1. THE SIOP MODEL AN OVERVIEW 1

2. The SIOP ® Model OVERVIEW

3. What is Sheltered Instruction? 3 An approach for teaching grade-level academic content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development. Why do we need it?

4. The SIOP Model (Echevarria, Vogt, & Short) Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment

5. Macerena  1 st we start with Lesson Preparation  Building Background Information  Comprehensible Input  Stir in Strategies  Meaningful Interaction  Practice and Application  Lesson Delivery  Review and Assessment

6. The SIOP Model

7. WIDA Consortium

8. WIDA’s ELD Standards Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 From WIDA’s Training Toolkit, Introduction of the WIDA ELD Standards http://www.wida.us/standards/eld.aspx

9. Carousel Activity 1.Divide into 8 groups (8 SIOP Components). 2.Assign each group 1 chart paper location. 3.In 2 minutes list as many ideas as you can on the chart paper. 4.On signal, rotate clockwise to next chart and again list as many ideas as you can. 5.Repeat until each group has listed their ideas on each chart. 6.When group returns to starting position, share with the whole group.

10. Building Background What is it?Possible Strategies/Activities

11. 11 L ESSON PREPARATION

12. Lesson Preparation Features Clearly Defined Content Objectives Content Concepts Appropriate Supplementary Materials Adaptation of Content Plan Meaningful Activities Clearly Defined Language Objectives

13. Supplementary Materials… Thinking Maps Graphs Demonstrations Hands-on Materials Objects/Realia Visuals Graphic Novels Adapted Texts Related Literature Lesson Preparation Share Out

14. Same content…Access for all… Chunk and Chew Native language texts Graphic organizers Adapted text (teacher written), highlighted text, taped text WIDA MPIs: Illustrations, Point-Touch-Show, Demonstrate Lesson Preparation Adaptation of Content…

15. BUILDING BACKGROUND

16. Building Background Features Concepts Linked to Students’ Background Develop Key Vocabulary Bridge Past + New Learning Content WordsAcademic LanguageWords and Word Parts

17. Socioculturally Supportive Climate How are we doing in creating a socioculturally supportive climate? What can I do in my classroom? Do I know about the different cultural backgrounds of my students?

18. Academic Differences MATH In some Latin American countries A comma is used to separate a decimal from a whole number: 0,5 instead of 0.5 Division may be done in a different way: 127|4 31,75 A period is used to indicate thousands: 3.000 to indicate three thousand.

19. More Academic differences Dates are written differently: 5/7/90 would mean July 5, 1990. Days of the week and months of the year are not capitalized in Spanish. Discourse patterns differ among cultures.

20. Thinking about your classroom activities Consider: Have students had an experience they can link? Will the assignment or classroom activity bring up unpleasant associations? Is the assignment culturally appropriate?

21. Social Language SpanishAcademic Language farmingagriculturaagriculture jobocupaciónoccupation grown-upadultoadult stickadherirseadheres countrynaciónnation quietcalmacalm sameequivalenteequivalent Cognates!!!

22. Tiers of Language Tier 1Tier 2Tier 3

23. Three Tiers (M. Calderón) Emphasize key vocabulary Tier 1Basic Vocabulary Sight words, nouns, adjectives Multiple Meanings /polysemous words Tier 2Used across curriculum High frequency Phrasal expressions Multiple meanings Homophone Idioms Tier 3Content specific Low frequency

24. Idioms and Sayings 24 “It’s raining cats and dogs out there!” “Don’t count your chickens before they hatch” “You need to get your ducks in a row” “He talks out of both sides of his mouth!” ___________________________

25. How Can We Bridge Past Learning to New Concepts? SIOP says be… Explicit Intentionally planned Let’s think about it!

26. What Can I Use Right Away to Help My ELLs?

27. COMPREHENSIBLE INPUT

28. Comprehensible Input Features Appropriate Speech Clear Explanation of Academic Tasks A Variety of Techniques Used

29. Use gestures, body movements, and facial expressions Use pantomime and dramatization Use realia (real things), photos, pictures, drawings, technology Model Breakdown complex tasks into manageable steps How to Make Content Comprehensible Teaching Techniques How to Make Content Comprehensible

30. STRATEGIES

31. Learning Strategies Scaffolding Techniques Higher-Order Questioning & Tasks Strategies Features Cognitive Language Metacognitive

