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Things to Think About from the SIOP Model

Things to Think About from the SIOP Model. Introduction & Content Objectives Ed 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,

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Things to Think About from the SIOP Model

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  1. Things to Think About from the SIOP Model Introduction & Content Objectives Ed 326

  2. PARTNERS BB = “Buddy Buzz”

  3. 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

  4. Consume Produce Receptive Language Productive Language Listening Reading Speaking Writing

  5. The Three Major Components of Academic Literacy

  6. SIOP Course of Study • moroni-itep.wikispaces.com • Syllabus • Assignments • Assignment to bring to next class 50 POINTS!

  7. 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.

  8. 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.

  9. 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.

  10. BB: Why is Samala’s Science class easier for her to understand? Sister Vimahi English Brother Takelo Science • 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 1stpage 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.”

  11. 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

  12. 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.

  13. SIOP = SIOP • Sheltered Instruction • Observation Protocol (written procedural method)

  14. 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 skills Teachers use the scaffolding process— • --adjust speech • --adjust instructional tasks • --provide background information and experiences

  15. A SCAFFOLDING

  16. 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

  17. What is the OP of SIOP? OBSERVATION PROTOCOL • Written list of teaching features • Used for observing teachers

  18. SIOP Terminology 1. SIOP Model = lesson planning and delivery system 2. SIOP Protocol = the instrument used to observe, rate, and provide feedback on lessons

  19. 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.

  20. 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?”

  21. 30 Features 8 COMPONENTS

  22. The SIOP Model of Sheltered Instruction Lesson Preparation Review and Assessment Building Background Lesson Delivery Compre-hensible Input Practice and Application Strategies Interaction

  23. 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.

  24. The SIOP Model of Sheltered Instruction Lesson Delivery Compre-hensible Input

  25. SIOP Model Self-Assessment DAILY? OCCASIONALLY? NEVER?

  26. 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.

  27. 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.

  28. 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.

  29. Language Objectives Teachers should incorporate in their lesson plans techniques that support students’ language development. Receptive Language Productive Language Listening Speaking Reading Speaking Writing Consume Produce

  30. 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?

  31. 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.

  32. 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?

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

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

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

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

  37. 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.

  38. 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.

  39. 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? (Fix your objective to meet this checklist.)

  40. 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.

  41. 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.

  42. NEXT CLASS • What do you need to do and bring? • BINDER PORTFOLIO ORGANIZED • 50 Points!!!

  43. Thank you for your participation.

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