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The SIOP Model Faculty Presentation

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Title: The SIOP Model Faculty Presentation


1
The SIOP ModelFaculty Presentation
  • Welcome!
  • Today we are going to begin looking at the
  • individual components within the
  • Sheltered Instruction Observation Protocol

2
There are 8 Componentsin the SIOP Model
  • Lesson Preparation
  • Building Background
  • Comprehensible Input
  • Strategies
  • Interaction
  • Practice and Application
  • Lesson Delivery
  • Review and Assessment

3
SIOP
  • The Sheltered Instruction Observation Protocol
  • is a teaching framework based on decades
  • of research of best practices
  • It is not an evaluation instrument
  • Implementation of SIOP can and will vary
  • depending on the needs of each school

4
The Components of SIOP
  • It is not a hierarchy, each component has its own
    features
  • 8 Components/30 Features
  • We are going to begin with the component of
    Building Background

5
Building Background
  • A readers schema, or knowledge of the world,
    provides a basis for understanding, learning, and
    remembering facts and ideas found in texts
  • Students from low income /or culturally diverse
    backgrounds may struggle to comprehend texts and
    concepts due to a mismatch in schema
  • Most reading material, such as content area
    texts, relies on an assumption of common prior
    knowledge and experience

6
Building Background
  • Vocabulary knowledge correlates strongly with
    academic achievement and reading comprehension
  • Limited vocabularies prevent students from
    comprehending content texts, instructions,
    directions for completing assignments and overall
    academic achievement
  • addition, subtraction, continent, sentence,
    classify, summarize, identify, beaker, compare,
    paragraph

7
Building Background
  • Poor readers read less often because reading may
    be difficult and frustrating for them.
    Therefore, they dont read enough to improve
    their vocabularies, and continue to find reading
    difficult.

8
The Matthew EffectThe rich get richer, the
poor get poorer
Stanovich, 1986
9
Building Background
  • At home kids do not say,
  • Please pass the beaker.
  • Lets compare and contrast the vegetables.
  • Teaching specific vocabulary and practicing its
    usage in the classroom is vital to academic
    success
  • Word and word parts are powerful tools of
    knowledge for learning the English language

10
Building Background
  • Taking a few minutes to jump start students
    schemata and past learning, to explicitly find
    out what they know or have experienced about a
    topic will result in greater understanding and
    engagement

11
Building Background Component Protocol Features
  • When planning lessons, please begin to consider
    the Building Background features of the
  • Sheltered Instruction Observation Protocol
  • Concepts explicitly linked to students
    background experiences
  • Links explicitly made between past learning and
    new concepts
  • Key vocabulary emphasized (e.g., introduced,
    written, repeated, and highlighted for students
    to see)

12
SIOP Coach Support
  • SIOP Coaches are in each building to assist with
  • Implementing the SIOP model in his/her own
    classroom
  • Observe and coach fellow SIOP coaches teachers
  • Coach/support other staff members who have taken
    SIOP
  • Attend district supported, on-going professional
    development
  • Provide building level professional development
    that will continue to build awareness of SIOP
  • Encourage teachers to complete SIOP Training

13
Faculty SIOP SupportPocatello/Chubbuck School
District
October SIOP Overview of Components
November Building Background
December Interaction
February Comprehensible Input/Strategies
March Practice and Application
April Review and Assessment
May Lesson Preparation/Delivery
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