The SIOP Model for Elementary Classrooms with English Learners Prepared for the SFSD by Marcia Gaudet and Suzanne Maxwell

Content from Making Content Comprehensible for Elementary English Learners THE SIOP MODEL, Echevarria, Vogt, & Short, 2010

Language Learning Goals:

I can identify the 8 components of the SIOP model.

I can reflect on student needs and how the SIOP model meets those needs.

I can listen to and read a story about two English Learners (ELs).

I can discuss and list 3 challenges for ELs in a classroom.

I can list 3 SIOP features that help students overcome these challenges.

Content Learning Goals:

Sticky Note A

Think of a time when you were learning a

new language. In one word, describe your

experience. Write that word on a sticky note.

Who are ELLs?Who are ELL students in South Dakota?

◦Refugee students - placed through the UN & Secondary refugee students (no financial

help)◦Students who are immigrating on other types

of visas: Ethiopia - Diversity visa, Mexico, etc.◦Students born in the USA whose home

language is other than English◦International students who have been adopted!◦Students who are children of visiting

professionals and higher ed students (studying at Augustana, etc.)

Where do ELLs come from?In the SFSD there are

over 61 languages from 67 countries

At the Immersion Center we are now seeing students from:

Iraq, Yemen (Arabic) Somalia,Kenya,Tanzania,

Congo,Ethiopia, Burundi, Liberia, Ivory Coast

Burma, Thailand, Nepal Mexico, Guatemala

What are Three Foundational Issues in ELL?1. Acculturation

• Explicitly teach US study skills/behavior2. Language Acquisition

• Teach content while teaching literacy • Context embedded/Adaptations for Lang.

3. Classroom Instruction that Works • SIOP: Sheltered Instruction Observation

Protocol

Federal Legislation: Lau vs. Nichols (1974)This was a lawsuit on behalf of Chinese students in

San Francisco public schools.

The Supreme Court ruled that identical education does not constitute equal education under the Civil Rights Act.

“There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”

Federal Legislation: Equal Educational Opportunity Act (1974)

Within two weeks of Lau vs. Nichols, Congress passed the Equal Opportunity Act.

“No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, national origin or by failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.”

Therefore… We need to ensure that we are teaching our ELs GRADE LEVEL CONTENT while simultaneously increasing their ACADEMIC English proficiency!

Chapter 1, #2

SIOP is way to achieve this!

For English learners,

BICS is really just the tip of the iceberg!

CALP is what takes many

years to develop and

what is needed to

obtain academic success!

Many teachers say…..”I don’t understand why my ELs aren’t doing well in my class. They can speak English just fine!”

BICS Basic Interpersonal

Communication Skills

CALP Cognitive Academic Language Proficiency

Conversational English used both inside and outside the classroom.

“Playground” English

1-3 years to fully develop

Academic English required to be successful in grade level content classes.

Technical terms specific to content areas

Develops slowly; 4 -7 years depending on the individual and sociocultural factors

Examples of BICS & CALPBICS…Social Language

Listening: Follows general classroom directions

Speaking: Converses easily about social situations with peers and teachers. May speak English without an accent.

Reading: May decode reading material with ease, but may not comprehend what is read.

Writing: Can fill out school forms. Can find and copy the answers to questions in textbooks.

CALP…Academic English

Listening: Can follow specific directions for academic tasks.

Speaking: Expresses reasons for opinions. Asks for clarification during academic tasks.

Reading: Reads academic materials with good comprehension.

Writing: Can write an essay supporting a point of view.

Turn and Talk

A

Cognitively Undemanding

Cognitively Demanding

Cummin’s Model of Academic Language

Con

Cummin’s Model of Academic Language

A. • Art, music, physical education

• Following simple directions

• Face-to-face discussions

B.• Demonstrations

• Audio-visual assisted lesson

• Science experiments

• Social studies project

Cognitively Undemanding (Easy)

Cognitively Demanding (Difficult)

Context-Embedded (Many Clues)

Context-Reduced (Few Clues)

C. • Phone conversations

• Notes on refrigerator

• Written directions

D.• Reading a textbook

• Explaining new, abstract concepts

• Lecturing with few illustrations

• Math concepts and applications

___ Completing and end-of-the-chapter book test___ Getting groceries using someone else’s list___ Following daily procedures___ Lessons using manipulatives___ Greeting your teachers___ Assembling a new desk with written instructions___ Reading how to use a new product___ Group work with specifically assigned partners/group members___ Using only textbook materials___ Providing rubrics or timelines for projects___ Homework___ Role-playing a character’s response with a classmate___ Keyboarding___ Teaching the standards without background

Where do these activities fit within the quadrants?