32. Why teach strategies? ELs focus mental energy on their developing language skills, not on developing independence in learning. Therefore, provide opportunities for students to use a variety of strategies  Teach strategies explicitly  Model strategy use  Explain how, when, and why strategy used

33. Learning Strategies Metacognitive  Purposefully monitoring our thinking. It is a technique of “thinking about how you think.” Cognitive  Organizing information. Mentally and/or physically manipulate materials, or apply a specific technique to a learning task. Social/Affective  Social and affective influences on learning Chamot & O’Malley

34. Types of Scaffolding  Verbal  Instructional  Sentence starters or Sentence frames  Procedural

35. Procedural Scaffolding Increasing Student Independence Teach Model Practice Apply According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modeling and practice that provide procedural scaffolding.. Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

36. Procedural Scaffolding Student Independence Whole Class Small Group Paired/ Partner Independent Work Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and skills. Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

37. Using Higher Order Questioning… Questioning techniques can elicit responses from students that involve higher-order thinking skills regardless of language level.

38. INTERACTION

39. Frequent Opportunities for Interaction Sufficient Wait Time Clarify Key Concepts in L1 Interaction Features Grouping Configurations

40. Benefits of Interaction Increases use of academic language Improves quality of student talk Encourages elaborated responses Provides “oral rehearsal” Helps individualize instruction Encourages reluctant learners to participate Allows for written interaction with dialogue journals Promotes a positive social climate

41. Example: Cooperative Learning Activities - Information gap activities - Jigsaw - Four corners - Numbered heads together - Roundtable - Questionnaires & interviews - Three-step interview - Story summaries - Literature study groups - Writing headlines - Science & math investigations - Think-pair-share

42. Think about it… Do you give students sufficient wait time to respond? Do you complete their sentences? Do you call on a different student before allowing the first student that you called on an opportunity to respond?

43. Why Wait? ELs need time to translate, often in their head Share out ways to “wait” Wait 7-10 seconds before moving on Rephrase question so less language work Allow students to write answers while waiting for one student to respond Build in wait time: “On the count of 3 we will all respond.”

45. PRACTICE & APPLICATION

46. Hands-on Practice with New Knowledge Application of New Knowledge in New Ways Practice & Application Features Activities Integrate All Language Skills

47. Example: Practice & Application Activities Let’s think about this example for a moment. This geometry lesson activity clearly fits elementary and middle school classrooms. What would work for a high school classroom?

48. Supermarket “shopping” activity – sorting items, identify & explain properties (four corners)

49. Paired Reading and Comprehension Check Questioning

50. Info transferred to a graphic organizer

52. Reflection Think about your last 90 minutes of instruction with your students. Estimate how many minutes your students spent: Listening Speaking Reading Writing What activities did they do to practice and apply these language skills? Considering the information we have just discussed, what would you continue to do the same and what would you try to change?

53. REMEMBER-practice should: be divided into short, meaningful amounts incorporate both content and language concepts of the lesson/topic/unit be introduced using clear, sequential steps and directions be modeled to ensure students understand what to do

54. LESSON DELIVERY

55. Support Content Objectives During Lesson Promote Student Engagement Pace Lesson Appropriately Support Language Objectives During Lesson Lesson Delivery Features

56. Factors that Contribute to High Levels of Student Engagement Well planned lessons Clear explanation of academic tasks or instruction Appropriate amount of time spent on an academic task ______________________________

57. Pacing Pacing refers to the rate at which information is presented during a lesson Rate for English learners must be brisk enough to maintain students’ interest, but not too quick to lose their understanding Practice will reward a perfect pace

58. REVIEW & ASSESSMENT

59. Review and Assessment Features Review Key Vocabulary Review Key Content Concepts On-going Assessment of All Lesson Objectives Provide Regular Feedback

60. Effective Classroom Assessment … Indicates on-going formative assessment

61. Feedback, Praise, Advice, or Evaluation Good start! Well-organized! In your paper I only see one reference to the text to support your position. The others seem to be your personal opinion. Try to make your introduction more interesting. Broccoli and salad are good examples of healthy food. Can you think of any more? What food do you eat?

62. Students Providing Feedback Teacher models how to give peer feedback. Sentence frames assist students. What you said was interesting, because _____. One word that you used that helped me understand your point was _____. One question I have about what you said is ____.

