SIOP Introduction

1. ShelteredInstruction ObservationProtocol SIOPIntroduction

2. Content Objectives- Essential Questions Today we will : • Familiarize ourselves with the SIOP model of instruction • Gain a deeper understanding of: -the at-risk students we serve -the link between their success and the SIOP model of instruction

3. Language Objectives We will… Analyze the SIOP Model by: • Doing a Trade-Trade-Chat activity to get to know the 8 SIOP components (Kinesthetic Vocabulary) • Participating in a Jigsaw activity to–read, explore and compare the Marzano and SIOP research findings that support English language learners (Ells) • Generating a Quick Write based on our new learning

4. Goal: Answer the Question… • How can I help ELL’s in my classroom to be successful when I don’t speak the same language or come from the same cultural background that they do?

5. Why should I adjust my instruction? Federal law requires that Limited English Proficient (LEP) students be provided an equal opportunity to access curriculum and instruction. • North Carolina state regulations require that these students be served. A Guide to the Standard Course of Study for LEP Students • North Carolina Department of Public Instruction

6. Lau v Nichols 1974 Requires remedial efforts for ELLs. They must be taught English before they can be held to the same standards as English-speaking students. Lack of language ability cannot be the reason a student fails a class. • The intention is to prepare the student to learn material taught only in English. • ELLs cannot be denied equal access to special programs or extracurricular activities. • All teachers are legally responsible for the education of ELLs, not just the ESL teacher.

7. Pyler v Doe 1982 • In the eyes of a school, there is no difference between legal or illegal immigrants. They are entitled to the same education as American citizens. • The14thAmendment Equal Protection Clause does not allow public schools to ask about immigration status.

8. No Child Left Behind Act of 2001 States must comply with the Title I requirement to annually assess in English children who have been in the United States for 3 or more consecutive years. (NC uses 24 months from initial date of entry into a school system in the US.) Schools will be held accountable for making adequate yearly progress (AYP) and AMAOs. Students count for each subgroup they are a member of. For example, a Hispanic, free/reduced lunch, LEP counts 3 times towards AYP for ABC and NCLB goals 2001States must establish annual measurable achievement objectives (AMAOs) for ELLsthat are related to gains in English proficiency and meeting challenging State academic standards. NC will use NCCLAS as an alternate method to assess ELLswhose proficiency level is too low to be assessed with an English EOG/EOC test.States must submit plans that align LEP benchmarks with State standards.

9. How Do I Adjust My Instruction? Instruction should facilitate language learning in the content area. The goal of instruction should be achievement of academic standards by all students. How ? SIOP! • Instruction should be comprehensible to all learners. • Learning should be interactive. • Instruction should be cognitively challenging.

10. What is the purpose of using SIOP? • SIOP is about helping Ells understand concepts and content through a variety of strategies that will accelerate their content and language learning. • It’s about making the Content Comprehensible!!

11. What does SIOP stand for? • Sheltered Instruction Observation Protocol • Sheltered Instruction • Observation Protocol Researched lesson components that are proven to support students’ academic and language needs!

12. 8 SIOP Components LessonPreparation Interaction Building Background Practice andApplication Comprehensible Input Lesson Delivery Review and Assessment Strategies

13. Sheltered Instruction Observation Protocol High Yield Instructional Strategies/Marzano Lesson Preparation Interaction Practice and Application Building Background Comprehensible Input Lesson Delivery Review and Assessment Strategies

14. TradeTradeChat • Take a trading card… • As the music plays, walk around the room trading cards as quickly as you can…(NO TALKING just trading) • When the music stops, pair up with the closest person… • Tell the person as much as you can about the word on your card…

15. A researched model of sheltered instruction for LEP students is… A means for making grade-level academic content more accessible for LEP students while at the same time promotingtheir Englishlanguagedevelopment. Center for Applied Linguistics (CAL) www.siopinstitute.net originally

16. A model of instruction that • fosters best practices + by • ALLteachers for ALL learners. now

17. JigsawActivity 1 2 3 1 1 1 1 2 2 2 2 3 3 3 3 Expert Groups Home Group

18. 10 Easy Steps (www.jigsaw.org) Elliot Aronson • 1. Divide into Expert groups (groups of 2-Count of to 4) • 2. Assign jobsor sections:1’s pg. 11-12, 2’s pg. 13-14, 3’s pg. 15-16, 4’s pg.17-18 • 3. Read your section carefully, and be prepared to explain the research and help define “best practices”to your new group when you go back to your table.

