THE SIOP MODEL

 Sheltered Instruction Observation Protocol  Purposeful teaching of the language necessary for English Learners to understand content.

SIOP consists of eight components and thirty indicators.

1. Lesson Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice / Application 7. Lesson Delivery 8. Indicators of Review / Assessment

Ensuring rigor and relevance

Content Objectives Participants will be able to:  Explain the importance of including language and content objectives in lessons.  Adapt content to students’ proficiency levels.  Design and integrate meaningful activities into content areas. Language Objectives Participants will be able to:  Explain the importance of meaningful academic activities for all students

Lesson Preparation Objectives Content Concepts Supplementary Materials Meaningful Activities Adaptation of content Content ObjectivesLanguage Objectives

 Academic achievement requires academic language proficiency.  Academic language proficiency involves the vocabulary, language patterns, and register specific to individual content areas.  Academic language proficiency is developed through sustained content- based language instruction.

Write Content Objectives that:  will be read by students, for students  will be easy for students to understand  are given orally and in writing  are tied to a specific grade-level content standard

Write Language Objectives that:  will be read by students, for students  will be easy for students to understand  are given orally and in writing  are related to the tasks necessary to master the content objective

 Use supplementary materials  Adapt content

 Support core curriculum make content concepts “concrete”: tangible, visible, understandable  Contextualize learning make it real  Support learning styles  Support multiple intelligences

 hands-on manipulatives  realia (real objects)  pictures  visuals  multimedia  demonstrations  related literature  adapted text

 differentiating same content objective, different input/output/process  scaffolding  adjusting content to various learning styles and intelligences

 Graphic organizers  Leveled study guides  Highlighted text  Taped text  Rewrite text  Jigsaw reading  Marginal notes

 Graphic organizers  Leveled study guides  Highlighted text  Taped text  Rewrite text  Jigsaw reading  Marginal notes

 Content  Recognize the importance of connecting students’ personal experiences to lesson concepts.  Identify strategies for linking past learning with new information.  Language  Examine text to determine key vocabulary for students to learn.  Incorporate a variety of vocabulary development activities into lessons.

 1) Link concepts to students’ background experiences.  2) Bridge past learning to new concepts.  3) Key vocabulary emphasized.

 Discuss students’ previous personal and academic experiences to help bridge meaning.  Question students’ backgrounds to preview an upcoming topic.  Following discussion, relate students’ input and directly apply it to the new concept.

 Realia (REAL OBJECTS), Photos, and Illustrations : Teachers and/or students bring in “real items” to bring the new concept to life.  Anecdotal Accounts : Teachers and students share personal experiences through oral, written or drawn explanations. Teacher may prompt through questioning.

 Integrate new information with what the learner already knows.  Build a bridge from previous learning to new concepts for students to cross over.  Not all students have the ability to make connections on their own and benefit from teacher’s explicitly modeling connections.

 KWL Chart : Have students individually or as a class create a KWL chart to refer back to throughout the unit.  Questioning : Ask a simple question, “Who remembers what we did yesterday?” and solicit responses.  Student Journals : Have students write or draw what they have learned in a journal or notebook.

 The most effective way to teach vocabulary is when it is presented in the context of new concepts, not in isolation.  Students should be actively involved in their own vocabulary development and make it personal.  Students should be immersed in a vocabulary- rich environment.

 Vocabulary Self-Selection : Encourage students to select vocabulary words that THEY feel are essential for their understanding.  Word Wall : Display vocabulary words related to the new concept being taught.  Four Corners Vocabulary: Gives the students the opportunity to identify, illustrate, define and contextualize a vocabulary word.

What is Comprehensible Input?

Content Participants will: Explore techniques for presenting content information in ways that students can comprehend. Review various ways to give directions and model academic tasks. Language Participants will: Give examples of appropriate speech and demonstrate techniques to increase comprehension. Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.

 Clear explanation of academic tasks.  Speech appropriate for students’ proficiency level.  Variety of techniques used to make content concepts clear.

Content Participants will: Explore techniques for presenting content information in ways that students can comprehend. Review various ways to give directions and model academic tasks. Language Participants will: Give examples of appropriate speech and demonstrate techniques to increase comprehension. Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.

The SIOP Model

 Students will reach independence in the understanding and application of key concept(s)  Teachers will assist all students in becoming strategic thinkers who possess a variety of approaches for solving problems, comprehending complex texts, and remembering information.

Strategies Metacognitive Thinking About Thinking! Cognitive Active Learning! Social/Affective Interactive Learning! Questioning Techniques Higher-Order Thinking! Scaffolding Techniques Building Independence!

 Predicting/Inferring  Self-questioning  Monitoring/Clarifying  Evaluating  Summarizing  Visualizing

 Previewing/Rereading  Establishing a purpose for reading  Making connections  Reading aloud  Highlighting  Taking notes  Mapping information  Finding key vocabulary  Mnemonics

 Interaction/questioning  Cooperative learning  Group discussion/self talk  i.e.. Think/Pair/Share

 The Big Picture  Building Background  Self-Correcting  Self-Evaluation  Peer Interaction  Imitation  Native Language Resources (Word to Word Dictionary) Avoid:Focus on: Lectures Long reading assignments Main Ideas Essential Details 6-8 new words Avoid:Focus on: Assuming prior knowledge Yes or no questions! Discovering prior knowledge Context clues Relating shared experiences Avoid:Focus on: Immediately correcting the student Wait time Avoid:Focus on: Only grading for correct answers Journals (can be illustrated!) KWL Charts Rubrics Avoid:Focus on: Always giving the answer ‘Phone a friend’, ‘poll the audience’ Pairing higher & lower level ELLs Avoid:Focus on: Silent classrooms Listen to the radio Interviews Guest Speakers Avoid:Focus on: Assuming students will know how to use their dictionaries and glossaries Clarification Teaching students when and how to use these resources