A

DCABAC

CBDBDBAD

StageCharacteristics of the student…

TimeTeacher prompt

Level 1Preproduction

•Has minimal comprehension•Does not verbalize•Nods “yes” and “No.”•Draws and points

0 – 6 months

•Show me…•Circle the…•Where is…?•Who has…?

Level 2Early Production

•Has limited comprehension•Produces one or two word responses.•Uses key words and familiar phrases.•Uses present-tense verbs.

6 months to 1 year

•Yes/no questions•Either/or questions•Who…..?•What…?•How many….?

Level 3Speech Emergence

•Has good comprehension•Can produce simple sentences•Makes grammar and pronunciation errors•Frequently misunderstands jokes

1 – 3 years •Why…?•How…?•Explain…•Questions requiring phrase or short-sentence answers.

Level 4Intermediate Fluency

•Has excellent comprehension•Makes few grammatical errors

3 -5 years •What would happen if…?•Why do you think…?•Questions requiring more than a sentence response

Level 5Advanced Fluency

•The student has a near-native level of speech.

5-7 years

•Decide if…•Retell…

Chart taken from: Classroom Instruction that works with ELLs pg. 15

Sociolinguistic DevelopmentLevel 6 Abstract language more accessible Advanced Fluency May need help with college essays

Level 5 Decontextualized, abstract vocabAdvanced Fluency 5 – 7 years

SD Exits ELs

4.8 Composite Level 4 2,000 receptive words 4.0 Read/WriteIntermediate Fluency 3 - 5 years 3 - 5 years to attain

Level 3 7,000 receptive words Speech Emergence: 1 - 3 years 2-3 years to attain

Often quiet, don’t

ask questionsLevel 2 1,000 receptive words Early Production: 6 months to 1 year

Level 1 1-2 receptive wordsPre-Production: 0-6 months

Note: In America 6 year olds in English speaking homes have 10,000 to 24,000 words of English in 1st grade when learning to read.

SIOP - 30 Features Grouped into 8 Components

Sheltered Instruction Observation Protocol1. Lesson Preparation2. Building Background3. Comprehensible Input4. Strategies5. Interaction6. Practice/Application7. Lesson Delivery8. Review & Assessment

How we serve ELLs in the SFSD

Level 4,5, & 6 ELLRegular Content & Classrooms

Level 2 & 3 ELL Regular Classrooms & Content

Level 1 ELLImmersion

Centers

Elem – Pull-out/Push-inMS,HS - Sheltered

270+Level 1 Immersion Programs

All other ELL levels are served in ELL centerbase schools

SFSD Serving 1800+ ELLs

• Elem: 10 ELL centerbase schools

• Middle: 2 ELL centerbase schools

• High School: 3 ELL centerbase schools

Feature 1 - Lesson PreparationContent Objectives

Language Objectives

Content Concepts Appropriate for Age and Educational Background

Supplementary Materials

Adaption of Content to All Levels of Student Proficiency

Meaningful Activities that Integrate Lesson Concepts with Language Practice Opportunities

Content Learning Goals…

describe what the students will be learning

come from grade level content standards

Language Learning Goals…

describe how the students will demonstrate their knowledge

build students’ academic language proficiency in each subject area

Learning Objectives are Essential

1. They guide both teaching and learning in a classroom. 2. You need to have both content and language learning goals.3. They are the foundation of a lesson. 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 at the end of the lesson.

Content Learning Goals: (what they will learn)

1. Students will be able to identify specific landforms on a map of South America.

2. Students will be able to identify reasons for why the Boston Tea Party happened.

3. Students will be able to identify an author’s purpose for writing a text.

Language Learning Goals… (how they will demonstrate their

knowledge through reading, writing, listening and speaking)

1. Students will be able to present an oral report about one landform and its influence on a country’s history.

2. Students will be able to write a paragraph to persuade other colonists to help take part in the Boston Tea Party.

3. Students will be able to orally justify their answer using this sentence starter…

The author’s purpose for writing this text was to _______ the reader. I know this because the text is ______.

