District #6 SIOP Trainer of Trainers

1. District #6SIOP Trainer of Trainers June 26-29, 2006

2. Welcome • Who’s in the room? • Building teams represented • Grade level • Number of years in education • Why are we here? • Consistent model for instruction • We can’t do it alone • We want what’s best for kids

3. Day 1 Objectives • CONTENT • Participants will become familiar with the SIOP® Model. • Participants will engage in practice with Lesson Preparation component of the SIOP®. • LANGUAGE • Participants will begin to develop a SIOP® -related lexicon. • Participants will discuss sources of language objectives, issues in second language acquisition, and implementation strategies for sheltered instruction.

4. Overview of SIOP® Resources • Making Content Comprehensible for English Learners by Jana Echevarria, Mary Ellen Vogt and Deborah J. Short • pg. 200-The protocol • pg. 209-Abbreviated protocol • Chapter layout • Training Manual notebook • pg. 7-Treasure Hunt • Define sheltered instruction • Simultaneous roundtable

5. Overview of the SIOP® • 8 components • 30 features • Making sense of terms (manual pg. 23) • The difference between SDAIE and SIOP® is that SDAIE is a collection of strategies and the SIOP® is a scientifically validated model • A visual representation (manual pg. 29) • Read “A Model for Sheltered Instruction” pgs. 13-16 of book

6. Research Base • 7 year (1996-2003) partnership with Center for Research on Education, Diversity, & Excellence (CREDE) • Identify key practices for SI • Examine the effects on students’ academic literacy, and • Develop professional development • 5 years of collaboration with teachers to develop the protocol • Validity and reliability study found that the SIOP instrument is a highly reliable and valid measure of sheltered instruction (Guarino, et. al., 2001)

7. Research Results • 1997-1998 comparison of ELLs with trained SIOP teachers and those not • Used a narrative prompt scored using the Illinois Measure of Annual Growth in English (IMAGE) • Positive results for SIOP classes • 1998-1999 comparison • Used an expository prompt • Graphs on pg. 33 of manual

8. BREAK!!!! • Let’s take a 15 minute break

9. Overview of 8 components • Strategy brainstorm • Video • Strategy Sort • Check for understanding (pg. 39 of manual)

10. Second Language Acquisition • Knowledge of second language acquisition provides the foundation for the SIOP® model • The process • The circumstances or reasons for learning a second language • Social and Academic Language • Factors that affect language acquisition • Cummins’ quadrant model of Language learning

11. Agree or Disagree? • A child acquires its first language primarily by imitating adults. • The process of acquiring a second language is more similar to the process of acquiring the first language than it is different. • The best way for a child to learn English in school is to control the vocabulary, syntax, and sequence of grammatical structures that the child is exposed to. • Oral fluency in English is a strong indicator that an ELL will succeed in the classroom.

12. A few more... • Once a student has learned the language of instruction, his problems in the classroom are largely over and he should be able to handle academic assignments with little difficulty. • Placing a child learning English in a mainstream classroom will ensure that she will spend enough time in English to learn the language quickly. • An initial “silent period” can benefit the ELL because it allows him an opportunity to process and decode the new language. • Good teachers should suggest to the parents of a child learning English that the parents speak English at home.

13. Summary of Language Acquisition • The child learns language by unconsciously generating rules, perhaps to fill and innate blueprint (Chomsky). • His errors often indicate that learning is taking place. • He learns language in meaningful, supportive, and communicative settings. • He understands more than he can say. • He will require a lot of time to become fluent.