19. 4. Meet back with your Home Group • All 1’s, 2’s and 3’s share their • expertise with the others in the • Group. During the discussion, feel • free to ask questions and add • Information as needed • 5. Discuss as a class… 1 2 3

20. Best Practices + more Wait-time Explicit Key Vocab. Adapted Content Language Objectives Clarification in student’s first language Appropriate rate/cadence of speech Additional Supplementary materials Student Cultural Experiences and background Appropriate pacing: attention to linguistic development Sheltered Pacing, Strategies Scaffolding, Engagement EQ/Content Objectives, Hands-On Activities Feedback Meaningful Activities Connection with Prior Knowledge Review and Assessment Supplementary Materials HOTS Variety of grouping strategies Effective (Adapted from Echevarria, 54)

21. Who are our students? Our Students! LEP EC AIG Developing Readers Kinesthetic Dropping Out!

22. We have: LEP students Limited English Proficient -culture -prior learning, experiences -second language acquisition

23. Basics of Second Language AcquisitionDavid Sisk • Activity 1 Think- Pair- Share- Write • 5 Theories –Do not have to come to consensus • Contributors to the Field- Krashen & Cummins • Language learning vs. Language acquisition • Activity 2 Elbow partner and discuss

24. Stages of Language AcquisitionJigsaw Activity • Pre-Production/Pre-Comprehension Stage • Early Production Stage • Speech Emergence Stage • Intermediate Fluency • Advanced Stage

25. Iceberg Analogy - Cummins Conversational Language BICS 1 - 3 years Also known as“Surface Structure” Academic Language CALPS 4 – 10 years Also known as“deep structure” BICS (Basic Interpersonal Communication Skills) CALPS (Cognitive Academic Language Proficiency)

26. Low Cognitive Demand High Context A. (Easiest) ____________________ Low Cognitive Demand Low Context C. High Cognitive Demand High Context B. ____________________ High Cognitive Demand Low Context D.( Most Difficult) Cummins designed a framework to classify language activities

27. What are we talking about? Knowing our kids needs and Making the Content Comprehensible for all of our students!

28. Accommodations A way to bypass a skill-weakness in order to assess a concept. Read Aloud Questions Dictate to Scribe Extended Time on Tests/Assignments

29. Modifications Changes in your instruction/assignment that help the student to access information, express concepts, and actually apply the skill. Less/Fewer Simplified English Permission to draw prior to writing Complete teacher-made sentence stems

30. Modify Materials Graphic Depiction of text

31. Modifications • Where the Red Fern Grows • A. Background information •      1. Great Depression •          a. What caused the Depression •          b. Effects on the country •       2. Author: Wilson Rawls • B. Vocabulary  • C. Reading strategy: predict/infer •       1. How to make predictions and inferences •       2. How to check to see if they are • correct •   D. Storyline •       1. Billy Coleman’s determination •       2. Help from Grandfather •       3. Stereotyping •  E. Grammar/Spelling •      1. Verb tenses •      2. Vowel-consonant-vowel patterns in spelling •  F. Connection to self: letter to Billy Coleman (Heidi Schmid Luis Munoz Rivera Elementary School – College of New Jersey) Outline material to teach LEP students. This will help students to focus on the main ideas without becoming confused with the details. Students can prioritize main points.

32. Strategies/Interventions Specific tools used to accelerate learning and to improve the acquisition of content and skill! Non-linguistic representation Vocabulary notebooks Dialogue Journals Rubrics Writing and reading for genuine purposes Projects/Presentations SIOP Bicycle with training wheels!

