Sheltered Instruction Observation Protocol (SIOP)

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Sheltered Instruction Observation Protocol (SIOP)
Building Background
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Objectives

• Content
• Identify strategies for linking concepts to
  students background experiences, bridging past
  learning to new concepts, and emphasizing key
  vocabulary.

• Language
• Discuss and share
  
  cultural
  differences.
• Discuss and share building back-ground
  strategies with peers.

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ELL Demographics

• Nearly one of every 5 students entering U.S.
  schools speaks a language other than English.

• One in 10 is born outside the U.S. (2000 Census)

Hola!

• One in 3 school children is from an ethnic or
  racial minority group.

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• "Learning to speak another's language means
  taking one's place in the human community.  It
  means reaching out to others across cultural and
  linguistic boundaries.  Language is far more than
  a system to be explained.  It is our most
  important link to the world around us.  Language
  is culture in motion.  It is people interacting
  with people."
•     Sandra Savignon  Communicative Competence
  Theory  and Classroom Practice.   Reading, MA
  Addison Wesley, 1983, p. 187 .

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The Culture Quiz

• Please complete the culture quiz.

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SIOP Vocabulary

• ELLs
• English Language Learners

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SIOP Vocabulary (cont)

• ESL
• English as a Second Language

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SIOP Vocabulary (cont)

• LEP
• Limited English Proficiency

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The 8 Components of SIOP

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

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BUILDING BACKGROUND

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Building Background

• 1) Link concepts to students background
  experiences.
• 2) Bridge past learning to new concepts.
• 3) Key vocabulary emphasized.

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Inside Outside Circle

• Make a list of 5 ways you connect past learning
  to new concepts in your classroom.

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Ideas for Linking to Students Background

• Discuss students previous experiences
• Question students backgrounds
• Use pictures and allow students to sketch.
• Show a video clip

• Following discussion, relate students input and
  directly apply it to the new concept.
• Realia, photos, illustrations
• Anecdotal accounts

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Linking Background

• Teachers of English learners need to be aware
  that what may appear to be poor comprehension and
  memory skills may in fact be a lack of experience
  or a failure to activate background knowledge
  assumed by a message or text (Bransford, 1994)
• as quoted in Echevarria, Vogt, and Short, Making
  Content Comprehensible 3rd Edition, p. 56.
  (emphasis added)

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What Do You See?
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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. These students benefit
  from teachers explicitly modeling and
  connections.

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Why Do We NEED to Build Students Background?

• One of the biggest ways we can help students
  build their own background is through
• READING!!!
• Studies show that students that participate in
  long term SSR (7 mo. to one yr.) moved from the
  50th percentile to the 81st percentile in
  comprehension!

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Restate the following

• The authors book was rather
• sesquipedalian. Clinching the piece before the
  end of the volation nonplused us
• to say the least.

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Answer

• The authors book was full of long
• words. Finishing the piece before
• the end of the flight surprised us
• to say the least.

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Defenestrate
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Echinated
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Purchase
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Restate the following

• When the lights suddenly went out, I purchased
  the nearest thing an echinated vine!  Such was
  my distress that I immediately defenestrated the
  plant.

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Restate the following

• When the lights suddenly went out, I purchased
  the nearest thing an echinated vine!  Such was
  my distress that I immediately defenestrated the
  plant.

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Cloze Sentences

• When the lights went out, I ___________ the
  nearest object. It was an ________ vine. I was
  so surprised that I ________ the plant.

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Key Vocabulary

• Content Words
• Spreadsheet, cell, rows, table, window
• Process/Function Words
• Share with a partner, discuss, graph, list,
  classify, summarize, therefore, in conclusion
• Words and Word Parts that Teach English Structure
• Greek and Latin Roots
• P. 60 Making Content Comprehensible 3rd Edition

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Key Vocabulary

• Immerse students in a vocabulary-rich
  environment, BUT give them the tools to survive!
• Idea Use the14 word roots with clues to over
  100,000 words!
• Why not teach one per week?

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Video

• Akeelah and the Bee

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Key Vocabulary

• Students should be actively involved in their own
  vocabulary development and make it personal
• Idea Have each student create a
• personal dictionary.

http//www.cms.k12.nc.us/

• http//documents.cms.k12.nc.us/dsweb/View/Collecti
  on-2134

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Resources to Help Students

• Comparing words
• As well as
• Too
• Similar to
• Sequencing
• First of all
• Finally
• Meanwhile

• Contrasting words
• However
• On the other hand
• Although
• Cause/effect
• Since
• Therefore
• As a result

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3) Key Vocabulary
uniform
Special clothes that show someone goes to a
certain school.
Special clothes that show someone belongs to a
certain group.
http//www.cms.k12.nc.us/

• http//documents.cms.k12.nc.us/dsweb/View/Collecti
  on-2134

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3) Key Vocabulary

• The most effective way to teach vocabulary is
  when it is presented in the context of new
  concepts, not in isolation.
• Describe the word
• Use multiple exposures

TABLE??
http//www.cms.k12.nc.us/

• http//documents.cms.k12.nc.us/dsweb/View/Collecti
  on-2134

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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.
• Cloze sentences Strong contextual support
• When the lights went out, I ___________ the
  nearest object.
• Four Corners Vocabulary Gives the students the
  opportunity to identify, illustrate, define and
  contextualize a vocabulary word.

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Four Corners for Vocabulary

• Corner 1 Word
• Corner 2 Picture
• Corner 3 Definition
• Corner 4 Sentence
• See following example

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4 Corner/Frayer Model Example
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Vocabulary Triangles
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Create and USE Word Walls
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Add pictures
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Focus on root words
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Word Wall focus on adjectives
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Put it in a public place!
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Key Features