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What is SIOP

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Title: 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
Objectives
  • Language Objectives
  • Participants will be able to
  • Explain the importance of meaningful academic
    activities for all students
  • 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.

6
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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
Objectives
  • 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.

18
Building Background
  • 1) Link concepts to 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
    teachers 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.

35
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36
Metacognitive Strategiesthinking about thinking
  • Predicting/Inferring
  • Self-questioning
  • Monitoring/Clarifying
  • Evaluating
  • Summarizing
  • Visualizing

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

38
Social/Affective Strategiesinteractive 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
Compare Your Ideas
  • 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

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

51
Homogenous / Heterogeneous
  • Gender
  • Language proficiency
  • Language background
  • Ability

52
How Group Members are Selected
  • Random
  • Voluntary
  • Teacher assigned

53
Roles in the Group
  • Group recorder
  • Materials Collector
  • Reporter
  • Final Copy Scribe
  • Illustrator
  • Time keeper
  • Cheerleader
  • Facilitator / Monitor
  • Messenger

54
Activity Three
  • Read the teaching scenario about Mrs. Lantero and
    score her lesson using the SIOP rubric for
    interaction.
  • Group roles include reader, recorder,
    facilitator/monitor, and reporter.

55
Do You Give Students Wait Time?
  • Do you complete their sentences?
  • Do you call on a different student before the
    first student has a chance to respond?
  • Do you answer the question before the students?

56
Why Wait?
  • ELs need time to translate, often in their head.
  • Wait time varies by culture.
  • ELs need additional time to formulate the
    phrasing of their thoughts, because they are
    processing ideas in a new language.

57
Wait Time Strategies
  • Allow students to write down their answers while
    waiting for other students to respond.
  • Build in wait time, On the count of 3 we will
    all respond.
  • Use 50-50, giving students a choice between two
    possible answers
  • Use phone a friend, allowing students to ask
    for help.

58
Use of Native Language in the Classroom
  • Establish rules or expectations for native
    language (L1) use.
  • Clarification of key concepts in students L1
    supports academic learning

59
Appropriate use of L1 in the Classroom
  • Assistance from peers.
  • Materials written in the students L1
  • Use caution with online translators (idiomatic
    speech vs. word for word translation)

60
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)

61
Language Objectives
  • How does interaction promote language
    development?
  • Reduce teacher talk, and increase ELs talk
  • What is the role of native language?

62
PRACTICE AND APPLICATION

63
Content and Language Objectives
  • Identify and create a variety of ways for
    students to enhance their learning through
    hands-on practice and application connected to
    their experiences (Content)
  • Design activities that require integrated use of
    different language skills to practice new
    content knowledge (Language)

64
Think it over
  • Why is using a variety of hands-on classroom
    activities important?
  • How are you using hands-on activities and
    manipulatives to enhance opportunities for
    English language learners to apply both language
    and content knowledge ?

65
Key Definitions
  • Practice refers to the opportunities provided
    to English language learners to become familiar,
    analyze and/or experiment with content and
    language topics.
  • Application refers to the ways in which
    learners apply what they have learned in
    different contexts or situations.

66
Practice and ApplicationTools
Purpose
  • Hands-on materials
  • and/or manipulatives
  • Language and content knowledge-rich activities
  • Language skills-integrated activities
  • For students to practice with new content
    knowledge
  • For students to apply
  • learning in the classroom
  • For students to develop reading, writing,
    listening and speaking skills

67
Self-Evaluation
  • How do you integrate hands-on activities in your
    classes?

68
Watch and Reflect
  • Lets watch a hands-on science lesson about cell
    structure! Look for SIOP examples. . .

69
Video Presentation ReviewWhat types of
hands-on activities did you see in use in the
classroom?
  • Modeling of cell structures using food and
    coloring items
  • Project displays (graphic and text-based)
  • Oral presentation scripts

70
Video Presentation ReviewWhat percentage of
the time were the students actively engaged in
learning?
  • 100
  • Most of the time
  • Half of the time
  • Less than half of the time

71
Video Presentation Review
  • How can you tell that the students were really
    learning?
  • high level of student involvement
  • ways in which students handled and displayed
    information
  • actual presentation using language different
    language skills

72
Practice and Apply
  • Develop a hands-on activity linking a content
    objective with a language objective
  • Directions Compose a tactile, kinesthetic or
    visual strategy for students to practice or apply
    their language skills for the content objective
    given

73
What have you learned about Practice and
Application ?
  • Find out with
  • your very own
  • QSS
  • Quick Skills Survey

74
LESSON DELIVERY
  • THE SIOP MODEL

75
LESSON OBJECTIVES
  • CONTENT OBJECTIVES
  • Understand how to achieve the content language
    objectives that they set forth for their students
  • Observe and evaluate appropriate pacing
    strategies for ELLs
  • LANGUAGE OBJECTIVES
  • Discuss the issue of student engagement and the
    characteristics of an effective SIOP lesson
  • Read adapted teacher scenarios from SIOP manual
  • View, take notes and discuss a video clip focused
    on Lesson Delivery

76
LESSON DELIVERY FEATURES
  • Content Objectives should be clearly supported by
    the lesson delivery
  • Language Objectives should be clearly supported
    by the lesson delivery
  • Students should be engaged approximately 90-100
    of the time during the lesson
  • Pacing of the lesson should be appropriate to the
    students ability level

77
LESSON FEATURE QUESTIONS
  • Is it necessary to tell objectives to the
    students ?
  • Is it a good idea to review the objectives at the
    end of each lesson ?
  • How do the objectives affect the pacing of a
    lesson ?

