2 ANTICIPATION GUIDE Why SIOP? What it looks like SIOP research Language Acquisition Define SIOP and introduce 8 components

2ANTICIPATION GUIDE

Why SIOP?

What it looks like

SIOP research

Language AcquisitionDefine SIOP

and introduce8 components

Language Objectives: I can discuss my role as an ESL teacher and the impact of SIOP on instruction.

Introduction to SIOPContent Objectives: I can define Sheltered Instruction

Observational Protocol and why it’s important.

I can understand the research that supports this model and how it affects language acquisition.

Why SIOP?

What it looks like

SIOP research



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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.

What is SIOP?

Do you notice key themes?

“TPR”

Components of SIOP

Interaction

Practice/ Application

Lesson Delivery

Review/ Assessment

Lesson Preparation

Building Background

Comprehensible Input

Strategies

SIOP?

What it looks like

SIOP research

Language acquisitionDefine SIOP


Provide content area instruction that is accommodated to the needs of ELLs at all levels.

Integrate academic language instruction into content area instruction.

High expectations for academic success of ELLs and ALL students in all content area.

Introduction to SIOP Model Video

http://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/SIOP/ConclusionNew_iPad.mp4

What it looks like

SIOP research


And introduce8 components

SIOP?

• Well-planned lessons

• Time-on-task

• Use of student background knowledge and experience

• Variety of delivery modes

• Grade-level content

• Checks for understanding

• Use of higher-order thinking skills

• Explicitly stated lesson objectives

Taking a Closer LookTaking A Closer Look

SIOP?

What it looks like

SIOP research


And introduce8 components

Research says…..

The SIOP Model can beviewed as an instructional model and as a tool for training

and evaluating educators who workwith ELLs. Several studies have found that participation in

professional development and thecontinued use of observations, rating rubrics, or checklists

similar to those used with SIOP haveincreased teachers’ use of targeted instructional

techniques such as SI (Crawford et al., 2008;Friend et al., 2009; Gibbons, 2003; Giouroukakis et al.,

2011).

• Students with SIOP-trained teachers participated in the (SIOP) PD program with summer institutes, follow-up workshops, and on-site coaching. SIOP-trained teachers made statistically significant gains in their average mean scores for oral language, writing, and total proficiency on the state assessment for English language proficiency, compared to the comparison group of English learners (Short, Fidelman, & Louguit, 2012)

• Similar SIOP studies across K-12 classrooms in various content areas including math and science classrooms performing better when SIOP implemented with high fidelity than those that did not implement SIOP.

North Carolina ELLs by Language 2009-2010

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• Spanish 123,841 • Chinese 3,761• Hmong 3,622• Vietnamese 2,530• Arabic 2,331

• Korean 1,731• French 1,478 • Russian 1,259 • Hindi 1,074• Gujarati 808

1990s Growth Of Hispanics

USA = 60 % NC = 400%Alamance County = 1,200%

* Hispanic K-12 enrollment Growth in ABSS went from 3% to the current 20% of the total student population

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Growth of Hispanics

ABSS ESL/LEP Totals

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• Approximately 4,878 ESL Students• Approximately 2,200 LEP Students

ABSS HOME LANGUAGES 2013

Spanish 92% (4504)Vietnamese 1% (51)Laotian 1% (47)Chinese 1% (41)Gujarati 1% (26)Arabic 1% (25)

* 42 different home languages in ABSS

Identify and describe your various roles as an ESL at your school.

Of these roles which do you feel is the most important?

What impact will this have on your ESL students?

SIOP?

What it looks like

SIOP research



Language Acquisition

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❝To have another language is to possess a second soul.❞‒Charlemagne

Time Spans for Language Acquisition

1 to 3 years

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BICS Social Language

Native English Speakers

English Language Learners

7 to 10 years

CALPAcademic Language

Source: James Cummins (1984) and Virginia Collier (1987)

Social vs. Academic Language

Social Language Academic Language

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Open the door, please.

Would you like to get a coke?

At what time do we go home?

Tell me what you liked about the movie.

Do you want to play?

Define mammal.

Compare and contrast Saturn and Jupiter.

Paraphrase the paragraph.

What is the main idea of this paragraph?

Write a summary for your story.

