SIOP 101: Day 2

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SIOP 101 Day 2
Presenter Names Here
CMS SIOP Train the Trainer 2008
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SIOP Model Components

• Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review/Assessment

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The 8 Components of SIOP

• Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice
• Lesson Delivery
• Assessment

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Objectives
CMS SIOP Train the Trainer 2008
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Imagine the Potential

• Somebody had a dream to get a degree in arts from
  Vienna Academy of Fine Arts. It was 1907. Here
  are some of his attempts in painted art...

CMS SIOP Train the Trainer 2008
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Classroom Example
CMS SIOP Train the Trainer 2008
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CMS SIOP Train the Trainer 2008
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CMS SIOP Train the Trainer 2008
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CMS SIOP Train the Trainer 2008
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CMS SIOP Train the Trainer 2008
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CMS SIOP Train the Trainer 2008
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The young painter was not accepted at the Academy
of Fine Arts

• He was Adolf HITLER
• Imagine the potential

CMS SIOP Train the Trainer 2008
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The young painter was not accepted at the Academy
of Fine Arts

• He was Adolf HITLER
• Imagine the potential

CMS SIOP Train the Trainer 2008
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Small Group Activity

• Discuss the positives and negatives of each
  presentation with your group.

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Features of Comprehensible Input

• Speech Appropriate for Students Proficiency
  Levels
• Clear Explanation of Academic Tasks
• A Variety of Techniques Used to Make Content
  Concepts Clear

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Appropriate Speech

• Rate Does talking really slowly help?
• Enunciation Whadja do yeserdy?
• Complexity of Speech When he blew his top at the
  gala, he projected an echinated object into the
  frenzied crowd.

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What Students Say
http//www.teachertube.com/view_video.php?viewkey
9d573f623c9c0718a7b9
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Students say
She talks too fast. I dont understand the
directions.
She doesnt explain it too good. I dont
understand the words shes saying because I dont
even know what they mean.
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Clear explanation of academic tasks

• Content vocabulary and functional vocabulary
• Language necessary to complete the task,
• i.e. predict, infer, measure, estimate

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Think Pair Share

• How well do your LEP students understand YOUR
  speech?

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How to NOT Make Concepts Clear

• DONT
• The three states of matter are, Liquid, Solid,
  and Gas.
• Liquid is water.
• Solid is ice.
• Gas is steam.

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Techniques to Make Concepts Clear

• There are 3 states of matter.

Gas (Steam)
Solid (Ice)
Liquid (Water)
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Clear Explanation of Academic Tasks
Take 1
CMS Ivanna Mann Thrower 2008
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Clear Explanation of Academic Tasks
Take 2
CMS Ivanna Mann Thrower 2008
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Clear Explanation of Academic Tasks

• Put a book in the freezer for 1hour.
• Before you take the book out of the freezer, boil
  water in a kettle.
• Take the book out of the freezer and hold it
  above the steam. (Be careful)
• Water will form on the book.
• That is condensation!

Take 3
CMS Ivanna Mann Thrower 2008
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Give a Clear Explanation of Academic Tasks
Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order?
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Give a Clear Explanation of Academic Tasks

• High Language Low Language

High Math Low Math
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Give a Clear Explanation of Academic Tasks

• High Language Low Language

Problem 1
High Math Low Math
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High Math / High Language
Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order?
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Give a Clear Explanation of Academic Tasks

• High Language Low Language

Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order?
Problem 2
High Math Low Math
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High Math / Low Language
Hakim and 11 friends will each eat 3 pieces of
pizza. Each pizza has 8 slices. How many
pizzas do they need to order?
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Give a Clear Explanation of Academic Tasks

• High Language Low Language

Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order?
Hakim and 11 friends will each eat 3 pieces of
pizza. Each pizza has 8 slices. How many pizzas
do they need to order?
High Math Low Math
Problem 3
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Low Math / High Language
Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order? Hakim 11 friends
____ boys Multiply number of boys times number of
slices they will each eat. Divide the new number
by the number of slices in a pizza. Now you know
how many pizzas to order!
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Give a Clear Explanation of Academic Tasks

• High Language Low Language

Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order?
Hakim and 11 friends will each eat 3 pieces of
pizza. Each pizza has 8 slices. How many pizzas
do they need to order?
High Math Low Math
Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order? Hakim 11 friends
____ boys Multiply number of boys times number of
slices they will each eat. Divide the new number
by the number of slices in a pizza. Now you know
how many pizzas to order!
Problem 4
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Low Math / Low Language
Hakim has 11 friends. Hakim 11 friends ____
boys Each boy eats 3 pieces of pizza. ___ X ____
____slices needed Each pizza has 8 slices.
_____ ? _______ ______ pizzas to order How
many pizzas do they need to order?
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Give a Clear Explanation of Academic Tasks

