Presentation is loading. Please wait.

Presentation is loading. Please wait.

The SIOP Model for Elementary Classrooms with English Learners Prepared for the SFSD by Marcia Gaudet and Suzanne Maxwell Content from Making Content Comprehensible.

Similar presentations


Presentation on theme: "The SIOP Model for Elementary Classrooms with English Learners Prepared for the SFSD by Marcia Gaudet and Suzanne Maxwell Content from Making Content Comprehensible."— Presentation transcript:

1 The SIOP Model for Elementary Classrooms with English Learners Prepared for the SFSD by Marcia Gaudet and Suzanne Maxwell Content from Making Content Comprehensible for Elementary English Learners THE SIOP MODEL, Echevarria, Vogt, & Short, 2010

2 Language Learning Goals:  I can identify the 8 components of the SIOP model.  I can reflect on student needs and how the SIOP model meets those needs.  I can listen to and read a story about two English Learners (ELs).  I can discuss and list 3 challenges for ELs in a classroom.  I can list 3 SIOP features that help students overcome these challenges. Content Learning Goals:

3 Sticky Note Think of a time when you were learning a new language. In one word, describe your experience. Write that word on a sticky note.

4 Who are ELLs? Who are ELL students in South Dakota? ◦Refugee students - placed through the UN & Secondary refugee students (no financial help) ◦Students who are immigrating on other types of visas: Ethiopia - Diversity visa, Mexico, etc. ◦Students born in the USA whose home language is other than English ◦International students who have been adopted! ◦Students who are children of visiting professionals and higher ed students (studying at Augustana, etc.)

5 Where do ELLs come from? In the SFSD there are over 61 languages from 67 countries At the Immersion Center we are now seeing students from:  Iraq, Yemen (Arabic)  Somalia,Kenya,Tanzania, Congo,Ethiopia, Burundi, Liberia, Ivory Coast  Burma, Thailand, Nepal  Mexico, Guatemala

6 What are Three Foundational Issues in ELL? 1. Acculturation Explicitly teach US study skills/behavior 2. Language Acquisition Teach content while teaching literacy Context embedded/Adaptations for Lang. 3. Classroom Instruction that Works SIOP: Sheltered Instruction Observation Protocol

7 Federal Legislation: Lau vs. Nichols (1974) This was a lawsuit on behalf of Chinese students in San Francisco public schools. The Supreme Court ruled that identical education does not constitute equal education under the Civil Rights Act. “There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”

8 Federal Legislation: Equal Educational Opportunity Act (1974) Within two weeks of Lau vs. Nichols, Congress passed the Equal Opportunity Act. “No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, national origin or by failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.”

9 We need to ensure that we are teaching our ELs GRADE LEVEL CONTENT while simultaneously increasing their ACADEMIC English proficiency! Chapter 1, #2

10 For English learners, BICS is really just the tip of the iceberg! CALP is what takes many years to develop and what is needed to obtain academic success!

11 Many teachers say…..”I don’t understand why my ELs aren’t doing well in my class. They can speak English just fine!” BICS Basic Interpersonal Communication Skills BICS Basic Interpersonal Communication Skills CALP Cognitive Academic Language Proficiency CALP Cognitive Academic Language Proficiency Conversational English used both inside and outside the classroom. “Playground” English 1-3 years to fully develop Academic English required to be successful in grade level content classes. Technical terms specific to content areas Develops slowly; 4 -7 years depending on the individual and sociocultural factors

12 Examples of BICS & CALP BICS…Social Language Listening: Follows general classroom directions Speaking: Converses easily about social situations with peers and teachers. May speak English without an accent. Reading: May decode reading material with ease, but may not comprehend what is read. Writing: Can fill out school forms. Can find and copy the answers to questions in textbooks. CALP…Academic English Listening: Can follow specific directions for academic tasks. Speaking: Expresses reasons for opinions. Asks for clarification during academic tasks. Reading: Reads academic materials with good comprehension. Writing: Can write an essay supporting a point of view. Turn and Talk