Social vs. Academic Language

Social Language Academic Language

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Simpler language.

Usually face-to-face, small number of people, informal setting.

Precise understanding is seldom required.

Many opportunities to clarify.

Technical vocabulary.

Often lecture-style communication or reading a textbook; little situational context.

Precise understanding and precise explanation is required.

More difficult to clarify.

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FACTORSAFFECTING

SECOND LANGUAGE

ACQUISITION

Self-Esteem Anxiety

AttitudesAnd

Motivation

AgeNative

Language

Content Objectives: I can define Sheltered Instruction

Observational Protocol and why it’s important.

I can understand the research that supports this model and how it affects language acquisition.

What Did You Learn?

Language Objectives: I can discuss my role as an ESL teacher and the

impact of SIOP on instruction.

Clearly DefinedContent Objectives

Supplementary Materials

Adapt Content For

Proficiency Levels

PlanMeaningful Activities

Clearly DefinedLanguage Objectives

Content Concepts Appropriate

Content Objectives: I can identify Lesson Preparation as a component of SIOP and the features of this component. I can Identify properties of a language objective.

Lesson Preparation

Language Objectives: Given a content objective, I can write a language objective using multiple properties of language objectives.

SIOPAOL

What do you notice?Handout

……thinking about your lesson plan, how does the anatomy of a lesson merge with SIOP?



Adapt Content For

Proficiency Levels




Learning Objectives Are Essential!

(Content and Language)

1. They guide both teaching and learning in a classroom.

2. They are the foundation of a lesson.

3. SIOP classrooms have both content and language learning goals.

4. They should be written in kid friendly language, posted and reviewed with students.

5. Attainment of the objectives should be assessed and reviewed with the students throughout the lesson.

Content Learning Objectives• They describe WHAT needs to be learned in

regards to content.

• They should be written at the lesson level and should be taught and learned in one or two lessons.

• They should be developed from the state standards, district essentials guide, common core.

SCAVENGER HUNT

Language Learning Objectives

• They build students’ academic language proficiency in each subject area

• They describe HOW the students will demonstrate their knowledge of a content concepts through specific reading, writing, listening and speaking strategies and activities.

• Written to match proficiency levels.

Language functions /School language/Bloom’s (define, describe, explain, classify, compare, summarize, etc….)Academic /Tiered Vocabulary (discipline-specific, word forms) Language Domains/Meaningful interaction of school

language through reading, writing, listening and speaking

Language Structure (if/then statements, types of sentences) Grammar (punctuation/capitalization)

TAKE A MINUTE TO LOOK AT THE HANDOUT

Language Learning Objectives Are….. Language Demands of the Content Class

(Refer to Handout)

PROPERTY HUNTERS Directions: 1. Read each objective and determine the properties. 2. After determining the properties present, circle the language function, underline the content vocabulary and draw a box around the language domain.

Turn and talk with your partner to discuss your answers.

Using the content objective, write a language objective using at least 3 properties.

YOUR TURN

•Turn and talk to your elbow partner.•Use Evaluation Checklist in handbook



Adapt Content For

Proficiency Levels




differentiating • same content objective, • different input/output/process

scaffoldingadjusting content to various

learning styles and intelligences

Adaptation of Content

Reflection: Does it fit for ALL students?Evaluate your language objective.

ELP Standard 3: The Language of Mathematics, Summative Framework

Large whole numbers

Identify large whole numbers from pictures and models…

Identify large whole numbers from pictures or models and phrases or short sentences

Sort examples of large whole numbers from pictures or models and text…

Compare examples of large whole numbers presented in pictures and text

Match situations to use of large whole numbers from grade level text

Adaptation of Content…

Level 1: …from pictures and models

Level 5: …from grade level text

Can-Do Descriptors

FRAMEWORK CONVERSATIONS

With your group, look at the Common Core Scaffolding Frameworks.1. How do you think these frameworks adapt content?2. What do you notice about the MPIs across language levels?3. How does this translate to day to day lesson planning?



Adapt Content For

Proficiency Levels




Hands-on manipulatives - cubes, counter chips Realia – any real-life objects that pertain to the lesson Pictures – Google Image is a great resource Visuals - graphs, charts, timelines, props Multimedia - DVDs, learn360 video clips, tape recordings Demonstrations - modeling how to use the materials Related Literature - fiction and nonfiction picture books Hi-Lo Readers - books that are high interest but lower readability level. Adapted Text – rewriting text so that it is at a lower

readability level but focuses on the same content.

