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Helping Immigrant Students in the United States Learn English in Mainstream
Classrooms: The SIOP Approach
Melvin R. Andrade, Ed.D.
Sophia Junior College
Linguapax Asia 2005
Second International Symposium
Embassy of Canada,Tokyo
11 June 2005
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Aims of this Presentation
To introduce the SIOP Model of sheltered instruction as an effective way to develop content knowledge and language skills together in foreign language, second language, and heritage language education
To introduce Web-based resources about SIOP and related programs
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What does “SIOP” stand for?
It stands for “Sheltered Instruction Observation Protocol,” which refers to a set of guidelines for planning and measuring the implementation of a teaching approach know as “Sheltered Instruction.”
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Sheltered Instruction is…?
. . . an approach for teaching content to English (and other) learners in ways that make the subject matter concepts comprehensible while promoting the students’ language development. An important component of sheltered instruction is . . .
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. . . “Scaffolding,” defined as . . .
“Teacher support for learning and student performance of tasks through instruction, modeling, questioning, feedback, graphic organizers, and more, across successive engagements”
These supports are gradually withdrawn as the learner develops more and more autonomy.
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Why is sheltered instruction needed?
90% of recent immigrants to the U.S. come from non-English speaking countries
Students with limited English proficient (LEP) comprise nearly 10% of the U.S. school population (K-12)
In some school districts, LEP students are the majority of students in class.
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And . . .
LEP students lag significantly behind other students in academic achievement (lower grades and test scores)
LEP students have higher drop out rates Many LEP students have hand little formal
schooling and cannot read or write. Many LEP students speak another
language at home--not English
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Who Uses the SIOP Model?
ESL teachers Bilingual teachers Elementary classroom teachers Secondary subject-area teachers Coaches and mentor teachers Staff developers School and district administrators Teacher and education faculty Pre-service teacher candidates
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Why Use the SIOP Model?
“As the number of English language learners (ELLs) in their classes increase, teachers are looking for effective instructional practices.”
“Teachers and researchers worked collaboratively to create the SIOP Model to meet the challenges of this new reality.”
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And . . .
“The SIOP Model has been shown to be a reliable and valid measure of effective instruction.”
“Research has shown that ELLs improved their academic skills when their teachers implement the SIOP Model.”
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Now some background . . .
“The SIOP Model offers a research-based approach to sheltered lesson planning and implementation that has proven effective with English language learners throughout the United States. The model was developed in a 7-year national research project (1996-2003) sponsored by the Center for Research on Education, Diversity & Excellence (CREDE). ”
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And . . .
Through literature review and with the collaboration of practicing teachers, researchers identified features of instruction present in high-quality sheltered lessons to generate the SIOP Model. The model was refined over multiple years of field testing and consists of eight components and 30 features that are explained in the book . . .
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Center for Applied Linguisticswww.cal.org
J. Echevarria, M. E. Vogt,, & D. J. Short. (2004)
Making Content Comprehensible for English Learners: The SIOP Model
Boston: Pearson
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The eight components are . . .
Lesson preparation Building
background Comprehensible
input Strategies
Interaction Practice & application Lesson delivery Review & assessment
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Teachers trained in this model . . .
. . . learn to plan and deliver lessons that incorporate these techniques consistently. and, thus help English learners to develop their academic English skills while learning grade-level content.
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Research & Development Projects Related to the SIOP Model. Online at http:// www . cal . org / siop / index . html
The Effects of Sheltered Instruction on the Achievement of Limited English Proficient Students
The SIOP Model for Making Content Comprehensible for English Learners: Professional Development Videos and Facilitator's Manual
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Online research cont’d . . .
SIOP Model Research and Professional Development for Secondary English Language Learners
Optimizing Educational Outcomes for English Language Learners
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Now before going into more detail, watch a short video, which…
will briefly review the background of SIOP and its eight components.
(Video: Helping English Learners Succeed: An overview of the SIOP Model. Center for Applied Linguistics. www. cal. org / crede / pubs
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The Sheltered Instruction Observation Protocol (SIOP)
Total points possible: 120 (subtract 4 points for each NA (“not applicable”) given
Directions: Circle the number that best reflects what you observe in a sheltered lesson. You may give a score from 0-4 (or NA on selected items). Cite under “Comments” specific examples of the behaviors observed.
