SIOP for Reading First Coaches and Administrators

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SIOP for Reading First Coaches and
Administrators

• David Irwin
• Language Development Opportunities
• dave-irwin_at_comcast.net

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Welcome to the Day!

• Schedule 900 400
• Breaks as needed
• Lunch
• Snacks water. Stay healthy.
• Respect each other.
• Have fun. Tell a
• (reasonably clean) joke
• if you have one.

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Today we will

• Content objectives
• Evaluate the effectiveness of ELL instruction in
  your school
• Explore the SIOP Model as a best practice choice
  for ELLs
• Language objective
• Discuss best practices for ELL staff development
  and write a plan for next steps

Key to the acronyms is at the end. Its not
really another language, it just looks that way!
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Lets get to it

• Pick a corner and go to it. Meet the people
  there. Discuss
• How ELLs are successful in your school
• Challenges with their instruction
• Program model(s) and materials youre using
• Kind of training done with teachers and parapros

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Which one(s) of these are used in your district?

• Dual language enrichment
• Late exit bilingual
• Early exit bilingual
• Content English-as-a-Second-Language
• Sheltered immersion (SIOP, GLAD, etc)
• English-as-a-Second-Language (ESL)
• Primarily used in secondary programs
• English-as-a-Second-Language Pull-Out
• Primarily Used in Elementary Programs

OSPI STBIP program models as listed on website,
November 2007
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How is it working?Discuss with your team

• What age of your ELLs pass WLPT and WASL each
  year?
• Just4kids.org gives poverty ethnicity data, but
  not ELL
• How are they progressing on other measures?
  (Woodcock-Johnson, DIBELS, etc)
• What interventions do you have in place when your
  core model fails?

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ELD Standards

• Start here to evaluate and plan for ELL students
• Proficiency levels define students levels
• ELD Standards guide planning for instruction
  where to go next

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Looking at the Proficiency Levels

• With a partner
• Use the Proficiency levels and the evidence
  provided to rate Mohammed (3rd grade) or Maria
  (7th grade) on his/her L2A level.

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Looking at the Standards

• Use the Reading Jigsaw activity pages (back of
  the packet) to compare contrast the Standards
  across

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What are Best Practices for ELLs?
Mainstream Immersion
Dual Language Immersion
NOW
THEN
ESL Instruction (pull-out)
One-way Bilingual Education
Integrated content and language instruction in
the regular classroom (SIOP, GLAD, etc.)
L1 Instruction casual or prohibited
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What are Best Practices for ELLs?

• Dual Language or Bilingual if you can
• Mainstream classroom
• Fluent bilingual staff
• Certs and paras trained in the model
• Sheltered Instruction
• SIOP, GLAD, SDAIE, CALLA
• Mainstream classroom
• In English with L1 supplements
• Certs and paras trained in the model
• Can be used within a dual language model

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What is Sheltered Instruction?

• Was Protection from competition from English
  speakers
• Now Goal is to make grade-level content
  standards more accessible for English language
  learners (ELLs) while they develop and improve
  their English language proficiency.

Cummins, J. (1981). The role of primary language
development in promoting educational success for
language minority students. In Schooling and
language minority students A theoretical
framework (pp. 3-49). Los Angeles Evaluation,
Dissemination, and Assessment Center, California
State University, Los Angeles.
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What is Sheltered Instruction?

• Teachers scaffolding instruction to aid student
  comprehension of content topics and objectives.
• Adjusting their speech
• Adjusting instructional tasks
• Providing appropriate background information and
  experiences

Short, Hudec, Echevarria (2002) Using the SIOP
Model Professional Development Manual for
Sheltered Instruction. Center for Applied
Linguistics, Washington, DC
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What is Sheltered Instruction?

• The practice of highlighting key language
  features and incorporating instructional
  strategies that make the content comprehensible
  to all learners.

Short, Hudec, Echevarria (2002) Using the SIOP
Model Professional Development Manual for
Sheltered Instruction. Center for Applied
Linguistics, Washington, DC
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SIOP Model

• Research based
• Framework for instruction into which many
  programs and strategies will fit
• Organizes existing practices and materials into
  effective structure for ELLs and learners in
  poverty

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What is SIOP?

• A set of researched, effective methods designed
  to make content comprehensible to ELLs and other
  students with low literacy.
• A framework for instruction into which many
  programs and strategies will fit
• Eight components
• Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review Assessment

Echevarria, Short Vogt. Making Content
Comprehensible for English Learners The SIOP
Model, 3rd Ed. Allyn Bacon, 2006.
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The SIOP Model(Echevarria, Vogt Short, 2004)
CALLA
SDAIE
Cooperative Learning
Standards
Differentiated Instruction
Reading First
Intervention
ESL Techniques
Multiple Intelligences
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Movie Time

• Introduction to SIOP

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What does a SIOP lesson look like?

• Just good teaching AND includes research based
  components required for ELL success
• Complements Powerful Teaching and Learning (STAR
  Protocol)

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Breaking it down

• First Component Preparation
• Content objective
• Language objective
• Content concepts
• Supplementary materials
• Adaptation
• Meaningful activities

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In the lesson

• Building background
• Comprehensible Input
• Strategies
• Interaction
• Practice and application
• Lesson delivery

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Checking as you go

• Review Assessment
• Review vocabulary and concepts
• Give specific feedback throughout
• Assess comprehension throughout

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What does it look likeThird grade Math lesson
Look fors

• Is there a content and language objective?
• Is background activated?
• Is it comprehensible for a variety of L2A levels?
• Is it hands-on?
• Is it interactive?
• Is there assessment (formative summative)

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Making Arrays

• Things in Order

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Our Objectives

• Today we will make arrays of cubes to show how
  many ways certain numbers can be arranged.
  (Content Objective)
• We will be able to discuss and defend reasons why
  certain arrays of chairs fit certain rooms.
  (Language Objective)

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• What do you know about arrays?
• What do you want to know?