63. Language Assessment is Essential Give students a global response on their use of English at the top of the page (such as checks, √+,√, √-). Give students two grades: one for content and one for their use of English. Use activities that provide effective feedback. Self-Evaluation Checklist Writing Conference Checklist Editing Log

64. Modifying Assessments for English Language Proficiency

65. 1.Use clear vocabulary Use language of instruction Teach synonyms 2.Simplify sentence structure Reduce sentence length  The party is going to be held on Friday. VS. The party is Friday. Use present tense  On Friday the boy will be 10. VS. The boy is 10 on Friday. Modify Language Demands

66. Reduce Language Limit number of items and foils Lessen gaps in required knowledge Cut into smaller chunks Accept receptive knowledge Add pictures/visuals Reduce irrelevant data Scaffold Allow oral, pictorial, or physical responses Use resources  Word banks  Highlighted words / sentence starters  Page numbers  Translations

67. Techniques for Review & Assessment Carousel Activity

68. 1.Divide into 5 groups. 2.Assign each group 1 chart paper location. 3.In 2 minutes list as many ideas as you can on the chart paper. 4.On signal, rotate clockwise to next chart and again list as many ideas as you can. 5.Repeat until each group has listed their ideas on each chart. 6.When group returns to starting position select one technique to share and one question the group may have.

69. The bottom line... student readiness Review & assessment must match student readiness and instructional practices.

70. Initiative Integration Growing Success for ELLs

72. How are ELL services delivered in your district?  Brainstorm with sticky notes. Each new idea is a new sticky note!

73. How are teachers supporting ELLs in their instruction at your district/ school?

74. What are areas in need of continued growth at your district and/or school?

75. What categories can you create?

76.  Are there similarities that you notice?  Are there differences to note?  What trends are evident?

77. Integration: 77

78.  MCC v3: Disc/MCC v4: On-line Tool kit  CAL: An Insider’s Guide to Coaching  Pearson: http://siop.pearson.com/tools- resources/index.htmlhttp://siop.pearson.com/tools- resources/index.html  CAL: http://www.cal.org/siop/resources/index.html http://www.cal.org/siop/resources/index.html  MPIs: http://www.livebinders.com/play/play_or_edit? id=356085 http://www.livebinders.com/play/play_or_edit? id=356085  SIOP, ExC-ELL, LinguaFolio texts and support materials 78 Resources:

79.  For what aspect(s) of SIOP would you like to have more resources?  Explore at least 2 resources to search for the support you need.  Fill in the Google Doc at http://tinyurl.com/NCSIOPResourc es. http://tinyurl.com/NCSIOPResourc es 79

80. Resource Name Resource Location SIOP FocusDescription/UseSubmitted by Email (Optional) SIOP Bookmarks Implementing the SIOP Model through Effective Professional Development and Coaching p.p. 107-115 OR http://www.misd.n et/bilingual/ell.pdf Quick ways to support the 8 features of SIOP to help teachers understand how to meet needs of ELLs even if NOT trained in SIOP Print, fold in half to make 9 separate bookmarks. There is one overview of all 8 components and one for each component separately with tips and suggestions. Laminate and use as reminders for lesson planning, share in staff meetings, etc. Great for supporting Content teachers in small chunks, even if they have not been trained in SIOP. Ivanna Mann Thrower Anderson Ivanna.thrower@ dpi.nc.gov 80 SAMPLE

81. Resources:  Share out 81

82. Implementation Plan  Now that you have explored the initiatives in your LEA/charter and gathered some resources, what next?  Fill out the implementation plan with your dream scenario  Share out at your table. 82

83. Assignment Follow Up Roll the die and respond to the prompt. Share a: 1 light bulb moment 2 strategy 3 resource 4 question 5 concern 6 CHOICE

84. Lindsey Fults ESL/ Title III Consultant NC DPI 919-807-3844 Lindsey.Fults@dpi.nc.gov Ivanna (Mann Thrower) Anderson ESL/Title III Consultant NC DPI 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte “Nadja” Trez ESL/Title III Consultant NC DPI 919-807-3866 nadja.trez@dpi.nc.gov Contact Information: Have you Seen… ELD Resources: NCDPI ELD Wikispace ELA Resources LiveBinder: http://www.livebinders.com/play/play/297779 ELA Common Core State Standards Self Study LiveBinder: http://www.livebinders.com/play/play/262077