What is SIOP?

1. What is SIOP? • Sheltered Instruction Observation Protocol • Purposeful teaching of the language necessary for English Learners to understand content.

2. SIOP: Sheltered Instruction Observation Protocol SIOP consists of eight components and thirty indicators.

3. The Eight Components of SIOP • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice / Application • Lesson Delivery • Indicators of Review / Assessment

4. LESSON PREPARATION Ensuring rigor and relevance

5. Content Objectives Participants will be able to: Explain the importance of including language and content objectives in lessons. Adapt content to students’ proficiency levels. Design and integrate meaningful activities into content areas. Language Objectives Participants will be able to: Explain the importance of meaningful academic activities for all students Objectives

7. Why Language Objectives? • Academic achievement requires academic language proficiency. • Academic language proficiency involves the vocabulary, language patterns, and register specific to individual content areas. • Academic language proficiency is developed through sustained content-based language instruction.

8. SIOP – ing a Lesson: Write Content Objectives that: • will be read by students, for students • will be easy for students to understand • are given orally and in writing • are tied to a specific grade-level content standard (NC SCS/Content Area)

9. SIOP-ing a Lesson Write Language Objectives that: • will be read by students, for students • will be easy for students to understand • are given orally and in writing • are related to the tasks necessary to master the content objective

10. How can I lessen the gap?How can I differentiate? Use supplementary materials Adapt content

11. Supplementary Materials • Support core curriculum make content concepts “concrete”: tangible, visible, understandable • Contextualize learning make it real • Support learning styles • Support multiple intelligences

12. Examples of supplementary materials: • hands-on manipulatives • realia (real objects) • pictures • visuals • multimedia • demonstrations • related literature • adapted text

13. Adaptation of Content to all levels of student proficiency by: • differentiating same content objective, different input/output/process • scaffolding • adjusting content to various learning styles and intelligences

14. Examples of adaptation of content: • Graphic organizers • Leveled study guides • Highlighted text • Taped text • Rewrite text • Jigsaw reading • Marginal notes • Native language texts

15. Meaningful Activities • Provide opportunities to experience what students are learning about • Allows students to be more successful by relating classroom experiences to their own lives

16. BUILDING BACKGROUND

17. Content Recognize the importance of connecting students’ personal experiences to lesson concepts. Identify strategies for linking past learning with new information. Language Examine text to determine key vocabulary for students to learn. Incorporate a variety of vocabulary development activities into lessons. Objectives

18. Building Background • 1) Link conceptsto students’ background experiences. • 2) Bridge past learning to new concepts. • 3) Key vocabulary emphasized.

19. 1) Link Concepts to Students’ Background Experiences • Discuss students’ previous personal and academic experiences to help bridge meaning. • Question students’ backgrounds to preview an upcoming topic. • Following discussion, relate students’ input and directly apply it to the new concept.

20. Ways to Link Students’ Background • Realia (REAL OBJECTS), Photos, and Illustrations: Teachers and/or students bring in “real items” to bring the new concept to life. • Anecdotal Accounts: Teachers and students share personal experiences through oral, written or drawn explanations. Teacher may prompt through questioning.

21. 2) Bridge Past Learning to New Concepts • Integrate new information with what the learner already knows. • Build a bridge from previous learning to new concepts for students to cross over. • Not all students have the ability to make connections on their own and benefit from teacher’s explicitly modeling connections.

22. Ways to Bridge Past Learning to New Concepts • KWL Chart: Have students individually or as a class create a KWL chart to refer back to throughout the unit. • Questioning: Ask a simple question, “Who remembers what we did yesterday?” and solicit responses. • Student Journals: Have students write or draw what they have learned in a journal or notebook.

23. 3) Key Vocabulary • The most effective way to teach vocabulary is when it is presented in the context of new concepts, not in isolation. • Students should be actively involved in their own vocabulary development and make it personal. • Students should be immersed in a vocabulary- rich environment.