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Scoring
4 Highly evident
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2 Somewhat evident
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0 Not evident
NA
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I. Preparation
1. Clearly defined content objectives for students2. Clear defined language objectives for students3. Content concepts appropriate for age a
nd educational background4. Supplementary materials used to a high degree making the lesson clear and meaningful (e.g. graphs, models, visuals).
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5. Adaptation of content to all levels of
student proficiency
6. Meaningful activities that integrate
lesson concepts (e.g. surveys, letter
writing
I. Preparation
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II. Instruction
Building background
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g. written, repeated, highlighted)
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Comprehensible input
10. Speech appropriate for students’
proficiency level (e.g. slower rate and
enunciation, and simple sentences for
beginners)
11. Explanation of academic tasks clear
II. Instruction
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12. Uses a variety of techniques to make
content concepts clear (e.g. modeling,
visuals, hands-on activities,
demonstrations, gestures, body language)
II. Instruction
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Strategies
13. Provides ample opportunities for
students to use strategies (cognitive,
metacognitive, social / affective).
II. Instruction
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14. Consistent use of scaffolding techniques
throughout lessons, assisting and
supporting student understanding such
as think-alouds.
II. Instruction
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15. Teacher uses a variety of questions
types, including those that promote
higher-order thinking skills throughout
the lesson (e.g. literal, analytical,
interpretive questions).
II. Instruction
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Interaction
16. Frequent opportunities to interaction and
discussion between teacher / student and
among students, which encourage
elaborated responses about lesson
concepts
II. Instruction
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17. Grouping configurations support
language and content objectives of the
lesson
18. Consistently provides sufficient wait time
for student response
19. Ample opportunities for students to
clarify key concepts in their first language.
II. Instruction
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Practice / Application
20. Provides hands-on materials and / or
manipulatives for students to practice
using new content knowledge
21. Provides hands-on activities for students
to apply content and language
knowledge in the classroom
II. Instruction
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22. Uses activities that integrate all
language skills (i.e. reading, writing,
listening, speaking)
Lesson delivery
23. Content objectives clearly supported by
lesson delivery
II. Instruction
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24. Language objectives clearly supported
by lesson delivery
25. Students engaged approximately 90% to
100% of the period
26. Pacing of the lesson appropriate to the
students’ ability level
II. Instruction
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III. Review / Assessment
27. Comprehensive review of key
vocabulary
28. Comprehensive review of key content
concepts
29. Regularly provides feedback to students
on their output (e.g. language, content,
work)
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III. Review / Assessment
30. Conducts assessments of student
comprehension and learning of all
lesson objectives (e.g. spot checking,
group response) throughout the lesson
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Now, watch one more short video segment. Which elements of SIOP do you observe?
From www.learner.org
Teaching Reading K-2: “Thalia Learns the Details” (Student case study No. 4)
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Summary of video segment 2
In the beginning of the school year, Thalia Valdez is just beginning to get excited about letters. She attends kindergarten at the bilingual AMIGOS school in Cambridge, Massachusetts. With the support and guidance of her teacher, Jim St. Clair, Thalia steadily learns the details of the basics of reading and writing such as one-to-one word correspondence, letter sounds, and left-to-right text. She uses her fine motor skills in adding text to her inventive drawings.
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Online resources
Welcome to SIOP Central! (CAL) www.cal.org/siop/index.html
CREDE: Center for Research on Education, Diversity, and Excellence www.crede.org
Annenberg / CBS education series www.learner.org
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Resources cont’d . . .
Center for Applied Linguistics www.cal.org
“ESL Infusion” (Ontario Institute for Studies in Education-OISE) http://eslinfusion.oise.utoronto.ca
SIOP Institute www.siopinstitute.net
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More resources . . .
Teaching Reading K-2: A Library of Classroom Practices (Annenberg/CPS) http://www.learner.org/resources/series162.html
The Learning Classroom: Theory into Practice (Annenberg/CPS) http://www.learner.org/resources/series172.html
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