SIOP Sheltered Instruction Observation Protocol

1. SIOP Sheltered Instruction Observation Protocol

2. My targets for today… Content Targets: I will be able recognize the importance of connecting learning to students’ personal experiences. I will explore strategies for linking past learning with new information. I will understand the connection between vocabulary development and academic success. Language Targets: Brainstorm ways to explicitly link concepts to students’ personal experiences. Develop a list of activities to build background in teams.

3. English Language Learners Numbers are increasing every year…

4. 26 languages are now represented in the Snoqualmie Valley … Spanish Hindi Danish Russian Finnish Telugu Urdu Swahili French Afrikaans Hmong Chinese Kannada Filipino/Tagalog Romanian Czech Dutch Arabic Cantonese Vietnamese Korean Icelandic Lao Bengali Hebrew German

5. Our ELL Students are a growing population! • 112 students qualified as ELL in the district this year… CVES – 13 NBE – 8 FCES – 18 SES – 39 OES - 4 • Middle schools – TFM – 3 SMS - 3 CKMS - 4 • High school – 17– scattered through grades 9-12 • Entering kindergarten –40 brand new ELL kiddos! • Problem many districts face…how to meet the needs of so few but whose need is still very great?

6. How do kids qualify as ELL? • Home Language Survey • Is a language other than English spoken in the home? • Is your child’s first language a language other than English? • If yes, School notifies DO – we test using the WLPT II – Washington Language Proficiency Placement Test (4 levels) • Test at Levels 1,2,3 – considered eligible for ELL services/accommodations in instruction • Once Level 4 is reached, services no longer available/needed- - as an example, 96 qualified last year – 26 tested at Level 4 and out of the program in the February state WLPT II testing

7. Home Language Survey

8. WLPT II (Washington Language Proficiency Test) • Placement Test given within 14 days of beginning school • Annual test given each January-February to assess progress • K-2 test 4 sub-tests: • 3-5 test writing listening • 6-8 test reading speaking • 9-12 test

9. What has OSPI done to support them? • Research – identified ELL stages • Established Washington State English Language Development Writing andeading Standards • Created Language Acquisition Chart with strategies and helpful information

10. 4 Levels/Stages of the ELL • Level 1: Beginning/Advanced Beginning • Level 2: Intermediate • Level 3: Advanced • Level 4: Transitional

11. What are we doing as a District to support them? • ELL Certificated Teacher hired - Karen Schotzko – K-12 • ELL kindergarten testing done early this year (June instead of September) – qualified 35 new kindergarten kiddos • ELL Summer School – transition program • Training for teachers and instructional assistants in specific ELL strategies –SIOP, GLAD & ASPIRE • Newcomer Kits – geared towards Level1

12. Our ELL students are unique learners… studies have shown what works best for them is differentiated instruction with… • lots of guided oral practice • safe, scaffolded learning • visual activities linked to language • integrated activities that teach academic vocabulary • repetition in many different ways • lots of teamwork with peers • conversations with English speaking peers

13. Discussion time… 2 minutes… Turn to someone at your table - any surprises in the information that you just heard? Share your thoughts…

14. Vocabulary Acquisition

15. An English Language Learner is like this picture because…

16. ELL Iceberg BICS CALP

17. What are BICS? • Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. • ELLs use BICS during social interactions in a meaningful social context (e.g., party, talking to a friend). • ELL students acquire BICS rather quickly (e.g., 1-2 years)

18. What is CALP? • Cognitive Academic Language Proficiency refers to formal academic learning. • This level of language learning is essential for students success in school. • ELLs need time and support to become proficient in academic areas. • It takes longer to learn CALP (e.g., about 5-7 years)

19. BICS vs. CALP • Basic Interpersonal Communication Skills • Conversational fluency: social language • Includes “Silent Period” • Lasts 1 – 3 years • Early production: 1000 words (0-1 year) • Speech Emergence: 3000 words (1-2 years) • (first 2 years) BICS CALP • Cognitive Academic Language Proficiency • Academic proficiency: “school” language • Intermediate fluency: 6000 words (1-5 years) • Advanced and continuing language development: 7000 words+ (5-7 and even 10 years) Office of Organizational Development

20. How do BICS/CALP relate to ESOL Instructional Levels? BICS Beginner/Level 1 Intermediate/Level 2 Advanced/Level 3 CALP Exited ESOL Student

21. Cognitive Process Knowledge Comprehension Application Analysis Synthesis Evaluation Language Process Vocabulary Pronunciation Grammar Semantic meaning Functional meaning Focusing on Cognitive and Language Processes

22. ELL Iceberg • Cognitive Process • Knowledge • Comprehension • Application • Language Process • Vocabulary • Pronunciation • Grammar BICS • Analysis • Synthesis • Evaluation • Semantic meaning • Functional meaning CALPs

23. What has the biggest impact on the academic achievement of ELLs? • Vocabulary development has the largest impact on the academic performance of ELLs • Vocabulary knowledge affects various cognitive processes (e.g., knowledge, comprehension, analysis) • Vocabulary knowledge affects comprehension of new information (e.g., semantic knowledge)

24. Vocabulary is More Than Just an ELL Issue Out of 19,050 words • Disadvantaged First Graders know about 2900 words • Middle class first graders know about 5800 words

25. Vocabulary Differences Between Students • High Achieving High School Seniors have four times the vocabulary as low achieving seniors • High Achieving third grader have approximately the same level of vocabulary as low achieving seniors.

26. Moving Theory Into Practice SIOP (Sheltered Instruction Observation Protocol) Meeting Learning Targets for all Students Through Differentiated Instruction

27. Not “Just An ELL” thing • Essential for ELL students • Best practices for all students • Increases levels of engagement

28. What is Sheltered Instruction? • Strategically Teaching Grade Level Content while making concepts comprehensible. • Promoting English Language Development • Scaffolding Instruction to aid comprehension • Adjusting Speech and Instructional Tasks • Activating Background Knowledge • Infusing Sociocultural Awareness

29. Components of the SIOP Model • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice and Application • Lesson Delivery • Review and Assessment

30. What they found over time… • These great strategies benefit ALL students because they are best practices that challenge all our kids - not just our ELL kids.