1. Building Background SIOP Module “Vocabulary”
Improving the Quality of Instruction for ELLs
Building Background
“Vocabulary”
Granite School District
Department of Educational Equity
SIOP (Sheltered Instruction Observation Protocol)

2. Research and Rationale
SIOP® Model (Echevarria, Vogt & Short, 2000) was developed to provide teachers with a well articulated, practical model of sheltered instruction
Validated by a research study conducted through Guarino, et al (2001), who determined that it was a highly reliable and valid measure of sheltered instruction
The SIOP model was developed to provide teachers with a well articulated, practical model of sheltered instruction.
Background information for presenter:
Sheltered instruction is an approach to teaching English language learners which integrates language and content instruction. The dual goals of sheltered instruction are:
1.to provide access to mainstream, grade-level content, and
2.to promote the development of English language proficiency.
Sheltered Instruction, also referred to as SDAIE (Specially Designed Academic Instruction in English), is a teaching style founded on the concept of providing meaningful instruction in the content areas (social studies, math, science) for transitioning Limited English Proficient (LEP) students towards higher academic achievement while they reach English fluency.
SIOP has been validated by a research study conducted through Guarin, et al (2001), who determined that it was a highly reliable and valid measure of sheltered instruction.

3. Granite School District
Research and Rationale
Granite School District
We have done research within our district to see how our student achievement is affected through the use of SIOP.
We compared teachers who used SIOP strategies (SIOP coaches) with teachers who did not use SIOP strategies. We looked at the proficiency levels of students (3 or 4 on the CRTs). You can see that the blue line (SIOP Class percent proficient) has gone up, as well as the green line (SIOP ELLs percent proficient).
Contrast that upward achievement to the yellow line (Control class percent proficient – few or no SIOP strategies used). The red line has decreased as well (Control ELLs percent proficient). Percent proficient decreased, in both instances, during the three year period.
What does this mean? We can confidently state that using SIOP features regularly will significantly increase student achievement.

4. Purpose
The intent of the model is to facilitate high quality instruction for English Learners in content area teaching
An approach to teaching that extends the time students have for receiving English language support while they learn content subjects
This is a critical strategy for ELLs while still being a good teaching strategy for all students.

5. Objectives Content Objectives Language Objectives Learners will…
explain why a student learning English needs SIOP
describe the purpose of using the 7 step vocabulary
process to build background knowledge
Language Objectives
list words to use in the 7 step vocabulary process
practice the 7 step process of vocabulary instruction
Many of you are familiar with the STATIS report that our schools have completed or are in the process of completing. One of the instructional rubrics referred to the posting and stating of content and language objectives.
Presenter reads the content objectives to participants. Then, have participants choral read the Language Objectives.

6. Eight Components of SIOP (30 Features)
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice
Lesson Delivery
Assessment
SIOP consists of 8 components (not to be confused with Brinkman’s Big 8 Engagement Strategies) with a total of 30 features embedded within the components.
Refer to cherry color desk mate Figure 6.12 Making content Comprehensible for English Language Learners-SIOP Model

7. Building Background (3 Features)
Concepts explicitly linked to student’s background experience
Links made between past learning and new concepts
Emphasize key vocabulary
Building background has three features.

8. Teach VOCABULARY… Question?
What is a simple thing we can do that will have the greatest impact on student achievement?
Teach VOCABULARY…
Every content has vocabulary that students must
know in order to understand that content
Many words cross contents and have different
meanings in different contexts
Vocabulary knowledge correlates with reading comprehension.
Reading comprehension correlates with content knowledge.
Content knowledge correlates with academic success.
Comprehension depends on knowing between 90% and 95% of the words in a text.
Words must be taught explicitly and students need to practice those words right away and produce them at least 12 times before they can say they own them.
Effective vocabulary instruction must include:
Multiple exposures to the words in multiple contexts
Multiple opportunities to process words
Personalization of words
Visual support and extra practice time whenever possible.
Transition statement to next slide:
Every content has vocabulary that students must know in order to understand that content
Many words cross contents and have different meanings in different contexts.

9. What is a CORE?
Here is an example of a word that is used across content areas.
Each picture represents multiple meanings of core. (Click for the next picture)
Health – apple core
Earth science – earth’s core
Science – core of a cell (nucleus)
Physical fitness – core of your body
Architectural – core of a building
Curriculum - Common Core
Learning Task:
TTYP (Turn to your partner) and take 30 seconds to make a list of other cross content vocabulary.
The following are examples of words found across content areas.
Table
Power
Scale
Root
Foul
Steal

10. 7 Step Vocabulary Process
Teacher says the word.
Teacher states the word in context from the text.
Teacher provides the dictionary definition(s).
Teacher explains meaning with student-friendly definitions.
Asks students to repeat the word 3 times.
Engages students in activities to develop word/concept knowledge.
Highlight features of the word: polysemous, cognate, tense, prefixes, etc..
Introduce the 7 Step Vocabulary Process
Distribute 7 Step Vocabulary Process (yellow card)
Pre-teaching vocabulary is a seven-step process. It is different from the process used by Beck and colleagues because these steps integrate second-language strategies. Teaching Reading to English Language Learners, A framework for Improving Achievement in the Content Areas. Margarita Calderon (page 34)
Read 7 Step Vocabulary Process
Explain further:
Polysemous words are those that
sound alike
are spelled alike
but have different meanings (trunk, trunk, etc.)
“The trunk with the elephant’s trunk was found under the tree trunk and put in the car trunk along with our swimming trunks.”
Homonyms are words that
spelled differently
but have different meanings (weak, week, etc.)
Cognates are words in another language
Sounds like
Spelled like
Similar definitions to English words (calculate = calcular)
View video
Margarita Calderon/JHU

11. Professional Learning Task
Follow the 7 Step Vocabulary Process
(yellow card) to teach the word effect.
Partner A goes first
Partner B next
What did you experience from this process?
Now, we are going to practice the process.
Refer back to the yellow card. Turn to the side that lists the word effect as number one.
Presenter role plays the steps.
Resources:
polysemus words with definitions)
additional examples of 7 Step Vocabulary Process
Margarita Calderon handout

12. Take Away and References
Before the next PLC meeting:
Identify vocabulary words in your content area that
need to be explicitly taught
Practice using the 7 Step Vocabulary Process
Be prepared to share with your colleagues.
Calderon, Margarita. (2007). Reading to English Language Learners.
Thousand Oaks, CA: Corwin Press.
Your assignment
Electronic survey will be sent later to principal to complete and a separate one for faculty to complete – Survey Monkey or Google docs
Final thoughts from our discussion:
The intent of the SIOP model is to facilitate high quality instruction for English Learners in content area teaching.
The SIOP model is an approach to teaching that extends the time students have for receiving English language support while they learn content subjects.
Closing remarks could be:
I look forward to meeting with you in a few weeks and hearing about your experiences using the 7 Step Vocabulary process.