SIOP Workshop 2008 An Introduction to the SIOP Model Sheltered Instruction Observation Protocol ASD ESL Department

Authors and Background Research SIOP Workshop 2008 Authors and Background Research ASD ESL Department

Authors Jana Echevarria Mary Ellen Vogt Deborah Short SIOP Workshop 2008 Authors Jana Echevarria Chair of the Department of Educational Psychology, Administration and Counseling at California State University, Long Beach. Mary Ellen Vogt Co-Director of the CSU Center for the Advancement of Reading and Professor at California State University, Long Beach. Deborah Short Director of the Language Education and Academic Development division at the Center for Applied Linguistics. ASD ESL Department

SIOP Workshop 2008 Background Research 7-year research project for CREDE (Center for Research on Education, Diversity & Excellence) Developed with extensive input and feedback from practicing teachers Began as a research observation instrument Supportive research comparing SIOP ESOL classrooms with control-group ESOL classrooms After several years, found to be reliable & valid measure of SI. Source: www.cal.org/crede ASD ESL Department

1998-99 Writing Assessment Mean Scores by Subtest SIOP Workshop 2008 1998-99 Writing Assessment Mean Scores by Subtest ASD ESL Department

1998-99 Writing Assessment Gains SIOP Workshop 2008 1998-99 Writing Assessment Gains ASD ESL Department

SIOP Workshop 2008 Most Recent Research SIOP researchers also used the IMAGE (Illinois Measure of Annual Growth in English): Mandated by the state of Illinois to measure program validity and reliability. The IMAGE is a summative academic achievement test which measures how well ELLs perform academically in English from year to year.  The test content is the same as the ISAT with language accommodations made for ELLs. Most recent results are below: 2005-06 - 61.6 2006-07 - 63.4 ASD ESL Department

SIOP Workshop 2008 True or False To build background knowledge about sheltered instruction, participants will play “Sign In Please/Secret Answer”. Read each statement. Decide if it is true or false. Hold up the correct sign. ASD ESL Department

Introduction to SIOP True! True or False? SIOP Workshop 2008 Introduction to SIOP True! True or False? Sheltered Instruction is used in a variety of program models. ASD ESL Department

Introduction to SIOP True or False? False! SIOP Workshop 2008 Introduction to SIOP True or False? Sheltered Instruction cannot be used in classes that contain both English language learners and native English speakers False! Sheltered Instruction can be used in all classes that contain ELLs. ASD ESL Department

Introduction to SIOP False! True or False? SIOP Workshop 2008 Introduction to SIOP False! Language is gained faster while learning content because the language is contextualized and used in meaningful ways. True or False? Sheltered Instruction is the same as high quality instruction for native English speakers. ASD ESL Department

Introduction to SIOP False! True or False? SIOP Workshop 2008 Introduction to SIOP False! Language is gained faster while learning content because the language is contextualized and used in meaningful ways. True or False? Language development classes should be separate from content classes for ELLs to learn best. ASD ESL Department

Introduction to SIOP True or False? SIOP Workshop 2008 Introduction to SIOP True or False? In Sheltered Instruction classes, teachers integrate ESL standards. True! National, state, and district ESL Standards are excellent sources of language objectives for Sheltered Instruction classes. ASD ESL Department

What is Sheltered Instruction? SIOP Workshop 2008 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 developing their English language skills. The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students. (adjusting speech, providing background information, using appropriate instructional tasks) Sheltered Instruction classrooms mix native & ELLs and integrate language & content while infusing sociocultural awareness. 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. Using the SIOP Model. Copyright 2002. Center for Applied Linguistics. ASD ESL Department

Differentiated Instruction Cooperative Learning CALLA SIOP Workshop 2008 Standards PA & ESL Differentiated Instruction Cooperative Learning CALLA Inquiry-based Instruction Learning Styles Student-directed vs. Teacher-directed ASD ESL Department

SIOP Workshop 2008 SIOP Components ASD ESL Department

Eight Components 1. Preparation 2. Building Background SIOP Workshop 2008 Eight Components 1. Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice/Application 7. Lesson Delivery 8. Review/Assessment ASD ESL Department

Component 1: Preparation SIOP Workshop 2008 Component 1: Preparation Language objectives Content objectives Appropriate content concepts Supplementary materials Meaningful activities Accommodating all levels of proficiency ASD ESL Department

Preparation: Video Watch the video clip on “preparation”. SIOP Workshop 2008 Preparation: Video Watch the video clip on “preparation”. Watch “preparation” segment Record observations about student engagement and evidence of teacher preparedness. We will discuss in small and then whole groups. ASD ESL Department

SIOP Workshop 2008 Preparation: Book Read pages 24-25 to define language and content objectives. Use a Venn Diagram to compare/contrast the two objectives. Then read pages 40-41 about Ms. Chen’s lesson. Use lesson plan rubric or figure 2.2 on p. 42. Discuss in small and then whole group. ASD ESL Department