13 Cognitively Undemanding Cognitively Demanding Cummin’s Model of Academic Language Con Cummin’s Model of Academic Language A. Art, music, physical education Following simple directions Face-to-face discussions A. Art, music, physical education Following simple directions Face-to-face discussions B. Demonstrations Audio-visual assisted lesson Science experiments Social studies project B. Demonstrations Audio-visual assisted lesson Science experiments Social studies project Cognitively Undemanding (Easy) Cognitively Demanding (Difficult) Context-Embedded (Many Clues) Context-Reduced (Few Clues) C. Phone conversations Notes on refrigerator Written directions C. Phone conversations Notes on refrigerator Written directions D. Reading a textbook Explaining new, abstract concepts Lecturing with few illustrations Math concepts and applications D. Reading a textbook Explaining new, abstract concepts Lecturing with few illustrations Math concepts and applications

14 ___ Completing and end-of-the-chapter book test ___ Getting groceries using someone else’s list ___ Following daily procedures ___ Lessons using manipulatives ___ Greeting your teachers ___ Assembling a new desk with written instructions ___ Reading how to use a new product ___ Group work with specifically assigned partners/group members ___ Using only textbook materials ___ Providing rubrics or timelines for projects ___ Homework ___ Role-playing a character’s response with a classmate ___ Keyboarding ___ Teaching the standards without background ___ Completing and end-of-the-chapter book test ___ Getting groceries using someone else’s list ___ Following daily procedures ___ Lessons using manipulatives ___ Greeting your teachers ___ Assembling a new desk with written instructions ___ Reading how to use a new product ___ Group work with specifically assigned partners/group members ___ Using only textbook materials ___ Providing rubrics or timelines for projects ___ Homework ___ Role-playing a character’s response with a classmate ___ Keyboarding ___ Teaching the standards without background Where do these activities fit within the quadrants? D C A B A C C B D B D B A D

15 StageCharacteristics of the student… Time Teacher prompt Level 1 Preproduction Has minimal comprehension Does not verbalize Nods “yes” and “No.” Draws and points 0 – 6 monthsShow me… Circle the… Where is…? Who has…? Level 2 Early Production Has limited comprehension Produces one or two word responses. Uses key words and familiar phrases. Uses present-tense verbs. 6 months to 1 year Yes/no questions Either/or questions Who…..? What…? How many….? Level 3 Speech Emergence Has good comprehension Can produce simple sentences Makes grammar and pronunciation errors Frequently misunderstands jokes 1 – 3 yearsWhy…? How…? Explain… Questions requiring phrase or short-sentence answers. Level 4 Intermediate Fluency Has excellent comprehension Makes few grammatical errors 3 -5 yearsWhat would happen if…? Why do you think…? Questions requiring more than a sentence response Level 5 Advanced Fluency The student has a near-native level of speech. 5-7 years Decide if… Retell… Chart taken from: Classroom Instruction that works with ELLs pg. 15

16 Sociolinguistic Development Level 6 Abstract language more accessible Advanced Fluency May need help with college essays Level 5 Decontextualized, abstract vocab Advanced Fluency 5 – 7 years SD Exits ELs 4.8 Composite Level 4 2,000 receptive words 4.0 Read/Write Intermediate Fluency years years to attain Level 3 7,000 receptive words Speech Emergence: years 2-3 years to attain Often quiet, don’t ask questions Level 2 1,000 receptive words Early Production: 6 months to 1 year Level receptive words Pre-Production: 0-6 months Note: In America 6 year olds in English speaking homes have 10,000 to 24,000 words of English in 1 st grade when learning to read.

