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SIOP World History

SIOP World History. South Burlington High School & St. Michael’s College CREATE grant project - 2008. 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

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SIOP World History

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  1. SIOP World History South Burlington High School & St. Michael’s College CREATE grant project - 2008

  2. 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 World History

  3. SIOP Components • Planning • Background Building • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

  4. 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

  5. Building Background • Where in the world are we from?

  6. Word Splash calendar scribes surplus Ur theocracy keep track of writing barter the sail Theocracy the wheel artisans trade Babylon maintain order laws religion cuneiform king and queen government metal education solving problems workers irrigation URBAN large population city-state ziggurat Comprehensible Input

  7. Civilizations Chart surplus scribes

  8. Student translation

  9. Strategies • Varied groupings • Intentional by proficiency • Random for social integration • Graphic organizers • Support in ELL Enrichment

  10. Interaction • Pass the chalk

  11. Practice and Application • Mapping the textbook, Alysia Backman, literacy consultant • Role-playing in response to newspaper articles • Dramatizing an Egyptian myth

  12. Lesson Delivery • Scaffold or cloze supplementation for note-taking • Differentiated activities • Intentional seating- place ELLs near helpful students and/or where H.Western can easily assist with text or notes • Call on student when sure they know the answer

  13. Review and Assessment • Modify formal assessment to student proficiency level • Increase informal assessment

  14. Modified Assessments

  15. 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 Conclusion

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