Language Objective Determine the Language Function SIOP Workshop 2008 Language Objective Determine the Language Function Name Describe Classify Compare Explain Predict Infer Suggest Evaluate, etc. Identify Language Structure(s) Sentence Starter Cloze sentence frame Key Vocabulary- Content vocabulary, connectors, prepositions, adjectives “Real-Life” Mini Language Lesson- grammar ASD ESL Department

Robert E. Lee Elementary, Long Beach, CA Angie Aldrich Robert E. Lee Elementary, Long Beach, CA SIOP Workshop 2008 SIOP Lesson Plan: Angie Aldrich Robert E. Lee Elementary, Long Beach, CA Topic: Addition Stories Grade: 1 Math Beginners w/ a few native speakers Content Objectives: Students will deepen their understanding of the concept of addition through oral storytelling with the use of manipulatives. They will connect addition stories to math equations, and write the equations. Language Objectives: Students will use key vocabulary while telling their addition stories: first, then, together, plus, and equals. They will state the equation for the story, appropriately. ASD ESL Department

SIOP Workshop 2008 LOCO Let’s practice creating a Language Objective and a Content Objective. In small groups, create a language and content objective using the lesson from the text. Write both objectives. Be prepared to share with the whole group. ASD ESL Department

SIOP Workshop 2008 Preparation Teaching Ideas for implementing the SIOP Model – Preparation Success through Scaffolding Task Analysis The Four Domains SIOP Flow Chart ASD ESL Department

SIOP Workshop 2008 What’s Going On? The questions that p______ face as they raise ch_____ from in_____ to adult life are not easy to ans_____. Both fa_____ and m______ can become concerned when health problems such as co___ arise any time after the e____ stage to later life. Experts recommended that young ch____ should have plenty of s_____ and nutritious food for healthy growth. B____ and g____ should not share the same b_____ or even sleep in the same r_____. They may be afraid of the d_____. ASD ESL Department

SIOP Workshop 2008 What’s Going On? The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommended that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark. ASD ESL Department

Component 2: Building Background SIOP Workshop 2008 Component 2: Building Background Concepts linked to background experiences Links between past learning and new concepts Key vocabulary emphasized ASD ESL Department

What is known about poor readers… SIOP Workshop 2008 What is known about poor readers… They read less often because reading is difficult and frustrating. Poor readers don’t read enough to improve their vocabulary knowledge. Poor comprehension is a result of not reading. The cycle results in a gap between proficient and non- proficient readers that grows exponentially. Being a poor reader may lead to school drop out. ASD ESL Department

We Learn… 10% of what we read 20% of what we hear 30% of what we see SIOP Workshop 2008 We Learn… 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss with others 80% of what we experience personally 95% of what we teach to someone else ASD ESL Department

Reading Across Content Areas SIOP Workshop 2008 Reading Across Content Areas “One of the most persistent findings in reading research is that the extent of students’ vocabulary knowledge relates strongly to their reading comprehension and overall academic success.” -Lehr, Osborn and Hiebert, 2005 ASD ESL Department

Is it worth it? An average student learns about 3,000 words per year. SIOP Workshop 2008 Is it worth it? An average student learns about 3,000 words per year. For students who learn only 1,000 words per year, a gain of 300 words equals a 30% increase This is significant if repeated year after year. - Stahl, 1999 ASD ESL Department

Building Background: Video SIOP Workshop 2008 Building Background: Video Watch the video clip on “building background”. Take notes on the variety of techniques the teacher uses to build background. Share your observations with your small group. Be prepared to share with the whole group. ASD ESL Department

Building Background: Book SIOP Workshop 2008 Building Background: Book Read the lesson in your text Decide what information the students would need to be successful in the lesson. Develop an activity with your group. ASD ESL Department

SIOP Workshop 2008 SIOP Lesson Plan Angie Aldrich Robert E. Lee Elementary, Long Beach, CA Key Vocabulary: First Then Together Plus Equals Materials: Chart paper with addition poem (Apples), flannel boards with manipulative pieces, white boards and markers, index cards with equations and answers for matching game that have been cut in half. Building Background: Motivation: Begin by reading the addition poem, Apples, which students have read previously. Refer to pictures for added visual support. As a class, read the poem three times. Focus on key vocabulary. ASD ESL Department

Quick Write Review additional activities that build background. SIOP Workshop 2008 Quick Write Review additional activities that build background. Choose activities to use in your lesson plan to tap/build prior knowledge. Write your ideas in your notes. ASD ESL Department

SIOP Workshop 2008 Building Background Teaching Ideas for implementing the SIOP Model – Building Background Realia, photos and illustrations KWL Chart Surprise Book ASD ESL Department

Comprehensible Input Read the vignette regarding Mr. Corbin’s lesson. SIOP Workshop 2008 Comprehensible Input Read the vignette regarding Mr. Corbin’s lesson. In your own words, what is the definition of “comprehensible input”? ASD ESL Department