78
TEACHING SCENARIOS
  • 4TH GRADE UNIT
  • THE GOLD RUSH

79
LESSON DELIVERY INDICATORS
  • BARELY MET INDICATORS
  • All objectives somewhat supported
  • Pacing may be too fast or too slow for ability
    level
  • Students engaged 70 of period
  • MET
  • INDICATORS
  • All objectives clearly supported
  • Pacing is appropriate to ability level
  • Students engaged 90-100 of period
  • NOT MET INDICATORS
  • All objectives are not supported
  • Pacing is inappropriate for ability level
  • Students engaged less than 50 of period

80
VIDEO CLIP
  • AN EFFECTIVE SIOP LESSON
  • PRESENTED BY
  • BARBARA FORMOSO

81
VIDEO FOLLOW-UP QUESTIONS
  • What pacing strategies did Barbara use?
  • How did Barbara promote student engagement?
  • Do you think you can use Barbaras strategies as
    a model for achieving objectives in your class?

82
REVIEW OF LESSON FEATURE QUESTIONS
  • Is it necessary to tell objectives to the
    students ?
  • Is it a good idea to review the objectives at the
    end of each lesson ?
  • How do the objectives affect the pacing of a
    lesson ?

83
LESSON OBJECTIVES
  • CONTENT OBJECTIVES
  • Understand how to achieve the content language
    objectives that they set forth for their students
  • Observe and evaluate appropriate pacing
    strategies for ELLs
  • LANGUAGE OBJECTIVES
  • Discuss the issue of student engagement and the
    characteristics of an effective SIOP lesson
  • Read adapted teacher scenarios from SIOP manual
  • View, take notes and discuss a video clip focused
    on Lesson Delivery

84
OUTCOME SENTENCES
  • I feel
  • I wonder
  • I think
  • I learned

85
REVIEW ASSESSMENT

86
Content Objectives
Language Objectives
  • Obtain an overview of the Review/ Assessment
    component
  • Be able to select effective techniques for
    reviewing key content concepts and vocabulary.
  • Identify assessment techniques.
  • Explain how feedback can be valuable for student
    language development.
  • Use oral, written and physical means to provide
    specific feedback to students on their
    performance.

87
Effective Teaching Cycle
  •  
  • Develop lesson (SIOP and Standards)
  • Teach lesson
  • Assess student comprehension and work
  • Review Key Concepts and Vocabulary
  • Make adjustments and improve student
    comprehension
  • Reteach content

88
Review/ Assessment Overview
  • Who uses Review/ Assessment and why?
  • When does Review/ Assessment occur?
  •  

What are some types of Assessment?
  •  

89
Review Activities
  • Thumbs Up-Thumbs Down
  • Number Wheels
  • Find Someone Who
  • Simultaneous Roundtable
  • Share Bear
  • Find the Fib
  • Response Boards
  • Word Story Books
  • Numbered Heads Together
  • Sign in Please
  • Outcome Sentences
  • Restate Student's Response
  • Kinesthetic

Discussion QuestionWhat other Review Activities
do you use in class?
90
Assessment Modification Tips
91
Authentic Assessment
  • Creative work (drawing, charades)
  • Portfolios
  • Journals
  • Student/Parent Interviews
  • Projects
  • Observations
  • Written Pieces
  • Oral response (after teacher) 
  • Audiotapes

Discussion QuestionWhat types of Authentic
Assessment do you use in class?
92
  • Thumbs Up/
  • Thumbs Down Activity

93
  • Assessment should be done throughout the lesson.
  • Thumbs Up-Thumbs Down activity works to assess
    multiple-choice questions.

94
Number Wheel Activity Find Someone Who
Activity
95
Simultaneous Roundtable Activity(Carousel)
Share Bear Activity
96
What is SIOP?
  • Sheltered Instruction Observation Protocol
  • Purposeful teaching of the language necessary for
    English Learners to understand content.

97
SIOP Sheltered Instruction Observation Protocol
  • SIOP consists of eight components and thirty
    indicators.

98
The Eight Components of SIOP
  • Lesson Preparation
  • Building Background
  • Comprehensible Input
  • Strategies
  • Interaction
  • Practice / Application
  • Lesson Delivery
  • Indicators of Review / Assessment
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