• High Language Low Language

Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order?
Hakim and 11 friends will each eat 3 pieces of
pizza. Each pizza has 8 slices. How many pizzas
do they need to order?
High Math Low Math
Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order? Hakim 11 friends
____ boys Multiply number of boys times number of
slices they will each eat. Divide the new number
by the number of slices in a pizza. Now you know
how many pizzas to order!
Hakim has 11 friends. Hakim 11 friends ____
boys Each boy eats 3 pieces of pizza. ___ X ____
____slices needed Each pizza has 8 slices.
_____ ? _______ ______ pizzas to order How
many pizzas do they need to order?
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Give clear explanation of academic tasks

• High Language Low Language

High Math Low Math
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Ideas for Making Concepts Clear

• Use pictures
• Make an outline of the key points
• Model the task
• Use manipulatives
• Show an example of a completed project

• Use facial expressions and body language
• Highlight key words AND teaching them in ADVANCE!
  

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Think Pair Share

• How well do your LEP students understand the
  academic tasks?
• How can you make content concepts clear?

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• ELL Students
• BOYS and GIRLS?
• Not wrong,
• just different

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Do we need more communication or more decoding
between the two types?

• BLUE GLASSES?

• PINK GLASSES?

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Do you wear glasses? What color?

• BLUE GLASSES?

• PINK GLASSES?

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Do we need more teaching or more decoding between
the two types?

• BLUE GLASSES?
• Focus on doing things, doers
• Shoulder to shoulder communication
• Straight to the point, do not like details
• Not able to do more than one thing at a time
• Compartmented life in shelves
• Motivated mostly by respect and honor
• Analytical thinkers
• They ALWAYS want solutions

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• PINK GLASSES?
• Focus on relationships, on nurturing
• Face to face communication
• Crazy about juicy details
• Can concentrate on many things in the same time
• Historical not hysterical, making connections all
  the time
• Life is a whole not shelves
• Motivated mostly by feeling love and
  appreciation, emotional thinkers
• Want to be heard and validated rather than
  someone trying to fix all their problems

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Use Gestures and Body Language
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Provide a Model
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Preview Materials
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Use Multimedia
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Provide Repeated Exposure to Words
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Provide Repeated Exposure to Words
Create a personal Picture Dictionary.
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Provide Repeated Exposure to Words

• 4 Principles To Guide Vocabulary Instruction
• Students should
• Be active learners
• Personalize learning
• Be immersed in words
• Build on multiple sources, repeated exposure

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Audiotape Texts
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Use Sentence Strips
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Use Sentence Frames
a cabbage
A cauliflower
graduated the University.
is
that
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Be Succinct
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Use Graphic Organizers
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Steps to Making Concepts Clear

• Consider the key focus of your lesson
• What is the essential question or content that
  you want your students to know?
• Ask yourself how you can make those concepts
  clear to your LEP students.

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A real example

• Three World Religions
• Christianity
• Judaism
• Islam

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A real example

• Christianity the name of the religion.
• The people who follow this religion are called
  Christians.
• The holy book is the Bible.
• Page R42-43 in the textbook
• My notes

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Real example

• Judaism the name of the religion
• The people who follow this religion
• are called Jewish people.
• The holy book is the Torah.
• Page R48-49 in the textbook
• My notes

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Real example

• Islam the name of the religion
• The people who follow this religion are called
  Muslims.
• The holy book is the Koran.
• Page R46-48 in the textbook
• My notes

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A real example

• How can you adapt this concept for your students
  and content?

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Teaching Scenarios

• P. 84 88 Making Content Comprehensible
• Read your scenario. Rate the lesson.
• Justify your reasoning.

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Did We Meet Our Objectives?
CMS SIOP Train the Trainer 2008
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The 8 Components of SIOP

• Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice
• Lesson Delivery
• Assessment

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STRATEGIES
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Strategies Objectives
The participant will

• Content Objectives
• Identify learner strategies
• Apply appropriate scaffolding techniques to a
  lesson
• Review the six levels of Blooms Taxonomy

• Language Objectives
• Categorize learner strategies by creating a
  semantic map
• Create a series of scaffolded activities
• Write higher-order questions

CMS SIOP Train the Trainer 2008
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SIOP Strategies Organization Chart
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Learning Strategies

• Teaching strategies are used by teachers...
• Learning strategies are used by STUDENTS.

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METACOGNITIVE STRATEGIES
KNOWING HOW TO LEARN, and knowing which
strategies work best, are valuable skills that
differentiate expert learners from novice
learners. Metacognition, or awareness of the
process of learning, is a critical ingredient to
successful learning. Julie Halter SDSU
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Metacognitive Strategies

• Thinking about thinking
• Learning about learning
• Self-Monitoring knowing how you learn best
• understanding your purpose for learning
• self-monitoring (for correctness of pronunciation
  and understanding)
• evaluating your learning
• after an activity is completed

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Metacognitive Strategies

• Teach about the different learning styles
• Visual, auditory, tactile, kinesthetic
• Individual vs. group learner
• Have students take a learning styles assessment.
  
