1. Excellent Instruction For Those Who Need It Most
Jana Echevarria, Ph.D.
jechev
Blog: janaechevarria.com

2. Which Is Your Area for Growth?
Access
Climate
Expectations
Language Support
Assessments
What are these conditions, this excellent instruction?

3. 1. Accessing Content

4. Focus on providing high-quality instruction, including integrated ELD.
Differentiate instruction.
Use accommodations and modifications as needed.

5. High-Quality Teaching for English Learners: SIOP
We’ve done research for almost 20 years on teaching content and language. SIOP offers teachers ways to help Els access content while at the same time, develop English. The name of the book says it all: Making Content Comprehensible for Els.
High-Quality Teaching for English Learners: SIOP

6. The SIOP Model: Quality Instruction for English Learners
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
We’ll talk about some specific ways to integrate langauge and content

7. California Reader: Alignment of ELA/ELD Framework and SIOP
OUR WORK FITS HAND-IN-GLOVE WITH THE FRAMEWORK.

8. Ways to Integrate Content and Language
Clear objectives
Leveled questions
Visuals & multimedia
Modeling
Go over all 4 initially, then give examples of first 2.

9. Language Objectives Ask:
What language will students need to know and use to accomplish this lesson’s objectives?
How can I move my students’ English language knowledge forward in this lesson?
So, all teachers are language teachers. Students need both Integrated ELPS and ESL
From: Echevarria, J., Vogt, M.E., & Short, D. (2017). Making content comprehensible for English learners: The SIOP Model.

10. Types of Language Objectives
Academic Vocabulary
Content-specific vocabulary – colonists, metaphor.
General academic vocabulary -circumstances, observe; however, because; compare, persuade.
Language Skills and Functions
Ways students use language.
Language Structures
Grammar, language frames.
Vocabulary – key words needed to discuss, read or write about a topic. Content vocabulary and General academic vocabulary. Cross-curricular: circumstances; logical connectors, e.g., however; language function words: argue, discuss.
Language skills and functions – listen to a recording or watch a video and identify the speakers point of view regarding a historical conflict. Describe, predict, compare, ask questions.
From: Echevarria, J., Vogt, M.E., & Short, D. (2017). Making content comprehensible for English learners: The SIOP Model (5th ed.).

11. Sample Language Objectives
I will…….
CO: Use multiple sources to describe key individuals at the beginning of the American Revolution.
LO:
Engage in collaborative discussions using key vocabulary: tax, British, conflict, colonist (vocabulary)
Ask and answer Wh- questions to access meaning (language function)
Summarize a reading passage using past tense forms (language structure)
Use all 3 categories of LO In lessons. Not every day but throughout a week.

12. Question Type Examples What does the text say? (Literal level)
• How high is Mount Everest?
• Who are the Sherpas?
• What is another term the author uses to describe having too little oxygen?
How does the text work?
(Structural level)
• How does the writer help you to understand what
the terms, acclimate and summit mean?
• How would you describe the writer’s opinion
about the mountain? What words and phrases
does he use that support your answer?
What does the text mean?
(Inferential level)
• Are Sherpas key to a successful climb?
• What kind of preparation would a climber need to
ascend the mountain?
What does the text inspire you to do?
(Investigation)
• How do the other highest mountains on Earth
compare to Everest in terms of climate and how
people live?
• What factors contributed to unsuccessful climbs?
We typically think about questions as by proficiency level but remember that beginning Els can think at higher levels.

13. 2. Create a Supportive Climate

14. Create a Supportive Climate
I don’t care what you know until I know that you care.
The school culture (what we do) and climate (how those inside feel) that students experience is perhaps as critical to their learning as the teaching that takes place.
Are they safe?
Do they feel valued and respected?
Are their family members welcomed?
Lindsey and colleagues (2013)

15. Provide a caring and supportive classroom
Honor students’ experiences
Demonstrate respect with your words

16. 3. Have Expectations of Success
Some of you may think that you’re doing well because you do provide a supportive climate. But… there is sometimes a fine line between being supportive and having high expectations.

