Using the siop model : Sheltered instruction observation protocol

1. Using the siop model: Sheltered instruction observation protocol Presented by Alison Bruno & Maria Dorr South Huntington UFSD LIASCD Fall Annual Conference Finding Optimism in Changing Times Melville Marriott, Melville NY October 5, 2012

2. Dr. Jonathan Hughes, The Coming Waves, 2010

3. Dr. Jonathan Hughes, The Coming Waves, 2010

8. Warm-Up Activity • Advantages of having English learners in your class • Challenges of having English learners in your class • Needs your English learners have in your class • Needs you have to teach English learners effectively

9. Terms Associated with English Language Learners • EL: English Learner • EP: English Proficiency • LEP: Limited English Proficiency • ESL/ESOL: English as a Second Language; English for Speakers Other Languages • TESOL:Teaching English to Speakers of Other Languages • L1/L2: 1st Language; 2nd Language • LTELs: Long Term English Learners • SIFE: Students with Interrupted Formal Education • SIOP: Sheltered Instruction Observation Protocol

10. Factors Affecting Language • Motivation • First Language Development • Language Distance and Attitude • Access to Language • Age • Personal Learning Style • Peers and Role Models • Quality of Instruction • Cultural Backgrounds/Goals

11. BICS vs. CALP • Basic Interpersonal Communication Skills (BICS) and Cognitive/Academic Language (CALP) refers to different language and communication skills based upon the work of Jim Cummins (1979), University of Toronto. • The difference forms of speech and language focuses on the varying timeframe typically required by ELL children to acquire conversational fluency in their second language as compared to grade-appropriate academic proficiency in that language. • Conversational fluency is often acquired within two years of initial exposure to the second language; at least five years is usually required for ELL to gain academic language of the second language • BICS/CALP (conversational/academic) distinction needs to be made to assist students and foster success.

12. Model of Academic Language(Cummins’ Four Quadrants, 1981)

13. What Is Sheltered Instruction? • A means for making grade-level academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time promoting their English language development • The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students • An approach that can extend the time students have for getting language support services while giving them a jump start on the content subjects they need for graduation

14. SIOP Model of Sheltered Instruction Differentiated Instruction History Alive Standards Strategies Cooperative Learning Multiple Intelligences Writers’ Workshop Reading Incentives Essential Questions SIOP is the Overarching Concept with the focus on ELL Students.

15. The SIOP Model Continuously Assessed

16. SIOP Model Overview • Lesson preparation • Building background • Comprehensible input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

17. SIOP Lesson Preparation • Content objectives clearly defined and displayed and reviewed with students • Language objectives clearly defined, displayed, and reviewed with students • Content concepts appropriate for age and educational background level of students • Supplementary materials used to a high degree to make the lesson clear and meaningful • Adaptation of content to all levels of student proficiency • Meaningful activities that integrate lesson concepts with language practice (R,W,L,S)

18. Lesson Preparation:Content Objective & Language Objective Content Objective: Language Objective: • What is to be taught lesson activities • Task students need to complete • How to complete the task • Language skills needed to accomplish the lesson activities

19. Verbs for Content Objectives • Compare/Contrast • Apply • Rank • Analyze • Design • Measure • Solve • Discover • Research • Compute • Search • Identify

20. Verbs for Language Objectives • Describe • Explain • Discuss • Tell • Converse • Quick Write • Write • Journal • List • Log • Listen • Read • State • Label

21. Sample Content Objective Content Objective Students will be able to: • Explorethreedecisions about the atomic bomb that were faced by the U.S. during WWII, take a position on each, and defend their position orally Decision A: Whether to build an atomic bomb Decision B: Whether to drop an atomic bomb Decision C: Whether Truman made the right decision

22. Sample Language Objective Language Objectives Students will be able to: • Read information in a small group for each decision and reach consensus on a position by listening and discussing • State their position and orally defend it in a class dialogue • Disagree with prior speakers in a respectful manner • In writing, defend a position on whether or not it was justifiable to use the bomb on Japan

23. Examples of Content Objective and Language Objective CONTENT Language • Students will be about to describe the means of transportation used by Native Americans in New York during Colonial America time. • Students will be able to describe the importance of the canoe to Native American culture. • Students will be able t o review the text, interpret, and discuss pictures in the chapter, as well as identify and define key vocabulary terms. • Students will be able to use past tense to describe orally and in writing early Native American uses of the canoe.