• AVID has a good one
• http//www.petersons.com/education_planner/discove
  ring_article.asp?sponsor2859articleNameLearning
  _Styles_Quiz

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COGNITIVE STRATEGIES
Cognitive strategies provide a structure for
learning when a task cannot be completed through
a series of steps. University of Kansas
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Cognitive Strategies
Being an ACTIVE LEARNER!

• Making connections when reading
• Text to text, text to self, and text to world
• Inferencing
• Visualizing

• Note-taking
• Outlining
• Summarizing
• Using a graphic organizer
• Previewing a story before reading

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Cognitive Strategies

• Predicting
• What might have happened before this picture was
  taken?
• What might happen next?
• Ready?

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CMS SIOP Train the Trainer 2008
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Cognitive Strategy - Predicting
Robert mows lawns in his neighborhood during the
summer. He charges 4 for gas and equipment and
10 per hour for labor.
Predict what the question might be.
CMS SIOP Train the Trainer 2008
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Cognitive Strategies

• Organized learning through self-regulated
  learning
• Directly related to individual
• learning tasks
• Used when learners physically and mentally
  manipulate material
• Used when students apply a specific technique to
  learning task

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Social/Affective Strategies

• Cooperative Learning
• Think-pair-share
• Numbered heads
• Jigsaw
• And MANY more!!
• Question for Clarification
• Asking a teacher or other native speaker for
  repetition, paraphrasing, explanation, and/or
  examples.

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Application

• Directions
• With your group, organize the following terms
  into either
• an outline
• a semantic web
• a tree diagram
• map OR
• another representation of your choosing
• Use sticky notes, chart paper, and markers

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Learner Strategies Application
Key terms to categorize

• Social/Affective Strategies
• Thinking about Thinking
• Highlighting
• Cognitive Strategies
• Asking the teacher a question for clarification
• Metacognitive Strategies
• Taking notes
• Understanding how you learn best and using that
  knowledge to help you study
• Cooperative learning
• Active learning

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Hint!
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Learner Strategies KEY

• Metacognitive Strategies (6)
• Thinking about thinking (2)
• Understanding how you learn best and using that
  knowledge to help you study (8)
• Cognitive Strategies (4)
• Active Learning (10)
• Highlighting (3)
• Taking notes (7)
• Social/Affective Strategies (1)
• Asking the teacher a question for clarification
  (5)
• Cooperative learning (9)

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The Goal for Students

• To develop independence in self-monitoring and
  self-regulation through practice with
  peer-assisted and student-centered strategies

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A Sample Lesson

• What went well in the lesson?
• What were areas in the lesson that could be
  improved upon?

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What is Scaffolding?
BUILDING INDEPENDENCE
Taking students from where they are to
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Hearing from the author

• Mary Ellen Vogt offers some practical thoughts on
  scaffolding.
• As youre watching, think about how you are
  already using scaffolding

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Scaffolding Techniques
VERBAL TECHNIQUES Paraphrasing Putting text
into your own words for easier understanding Rest
ating Restate the students response in correct
English Using Think-Alouds Model thinking
through problem solving verbally Key
Vocabulary Clarifications and definitions
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Instructional Scaffolding
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Group Scaffolding
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Lets Write a Letter!

• Scaffolding in action.
• See handout addendum

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Getting to Independence with letter writing

• Beginners Give beginners a cloze letter a
  letter completely filled in with blank lines for
  students to write in the key ideas, and a word
  bank
• Then, take away some words in the word bank
• Next, give students increasingly more lines to
  fill in on their own.

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Letter Writing continued

• Intermediate Give students an empty outline of a
  letter, only showing the five parts of a letter,
  with sentence starters.
• Students will have to write the paragraphs on
  their own based on the sentence starters.
• Next, give them blank lines instead of the five
  parts of the letter with a word bank
• Then, remove the word bank or parts of it.

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Letter Writing Continued

• Advanced Give students a blank page with just
  blank lines for the salutation and closing.
  Brainstorm orally ideas they could write about
  for each paragraph. Write those ideas on the
  board and have students choose.

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Now You Scaffold!

• Consider your lesson plan topic
• Or another concept you teach
• Create a set of scaffolded activities for that
  one lesson based on students needs.
• Consider
• Beginners
• Intermediate students
• Advanced students
• Use your table mates for help! You dont have to
  do this on your own!

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Higher-Order Thinking
SIX LEVELS OF BLOOMS TAXONOMY Create Evaluate
Analyze Apply Understand Remember
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Lesson Plan Time!!