Supplementary MaterialsClear and Meaningful!



Adapt Content For

Proficiency Levels




Quick write conversations

Use the handout and complete the sentence starter regarding meaningful activities. Once you have completed your part, sign your name and pass to the next person at your table. They will then elaborate on your point and sign their name.

Meaningful Activities…

• Link to background/past learning• Emphasize key vocabulary• Make concepts comprehensible• Provide practice, application• Provide genuine audiences and interaction• Provide Language Practice: • L, S, R, W, Thinking• Motivate and engage (90/10)

Plan Meaningful Activities



Adapt Content For

Proficiency Levels




SIOP classrooms ensure that even whenlesson materials may need to be adapted to

meet the needs of English learners, the content is never diminished.

Concepts are Appropriate

Language Objectives: Given a content objective, I can write a language objective using multiple properties of language objectives.

Content Objectives: I can identify Lesson Preparation as a component of SIOP and the features of this component. I can Identify properties of a language objective.

What Did You Learn?

Link to Students’

Background Develop Key Vocabulary

Bridge Past + New Learning

Content Language School Language Multiple Meanings

Building Background

Content Objectives: I can identify the Building Background component of

SIOP and the three features of this component I can discover ways to build students background

knowledge. I can identify characteristics of effective vocabulary

instruction.

Language Objectives: I can explain why building background knowledge is

essential when introducing new concepts. I can read the passage and distinguish tiered

vocabulary.

Rigging the JibRigging the jib varies somewhat depending on your equipment. Some jibs have fasteners or clips on the luff of the sail; others have sleeves. Attach them to the forestay, starting with the fastener at the bottom of the luff first, and continuing up to the top. Attach the jib halyard to the head of the jib. Check that the haylard is not twisted around the forestay. Attach the jib sheets to the jib clew and feed through the jib blocks (fairheads) on each side of the cockpit. Once the jib and main are rigged, you are ready to raise the sails, but before you do, double check to make sure the main sheet and the jib sheet are not cleated and will run freely, and then the cunningham or downhaul and the boom bang are cleated. Make sure that the daggarboard is in the down position. Now secure the rudder and the tiller and check to see if they are working properly.

Rigging the Jib

What do you think about this text for a developing reader? For the proficient reader?

• As a reader, what is easy for you?• List all of the aspects that are easy to read?• What specifically is hard? Why?• What could you do to make this passage more

accessible to all students.

The questions that p_____ m_____ face as they raise ch_____ from in_____to adult life are not easy to an_____. Both f______ and m______ can become concerned when health problems such as c______ arise any time after the e______stage to later life. Experts recommend the 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 r_____. They may be afraid of the d_____.

“Raising Ch ”

Link to Students’




“Individuals with knowledge of a topic have better recall and are better able to elaborate on aspects of a topic than those who have limited knowledge of the topic.” (Vogt, 2005). P. 54

“Schemata are the reader’s concepts, beliefs,

expectations, processes – virtually everything from

past experiences – that are used in making sense of

things and actions. In reading, schemata are used in

making sense of text…” p. 54

…..To Background Knowledge

• Discover and value the culture of your students.

• Build background! Never make assumptions about what students know.

• Provide culturally appropriate interaction.• Create a climate of acceptance.• Design lessons to include cross cultural

subject matter.• Know what you do not know. • Get to know parents and the community.

Building Background

Link to Students’




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What is this about? With Hocked GemsFinancing HimOur hero bravely defiedAll scornful laughter That tried to deceive his scheme.An egg, not a table typifyUnexplored planet.Now three sturdy sisters sought proofForging sometimes through calm vastnessYet, more often over turbulent peaks and valleysDays became weeks as many doubters spread fearful rumors about the edge.At last, welcome winged creatures appeared signifying momentous success.

What is difficult about understanding this passage?What supports would help before reading this passage?

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1. Columbus2. Earth3. Niña, Pinta, Santa Maria4. Waves in the ocean5. People believed the earth was flat and you

could fall off the edge6. Seagulls

Background Knowledge ReadingWill having these words help you understand the passage?