Teacher- Centered Teacher- Assisted Peer- Assisted Student- Centered LectureDrill & PracticeRole PlayingRehearsal Strategies (repeated readings) Direct Instruction Discovery Learning Peer TutoringElaboration Strategies (imagery) DemonstrationBrainstormingReciprocal Teaching Organizational Strategies (graphic organizers) RecitationDiscussionCooperative Learning

 Graphic Organizers  Comprehension Strategies  Rehearsal Strategies  GIST  PENS  SQP2RS  Mnemonics Flash cards Underlining Note-taking Prediction Self-questioning Monitoring Determining importance Summarizing Summarization Process Main Idea Topic Sentences Preview ideas Explore words Note words in a complete sentence See if the sentence is correct Surveying (scanning the text) Questioning (teacher guided, students generate questions) Predicting (stating 1-3 things learned based on their questions) Reading (searching for answers and confirming predictions) Responding (answering questions and formulating new ones for the next section) Summarizing (oral or written summary of key concepts) A memory system often involving visualization and or acronyms Please Excuse My Dear Aunt Sally

1. Interaction 2. Grouping Configurations 3. Wait Time for Student Responses 4. Clarify Key Concepts in L1

 Use interaction to promote language development  Reduce teacher talk, and increase EL talk  Examine the role of native language

 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

 Individual work  Partners  Triads  Small groups of four or five  Whole group

 Gender  Language proficiency  Language background  Ability

 Random  Voluntary  Teacher assigned

1. Group recorder 2. Materials Collector 3. Reporter 4. Final Copy Scribe 5. Illustrator 6. Time keeper 7. Cheerleader 8. Facilitator / Monitor 9. Messenger

 Do you complete their sentences?  Do you call on a different student before the first student has a chance to respond?  Do you answer the question before the students?

 ELs need time to translate, often in their head.  Wait time varies by culture.  ELs need additional time to formulate the phrasing of their thoughts, because they are processing ideas in a new language.

 Allow students to write down their answers while waiting for other students to respond.  Build in wait time, “On the count of 3 we will all respond.”  Use “50-50,” giving students a choice between two possible answers  Use “phone a friend,” allowing students to ask for help.

 How do interactive activities meet the needs of ELs?  Become familiar with different grouping patterns  Provide adequate wait time for ELs

 How does interaction promote language development?  Reduce teacher talk, and increase EL’s talk

 Identify and create a variety of ways for students to enhance their learning through hands-on practice and application connected to their experiences (Content)  Design activities that require integrated use of different language skills to practice new content knowledge (Language)

 Why is using a variety of “hands-on” classroom activities important?  How are you using hands-on activities and manipulatives to enhance opportunities for English language learners to apply both language and content knowledge ?

 “Practice” refers to the opportunities provided to English language learners to become familiar, analyze and/or experiment with content and language topics.  “Application” refers to the ways in which learners apply what they have learned in different contexts or situations.

 Hands-on materials and/or manipulatives  Language and content knowledge-rich activities  Language skills- integrated activities  For students to practice with new content knowledge  For students to apply learning in the classroom  For students to develop reading, writing, listening and speaking skills

How do you integrate hands-on activities in your classes?

MET INDICATORS  All objectives clearly supported  Pacing is appropriate to ability level  Students engaged % of period BARELY MET INDICATORS  All objectives somewhat supported  Pacing may be too fast or too slow for ability level  Students engaged 70% of period NOT MET INDICATORS All objectives are not supported Pacing is inappropriate for ability level Students engaged less than 50% of period

CONTENT OBJECTIVES  Understand how to achieve the content language objectives that they set forth for their students  Observe and evaluate appropriate pacing strategies for ELLs LANGUAGE OBJECTIVES  Discuss the issue of student engagement and the characteristics of an effective SIOP lesson  Read adapted teacher scenarios from SIOP manual  View, take notes and discuss a video clip focused on Lesson Delivery

 I feel …  I wonder …  I think …  I learned …

 Obtain an overview of the Review/ Assessment component  Be able to select effective techniques for reviewing key content concepts and vocabulary.  Identify assessment techniques.  Explain how feedback can be valuable for student language development.  Use oral, written and physical means to provide specific feedback to students on their performance. Language Objectives

 Develop lesson (SIOP and Standards)  Teach lesson  Assess student comprehension and work  Review Key Concepts and Vocabulary  Make adjustments and improve student comprehension  Reteach content

Who uses Review/ Assessment and why? When does Review/ Assessment occur? What are some types of Assessment?

Thumbs Up- Thumbs Down Number Wheels Find Someone Who Simultaneous Roundtable Share Bear Find the Fib Response Boards Word Story Books Numbered Heads Together Sign in Please Outcome Sentences Restate Student's Response Kinesthetic Discussion Question: What other Review Activities do you use in class?

Give students objective tests (matching, multiple choice, T or F) instead of subjective tests (essays). Provide extra testing instructions or rephrase directions. Test key concepts or main ideas (not specific points). Make a simplified language test. Supply ELs with word banks for tests. Reduce the number of test responses. Simplify test directions. Assess ELs on their effort to understand content area material at their level of language ability. Provide highlighted tests.

Creative work (drawing, charades) Portfolios Journals Student/Parent Interviews Projects Observations Written Pieces Oral response (after teacher) Audiotapes Discussion Question: What types of Authentic Assessment do you use in class?