Component 3: Comprehensible Input SIOP Workshop 2008 Component 3: Comprehensible Input Speech appropriate for students’ proficiency level Clear explanation of academic tasks A variety of techniques used to make content concepts clear ASD ESL Department

CI and Language Proficiency Levels SIOP Workshop 2008 CI and Language Proficiency Levels Review 5.2 to determine the appropriate CI to use with varying language proficiency levels. Refer to “Can Do” statements. Level 1 Level 2 Level 3 Level 4 Level 5 ASD ESL Department

Comprehensible Input: Video SIOP Workshop 2008 Comprehensible Input: Video Watch video segment How did the teacher make the content comprehensible? Record observations on the notes pages. After the video, discuss observations in a small and then a whole group. ASD ESL Department

CI Quilt Use 5.3 to jigsaw these techniques for CI. SIOP Workshop 2008 CI Quilt Use 5.3 to jigsaw these techniques for CI. Small groups will have 1-2 techniques. Make a CI quilt by folding paper into fours. In one box, name the technique. In the second box, define it. In the third box, give an example of how the approach can be used in your subject area. In the last box, write the actions you will take to use it in the classroom. ASD ESL Department

SIOP Workshop 2008 SIOP Lesson Plan Angie Aldrich Robert E. Lee Elementary, Long Beach, CA Presentation: Review the objectives and tell students that they will be making addition stories using the flannel boards and practicing using three important words (first, then, together). Explain that they will also be writing the equation that goes with the addition story. Using a flannel board, model how to tell an addition story using the three key vocabulary words. Write the corresponding equation on a white board. Check for understanding during the modeling by including students in the story telling. Ask students to tell a story and help with writing the equation. ASD ESL Department

SIOP Workshop 2008 Comprehensible Input Teaching Ideas for implementing the SIOP Model – CI TPR Idiom Match-up Alternate Materials ASD ESL Department

Word Splash Do a word splash to tap prior knowledge of “strategies”. SIOP Workshop 2008 Word Splash Do a word splash to tap prior knowledge of “strategies”. Take turns sharing the pen. Write strategies or anything else that comes to mind when you think of strategies. ASD ESL Department

Think of a bridge… Think of building a bridge or building. SIOP Workshop 2008 Think of a bridge… Think of building a bridge or building. When can the scaffold be removed? When it is standing on its own. ASD ESL Department

Component 4: Strategies SIOP Workshop 2008 Component 4: Strategies Scaffolding Varied questioning techniques to develop HOT skills Learning Strategies CALLA: Cognitive Academic Language Learning Acquisition; developed by Anna Uhl Chamot, J. Michael O’Malley ASD ESL Department

When Teaching Strategies, Help Students Learn…. SIOP Workshop 2008 When Teaching Strategies, Help Students Learn…. Declarative Knowledge (state or name strategy) What does it mean to … Procedural Knowledge How should I use …. Conditional Knowledge When and why do I use …. ASD ESL Department

A Model of Scaffolding Teacher Teacher Peer Student SIOP Workshop 2008 A Model of Scaffolding Teacher Teacher Peer Student Centered Assisted Assisted Centered Mini-lecture Practice Peer Apply Explicit Teacher Modeling Strategies Instruction Modeling Cooperative Learning ASD ESL Department

Strategies: Video Watch the video clip on “strategies”. SIOP Workshop 2008 Strategies: Video Watch the video clip on “strategies”. Record observations on the activities used to promote strategic thinking. Use the notes page to record observations. Discuss observations in a small group and then a whole group. ASD ESL Department

Higher Order Questions: SIOP Workshop 2008 SIOP Lesson Plan Angie Aldrich Robert E. Lee Elementary, Long Beach, CA Higher Order Questions: What would happen if you replaced the two apples on the tree with three apples? What other way can you say this problem? ASD ESL Department

HOTS Questions Use the “Levels of Thinking” or 6.7 and 6.8. SIOP Workshop 2008 HOTS Questions Use the “Levels of Thinking” or 6.7 and 6.8. In groups, create questions for your previously created LOCO using the top 4 levels of Bloom’s Taxonomy. Each person writes one on a post-it note. Do a conga line or an inner-outer-circle-share. Collect and post on SIOP flow-chart poster. Add additional information to lesson plans. ASD ESL Department

Strategies Teaching Ideas for implementing the SIOP Model – Strategies SIOP Workshop 2008 Strategies Teaching Ideas for implementing the SIOP Model – Strategies Directed Reading Thinking Activity Question Prompts for Different Levels T-Chart SQPRS ASD ESL Department

SIOP Bingo Read your SIOP BINGO board. SIOP Workshop 2008 SIOP Bingo Read your SIOP BINGO board. Each board contains questions about SIOP. If you can answer four questions in a row yell, “SIOP”. The first person to answer 4 questions in a row (vertically, horizontally or diagonally) wins. ASD ESL Department

Classroom Activities Chart SIOP Workshop 2008 Classroom Activities Chart Reflect on the activities used today. What activities have been modeled that can be used in the classroom? Discuss and add to the “Classroom Activities chart”? ASD ESL Department