• How will you teach learning strategies with this
  lesson?
• How will you scaffold instruction?
• What higher-order questions will you use?
• How will you clearly explain academic tasks?
• What techniques will you use to make content
  concepts clear?
• For examples of well-done lesson plans, see p.
  47, p. 123-124, and p. 108-110.

CMS SIOP Train the Trainer 2008
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1.What are the three types of learner
strategies? 2. What are some learner strategies
that can be used in the classroom? 3. What does
scaffolding mean? 4. Why do we need to use
higher level questions?
CMS SIOP Train the Trainer 2008
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Did We Meet Our Objectives?
The participant will

• Content Objectives
• Identify learner strategies
• Apply appropriate scaffolding techniques to a
  lesson
• Review the six levels of Blooms Taxonomy

• Language Objectives
• Categorize learner strategies by creating a
  semantic map
• Create a series of scaffolded activities
• Write higher-order questions

CMS SIOP Train the Trainer 2008
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The 8 Components of SIOP

• Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice
• Lesson Delivery
• Assessment

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Objectives

• Content Objectives Participants will
• Explore a variety of interactive activities.
• Identify techniques to increase wait time.
• Language Objectives Participants will
• Teach an interaction strategy to their peers.
• Discuss techniques to increase wait time.
• Explain in writing the interaction activity and
  grouping configuration that will be incorporated
  into a lesson plan.

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SIOP Features of Interaction

• Frequent Opportunities for Interaction
• Grouping Configurations
• Sufficient Wait Time
• Opportunities to Clarify in L1

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What is interaction?

• Interaction is discussion between teacher/student
  and among students, which encourages elaborated
  responses about lesson concepts.

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Why use interaction?Research shows that
interaction

• 1. stimulates the brain.
• 2. increases motivation.
• 3. reduces risk.
• 4. gives more processing time.
• 5. increases student attention.
• (Making Content Comprehensible for English
  Learners The SIOP Model pg. 116)

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When do we use interaction?

• Interaction
• is a
• VITAL
• part of
• EVERY
• lesson.

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Interaction

• I know interaction is important, but HOW??

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Frequent Opportunities for Interaction

• Jigsaw Activity p. 121
• Activity bubbles 1-4
• Read and share what
• you learn with your
• group!

CMS SIOP Train the Trainer 2008
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Grouping Configurations

• Triads
• Partners
• Whole group
• Small groups of four or five

CMS SIOP Train the Trainer 2008
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Grouping Configurations

• Turn to page 126.
• Read paragraph 2 and 3.
• Discuss with your group
• information that you
• learned.

CMS SIOP Train the Trainer 2008
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Roles in Groups

• Group Recorder
• Materials Collector
• Reporter
• Final Copy Scribe
• Illustrator
• Time Keeper
• Cheerleader
• Facilitator/Monitor
• Messenger

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Sufficient Wait Time

• Do you give students sufficient wait time?
• Do you complete their sentences?
• Do you call on a different student before the
  first student has had a chance to respond?
• Do you answer the question before the students?

CMS SIOP Train the Trainer 2008
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Just a few strategies to begin

• Can I have a minute to think about it?
• Can I ask a friend?
• Can you restate the question?

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Elaborated Responses

• Could you tell me more about that?
• Why do you think that?
• How did you come to that conclusion?
• Write-pair-share
• Write two more elaborated responses, and then
  share them with your partner.

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Why Wait?

• Because our students NEED it!!
• ELLs need additional time to formulate the
  phrasing of their thoughts, because they are
  processing ideas in a new language.

CMS SIOP Train the Trainer 2008
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New Game

• Find whats hidden on your table!
• Share your groups Wait Time tip of the day.

CMS SIOP Train the Trainer 2008
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Lesson Plans

• Choose an interaction strategy and a grouping
  configuration that you will use in this lesson
• Write these into your lesson plan.

CMS SIOP Train the Trainer 2008
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• Why is interaction beneficial?

CMS SIOP Train the Trainer 2008
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Additional benefits

• Helps individualize instruction
• Encourages reluctant learners to participate
• Allows for written interaction with dialogue
  journals
• Promotes a positive social climate

• Increases use of academic language
• Improves quality of student talk
• Encourages elaborated responses
• Provides oral rehearsal

CMS SIOP Train the Trainer 2008
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Did we meet our objectives?

• Content Objectives Participants will
• Explore a variety of interactive activities.
• Identify techniques to increase wait time.
• Language Objectives Participants will
• Teach an interaction strategy to their peers.
• Discuss techniques to increase wait time.
• Explain in writing the interaction activity and
  grouping configuration that will be incorporated
  into a lesson plan.

CMS SIOP Train the Trainer 2008
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Ticket Out

• Thank you for coming!!
• Your presenters today are
• Presenter number one
• Presenter number two
• Presenter number three
• Presenter number four
• Come back for our final session on April 18!