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• Vocabulary knowledge is important in comprehension

Incidental vocabulary

Explicit vocabulary

Activity: Compare/Contrast Incidental vs. Explicit VocabularyRefer to handout

Emphasize Key Vocabulary

1. Content Words: terms related to specific content areas2. Process/Function Words:

Functional Language: share with a partner, discuss, line up, graph, list, classify.

Language Processing: skim, scan, debate, argue, summarize Transition Words: therefore, in conclusion, furthermore Sequence Words: first, then, next, finally, at last

3. Words and Word Parts That Teach English Structure: Teaching students that words are formed with roots and

vase words joined with prefixes and suffixes will help them figure out the meanings of words they come across in a text. (p.61 SIOP)

Types of Academic Vocabulary Words

VIDEO

http://www.schooltube.com/video/f5579f0c03224cc487b7/

Tier 1 Tier 2 Tier 3

Description Basic words that most children know before entering school

Words that appear frequently in texts and for which students already have conceptual understanding

Uncommon words that are typically associated with a specific domain

Examples clock, baby, happy

sinister, fortunate, adapt

isotope, peninsula, bucolic

Tiers of Vocabulary

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• Tier 1 Words– High-frequency every day words– Words ELLs typically know in first language– Can be easily taught by pointing or demonstrating

• Tier 2 Words– More complex, abstract words

• Academic processing (ex. Infer, implied)• Transition words (ex. however, although)• Polysemous/multiple meanings (ex. table, plot)• Idioms (ex. raining like cats and dogs)• Phrasal cluster (ex. for example, as a matter of fact)• Sophisticated ( ex. person-human-homosapien)

• Tier 3 Words– Low frequency content specific words

Tiers of Vocabulary

Use student friendly descriptions, not definitions Use linguistic and nonlinguistic representations

(gestures, draw pictures) Gradually develop word meanings (discuss what they

mean in different contexts) Teach students how to use word parts Use different types of instruction for different types of

words (ex: verbs always show a relationship between two nouns so explicitly tell the students this)

Students need to discuss the terms they are learning Use games Focus on academic vocabulary relevant to the

curriculum being taught

Characteristics of Vocabulary Instruction

Top 3 most important

idioms culturally embedded meaningshomophones suffixesprefixes superlatives false-cognates content vocabularyWords with Multiple Meanings (polysemous)

Problematic Areas

Polysemous Words Activity

HOW MANY

WAYS?

1. Each table choose one index card.2. Allow each person at your table to quietly read the word to

themselves.3. Each person then takes a turn to write 1 way that word can be used.4.Continue passing the card around your table to write additional ways, until time is up5.NO talking at your tables, please

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English Language

There is a two-letter word that perhaps has more meanings than any other two-letter word, and that word is …

UP It’s easy to understand UP - meaning

toward the sky or at the top of the list.

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But in the morning, why do we wake UP and get UP?

At a meeting, why does a topic come UP?Why do we speak UP, sit UP, and listen UP ?Why are officers UP for election and why is it UP to the secretary to write UP a report?

We call UP our friends and brighten UP a room.We lock UP the house, fix UP the old car, and polish UP the silver.

We work UP an appetite, warm UP the leftovers,eat them UP, and then clean UP the dishes.

You line UP for tickets and drink UP your soda.But don’t stir UP trouble or think UP excuses.

To be dressed is one thing but to be dressed UP is something special.

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And if that is not confusing enough…

A drain must be opened UP if it is stopped UP.Stores open UP in the morning and close UP at night. When it threatens to rain, it clouds UP. When the sun comes out, it clears UP. When it rains, it wets UP everything and when it doesn’t rain, things dry UP.

To wise UP on the many uses of UP, look it UP in the dictionary. It takes UP almost ¼ of a dictionary page and can add UP to about thirty definitions. If you are UP to it, make UP a list of the many ways UP is used. It will take UP a lot of your time, but if you don’t giveUP, you may end UP with a hundred or more.

We seem to be pretty mixed UP about UP, but my time is UP so I’ll wrap it UP. I’ll just shut UP and leave the rest UP to you!

