Using the siop model: Sheltered instruction observation protocol

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Using the siop model Sheltered instruction
observation protocol

• Presented by Alison Bruno Maria Dorr
• South Huntington UFSD
• LIASCD Fall Annual Conference
• Finding Optimism in Changing Times
• Melville Marriott, Melville NY
• October 5, 2012

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• Dr. Jonathan Hughes, The Coming Waves, 2010

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• Dr. Jonathan Hughes, The Coming Waves, 2010

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Warm-Up Activity

• Advantages of having English learners in your
  class
• Challenges of having English learners in your
  class
• Needs your English learners have in your class
• Needs you have to teach English learners
  effectively

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Terms Associated with English Language Learners

• EL English Learner
• EP English Proficiency
• LEP Limited English Proficiency
• ESL/ESOL English as a Second Language
• English for Speakers Other Languages
• TESOL Teaching English to Speakers of Other
  Languages
• L1/L2 1st Language 2nd Language
• LTELs Long Term English Learners
• SIFE Students with Interrupted Formal
  Education
• SIOP Sheltered Instruction Observation Protocol

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Factors Affecting Language

• Motivation
• First Language Development
• Language Distance and Attitude
• Access to Language
• Age
• Personal Learning Style
• Peers and Role Models
• Quality of Instruction
• Cultural Backgrounds/Goals

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BICS vs. CALP

• Basic Interpersonal Communication Skills (BICS)
  and Cognitive/Academic Language (CALP) refers to
  different language and communication skills based
  upon the work of Jim Cummins (1979),
  University of Toronto.
• The difference forms of speech and language
  focuses on the varying timeframe typically
  required by ELL children to acquire
  conversational fluency in their second language
  as compared to grade-appropriate academic
  proficiency in that language.
• Conversational fluency is often acquired within
  two years of initial exposure to the second
  language at least five years is usually required
  for ELL to gain academic language of the second
  language
• BICS/CALP (conversational/academic) distinction
  needs to be made to assist students and foster
  success.

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Model of Academic Language(Cummins Four
Quadrants, 1981)
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What Is Sheltered Instruction?

• A means for making grade-level academic content
  (e.g., science, social studies, math) more
  accessible for English language learners while at
  the same time promoting their English language
  development
• The practice of highlighting key language
  features and incorporating strategies that make
  the content comprehensible to students
• An approach that can extend the time students
  have for getting language support services while
  giving them a jump start on the content subjects
  they need for graduation

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SIOP Model of Sheltered Instruction
Differentiated Instruction History
Alive Standards Strategies Cooperative
Learning Multiple Intelligences Writers
Workshop Reading Incentives Essential
Questions SIOP is the Overarching Concept with
the focus on ELL Students.
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The SIOP Model
Continuously Assessed
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SIOP Model Overview

• Lesson preparation
• Building background
• Comprehensible input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review/Assessment

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SIOP Lesson Preparation

• Content objectives clearly defined and displayed
  and reviewed with students
• Language objectives clearly defined, displayed,
  and reviewed with students
• Content concepts appropriate for age and
  educational background level of students
• Supplementary materials used to a high degree to
  make the lesson clear and meaningful
• Adaptation of content to all levels of student
  proficiency
• Meaningful activities that integrate lesson
  concepts with language practice (R,W,L,S)

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Lesson PreparationContent Objective Language
Objective

• Content Objective

• Language Objective

• What is to be taught lesson activities
• Task students need to complete

• How to complete the task
• Language skills needed to accomplish the lesson
  activities

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Verbs for Content Objectives

• Compare/Contrast
• Apply
• Rank
• Analyze
• Design
• Measure

• Solve
• Discover
• Research
• Compute
• Search
• Identify

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Verbs for Language Objectives

• Describe
• Explain
• Discuss
• Tell
• Converse
• Quick Write
• Write

• Journal
• List
• Log
• Listen
• Read
• State
• Label

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Sample Content Objective

• Content Objective
• Students will be able to
• Explore three decisions about the atomic bomb
  that were faced by the U.S. during WWII, take a
  position on each, and defend their position
  orally
• Decision A Whether to build an atomic bomb
• Decision B Whether to drop an atomic bomb
• Decision C Whether Truman made the right
  decision

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Sample Language Objective

• Language Objectives
• Students will be able to
• Read information in a small group for each
  decision and reach consensus on a position by
  listening and discussing
• State their position and orally defend it in a
  class dialogue
• Disagree with prior speakers in a respectful
  manner
• In writing, defend a position on whether or not
  it was justifiable to use the bomb on Japan

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Examples of Content Objective and Language
Objective

• CONTENT

• Language

• Students will be about to describe the means of
  transportation used by Native Americans in New
  York during Colonial America time.
• Students will be able to describe the importance
  of the canoe to Native American culture.

• Students will be able t o review the text,
  interpret, and discuss pictures in the chapter,
  as well as identify and define key vocabulary
  terms.
• Students will be able to use past tense to
  describe orally and in writing early Native
  American uses of the canoe.