17. Have High Expectations
Avoid an attitude of “pobrecitos.”
Supportive also means challenging.
We need to resist capitulation to poverty.
Garrison Walters, 2015
Students who struggle or have learning difficulties may receive lots of nurturing but low level work. Low level work isn’t encouraging success. Tension between challenging and encouraging.
Pobrecitso –just being kind or happy doesn’t mean you have high expectations. Sandy’s colleague who didn’t use science book.

18. Have high expectations
Teacher expectations, attitudes, and behavior toward certain students have a direct and profound impact on how students see themselves and on academic performance.
Attitudes are powerful factors in educational achievement, e.g., self-efficacy, resilience.
Too many teachers don’t see the connection between student achievement and their own practices (Hattie, 2015).
The language teachers use shapes students’ identity as learners and as individuals.
Effective teachers consider assessment as feedback on their impact, not an indictment of student ability.
They ask, “How can I teach them?” not “Can I teach them?” and “How will they learn best?” not “Can they learn?
2. UK study called Inspiring Communities, Changing Behaviour, found 8 of top 10 barriers were psychological, eg, parental passivity or active discouragement “Mum says it’s not worth it”. Self efficacy – the extent to which you think you’re in control of what happens to you. Education Week article by Garrison Walters 1/28/15
3. John Hattie, Instructional leader research: Robinson, Lloyd & Rowe (2008) discussed in Ed Leadership Feb 2015, 72, 5 p. 37
1. Decades of research demonstrates that teachers’ expectations, attitudes, and behaviors toward certain students – typically students of color and those from disadvantaged backgrounds -- have a direct and profound impact on the way these students see themselves as learners and on their academic performance

19. Accommodations
Content: chunking concepts, providing additional time and practice.
Process: changing setting, providing note-taker, prerecorded reading.
Product: alternative assignments, speech recognition software to compose.
Accommodations don’t alter a task’s complexity but make the task less difficult.
Completing a worksheet filling in 100 past tense verbs is difficult but not complex. Understanding when to use the subjunctive tense of a verb is complex but may not be difficult, depending on the student and instruction received.

20. but that it is too low and we reach it.
The greatest danger for most of us is not that our aim is too high and we miss it,
but that it is too low and we reach it.
Michelangelo
Low expectations are seldom malicious in fact they often emerge from a place of compassion. But teaching with lowered expectations is teaching learned helplessness.

21. 4. Language Development
Struggling students, English learners and students living in poverty all need to develop academic language.

22. Designated ELD ELD builds into and from content instruction.
Extends learning using same concepts, skills, and vocabulary
Provides intentional redundancy and multiple exposures
so that English learners develop the critical English language skills, knowledge, and abilities needed for rigorous academic content learning in English

25. Align Content Teaching and Designated ELD
Students need about production opportunities to “own” a word.
Teach high-utility academic words that support academic success across multiple content areas, not just the comprehension of a specific text (Lesaux, 2011).
ELD teaching scaffolds students’ participation in reading complex texts.
Last point: As Wong-Fillmore says, Els need exposure to complex text but they need support. They receive support during designated ELD, then are better prepared to participate in core lessons.

27. Create content-specific word walls to build academic vocabulary
Illustration (1)
Sentence (3)
Maria was respectful because she waited until Agnes was done speaking before she added her comment.
Definition (2)
Feeling or showing respect; well-mannered; courteous
Word (4)
respectful
Capitalize on that time and build vocabulary. Core reading was about character traits, then focus on associated vocabulary.

28. Word walls – contextualize academic vocabulary
Discuss
to talk with friends about something important
Summarize
to present the main points of a topic 28

29. Leverage Peer Collaboration for Oral Language Development

30. Teach collaborative conversations with intention.
Think-Pair-Share
Turn and talk
Popcorn questioning
Numbered heads together
Both are necessary and of value, but each is less effective when it’s not well-matched to the learning task. Students engaging in basic group work are not solving anything or producing anything; they’re just sharing ideas, responses, and reactions. There is a role for these things but to use them exclusively is only putting a band aide on language needs. Use Productive Group Work. Students require rich, meaningful language experiences to develop grade-level language and literacy – in either language. Academic conversations – moving beyond sharing
Teach collaborative conversations with intention.