Examples of Content and Language Objectives

Feature 2 – Building Background

Concepts are Linked to Students’ Background Experiences

Links Explicitly Made Between Past Learning and New Concepts

Key Vocabulary Emphasized

Building Background KnowledgeHow is building background knowledge different from

activating background knowledge?

TURN AND TALK using this sentence frame...

Building background knowledge is different from activating background knowledge because…..

Turn and talkBeach Ball Share Out

o All learners have background knowledge which has been acquired through school and life experiences.

o Connecting current learning to previous learning is activating prior knowledge.

o However, some ELs have little, to no prior knowledge about a

topic. Therefore brainstorming about it or doing a KWL chart may not be helpful.

o It is critical that teachers use techniques to build their knowledge of a topic and fill in the gaps.

Interventions for When Students Lack Background Knowledge Needed for

Academic Success 1. Pre-Teach Vocabulary Words!

o Teachers should select vocabulary terms that are CRITICAL for understanding a text or concept.

o These words should be presented using both linguistic and nonlinguistic representations.

o Students should have multiple meaningful interactions with the words.

Interventions Continued……2. Provide meaningful and relevant experiences for

students. The quality of an experience enhances the likelihood of it being stored in the permanent memory.

o Bring in realia or use supplemental materials (Google images)

o Show a movie or video clip prior to teaching a lesson (Learn360 videos)

o Take field trip

o Use picture books to introduce students to new information

Interventions Continued……3. Introduce a conceptual framework which

will allow students to build their background knowledge.

o Use graphic organizers to help students understand key ideas

o Preview the text with students, focusing on key ideas

o Link present learning to past learning

Feature 3 – Comprehensible Input

Speech Appropriate for Students’ Proficiency Levels

Clear Explanation of Academic Task

A Variety of Techniques Used to Make Content Concepts Clear

Comprehensible Input:Nonlinguistic Representation

Words alone cannot convey meaning to ELLs.

Nonlinguistic representation help ELLs.

Nonlinguistic representations include real objects, pictures, pictographs, diagrams, physical models, video clips, recorded sounds, gestures, and movement.

Seeing is remembering.

Maisha ya kipepeo Demale anajaalia ya wazima kwamba alikuwa yai

mbolea na wa kiume.Hatches ya yai katika vidogo larba.Ya larva anakula na kukua kiasi kubwa. The larva

inaona yenyewe na aina twig na nje ngumu shell. A kikamilifu-grown wazima kipepeo anaibuka

kutoka chrysalis.Wazima kuishi kwa muda mfupi tu. Wao

hawawezi kula; wao kunywa tu kupitia stra yao kama cirkel proboscis. Watakuwa kuruka, mate, na kuzaliana.

Kipepeo LifecycleMetamorphosis ya Butterfly ya Rouanez

wote yai

yai

Watu wazima wa kike aliandika kwamba alikuwa yai fertilzed na wa kiume

Yai hatches katika larva vidogo (kiwavi) kiwavi ya kula na kukua

kiasi kubwa

kiwavi ya kujishikiza jani la na aina ngumu nje shell

Kijani Pupa

A butterfly kikamilifu mzima anaibuka kutoka chrystalis ya

Ndani ya Chrysalis mabadiliko ya kiwavi katika kipepeoWatu wazima kuishi kwa muda

mfupi tu

Feature 4 – Strategies Ample Opportunities Provided for Students to Use

Learning Strategies

Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding

A Variety of Questions or Tasks That Promote High-Order Thinking Skills

Strategies

Activities that build these strategies:

SQP2RS: Survey, Question, Predict, Read, Respond, SummarizeA framework used for teaching content with expository

text

Graphic Organizers

Cognitive Strategies:• Rereading • Highlighting• Reading Aloud• Taking Notes• Talking to Someone• Finding Key Vocabulary• Mapping Information

Metacognitive Strategies:• Predicting/Inferring• Self-Questioning• Monitoring/Clarifying• Evaluating• Summarizing• Synthesizing• Visualizing

Feature 5 – Interaction

Frequent Opportunities for Interaction

Grouping Configurations

Sufficient Wait Time

Clarify Concepts in L1

Ways To Get Students Interacting: Inside/Outside Circle

Think-Pair-Share

Gallery Walk

Beach Ball Share

Mulling to Music

Thumbs Up/Thumbs Down

Carousel Brainstorming

Fist of Five

Give One, Get One

A study done by Stahl & Clark found that students who knew that they WEREN’T GOING TO BE CALLED ON during vocabulary instruction RECALLED FEWER WORDS than students who knew that they might be called on in class.

