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SI: A FrameworkOctober 14, 2019
Presenter:Rogelio Suárez, DirectorFacilitator: Francis Romano, VP
Facilitator: Robert Dahill, VP
Materials for this presentation were taken from Echevarria, Vogt, and Short. Copyright © 2017; and the University of Pittsburgh-IFL ©2010 and 2013
Housekeeping!!!
Content Objectives for today
1. Participants will explore and use terminology associated with SI.2. Participants will discuss how they are currently utilizing these strategies
and how they may need to adapt them in the future.
Language Objectives for today
1. Participants will examine the eight components, and 30 indicators of the SI .
2. Participants will distinguish between what constitute a academic language (CALPS) and everyday language (BICS).
3. Participants will examine strategies that are best practices when instructing ELs.
C.A.L.P
.
S.
B.I.C.S.I III
II IV
Cummins’s Framework of Language ActivitiesCONTEXT-EMBEDDED
CONTEXT-REDUCED
COGNITIVELY UNDEMANDING
COGNITIVELY DEMANDING
Content Specific Language (CONCEPTS)
Introducing the SIOP Model• Distinguish between sheltered instruction/SDAIE
(Specially Designed Academic Instruction in English) as a program model and sheltered instruction (SI) as a lesson type.
• Recognize differences and similarities among ESL pull-out, content-based ESL, sheltered instruction, and bilingual education.
Lesson PreparationIndicators
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language objectives clearly defined, displayed, and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful
5. Adaptation of content to all levels of student proficiency6. Meaningful activities that integrate lesson concepts with
language practice opportunities in all 4 domains
Lesson Preparation Supplemental Materials:• Hands-on manipulatives• Realia• Pictures• Visuals• Multimedia• Demonstrations• Related literature• Adapted text
Building BackgroundIndicators
7. Concepts linked to students’ background8. Past learning linked to new concepts9. Developing key vocabulary
Comprehensible InputIndicators
10. Speech (rate, pronunciation, sentence structure, etc.) appropriate for students’ level
11. Clear explanation of academic tasks12. A variety of techniques used (TPR, hands-on,
modeling, visuals, etc.)
https://wida.wisc.edu/sites/default/files/resource/CanDo-KeyUses-Gr-9-12.pdf
Continuum of Conversational and Academic Language
Conversational Language
(BICS)
Academic Language (CALPS)
Discussing Social Studies with a partner
Reading grade-level expository
books
Writing a research report using Internet
and text resources
Reading and taking notes from college lectures and
readings
Texting friends and family Writing an email
to catch up with an old friend Discussing a
movie or book with a friend
StrategiesIndicators
13. Time is allow for students to use strategies14. Scaffolding consistently used through the lesson15. Questioning techniques provoke higher order and
analytical thinking
CALLACOGNITIVE & ACADEMIC LANGUAGE LEARNING APPROACH
• METACOGNITIVE STRATEGIES• COGNITIVE STRATEGIES• SOCIAL/AFFECTIVE STRATEGIES
(O’Malley & Chamot, 1990)
METACOGNITIVE STRATEGIES
(O’Malley & Chamot, 1990)
PLANNNING- Advanced organization; selective attention; self management
MONITORING- Checking for comprehension; monitoring production; self-monitoring while speaking and writing
EVALUATING- Checking back; reviewing; reflecting on what one has learned; judging how well the task was completed
COGNITIVE STRATEGIES
(O’Malley & Chamot, 1990)
RESOURCING- Using reference materials such as textbooks; dictionaries; the Internet; encyclopedias; etc.
GROUPING- Classifying words, terminology, quantities, or concepts according to their attributes.
NOTE-TAKING- Writing down key words and concepts.
ELABORATION- Relating new ideas and concepts to prior knowledge and making personal associations.
(O’Malley & Chamot, 1990)
SUMMARIZING- Making mental, oral, or written summary of information gained at certain points in learning process.
DEDUCTION/INDUCTION- Use a rule/Make a rule
IMAGERY- Make a mental picture from the information.
AUDITORY REPRESENTATION- Mentally replay a word, phrase or piece of information.
MAKING INFERENCES- Use context clues to guess meaning and predict upcoming information.
SOCIAL/AFFECTIVE STRATEGIES (SEL)
(O’Malley & Chamot, 1990)
•Interacting with others (peers, teachers, and staff) to assist in learning.
•Develop collaboration skills and collaboration processes to increase learning.
•Ask questions for clarification.
•Using affective control to maximize and accomplish the learning task.
SCAFFOLDING
•VERBAL•PROCEDURAL
VERBAL SCAFFOLDING•Paraphrasing- restating a student’s response in order to model correct English usage.
•Using “Think-Alouds”- carefully structured models of how effective strategy users think and monitor their understandings.
•Reinforcing contextual definitions- an example would be: “Aborigines, the people native to Australia, are being forced from their home.”
PROCEDURAL SCAFFOLDING
SCAFFOLDING MODEL: WHOLE CLASSROOM
TEACH MODEL PRACTICE APPLY
INCREASING INDEPENDENCE
SCAFFOLDING MODEL: GROUPING
WHOLE CLASS GROUPS PARTNERS INDIVIDUAL
INCREASING INDEPENDENCE
Rehearsal strategiesRepeated readingsSelected underliningTwo-column notesElaboration strategiesOrganizational strategies
Role-playingPeer tutoringReciprocal teachingCo-op learning
Drill & practiceDiscovery learningBrainstormingDiscussion
LectureDirect InstructionDemonstrationRecitation
Student- Centered
Peer- Assisted
Teacher- Assisted
Teacher- Centered
Continuum of Strategies
(Muth & Alvermann, 1999)
Interaction Indicators
16. Frequent opportunities for interactions 17. Grouping configuration support language and
content objectives for the lesson18. Allows sufficient wait time for students to respond19. Key concepts clarified in L1 when appropriate
Teacher as Master Controller
Teacher as Facilitator
Teacher as Active Participant
Teacher as Observer
Practice/ApplicationIndicators
20. Hands-on practice with new knowledge21. Application of content and language knowledge
in new ways22. Integration of all language skills/domains:
listening, speaking, reading, and writing
Lesson DeliveryIndicators
23. Support content objectives during the lesson24. Support language objectives during the
lesson25. Promote student engagement26. Pace lesson appropriately
TEXT
TALK
TASKNJSLA
UNIVERSITY OF PITTSBURGH-IFL (2013)
Review/AssessmentIndicators
27. Reviewed key vocabulary often28. Reviewed key concepts often29. Provide regular feedback to students
on their output30. Assess student comprehension of
objectives
Do you have any: