SIOP O VERVIEW Presented by Ken Bond

S ESSION O BJECTIVES Content: Participants will be able to justify the use of SIOP strategies to a mainstream a peer. Participants will be able to classify the SIOP performance indicators into their corresponding components. Language Participants will read and discuss SIOP performance indicators. Participants will verbally reason with classmates.

D EFINING W ORDS W ITH S TUDENTS (M ARZANO S TEPS 1-3) SIOP- Sheltered Instruction Observation Protocol is a system of delivering content to ELL so that they can better access language. -enables teachers to help students overcome obstacles they face due to lack of language proficiency. Lesson Implementation Plans

K EY V OCABULARY Context- What you do to demonstrate what you are talking about. Immersion- A classroom where students learn content mostly in a second language. Comprehensible Input- Easily understood instruction. Meaningful Learning- Learning that has a purpose and that a student is able to relate to their world. ESL- English as a Second Language ELL- English Language Learner

L ANGUAGE A CQUISITION Take 3 minutes to write 1-2 paragraphs about your summer without using the letter “t”. Take 1 minute to summarize what you wrote with a partner without using the letter “e”. Share with the group without using the letter “s”.

L ANGUAGE A CQUISITION You got a glimpse of what it is like to produce language in a second language (L2). Now you will experience what it is like to be in a L2 classroom taking in language.

O RGANIZE FOR J IGSAW Letter Off: ABCDEFGHIJKLMNOPQR Form Expert groups: ABCD will read components 1 and 2; EFGH will read components 3 and 4; IJKL will read components 5 and 6; MNOPQR will read components 7 and 8. Pair off and read something say something with 2 components assigned.

S TEP 1- L EARNING OBJECTIVES Write TWO learning objectives for each lesson. Write Content/Language objectives on the board.

W HAT IS A LANGUAGE OBJECTIVE ? What vocabulary are you going to teach? How are you going to assess it? There is a strong correlation between vocabulary knowledge and student achievement Select fewer key terms to focus on Explicitly teach “school language”—ex. Identify, compare, summarize, define…

S TEP 2 B UILDING B ACKGROUND Build vocabulary. (Key words in the text) Fill in gaps in content knowledge. (Teach noun when teaching plural nouns) Give social context. (What is a game show?)

F RONT L OAD V OCABULARY ELLs need to use a word 20x’s to get it as opposed to 7 times for non-ELLs Phys Ed/2 nd Grade (Octopus Tag) Run, Tag, Freeze

resource Materials, money and other things that can be used. or culture A group's customs and traditions. tutor Someone who helps another person with schoolwork. uniform Clothes that all the people in a group wear so they are dressed alike. chores Small jobs that you need to do, but may not enjoy. certain One particular thing.

S TEP 3 – M AKE IT EASY TO UNDERSTAND Use visuals and manipulative. Use gestures. Write down and repeat directions. Modify your speech. Use shorter, less complex sentences. Don’t use baby talk or a loud voice. Give second chance learning opportunities. Tie it to their lives.

Give explicit instruction on how to… Find key details Use references Find answers in text Take notes Use higher order thinking S TEP 4 – T EACH L EARNING S TRATEGIES

Use different kinds of discussion methods. Give students wait time. Give bilingual supports. S TEP 5 - I NTERACTION

D ISCUSSION M ETHODS Pair-Share: Students share in pairs and then share with the whole class Small group discussion: Groups of three or four work together. Try to assign different roles for each student so no one is left out. Whole group discussion: Open questions up for the whole group to discuss, debate, etc. Individual answers: Students answer individually. Give wait time and let students have time to think.

Q UESTIONING JUST SAY NO to yes/no questions. A sas is a kind of madár. It étkezik hal. Questions students when you give directions. What do you have to do? What is first or number 1? What is next?

Integrate all language skills: listening, speaking, reading and writing. Hands-on materials or manipulatives for student practice. S TEP 6 - P RACTICE

Students should be engaged % of the time. Find graphic organizers that correlate to focus skills. S TEP 7 - P ACING

Make modifications to reduce the language difficulty. Try to keep content as close as possible to its original form. S TEP 8 - R EVIEW

T EST T AKING S TRATEGIES L OG FOR T EACHERS ( ADAPTED FROM E NGLISH L ANGUAGE L EARNERS AND A SSESSMENT ) How have I…?Strategies and Activities Pointed out the text structures and conceptual references used in tests in ways that ELLs understand? Pointed out difficult language structures, grammar, and spelling? Pre-taught content and academic vocabulary needed for this assessment? Built background experience and knowledge about test taking?

L ESSON A NALYSIS Find example s of each step of SIOP in the following video clip. Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery

A CT I T O UT Now, using the vocabulary that we learned today, act out a conversation with a partner. Here is the scenario: You are talking to a teacher that just learned that he/she is going to ELLs for the first time this upcoming school year. The teacher is skeptical about doing anything different for his/her ELLs. Explain to him/her why SIOP can work for these new students.

S ESSION O BJECTIVES Are you able to… justify the use of SIOP strategies to a mainstream a peer? classify the SIOP performance indicators into their corresponding components? Did you… read and discuss SIOP performance indicators. verbally reason with classmates.