Feature 6 – Practice/Application

Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge

Activities Provided for Students to Apply Content and Language Knowledge

Activities Integrate All Language Skills

Fun Ways For Students To Practice What They Have Learned:

I Have, Who Has

Concept Vocabulary Puzzles

Memory Game

Jeopardy

Flyswatter

I have cullet.

Who has a word that means to throw something through the window?

I Have, Who Has Example:

Feature 7 – Lesson Delivery Content Objectives are Clearly Supported by

Lesson Delivery

Language Objectives are Clearly Supported by Lesson Delivery

Students are Engaged 90% – 100% of the Time

Pacing of the Lesson Should be Appropriate for Students’ Ability Level.

Feature 8 – Review & Assessment Comprehensive Review of Key Vocabulary

Comprehensive Review of Key Content Concepts

Regular Feedback Provided to Student on Their Output

Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson.

Develop Lesson Using Assessment,

Standards and SIOP Model

Teach Lesson

Assess Student

Comprehension and

Student WorkReview Key

Concepts and Vocabulary

Make Adjustments to Improve

Student Comprehensi

on

Reteach

The Story of Graciela and Jocelyn “Hola Prima,” called Graciela to her cousin,

Jocelyn, on the playground “Ayuda con mi tarea!” Graciela asked her cousin for help with a homework assignment. “Cúal es el problema?” replied Jocelyn. Graciela went on to explain that she had to write a paper about recycling. She had to write an action plan, but she didn’t know what an action plan was.

The two girls are cousins from Central America who entered fourth grade in Bray Elementary School together seven months earlier. They were placed in different classes in this suburban setting, but because the fourth grade science teachers all did the same projects, Jocelyn knew how to help her cousin.

Jocelyn’s Classroom

She explained that they had already started to work on that project. They had looked through the trash can in the lunchroom and found many things that could be recycled. They are creating a bulletin board with vocabulary and pictures about recycling. They had watched two videos, one about neighborhood families recycling and one about a recycling plant. They were going to make paper the next day.

“We have to make a poster with our partner telling why it is important to recycle,” Jocelyn told her cousin. “We made a list in class of reasons and I decided to try to stop pollution in the sea. Ms. Sylvan showed us two posters from last year’s class. Then she bookmarked some websites for me to look at. Some of them are in Spanish and you can listen to people talking about pollution and recycling. “What did you do in class?”

Graciela’s Classroom

Graciela explained that one day the teacher had talked to them for a long time about what recycling is and why it is important. “She told us to take notes when she talked, but it was hard. She talked too fast and she didn’t write anything on the board. Then we read a few pages in our science textbook and answered questions yesterday. Today she gave us this sheet and told us to start writing our ideas.” Graciela showed her cousin the assignment:

Think of a recycling project. What needs to be improved in your school or town? Write an action plan proposing the school board or the town council take steps to alleviate the problem or introduce a new program.

Jocelyn shook her head slowly as she looked at the paper. “I know what we can do. Let’s go ask Ms. Sylvan. She just came out of the cafeteria.”

Elbow PartnerTurn to your neighbor and tell

them:

1. What helped Jocelyn to be successful with the recycling project?

2. What made it hard for Graciela to be successful with the recycling project?

+ or – Beach Ball SharingDirections:

We are going to toss the ball around the room. When you catch the ball look to see which symbol is facing you, this will determine what information you share with the group.

Tell what helped Jocelyn to be successful with the recycling project.

Something that helped Jocelyn to be successful with the project was that……..

+

-Tell what made it hard for Graciela to be successful.

Something that made it hard for Graciela to be successful with the project was that……..

Musical Share - Mulling to Music•When the music starts, stand up and begin filing back and forth through the rows towards the top row. When you reach the top row, make your way down to the front row and begin again.

•When the music stops, turn and find the person closest to you. Share your answers to these two questions:

1.Share 3 challenges that ELs face in the classroom?

2.Share 3 SIOP features that could help the student overcome those challenges?

Continue walking when the music begins again.

What Helps Me Learn (Hear from the students themselves)

Language Learning Goals:

I can identify the 8 components of the SIOP model.

I can reflect on student needs and how the SIOP model meets those needs.

I can listen to and read a story about two English Learners (ELs).

I can discuss and list 3 challenges for ELs in a classroom.

I can list 3 SIOP features that help students overcome these challenges.

Content Learning Goals:

Questions or

Comments