SIOP World HistorySIOP World History

South Burlington High SchoolSouth Burlington High School

& St. Michael’s College& St. Michael’s College

CREATE grant project - 2008CREATE grant project - 2008

SIOP World History

The Purpose Support English

Language Learners to allow successful participation in the mainstream World History class

The Players Jan Russell, SBHS

World History Heidi Western, SBHS

ELL Rita MacDonald, SMC,

VCLA and Project CREATE

Alysia Backman, SBHS Literacy

Aostre Johnson, SMC Graduate Ed.

SIOP ComponentsSIOP Components

PlanningPlanning Background BuildingBackground Building Comprehensible InputComprehensible Input StrategiesStrategies InteractionInteraction Practice/ApplicationPractice/Application Lesson DeliveryLesson Delivery Review/AssessmentReview/Assessment

Planning

ELL and World History teachers meet at a regular time; requested common planning period in master schedule (1 hour before each class )

Use the SIOP planning form

Review content and language objectives for the day and prepare meaningful activities for future classes

Building BackgroundBuilding Background

Where in the world are we from?Where in the world are we from?

Comprehensible InputComprehensible InputWord Splash Word Splash

calendarcalendar scribesscribes surplussurplus

Ur theocracyUr theocracykeep track of keep track of writingwriting

barterbarter the sailthe sail TheocracyTheocracy the wheelthe wheel artisans artisans trade trade

BabylonBabylonmaintain order maintain order laws laws

religion religion cuneiformcuneiform king and queen king and queen

governmentgovernment metal metal educationeducation

solving problemssolving problems workersworkers

irrigationirrigationURBANURBAN large population large population

city-state city-state ziggurat ziggurat

Civilizations Chart Civilizations Chart

surplussurplus

scribesscribes

Student translationStudent translation

Strategies

Varied groupings Intentional by proficiencyRandom for social integration

Graphic organizers

Support in ELL Enrichment

InteractionInteraction

Pass the chalkPass the chalk

Practice and Application

Mapping the textbook, Alysia Backman, literacy consultant

Role-playing in response to newspaper articles

Dramatizing an Egyptian myth

Lesson DeliveryLesson Delivery

Scaffold or cloze supplementation for Scaffold or cloze supplementation for note-takingnote-taking

Differentiated activitiesDifferentiated activities Intentional seating- place ELLs near Intentional seating- place ELLs near

helpful students and/or where helpful students and/or where H.Western can easily assist with text H.Western can easily assist with text or notesor notes

Call on student when sure they Call on student when sure they knowknow the answerthe answer

Review and Assessment

Modify formal assessment to student proficiency level

Increase informal assessment

Modified AssessmentsModified Assessments

Conclusion

Observations All students

responding well Inclusive accepting

group SMC students

observing Sharing materials

with SMC class

Next steps Continue with

planning and activities

Increase collaboration with guidance department