17

18 How we serve ELLs in the SFSD Level 4,5, & 6 ELL Regular Content & Classrooms Level 2 & 3 ELL Regular Classrooms & Content Level 1 ELL Immersion Centers Elem – Pull-out/Push-in MS,HS - Sheltered 270+ Level 1 Immersion Programs All other ELL levels are served in ELL centerbase schools SFSD Serving ELLs Elem: 10 ELL centerbase schools Middle: 2 ELL centerbase schools High School: 3 ELL centerbase schools

19 Feature 1 - Lesson Preparation  Content Objectives  Language Objectives  Content Concepts Appropriate for Age and Educational Background  Supplementary Materials  Adaption of Content to All Levels of Student Proficiency  Meaningful Activities that Integrate Lesson Concepts with Language Practice Opportunities

20 Content Learning Goals… describe what the students will be learning come from grade level content standards Content Learning Goals… describe what the students will be learning come from grade level content standards Language Learning Goals… describe how the students will demonstrate their knowledge build students’ academic language proficiency in each subject area Language Learning Goals… describe how the students will demonstrate their knowledge build students’ academic language proficiency in each subject area Learning Objectives are Essential 1.They guide both teaching and learning in a classroom. 2.You need to have both content and language learning goals. 3.They are the foundation of a lesson. 4.They should be written in kid friendly language, posted and reviewed with students. 5.Attainment of the objectives should be assessed and reviewed with the students at the end of the lesson.

21 Content Learning Goals: (what they will learn) 1. Students will be able to identify specific landforms on a map of South America. 1. Students will be able to identify reasons for why the Boston Tea Party happened. 1. Students will be able to identify an author’s purpose for writing a text. Content Learning Goals: (what they will learn) 1. Students will be able to identify specific landforms on a map of South America. 1. Students will be able to identify reasons for why the Boston Tea Party happened. 1. Students will be able to identify an author’s purpose for writing a text. Language Learning Goals… (how they will demonstrate their knowledge through reading, writing, listening and speaking) 1. Students will be able to present an oral report about one landform and its influence on a country’s history. 1. Students will be able to write a paragraph to persuade other colonists to help take part in the Boston Tea Party. 1. Students will be able to orally justify their answer using this sentence starter… The author’s purpose for writing this text was to _______ the reader. I know this because the text is ______. Language Learning Goals… (how they will demonstrate their knowledge through reading, writing, listening and speaking) 1. Students will be able to present an oral report about one landform and its influence on a country’s history. 1. Students will be able to write a paragraph to persuade other colonists to help take part in the Boston Tea Party. 1. Students will be able to orally justify their answer using this sentence starter… The author’s purpose for writing this text was to _______ the reader. I know this because the text is ______. Examples of Content and Language Objectives

22 Feature 2 – Building Background  Concepts are Linked to Students’ Background Experiences  Links Explicitly Made Between Past Learning and New Concepts  Key Vocabulary Emphasized

23 Building Background Knowledge How is building background knowledge different from activating background knowledge? TURN AND TALK using this sentence frame... Building background knowledge is different from activating background knowledge because….. Turn and talk Beach Ball Share Out o All learners have background knowledge which has been acquired through school and life experiences. o Connecting current learning to previous learning is activating prior knowledge. o However, some ELs have little, to no prior knowledge about a topic. Therefore brainstorming about it or doing a KWL chart may not be helpful. o It is critical that teachers use techniques to build their knowledge of a topic and fill in the gaps. o All learners have background knowledge which has been acquired through school and life experiences. o Connecting current learning to previous learning is activating prior knowledge. o However, some ELs have little, to no prior knowledge about a topic. Therefore brainstorming about it or doing a KWL chart may not be helpful. o It is critical that teachers use techniques to build their knowledge of a topic and fill in the gaps.

24 Interventions for When Students Lack Background Knowledge Needed for Academic Success 1. Pre-Teach Vocabulary Words! o Teachers should select vocabulary terms that are CRITICAL for understanding a text or concept. o These words should be presented using both linguistic and nonlinguistic representations. o Students should have multiple meaningful interactions with the words.

25 Interventions Continued…… 2. Provide meaningful and relevant experiences for students. The quality of an experience enhances the likelihood of it being stored in the permanent memory. o Bring in realia or use supplemental materials (Google images) o Show a movie or video clip prior to teaching a lesson (Learn360 videos) o Take field trip o Use picture books to introduce students to new information

26 Interventions Continued…… 3. Introduce a conceptual framework which will allow students to build their background knowledge. o Use graphic organizers to help students understand key ideas o Preview the text with students, focusing on key ideas o Link present learning to past learning

27 Feature 3 – Comprehensible Input  Speech Appropriate for Students’ Proficiency Levels  Clear Explanation of Academic Task  A Variety of Techniques Used to Make Content Concepts Clear

28 Comprehensible Input: Nonlinguistic Representation Words alone cannot convey meaning to ELLs. Nonlinguistic representation help ELLs. Nonlinguistic representations include real objects, pictures, pictographs, diagrams, physical models, video clips, recorded sounds, gestures, and movement. Seeing is remembering.