31. Collaborative Work

32. Use language frames to guide content-focused thinking and conversation
For beginning English speakers:
I think Henry did the (right/wrong) thing because_____________.
For more fluent speakers and other students:
I respectfully disagree with _____________ (student’s name). I think Henry should have _________ because ____________________.

33. Language Development
What is an effective way to help students advance their academic language proficiency?

34. 5. Assessment Observations Skills checklists
Speaking and listening activities
Group response systems
Written products
Projects and portfolios
Conferencing
Self-assessment
Purposeful and intentional identify goals and monitor their progress toward those goals
The A-word. Story of Mardell’s kid, Austin, who said Jesus Christ, enough testing!

35. Assessment Principles
Assess frequently.
Assess language, not just content.
Provide assessment accommodations when needed to increase validity.
Use assessment results to yield needs-based instruction.
Consult with other adults about assessment results.
Exit slips, observations, skills checklists, and other checking for understanding procedures should be collected more frequently and be prioritized for analysis
Range
Adapt the number of items the students is expected to complete, such as only the odd or even numbers, only the first 10 items from a 15 item list, or only the first two steps of an assignment.
Time
Adapt the amount of time the student has for completing the task, such as providing more processing time, breaking tasks into manageable chunks, and/or extending the timeline for assignments.
Level of support
Adapt the amount of scaffolding provided to students during assessment by asking an aide, peer support, or parent volunteer to read and/or explain the task, read aloud, and/or translate the task.
Difficulty
Adapt the skill level, type of problem or task, and the process for how a student can access or approach the task, such as allowing a calculator, dictionary, or spell check.
Product
Adapt the type of response the students is allowed to make, such as verbal versus written or illustration versus verbal. In addition, the product could be a hands-on demonstration rather than a test or translated.
Participation
Adapt the degree of active involvement of the student in the assessment, such as encouraging individual self-assessment, assistance in creating rubrics, and/or cooperative group assessments.

36. Considerations for Assessing English Learners
Are the instructions for completing the task clear?
Are you giving ample time for the student to complete the task?
Have you pretaught the vocabulary of the task you’re assessing the student on?
Is the language demand of the assessment too high for the student’s English proficiency level?
Are you repeating the directions, as needed? Can the student explain to you what you want him or her to do on the assessment?
Does the student need the instructions translated into his or her home language?
Source: Echevarria, Richards-Tutor, and Vogt, 2015.

37. Which Is Your Area for Growth?
Access
Climate
Expectations
Language Support
Assessments
What are these conditions, this excellent instruction?

38. Assessment Instruction
Positive Climate
High Expectations
Assessment Instruction
Content
SIOP
Language

39. Selected References
Echevarria, J., Frey, N., & Fisher, D. (2016). How to reach the hard to teach: Excellent instruction for those who need it most. Alexandria, VA: ASCD. Echevarria, J., Vogt, M.E., & Short, D. (2017). Making content comprehensible for English learners: The SIOP Model (5th ed.). New York: Pearson. Echevarria, J., Richards-Tutor, C. & Vogt, M. (2015). Response to Intervention (RTI) and English Learners: Using the SIOP Model Second Edition. New York: Pearson. Nora, J. & Echevarria, J. (2016). No more low expectations for English learners. Portsmouth, NH: Heinemann. Short, D., & Echevarria, J. (2016). Developing academic language with the SIOP Model. New York: Pearson. Short, D., Vogt, M.E., & Echevarria, J. (2017). The SIOP model for administrators, 2nd Edition. New York: Pearson. Vogt, M.E., Echevarria, J., & Washam, M.A. (2015). 99 more ideas and activities for teaching English learners with the SIOP Model. New