24. Building Background:Teaching Vocabulary Words to English Language Learners • Maximized ability for reading comprehension and fluency is directed associated with knowledge of vocabulary. • To own a word, it means you possess the ability to define it, recognize when to use it, knowledge of multiple meanings, and ability to decode it and spell it correctly. . • For ELLs, vocabulary development is essential to become a strong reader. • There is Tier 1, Tier 2, and Tier 3 vocabulary words.

25. Tier 1 Vocabulary Words • Tier 1 terms are words that ELLs typically know in their own language. • Need to know words: Ex: run, rain, talk, name, teacher, uncle • Some Tier 1 words are simple cognates; these are high-frequency words in Spanish and English and may not require substantial instruction because students may know the word meanings in Spanish. • Examples: family/familia or preparation/preparación • Help students to watch out for false cognates; give the correct translation. • Examples of false cognates are: rope/ropa (clothing) • Idioms are Tier 1, but need to be explained • Ex.: Make up your mind; Hit the books; Once upon a time

26. Tier 2 Vocabulary Words • Tier 2 terms are more complex words than Tier 1 words. At times, these words are abstract words. • Pre-Teaching words: Cannot be demonstrated and not a Cognate • Terms important to understand text: character, setting, plot, even numbers, and country • Terms that have connections to other words & concepts: between, among, by, combine, and estimate • Words understood for the general concept, but need greater explanation for full understanding of the concept: set, tables (science and math), shy ashamed, stubborn, drizzle, jog, and sprint. • Some words don’t require elaborate discussions; can be demonstrated: multiple meaning words • Ex. Trunk – part of an elephant part, back of the car, part of a tree, part of a body • Tier 2 Cognates: High-Frequency in Spanish; Low-Frequency in English • Ex: coincidence/coincidencia, industrious/industrioso, fortunate/afortunado

27. Tier 3 Vocabulary Words • Tier 2 terms are low-frequency words found in content books or words that are not demonstrable or cognates • Ex.: velocity, isotope, procrastinate, amoeba, contiguous • All grade levels would benefit from having bilingual dictionaries available in the classroom. It aid a teachers when they need to translate a vocabulary word into students' native language, it is good reference tool for students. Students can look up unknown words to aid in comprehension when independently reading.

28. Tier 3: Precision Vocabulary Tier 2: Descriptive Vocabulary Tier 1: Basic and General Vocabulary Tiered Vocabulary Tier 3: antique, ancient Tier 2: ageing, mature, elderly Tier 1: old

29. Comprehensible Input • Speech appropriate for students’ proficiency level • Slower rate • Enunciation • Simple sentence structure • Clear explanation of the academic task • Variety of techniques to make concepts clear • Modeling • Visuals • Body language • Hands-on activities • Demonstration

30. Strategies • Two types of strategies should be addressed by the teacher of language learners: Instructional Strategies & Learner Strategies • Instructional Strategies: techniques, approaches, and methods that teachers use to promote student learning and achievement • Verbal Scaffolds: techniques used to help students expand their language (asking student to elaborate on an answer) • Procedural Scaffolds:lesson sequences and techniques teachers use gradually withdraw support to foster independence of task completion (modeling tasks, student grouping, clear routines) • Instructional Scaffolds:tools and techniques used to assist students in the learning process (graphic organizers, labeled visuals, word walls with key vocabulary, language chucks for writing, and manipulatives) • Learner Strategies: flexible, mental plans that students use to more effectively accomplish a learning task • Ex: asking questions as they read text; using cognates to determine meaning of a word

31. Interaction • Background: Oral language development has been directly linked to literacy development; National Literacy Panel on Language-Minority Children and Youth find a positive correlation between students’ oral language proficiencies and their reading/writing proficiencies • It is essential to promote oral academic language experiences through planned, purposeful interactions • Key vocabulary and language chunks need to be taught, modeled, and clearly displayed • Support should be provided to help students achieve their content and language objectives

32. Practice/Application • Hands-on materials and/or manipulatives provided for students to practice new content knowledge • Activities provided for students to apply content and language knowledge in the classroom • Activities provided that integrate all language skills (R,W,L,S)

33. Lesson Delivery • Content objectives clearly supported by lesson delivery • Language objectives clearly supported by lesson delivery • Students engaged approximately 90-100% of the time • Pacing of the lesson appropriate to students’ ability level

34. Review/Assessment • Comprehensive review of key vocabulary • Comprehensive review of key concepts • Regular feed back provided to students on their output • Assessment of student comprehension and learning of all lesson objectives throughout the lesson

35. Thank you for attending our SIOP Workshop today. ~ Alison Bruno & Maria Dorr ~ South Huntington UFSD LIASCD Fall Annual Conference Finding Optimism in Changing Times Melville Marriott, Melville NY October 5, 2012