14. Learned at home Learned by infants and toddlers Learned in order to communicate with loved ones Largely and unconscious process Not time pressure to learn Must learn developmental concepts as well as language Learned at school, work All ages, often times older Communicate with community, work, could be to communicate with loved ones, succeed in the US, job marketability Very conscious, structured, learned not acquired, stressful, ongoing, use it or lose it, never becomes your L1 Pressure of a timeframe, social and academic Transfer developmental concepts to L2 for older Circumstances for learning L1 vs. L2

15. Stages of Language Acquisition • Pre-production • “Silent Period”, 500 word receptive vocabulary • Early production • Limited comprehension, one or two-word responses, 1000 word receptive vocabulary • Speech Emergence • Good comprehension, errors in grammar, simple sentences, 3000 word receptive vocab. • Intermediate Fluency (3-5 years) • Excellent comprehension, complex and varied sentence structure, 3000+ words

16. Role play • What’s it like to try to communicate while remembering the rules • Chose one person in your group to start • Begin by saying, “What I usually do each morning.” • Each participant, in turn will add a sentence • BUT...none of you may use a word that contains the letter “n”. • Try to maintain normal conversational speed

17. Social and Academic Language • “ELLs should be kept in ESL classes until they know English, then they can join mainstream classes.” • Discuss this statement with your small group. • Brainstorm reasons why it doesn’t work. • The SIOP® model provides a framework for instruction that promotes content learning and English language development • Integrated Instruction • Social and Academic language can and should be learned concurrently.

18. Social and Academic Language • ELLs will often appear to be fluent in English but in reality lack sufficient academic language proficiency and related skills to succeed in school. • Often is perceived as laziness • Perhaps it is a lack of proficiency in academic language. • Language proficiency is the ability to use language for both academic purposes and basic communicative tasks.

19. Simpler (shorter sentences, vocabulary and grammar) Usually face-to-face, small groups, informal Precise understanding seldom required Simple, familiar topics Non-verbal clues Multiple opportunities to clarify Social vs. Academic Language

20. Factors that Affect L2 Acquisition • Manual page 55 • Two of the most important characteristics that affect the ease of difficulty of language development are the level of contextual support and the degree of cognitive demand • Contextual support: Clues, often nonverbal,that students use to gain meaning in a new language, “increase comprehensibility”, the environment (broad sense) • Cognitive demand: “brain strain”, level of difficulty of the content

21. Cummins’ Quadrant Model Cognitively Undemanding (Easy) A. C. Context Embedded (many clues) Context Reduced (few clues) B. D. Cognitively Demanding (Hard)

22. Cummins’ Quadrant Model • In which quadrant would the following activities fit? • Face-to-face conversation • SAT test • A-V assisted lessons • Demonstrations • Spelling lists • Social Studies lesson with maps and photos • Math word problems • Academic lessons without props • Social telephone conversation

23. Cummins’ Quadrant Model • The teacher’s role is NOT to make academic tasks less cognitively demanding, but to support their successful accomplishment by adding context, activating prior knowledge, and scaffolding the task for step-by-step success. • In other words...what can be done to take what is in quadrant D and move it to quadrant B?

24. Self-evaluation • Page 35, 37 of manual • Building teams discuss strengths and weaknesses of their staff.

25. LUNCH!!! Take about 40 minutes

26. Lesson Preparation • Clearly defined content objectives for students • Clearly defined language objectives for students • Content concepts appropriate for age and educational background level of students • Supplementary materials used to a high degree, making lesson clear • Adaptation of content for all levels of student proficiency • Meaningful activities that integrate lessons

27. Lesson Preparation • Reproducible 3.4 • Gallery walk • What is the difference between content and language objectives? • Writing a language objective to support a content objective (Reproducible 3.2) • ELD standards • Language function • Language structure • Vocabulary development

28. Lesson Preparation • Check your content and language objectives with a partner using the questions on Reproducible 3.3 (Manual pg. 17) • Video-Lesson Preparation • Use reproducible 3.7 • Practice rating Ms. Chen, Mrs. Hargroves , and Mr. Hensen in Ch. 2 of book • Manual pg. 75 and 77 are examples of a matrix to assist in developing language objectives

29. Building Team Discussion • Look through first three sections in manual • Key points to cover with staff • Highlight/note pages • Skim through pg. 43 of Making Content Comprehensible • Questions

30. Whole Group Debrief • Blank SIOP lesson template • Bring materials for last day work-session • Elementary: • Content standards • Math, Science or Social Studies • Secondary • Content standards • Content area materials • Tickets out the door • Something new or that was reaffirmed today • Three key concepts from this section that I will share with my staff • Lingering question(s) around lesson preparation