Things to Think About from the SIOP Model

Things to Think About from the

SIOP ModelIntroduction &

Content ObjectivesEd 326

PARTNERS

BB = “Buddy Buzz”

Consume Produce“We learn primarily through language, and use language to express our understanding. (p.11).

“No instruction without construction, no impression without expression.”

- John Dewey

Consume Produce

Receptive Language Productive Language

Listening Reading Speaking Writing

The Three Major Components of Academic Literacy

Knowledge of English

Knowledge of the Content

Knowledge of the Task

SIOP Course of Study

•moroni-itep.wikispaces.com•Syllabus •Assignments•Assignment to bring to next class

50 POINTS!

OBJECTIVES for Today:

•Content Objectives:▫I will be able to tell what SIOP means and name

the 8 Components of SIOP.▫I will be able to state the characteristics of quality

content and language objectives.

•Language Objectives:▫I will write a content objective. ▫I will write a language objective.

TICKET OUT THE DOOR

•You have been given a piece of paper.•Write your name at the top of it.•Write your CONTENT and LANGUAGE

OBJECTIVES.•Give the “ticket” to Sister Rasmussen before

you leave.

SAMALA

•She can talk pretty well with her friends in English, but school work is hard. Only Science class makes sense to her.

•She wonders why her Science class is easier for her to understand than her English class.

BB: Why is Samala’s Science class easier for her to understand?

Sister VimahiEnglish

Brother TakeloScience

• T: stood 12 min. talking—• S: tried to understand• T: wrote numbers on board,

kids got out books• S: got out her book and

matched 1st page number on board

• S: Sound out words on the page 1(knew some, but it didn’t make sense)

• T: “Keep quiet!”• S: “Why is this class so hard?”

• T: “Watch as I model the experiment.”

• S: worked with friends to do the same experiment.

• T: “Always look at the pictures first.”

• S: liked science book—pictures, drawings

• T: “Write words in your personal science dictionary.

• S: knew words in her own picture dictionary

• T: “It’s okay to ask someone at your table.”

LDS Schools in the South Pacific

• We want students like Samala to be successful in school and beyond.

• Such success will allow her to…

•“…let your light so shine before men that they may see your good works and glorify your Father which is in heaven.”

Matthew 5:16

READING, WRITING, SPEAKING, and LISTENING are…•NEEDED by ELLs so they can do….

•Mathematical Reasoning•Science Skills•History Concepts…

•The relationship between literacy proficiency and academic achievement rises as grade levels rise.

SIOP = SI OP

•Sheltered Instruction

•Observation Protocol (written procedural method)

What is Sheltered Instruction? (SI)

Teach grade level content to English Learners• --use strategies that will help them understand• --while they are developing English language

skillsTeachers use the scaffolding process—• --adjust speech • --adjust instructional tasks• --provide background information and

experiences

A SCAFFOLDING

SCAFFOLDING=Teachers providing support so ELs can participate at their own levels

of proficiency

•Prompting•Paraphrasing a response•Providing clues•Showing visuals•Providing an outline OR graphic organizer•Writing words—keep posted for students to see

and refer to

What is the OP of SIOP?

OBSERVATION PROTOCOL

•Written list of teaching features•Used for observing teachers

SIOP Terminology

1. SIOP Model = lesson planning and delivery system

2. SIOP Protocol = the instrument used to observe, rate, and provide feedback on lessons

SIOP Class Goal:

PREPARE TEACHERS TO…

•Teach content effectively to English learners

WHILE •Developing the students’ language ability

BB: Without looking, tell your partner what “SIOP” means.

SIOP = Sheltered Instruction Observation Protocol

• “If you are going to rate our lessons based on the protocol, shouldn’t we use it to plan our lessons?”

30 Features

8 COMPONENTS

The SIOP Model of Sheltered Instruction

THE SIOP MODEL

Lesson Delivery

Compre-hensible

Input

Lesson Preparation

Building Background

Strategies

Interaction

Practice and

Application

Review and Assessment

Can you NAME the 8 COMPONENTS of SIOP?

•Practice NAMING the 8 COMPONENTS of SIOP.

•Be prepared to NAME the 8 COMPONENTS to your partner.

•Come up with a mnemonic device.

The SIOP Model of Sheltered Instruction

THE SIOP MODEL

Lesson Preparation

Building background

Strategies

Interaction

Practice and Application

Review and Assessment

Lesson Delivery

Compre-hensible

Input

SIOP Model Self-Assessment

DAILY?

OCCASIONALLY?

NEVER?






Why write OBJECTIVES?

When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

COMPONENT 1: Lesson Preparation

• Feature 1 & 2: Content objectives and Language objectives are clearly defined, displayed, and reviewed with students

• Carefully planned objectives with specific content for each lesson let students know precisely what they will do and learn.

Language Objectives

Teachers should incorporate in their lesson plans techniques that support students’ language development.

Receptive Language Productive Language

Listening SpeakingReading Speaking Writing

Consume Produce

STATE AND DISPLAY OBJECTIVES AT THE BEGINNING OF LESSON

•BB:

•Why would it be good to let students know precisely what they will learn and do?

Write Simple, Clear OBJECTIVES

•Write lesson objectives—something that can be learned and taught.

•Use student friendly language—personal: “I”

•Keep it simple—what students will learn or do.

Checklist: Evaluate My Objective

• Is it observable?• Is it student friendly—written in language the

student can understand?• Is it related to the key concept of the lesson?•Were students informed orally and in writing?•Do I have a plan to assess student progress?


• Is it observable?• Is it student friendly—written in language the student can understand?• Is it related to the key concept of the lesson?• Were students informed orally and in writing?• Do I have a plan to assess student progress?

I will solve word problems using a two-step process.



I will be able to identify specific land forms on a map of the South America.



I will use descriptive adjectives to write sentences about the characters of the story.



• I will be able to describe in writing the setting, the three parts of the story plot, and the names of the characters.

Examples of OBJECTIVES over Several Days

I will recognize similes in text.

I will be able to discuss the functions of similes.

I will write three similes.

I will write a paragraph that describes a setting using similes.

Write your own CONTENT OBJECTIVE

At the bottom….

Write a CONTENT OBJECTIVE in your content area.

Write a LANGUAGE OBJECTIVE which is related to the content.

Be prepared to share your objectives with the class.


• Is it observable?• Is it student friendly—written in language the

student can understand?• Is it related to the key concept of the lesson?•Were students informed orally and in writing?•Do I have a plan to assess student progress?(Fix your objective to meet this checklist.)






TICKET OUT THE DOOR

•Write your name at the top of your paper.•Write your CONTENT OBJECTIVE on it.•Give the “ticket” to Rasmussen before you

leave.

NEXT CLASS

•What do you need to do and bring?

•BINDER PORTFOLIO ORGANIZED

•50 Points!!!

Thank you for your participation.

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Things to Think About from the SIOP Model