By Jana Echevarría MaryEllen Vogt Deborah J. Short Cesar Javier Reyes SMU April 2012

INTRODUCTION SIOP: Sheltered Instruction Observation Protocol 8 components and 30 features: Lesson preparation Building background Comprehensible input Strategies Interaction Practice & Application Lesson delivery Review & Assessment

CHAPTER 1: The Academic Language of Mathematics. English learners and Mathematics How does academic language fit into the SIOP model? Content words Process/Function words Words and word parts (English Structure) How is academic language manifested in classroom discourse?

CHAPTER 1: The Academic Language of Mathematics (continued). Why do English learners have difficulty with academic language? Little time allocated for academic vocabulary Little time allocated for oral/written language development Low expectations from teachers How can we effectively teach academic language in mathematics?

CHAPTER 2: Lesson Planning and Unit Design. Lesson Planning SIOP lesson formats What is in a SIOP lesson (For more formats visit: Unit Design Collaborative planning

CHAPTER 3: Activities and Techniques for Planning SIOP Mathematics Lessons Lesson Preparation Number 1-3 for self-assessment of objectives Building Background 4-Corners Vocabulary KWL Chart Comprehensible Input Graphic Organizers

CHAPTER 4: Activities and Techniques for Planning SIOP Mathematics Lessons Strategies You are the teacher Vocabulary alive Interaction Conga line Group responses with a white board Find your match Practice & Application Bingo Review & Assessment Find someone who

CHAPTER 5: Lesson Unit Design for SIOP Mathematics Lessons Grades k-2 Main goal Presentation of abstract concepts in concrete ways

CHAPTER 6: Lesson Unit Design for SIOP Mathematics Lessons Grades 3-5 Main goal: To use sentence frames to scaffold oral practice

CHAPTER 7: Lesson Unit Design for SIOP Mathematics Lessons Grades 6-8 Main goal: To provide a safe and language rich environment

CHAPTER 8: Lesson Unit Design for SIOP Mathematics Lessons Grades 9-12 Main goal: To provide opportunities to use English for academic purposes

CORRELATION TO CLASS Almost every component of the SIOP model has been discussed in class: Academic vocabulary Background knowledge Learning strategies (CALLA) Active learning and student centered instruction Cooperative learning Mr. Hernandez’s presentation

WHAT DID I LEARN? SIOP model PrincipalTeacherStudents Co- workers

Critique The SIOP model : Great resource for any content area teacher Scientifically based Develops academic content Develops academic vocabulary

WHO CAN USE THIS BOOK? Do you have English Learners in your classroom who struggle with academic vocabulary? Do you teach Mathematics, Social Studies, Science or Reading Language Arts? Do you want your bilingual students to be successful English readers, writers, listeners and speakers? Do you want to make a difference in the life of your students? Do you want to become an even more successful teacher?

Reference Echevarría, J. J., Vogt, M., & Short, D. J. (2009).The SIOP model for teaching mathematics to English Learners. Boston, MA: Allyn & Bacon.