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Building BackgroundTeaching Vocabulary Words to
English Language Learners

• Maximized ability for reading comprehension and
  fluency is directed associated with knowledge of
  vocabulary.
• To own a word, it means you possess the ability
  to define it, recognize when to use it, knowledge
  of multiple meanings, and ability to decode it
  and spell it correctly. .
• For ELLs, vocabulary development is essential to
  become a strong reader.
• There is Tier 1, Tier 2, and Tier 3 vocabulary
  words.

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Tier 1 Vocabulary Words

• Tier 1 terms are words that ELLs typically know
  in their own language.
• Need to know words Ex run, rain, talk, name,
  teacher, uncle
• Some Tier 1 words are simple cognates these are
  high-frequency words in Spanish and English and
  may not require substantial instruction because
  students may know the word meanings in Spanish.
• Examples family/familia or preparation/preparació
  n
• Help students to watch out for false cognates
  give the correct translation.
• Examples of false cognates are rope/ropa
  (clothing)
• Idioms are Tier 1, but need to be explained
• Ex. Make up your mind Hit the books Once upon
  a time

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Tier 2 Vocabulary Words

• Tier 2 terms are more complex words than Tier 1
  words. At times, these words are abstract words.
  
• Pre-Teaching words Cannot be demonstrated and
  not a Cognate
• Terms important to understand text character,
  setting, plot, even numbers, and country
• Terms that have connections to other words
  concepts between, among, by, combine, and
  estimate
• Words understood for the general concept, but
  need greater explanation for full understanding
  of the concept set, tables (science and math),
  shy ashamed, stubborn, drizzle, jog, and sprint.
• Some words dont require elaborate discussions
  can be demonstrated multiple meaning words
• Ex. Trunk part of an elephant part, back of the
  car, part of a tree, part of a body
• Tier 2 Cognates High-Frequency in Spanish
  Low-Frequency in English
• Ex coincidence/coincidencia, industrious/industri
  oso, fortunate/afortunado

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Tier 3 Vocabulary Words

• Tier 2 terms are low-frequency words found in
  content books or words that are not demonstrable
  or cognates
• Ex. velocity, isotope, procrastinate, amoeba,
  contiguous
• All grade levels would benefit from having
  bilingual dictionaries available in the
  classroom. It aid a teachers when they need to
  translate a vocabulary word into students' native
  language, it is good reference tool for students.
  Students can look up unknown words to aid in
  comprehension when independently reading.

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Tiered Vocabulary

• Tier 3
• antique, ancient
• Tier 2
• ageing, mature, elderly
• Tier 1
• old

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Comprehensible Input

• Speech appropriate for students proficiency
  level
• Slower rate
• Enunciation
• Simple sentence structure
• Clear explanation of the academic task
• Variety of techniques to make concepts clear
• Modeling
• Visuals
• Body language
• Hands-on activities
• Demonstration

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Strategies

• Two types of strategies should be addressed by
  the teacher of language learners Instructional
  Strategies Learner Strategies
• Instructional Strategies techniques, approaches,
  and methods that teachers use to promote student
  learning and achievement
• Verbal Scaffolds techniques used to help
  students expand their language (asking student to
  elaborate on an answer)
• Procedural Scaffolds lesson sequences and
  techniques teachers use gradually withdraw
  support to foster independence of task completion
  (modeling tasks, student grouping, clear
  routines)
• Instructional Scaffolds tools and techniques
  used to assist students in the learning process
  (graphic organizers, labeled visuals, word walls
  with key vocabulary, language chucks for writing,
  and manipulatives)
• Learner Strategies flexible, mental plans that
  students use to more effectively accomplish a
  learning task
• Ex asking questions as they read text using
  cognates to determine meaning of a word

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Interaction

• Background Oral language development has been
  directly linked to literacy development National
  Literacy Panel on Language-Minority Children and
  Youth find a positive correlation between
  students oral language proficiencies and their
  reading/writing proficiencies
• It is essential to promote oral academic language
  experiences through planned, purposeful
  interactions
• Key vocabulary and language chunks need to be
  taught, modeled, and clearly displayed
• Support should be provided to help students
  achieve their content and language objectives

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Practice/Application

• Hands-on materials and/or manipulatives provided
  for students to practice new content knowledge
• Activities provided for students to apply
  content and language knowledge in the classroom
• Activities provided that integrate all language
  skills (R,W,L,S)

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Lesson Delivery

• Content objectives clearly supported by lesson
  delivery
• Language objectives clearly supported by lesson
  delivery
• Students engaged approximately 90-100 of the
  time
• Pacing of the lesson appropriate to students
  ability level

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Review/Assessment

• Comprehensive review of key vocabulary
• Comprehensive review of key concepts
• Regular feed back provided to students on their
  output
• Assessment of student comprehension and learning
  of all lesson objectives throughout the lesson

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Thank you for attending our SIOP Workshop today.

• Alison Bruno Maria Dorr
• South Huntington UFSD
• LIASCD Fall Annual Conference
• Finding Optimism in Changing Times
• Melville Marriott, Melville NY
• October 5, 2012