33. Quick Write 1. On a sticky note, write about: -an a-ha moment you have had -something new you have learned -something you feel affirmed by -something you learned about LEP students -your understanding of SIOP 2. Ball up your note, and throw it to the center of the room…

34. Did we meet ourContent Objectives- Essential Questions? • Familiarize ourselves with the SIOP model of instruction • Gain a deeper understanding of: -the at-risk students we serve -the link between their success and the SIOP model of instruction

35. Did we meet our: Language Objectives? Evaluate the SIOP model of instruction by: • Doing a Trade-Trade-Chat activity to get to know the 8 SIOP components • Participating in a Jigsaw activity to – explore and compare the Marzano and SIOP research findings that support English language learners • Generating a Quick Write based on our new learning

36. Lesson Preparation SIOP

37. Objectives Essential Questions (EQs) Language Objectives How can we: We will: Identify essential questions that align to state, local or national standards. Discuss the features of Lesson Preparation Discuss the importance of meaningful academic activities for ELL’s. Incorporate supplementary materials suitable for ELL’s in a lesson plan. Orally explain essential questions and language objectives using a Venn Diagram Select from a variety of techniques for adapting content to the students’ proficiency and cognitive levels. Discuss the advantages of writing and sharing EQs and language objective with students. Match language objectives and EQ’s and explain which one is the language objective.

38. Lesson Preparation Features Write EQ/ Content and Language Objectives Clearly Plan Meaningful Activities Content Concepts Appropriate Adapt Mode of Instruction Supplementary Materials

39. Let’s Focus On • Objectives tell the what students are learning the concept (MEAT) • Essential Questions are what we will refer to as the content objectives as questions to ensure learning goals are met • Language Objectives tell the how students are learning the concept (DELIVERY) • Reading, Writing, Speaking, Listening • 4 Language Domains/ As many as possible during the lesson

40. Written in student language To motivate and engage To make concepts understandable To make objectives attainable Write EQs and Language Objectivesclearly…

41. Common Core Essential State Standards Content/concept knowledge or skill Teacher/Student Input Acquiring, learning, understanding What you want them to learn Objectives students should know or be able to do … Where do these objectives come from?

42. The four domains break into two sections Receptive domain and Expressive domain Language objectives should have all four or as many as possible-include speaking as much as possible. Listening Receptive Reading Speaking Expressive Writing

43. Research…… • We cannot focus our language objectives only on reading and writing.

44. Important points to remember… • Remember for those students who are ESL students, it is important to keep in mind that acquiring a second language is a process. • Language Objectives may cover a range from process-oriented to performance oriented statements so that students have a chance to explore, and then practice, before demonstrating mastery of an objective.

45. Process-Oriented Explore Listen to Recognize Discuss in small groups Performance-Oriented Define Draft Write Orally present information Edit Process-to-Performance Verbs

46. Language objectives should: • Show how you want students to use language to acquire concepts, facts, and skills (get it) • Show how you want students to use language to practice concepts, facts, and skills (work with it) • Show how you want students to use language to demonstrate acquisition of concepts, facts, and skills (apply it, mastery)

47. A Closer Look at Objectives Write the steps used to solve the problems. Round 4-digit numbers to the nearest 10 or the nearest hundred. Classify solids and their parts. Justify your classification system orally to a small group. Find the LCM (lowest common multiple) of 2 or more numbers. Explain your answer to a partner using a number line.

48. A Closer Look at Objectives Find the LCM (lowest common multiple) of 2 or more numbers. Write the steps used to solve the problems. Classify solids and their parts. Justify orally your classification system to a small group. Round 4-digit numbers to the nearest 10 or the nearest hundred. Explain your answer to a partner using a number line.

49. Language Objectives ActivitySorting and Matching Objectives Match and Justify… 1. Open your envelope. 2. Match/Pair the content objective to the language objective.(1 content to 1 language) 3. Once complete, be prepared to justify your match. Language objective

50. When Determining Language Objectives • Important! Distinguish between receptive and productive language skills. • English learners tend to develop receptive skills (listening and reading) faster than productive skills (speaking and writing) – Should be worked on in a unified way.