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(No Transcript)
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Semiconductor nanowires
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(No Transcript)
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Is this an array . Or not?
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(No Transcript)
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(No Transcript)
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(No Transcript)
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Activity Time

• What kind of rooms do you have in your house?

How can you arrange chairs to fit into each room?
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Instructions

• Work with a partner
• Choose three rooms
• Use cubes to design an array of chairs to fit
  each one
• Draw each array on graph paper
• Write next to it
• The measurement of the array (3x4, etc)
• The room it will go into (patio)
• Why you chose that array (Our patio is shaped
  almost like a square.)
• Turn to another person and tell him/her why you
  chose each array for each room

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Now

• What do you know about arrays?
• What do you want to know?
• What do you know now?

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Did we meet our objectives?

• Today we will make arrays of cubes to show how
  many ways certain numbers can be arranged.
  (Content Objective)
• We will be able to discuss and defend reasons why
  certain arrays of chairs fit certain rooms.
  (Language Objective)

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What did you see?

• What components of the lesson were mostly about
  content?
• What components were mostly about language?
• How was language integrated into the content
  lesson?
• How was the lesson differentiated for L2A levels?

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SIOP Sample Interaction

• Frequent opportunities for interaction
• Specific grouping strategies
• Wait time
• Clarifying in L1

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Conga Line

• 1. Divide into two groups.
• 2. Group 1 stands in a line, facing out. Group
  2 stands in a line facing Group 1.
• 3. Group 1 shares information from the index card
  with partner from Group 2. Partner comments.
  Group 2 then shares information with same partner
  from Group 1. Partner comments.
• 4. Group 2 takes one step to the left so each
  person is facing a new partner from Group 1.
  Repeat sharing of ideas on index cards. Last
  person in Group 2s line moves to other end.

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Debrief the Activity!

• Could you use the Conga Line in your classroom?
• How?
• How does it support language development for all
  learners?

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Cooperative Learning Structures

• Rally Robin
• Rally Table
• Jigsaw
• Numbered Heads Together

• Round Robin
• Round Table
• Timed Pair Share
• Mix Pair Share

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Your turn

• Create a reading lesson with Jumanji
• Content objective
• your choice of comprehension skill
• Language objective
• How will students use language to demonstrate
  their knowledge or skill?
• Use the linguistic patterns
• Choose target vocabulary
• Choose an interaction structure
• Choose an assessment. How will you know if the
  students got it?

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Getting the Program to StickElements of
Effective PD

• For teachers to learn a new instructional
  practice and apply it successfully in the
  classroom they must have opportunities to
• Understand the theory and rationale for the new
  content and instruction
• Observe the model in action
• Practice the strategy in a safe context
• Try out the strategy with peer support in the
  classroom.

Showers, B., Joyce, B., Bennett, B. (1987)
Synthesis of research of staff development A
framework for future study and state-of-the-art
analysis. Educational Leadership, 45, 77-87.
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What A Decade of Reform said

• Strategies alone (first order) without changes in
  beliefs (second order) make no difference
• Focus on GLEs eliminate non-essential
  activities
• High expectations for all students including
  those in poverty
• Powerful teaching and learning depends not on
  specific strategies, but on the intellectual
  demands placed on the student

• Fouts, Jeffrey T., A Decade of Reform A Summary
  of Research Findings on Classroom, School and
  District Effectiveness in Washington State,
  Washington School Research Center, 2003.

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NSDC Standardsfor effective, long-term
improvement through professional development

• Context Standards
• Learning Communities
• Leadership
• Resources
• Process Standards
• Data-driven
• Evaluation
• Research-Based
• Design
• Learning
• Collaboration
• Content Standards
• Equity
• Quality Teaching
• Family Involvement

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Rate your ELL PD Program

• Use the tool to identify your current status and
  your next feasible steps.

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Today did we

• Content objectives
• Evaluate the effectiveness of ELL instruction in
  your school
• Explore the SIOP Model as a best practice choice
  for ELLs
• Language objective
• Discuss best practices for ELL staff development
  and write a plan for next steps

Thank you for all your efforts on behalf of the
kids! Have a safe trip home.
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Cant Get Enough Acronyms

• CALLA Cognitive Academic Language Learning
  Approach
• www.gwu.edu/calla/
• DIBELS Dynamic Indicators of Basic Early
  Literacy Skills
• dibels.uoregon.edu/
• ELD English Language Development
• ELD Standards
• www.k12.wa.us/MigrantBilingual/ELD.aspx
• ELL English Language Learner
• ESL English as a Second Language
• GLAD Guided Language Acquisition Design
• www.projectglad.com/
• L1 Primary or First Language
• L2 Second Language
• L2A Second Language Acquisition

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• NSDC National Staff Development Council
• www.nsdc.org
• SDAIE Specially Designed Academic Instruction In
  English
• www.rohac.com/sdaieinfo.htm
• SIOP Sheltered Instruction Observation Protocol
• www.cal.org/siop
• STBIP State Transitional Bilingual Instruction
  Program
• www.k12.wa.us/migrantbilingual
• WASL Washington Assessment of Student Learning
• www.k12.wa.us
• WLPT Washington Language Proficiency Test
• www.k12.wa.us