24. Ways to Teach Key Vocabulary • Vocabulary Self-Selection: Encourage students to select vocabulary words that THEY feel are essential for their understanding. • Word Wall: Display vocabulary words related to the new concept being taught. • Four Corners Vocabulary: Gives the students the opportunity to identify, illustrate, define and contextualize a vocabulary word.

25. Video Clip The English Settle America Robin Liten-Tejada Gunston Middle School Arlington, VA

26. COMPREHENSIBLE INPUT What is Comprehensible Input?

27. Objectives

28. 3 Features of Comprehensible Input • Clear explanation of academic tasks. • Speech appropriate for students’ proficiency level. • Variety of techniques used to make content concepts clear.

29. Directions for Handout • Place a square around each number you use every day. • Place a circle around each number you use often. • Place a triangle around each number you use occasionally.

30. Group Directions • Each table has a number that corresponds to a guideline on the handout. • Plan a one minute demonstration of the numbered guideline. • Each table will present a guideline.

31. Video Clip While watching the video, check off the guidelines that you observe. Discuss the points your group observed.

32. Objectives

33. STRATEGIES The SIOP Model

34. Goals • Students will reach independence in the understanding and application of key concept(s) • Teachers will assist all students in becoming strategic thinkers who possess a variety of approaches for solving problems, comprehending complex texts, and remembering information.

36. Metacognitive Strategies“thinking about thinking” • Predicting/Inferring • Self-questioning • Monitoring/Clarifying • Evaluating • Summarizing • Visualizing

37. Cognitive Strategies“active learning” • Previewing/Rereading • Establishing a purpose for reading • Making connections • Reading aloud • Highlighting • Taking notes • Mapping information • Finding key vocabulary • Mnemonics

38. Social/Affective Strategies“interactive learning” • Interaction/questioning • Cooperative learning • Group discussion/self talk • i.e.. Think/Pair/Share

39. Video Clip Watch for examples of the three learning strategies Write them on your sticky notes After the video clip, we will share our observations

40. Teacher Behaviors • The Big Picture • Building Background • Self-Correcting • Self-Evaluation • Peer Interaction • Imitation • Native Language Resources

41. A Model of Scaffolding

42. Strategies • Graphic Organizers • Comprehension Strategies • Rehearsal Strategies • GIST • PENS • SQP2RS • Mnemonics Surveying (scanning the text) Questioning (teacher guided, students generate questions) Predicting (stating 1-3 things learned based on their questions) Reading (searching for answers and confirming predictions) Responding (answering questions and formulating new ones for the next section) Summarizing (oral or written summary of key concepts) • Prediction • Self-questioning • Monitoring • Determining importance • Summarizing Preview ideas Explore words Note words in a complete sentence See if the sentence is correct • Summarization Process • Main Idea • Topic Sentences A memory system often involving visualization and or acronyms Please Excuse My Dear Aunt Sally • Flash cards • Underlining • Note-taking

43. INTERACTION

44. The Interaction Component includes Four Items: • Interaction • Grouping Configurations • Wait Time for Student Responses • Clarify Key Concepts in L1

45. Content Objectives • How do interactive activities meet the needs of ELs? • Become familiar with different grouping patterns • Provide adequate wait time for ELs • Consider appropriate use of L1 (native language)

46. Language Objectives • Use interaction to promote language development • Reduce teacher talk, and increase EL talk • Examine the role of native language

47. Activity One • Discuss with your group: “How does interaction benefit ELs?” • For example, interaction “encourages elaborated responses”

48. Increases use of academic language Improves quality of student talk Encourages elaborated responses Provides “oral rehearsal” Helps individualize instruction Encourages reluctant learners to participate Allows for written interaction with dialogue journals Promotes a positive social climate Compare Your Ideas

49. Activity Two Discuss different aspects of facilitating interaction. Record notes on the worksheet. • Group configurations • Homogenous vs. heterogeneous grouping • How group members are selected • Students’ roles in the group

50. Group Configurations • Individual work • Partners • Triads • Small groups of four or five • Whole group