies Rehearsal strategies See also CALLA (O’ Malley & Chamot, 1987; 1994) SIOP & research 14

SIOP Components or Features (14) Consistently use scaffolding techniques to assist and support student understanding and information retention Paraphrasing Think-alouds Reinforce contextual definitions Provide correct pronunciation by repeating student responses Slow down speech, increase pauses, speak in phrases SIOP & research 15

SIOP Components or Features (15) Use a variety of questions or tasks that promote HOTS (16) Provide frequent opportunities for discussion and interaction Games Communication through technology Performing, acting Pair dialogue and sharing of information Show and tell SIOP & research 16

SIOP Components or Features (17) Support language and content objective through grouping configurations. (18) Provide sufficient wait time for student responses. 50 -50 television show model Phone a friend (19) Provide ample opportunity for students to clarify key concepts in L 1 SIOP & research 17

SIOP Components or Features (20) Provide hands-on materials and manipulatives for students to practice using the new content in context. (21) provide activities that allow students to apply content and language knowledge together. (22) Integrate all language skills into content area instruction. (23) Content objectives must be clearly supported by lesson delivery. SIOP & research 18

SIOP Components or Features (24) Language objectives must be clearly supported by lesson delivery. (25) Students are engaged 90 -100% of the time. (26) Pace lesson delivery according to students’ ability levels. SIOP & research 19

SIOP Lesson Plan Components Standards Theme Measurable Content objectives Measurable language objectives Explicit listing of key vocabulary Explicit listing of supplemental materials SIOP & research 20

SIOP Lesson Plan Components Lesson Plan Sequence with Motivation, pre-knowledge activation Modeling of new content Practice scaffolded from intense to minimal guidance Review of content by students Post lesson assessment of objectives Extension/homework REFLECTIONS on what worked and did not work and what, therefore to focus on next SIOP & research 21

ELL research findings The National Literacy Panel on Language Minority Children and Youth (NLP) conducted a summary of research on ELL instruction, second language acquisition, crosslinguistic and sociocultural factors, ELL assessment and professional development conducted by (August & Shanahan, 2006), the following research-based statements can be made: SIOP & research 22

ELL research findings (1) ELLs benefit from instruction in the key components of reading as defined by the National Reading Panel (NICHD, 2000); This includes explicit instruction in Phonemic awareness, letter-sound awareness, fluency, vocabulary, and text comprehension SIOP & research 23

ELL research findings (2) Explicit instruction in these 5 areas is necessary but not sufficient to teach ELLs to read, write and spell proficiently in English. Oral language proficiency for social and academic purposes is necessary also. (3) Oral proficiency and literacy in the student’s L 1 will facilitate development of literacy in L 2 (English). Literacy in L 2 can also be developed in L 2 without literacy proficiency in L 1. SIOP & research 24

ELL research findings (4) Individual student characteristics and history of migration play a significant role in L 2 literacy development. (5) Home language experiences can contribute to L 2 (English) literacy development. However, there is limited research on the influence of sociocultural factors on L 2 acquisition processes. SIOP & research 25

ELL research findings Researchers from the National Center for Research on Education, Diversity and Excellence (CREDE), a federally funded research center until recently, conducted a second major review of L 2 literacy development. The focus was Oral language development Literacy development from linguistic and crosslinguistic angles Academic achievement SIOP & research 26

ELL research findings Both groups came to similar conclusions: (1)L 2 literacy development is influenced by numerous variables that influence each other. Among them are socio-economic status, L 1 literacy base, and L 2 oral performance. SIOP & research 27

ELL research findings (2) Certain L 1 literacy skills transfer to L 2 even if these two language s differ in print, pronunciation, and writing conventions. Among them are – phonemic awareness – morphological awareness – listening and reading comprehension – language learning strategies SIOP & research 28

ELL research findings (3) Oral performance and literacy (tasks involved in managing print) can develop simultaneously. (4) Academic literacy skills in L 1 positively support literacy development in L 2. (5) ELLs need enhanced, explicit vocabulary instruction. SIOP & research 29

ELL research findings (6) High quality instruction for ELLs is similar to high quality instruction for other native speakers; but ELLs need instructional accommodations (mandated by law!) and other additional support to succeed at the academic level (7) teaching the 5 major components fo reading (NICHD, 2000) to ELLs is necessary but not sufficient for developing academic literacy. ELLs need to develop oral language proficiency as well. SIOP & research 30