1. Integrating Content Using the SIOP Model An Introduction Presented by Deborah Wilson-Allam, UCSD and Adam Bauchner, Mid-State RBERN at OCM BOCES

2. Introductions Adam Bauchner Director, Mid-State Regional Bilingual Education Resource Network (RBERN) Gary Delgado RBERN Consultant, Data Analyst

3. SED Updates – July 12, 2012 ESL Performance Indicators for CCLS CR Part 154 Survey APPR Evaluation – “specific considerations in evaluating teachers of ELLs” ESEA – RTTT Waiver

4. Review of UCSD ELL Data Gary Delgado

5. Objectives Understand second language acquisition Understand sheltered instruction and the SIOP Model Identify ways to support all teachers in providing effective instruction to ELLs

6. Factors affecting 2 nd language acquisition Motivation & attitude Level and type of L1 proficiency Age Access to L2 Personality and learning style Peers and role models Quality of instruction Cultural background Language distance (similarity between L1 and L2) *L1 – 1st language *L2 – 2nd/additional lang.

7. What leverage do we have? Educators CAN affect… Motivation & attitude Access to L2 Peers & role models Quality of instruction Educators cannot affect… Level and type of L1 proficiency Age Personality & learning style Cultural background Language distance

8. Krashen’s Natural Approach Five Hypotheses 1. Acquisition vs. learning 2. Monitor 3. Comprehensible input (l +1) 4. Natural order 5. Affective filter

9. Implications of Five Hypotheses Language is best acquired in a low stress atmosphere in which slightly more complex language than what the learner already knows is used to communicate authentic messages. Learners may use rules to monitor output, particularly in writing, when they have achieved intermediate level or higher proficiency in the L2. The order in which rules are learned is unimportant.

10. Cummins’ Model  Reading a textbook  Explaining new, abstract concepts  Lecturing with few illustrations  Math concepts and application Cognitively Undemanding (easy) Context Reduced (few clues) Context Embedded (many clues) Cognitively Demanding (difficult)  Following simple directions  Face-to-face discussions  Phone conversations  Note on refrigerator  Written directions  Demonstrations  Audio-visual assisted lesson  Science experiments  Social studies projects AB CD

11. Implications of Cummins’ Students can work toward proficiency in the cognitively demanding, decontextualized, high-stakes tasks – such as standardized tests – by engaging first in cognitively demanding contextualized tasks. The key to effective sheltered instruction is CONTEXTUALIZATION.

12. What factors make this an effective lesson?

13. What is sheltered instruction? A way to make grade-level academic content more accessible for ELLs while at the same time promoting their English language development. Teachers scaffold instruction to aid student comprehension of content concepts by adjusting their speech; using adapted materials; providing opportunities for the application of new learning and interaction with peers; providing appropriate background information and experiences…

14. Integrating language and content Grade-level content with scaffolded instruction Compre- hensible input with vocabulary support Sheltered Instruction

15. Integrating language and content Use instructional methods that integrate L & C Develop & adapt materials Identify relationships between L & C skills Assess L skills & C concepts & skills Identification of language skills related to content Curricula for language development Instructional methods for teaching language Assessment of language acquisition Identification of content related to language skills Curricula for content areas Instructional methods for teaching content Assessment of content learning

16. Lunch from Panera’s Courtesy of Marlon Lindsay, Imagine Learning

17. Why the SIOP model? Grounded in SLA research Developed through teacher-researcher collaboration (Echevarria, Short, & Powers, 2008.) Students of SIOP-trained teachers performed better than students of non- SIOP-trained teachers in language and content measures.

18. SIOP Model Research Lela Alston Elementary School, Phoenix, AZ Charlotte-Mecklenburg Schools, Charlotte, NC (Elem, MS, HS) New Jersey – two districts – HS & MS West Coast Middle School – science and language learning See handout for descriptions and references

19. SIOP Components Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Review / Assessment

20. NYSUT RUBRIC FOR APPR SIOP is based on effective practices, so where do the SIOP components match up with the new evaluation tool?

21. Discussion What benefits would the students in your school experience as a result of implementing SIOP in all classrooms?

22. Discussion What support you anticipate needing to promote the integration of content using the SIOP approach?

23. Wrap-Up I came expecting … Today I got … In my school/program, I will … Next, I want …