29 Maisha ya kipepeo Demale anajaalia ya wazima kwamba alikuwa yai mbolea na wa kiume. Hatches ya yai katika vidogo larba. Ya larva anakula na kukua kiasi kubwa. The larva inaona yenyewe na aina twig na nje ngumu shell. A kikamilifu-grown wazima kipepeo anaibuka kutoka chrysalis. Wazima kuishi kwa muda mfupi tu. Wao hawawezi kula; wao kunywa tu kupitia stra yao kama cirkel proboscis. Watakuwa kuruka, mate, na kuzaliana.

30 Kipepeo Lifecycle Metamorphosis ya Butterfly ya Rouanez wote yai yai Watu wazima wa kike aliandika kwamba alikuwa yai fertilzed na wa kiume Yai hatches katika larva vidogo (kiwavi) kiwavi ya kula na kukua kiasi kubwa kiwavi ya kujishikiza jani la na aina ngumu nje shell Kija ni Pupa A butterfly kikamilifu mzima anaibuka kutoka chrystalis ya Ndani ya Chrysalis mabadiliko ya kiwavi katika kipepeo Watu wazima kuishi kwa muda mfupi tu

31

32 Feature 4 – Strategies  Ample Opportunities Provided for Students to Use Learning Strategies  Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding  A Variety of Questions or Tasks That Promote High-Order Thinking Skills

33 Strategies Activities that build these strategies: SQP2RS: Survey, Question, Predict, Read, Respond, Summarize A framework used for teaching content with expository text Graphic Organizers Cognitive Strategies: Rereading Highlighting Reading Aloud Taking Notes Talking to Someone Finding Key Vocabulary Mapping Information Cognitive Strategies: Rereading Highlighting Reading Aloud Taking Notes Talking to Someone Finding Key Vocabulary Mapping Information Metacognitive Strategies: Predicting/Inferring Self-Questioning Monitoring/Clarifying Evaluating Summarizing Synthesizing Visualizing Metacognitive Strategies: Predicting/Inferring Self-Questioning Monitoring/Clarifying Evaluating Summarizing Synthesizing Visualizing

34 Feature 5 – Interaction  Frequent Opportunities for Interaction  Grouping Configurations  Sufficient Wait Time  Clarify Concepts in L1

35 Ways To Get Students Interacting:  Inside/Outside Circle  Think-Pair-Share  Gallery Walk  Beach Ball Share  Mulling to Music  Thumbs Up/Thumbs Down  Carousel Brainstorming  Fist of Five  Give One, Get One  Inside/Outside Circle  Think-Pair-Share  Gallery Walk  Beach Ball Share  Mulling to Music  Thumbs Up/Thumbs Down  Carousel Brainstorming  Fist of Five  Give One, Get One

36 A study done by Stahl & Clark found that students who knew that they WEREN’T GOING TO BE CALLED ON during vocabulary instruction RECALLED FEWER WORDS than students who knew that they might be called on in class.

37 Feature 6 – Practice/Application  Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge  Activities Provided for Students to Apply Content and Language Knowledge  Activities Integrate All Language Skills

38 Fun Ways For Students To Practice What They Have Learned:  I Have, Who Has  Concept Vocabulary Puzzles  Memory Game  Jeopardy  Flyswatter  I Have, Who Has  Concept Vocabulary Puzzles  Memory Game  Jeopardy  Flyswatter I have cullet. Who has a word that means to throw something through the window? I Have, Who Has Example:

39 Feature 7 – Lesson Delivery  Content Objectives are Clearly Supported by Lesson Delivery  Language Objectives are Clearly Supported by Lesson Delivery  Students are Engaged 90% – 100% of the Time  Pacing of the Lesson Should be Appropriate for Students’ Ability Level.

