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Introduction to SIOP: Component 1: Planning Non-sheltered Instruction Sheltered Instruction.

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Presentation on theme: "Introduction to SIOP: Component 1: Planning Non-sheltered Instruction Sheltered Instruction."— Presentation transcript:

1 Introduction to SIOP: Component 1: Planning Non-sheltered Instruction Sheltered Instruction

2 Content Objectives: Become familiar with the basic SIOP ® Model. Identify content & language objectives Language Objectives: Discuss SIOP features you already use.

3 The Iceberg Theory Conversational English Academic English

4 Definition of 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.

5 Academic Success

6 What we know about ELs In 1998, 30% of Hispanic students dropped out compared to 14% for African Americans and 8% for Whites (8%) (Ruiz-de-Velasco & Fix, 2000). Garcia (1993) suggests that this high dropout rate may be a direct result of the achievement gap, partially created by a lack of vocabulary skills.

7 EL Demographics Nearly one of every 5 students entering U.S. schools speaks a language other than English. One in 3 school children is from an ethnic or racial minority group. One in 10 is born outside the U.S. (2000 Census) Hola!

8 Self-Assessment of Teaching Practices 30/30 Discussion Strategy

9 Stocking Their Backpacks What do our EL students need? 1. Lesson Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice / Application 7. Lesson Delivery 8. Review and Assessment The Eight Components of Sheltered Instruction

10 District 91 Model

11 Component 1: Lesson Preparation F1: Content objectives clearly defined, displayed, and reviewed. F2: Language objectives clearly defined, displayed, and reviewed. F3: Objectives appropriate for age and background F4: Supplementary materials used to high degree F5: Content adapted to all levels of student proficiency F6: Meaningful activities integrate lesson concepts with language practice

12 Component 1: Lesson Preparation F1: Content objectives clearly defined, displayed, and reviewed.

13 Component 1: Lesson Preparation F2: Language objectives clearly defined, displayed, and reviewed.

14 What does SIOP Planning Look Like? With your table, discuss language objectives you could integrate in your subject areas.

15 Math / Grade Develop number sense for whole numbers c. Compare and order Language: vocabulary & patterns Orally compare and order numbers with a partner using the following vocabulary words: greater, greatest, less, least, equal to Content number sense for whole numbers

16 Generate the Language Objective 2.SS Show that map symbols such as key, legend, and scale represent a real object or place. 5.S State a hypothesis based on observations. 6.H Describe the causes and effects of conflict in schools and families.

17 I saw one teacher get a lesson back on track by pointing to the objectives and stating that they had a lot to cover so they needed to stay focused. (Arizona) It's a basic learning styles issue. Some students are more visual learners so seeing the objectives will register with them when hearing the objectives may not. (Arkansas) SIOP Teacher Feedback

18 Content Objectives: Become familiar with the basic SIOP ® Model. Identify content & language objectives Language Objectives: Discuss SIOP features you already use.

19 Teaching Challenge For the next month, try posting content objectives and language objectives for a class. Introduce at beginning of class. Review/assess at end of class.

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