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Ensure multiple exposuresContextualize vocabulary Provide opportunities to use wordsCultivate word awarenessConsider cultural backgroundGroup words in categoriesTeach more than key vocabulary

What does it mean to know a word? How can you assess whether students know it?

Vocabulary Instruction

VIDEO

http://www.youtube.com/watch?v=LUhBy78YqO4&feature=player_detailpage

ANCHOR VOCABULARY

ANCHOR VOCABULARY

Link to Students’




• Review content and language objectives from prior lessons

• Refer to past notes• Pull out old power points• Establish routines that require students

to “go back” into past lessons• Identify notes by lesson• Journals• Connect to previous units• Connect to other content areas

Bridge to Past Learning

Building Background

Content Objectives: I can identify the Building Background component of

SIOP and the three features of this component I can discover ways to build students background

knowledge. I can identify characteristics of effective vocabulary

instruction.

Language Objectives: I can explain why building background knowledge is

essential when introducing new concepts. I can read the passage and distinguish tiered

vocabulary.

Appropriate Speech Clear

Explanation ofAcademic Tasks

A Variety of Techniques Used

Content Objectives: I can identify the Comprehensible Input

component of SIOP and the three features of this component.

I can discover ways to make content comprehensible.

Language Objectives: I can evaluate and revise an academic task to make it comprehensible for ELL students. I can share techniques used to increase

comprehensible input.

German Coastguard


http://www.youtube.com/watch?v=yR0lWICH3rY&feature=player_detailpage




Appropriate Speech

Directions: 1. Number 1 – 12 on a sticky note. 2. Read each characteristic for appropriate speech from the next slide.3. Write A for always, S for sometimes, and N for never according to how often you use each characteristic.

1. Face students2. Pause Often3. Adjust speed4. Increase wait time5. Consider language proficiency6. Monitor level of vocabulary

7. Use shorter subject-verb sentences8. Avoid idioms9. Clarify pronouns10. Paraphrase often11. Repeat and have students repeat12. Use cognates when possible

Appropriate Speech




Clear Explanation of Academic Tasks

In groups of 2 assign each person a role. One being the teacher and one being the student. The Teacher will read an academic task only one time. The Student will have to listen and complete the activity.

Students: What did you understand?

Now with your partner revise the academic task so that is more comprehensible. Use the chart paper and other materials provided. Share your revision with the group.

Step by step directionsGive oral and written

directionsInclude visuals with

demonstrationsRepeat language and routinesAsk students to summarize

the steps and demonstrate for other students

Set a time limitCirculateModel the activity

Be exact, short, and complete

Use action verbs in the command form

Clear Explanation ofAcademic Tasks

Explaining Writing




Ideas for Teaching ELLs with the SIOP Model

Use a Variety of Techniques

86

Grognet,Allene, Judith Jameson, et al. Enhancing English Language Learning in Elementary Classrooms. Video. Washington D.C: Center for Applied Linguistics and Delta Publishing Company, 2000.

What is the lesson about?What techniques are used to make the lesson

understandable?What could make the lesson more comprehensible?Did hearing it multiple times in the same context

increase understanding?

Mrs. Amin

Mrs. Amin Video

http://www.youtube.com/watch?v=p7AjmK77BWM



Use gestures, body movements, and facial expressions Use pantomime and dramatization Use realia (real things), photos, pictures, and drawings Model the finished product Breakdown complex tasks into manageable steps

(Chunk and Chew) Use videos prior to beginning a lesson/unit Use multimedia and technology Use recorded text Use graphic organizers

USE A VARIETY OF TECHNIQUES TO MAKE

CONTENT COMPREHENSIBLE

Turn and talk to a partner about a previouslesson you taught. How could you incorporatemore techniques to improve comprehensible input?


Do you know?

Content Objectives: I can identify the Comprehensible Input

component of SIOP and the three features of this component

I can discover ways to make content comprehensible.

Language Objectives: I can evaluate and revise an academic task to make it comprehensible for ELL students. I can share techniques used to increase

comprehensible input.

Directions:Using the charts around the room labeled with the SIOP components we discussed today, write one thing you learned about each component.

Carousel Activity

Documents

2 ANTICIPATION GUIDE Why SIOP? What it looks like SIOP research Language Acquisition Define SIOP and introduce 8 components