40 Feature 8 – Review & Assessment  Comprehensive Review of Key Vocabulary  Comprehensive Review of Key Content Concepts  Regular Feedback Provided to Student on Their Output  Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson.

41 Develop Lesson Using Assessment, Standards and SIOP Model Teach Lesson Assess Student Comprehension and Student Work Review Key Concepts and Vocabulary Make Adjustments to Improve Student Comprehension Reteach

42 The Story of Graciela and Jocelyn “Hola Prima,” called Graciela to her cousin, Jocelyn, on the playground “Ayuda con mi tarea!” Graciela asked her cousin for help with a homework assignment. “Cúal es el problema?” replied Jocelyn. Graciela went on to explain that she had to write a paper about recycling. She had to write an action plan, but she didn’t know what an action plan was. The two girls are cousins from Central America who entered fourth grade in Bray Elementary School together seven months earlier. They were placed in different classes in this suburban setting, but because the fourth grade science teachers all did the same projects, Jocelyn knew how to help her cousin.

43 Jocelyn’s Classroom She explained that they had already started to work on that project. They had looked through the trash can in the lunchroom and found many things that could be recycled. They are creating a bulletin board with vocabulary and pictures about recycling. They had watched two videos, one about neighborhood families recycling and one about a recycling plant. They were going to make paper the next day. “We have to make a poster with our partner telling why it is important to recycle,” Jocelyn told her cousin. “We made a list in class of reasons and I decided to try to stop pollution in the sea. Ms. Sylvan showed us two posters from last year’s class. Then she bookmarked some websites for me to look at. Some of them are in Spanish and you can listen to people talking about pollution and recycling. “What did you do in class?”

44 Graciela’s Classroom Graciela explained that one day the teacher had talked to them for a long time about what recycling is and why it is important. “She told us to take notes when she talked, but it was hard. She talked too fast and she didn’t write anything on the board. Then we read a few pages in our science textbook and answered questions yesterday. Today she gave us this sheet and told us to start writing our ideas.” Graciela showed her cousin the assignment: Think of a recycling project. What needs to be improved in your school or town? Write an action plan proposing the school board or the town council take steps to alleviate the problem or introduce a new program. Jocelyn shook her head slowly as she looked at the paper. “I know what we can do. Let’s go ask Ms. Sylvan. She just came out of the cafeteria.”

45 Elbow Partner Turn to your neighbor and tell them: 1. What helped Jocelyn to be successful with the recycling project? 2. What made it hard for Graciela to be successful with the recycling project?

46 + or – Beach Ball Sharing Directions: We are going to toss the ball around the room. When you catch the ball look to see which symbol is facing you, this will determine what information you share with the group. Tell what helped Jocelyn to be successful with the recycling project. Something that helped Jocelyn to be successful with the project was that…… Tell what made it hard for Graciela to be successful. Something that made it hard for Graciela to be successful with the project was that……..

47 Musical Share - Mulling to Music When the music starts, stand up and begin filing back and forth through the rows towards the top row. When you reach the top row, make your way down to the front row and begin again. When the music stops, turn and find the person closest to you. Share your answers to these two questions: 1. Share 3 challenges that ELs face in the classroom? 1. Share 3 SIOP features that could help the student overcome those challenges? Continue walking when the music begins again.

48 What Helps Me Learn (Hear from the students themselves)

49 Language Learning Goals:  I can identify the 8 components of the SIOP model.  I can reflect on student needs and how the SIOP model meets those needs.  I can listen to and read a story about two English Learners (ELs).  I can discuss and list 3 challenges for ELs in a classroom.  I can list 3 SIOP features that help students overcome these challenges. Content Learning Goals:

50 Questions or Comments


Download ppt "The SIOP Model for Elementary Classrooms with English Learners Prepared for the SFSD by Marcia Gaudet and Suzanne Maxwell Content from Making Content Comprehensible."

Similar presentations


Ads by Google