1. NC SIOP Reunion : Making Sheltered Instruction Operational
Joanne Marino, NC DPI ESL/Title III Consultant
ELD SCS

2. Our focus today… Literacy instruction in the sheltered classroom
Implementation of the SIOP model – successes/concerns
Overview of the SIOP model
Language Objectives
Simplified English

3. Part 3: Overview of the SIOP Model
Lesson Preparation
Building Background
Comprehensible Input
Lesson Delivery
Learning Strategies
Interaction
Practice and Application
Review / Assessment
The SIOP model has 8 components and 30 features.

4. Part 4: Language Objectives: What do they look like
Part 4: Language Objectives: What do they look like? Why are they necessary?

5. Sheltered Instruction
Safe place
Protection
from the language demands of mainstream instruction which is beyond the comprehension of English language learners

6. 57% of adolescent LEP students were born in the US
This 57% are second and third-generation immigrants
Short, D and Fitzsimmons, S. (2007) Double the Work, Alliance for
Excellent Education, Carnegie Corporation, New York.

7. The Literacy Challenge
30% of all secondary students (6-12) read proficiently
11% of secondary Hispanic students read at grade level
14% of secondary of Afro-American students read at grade level
4% of 8th-grade LEP students scored proficient on the reading part of the National Assessment for Educational Progress.
Short, D and Fitzsimmons, S. (2007) Double the Work, Alliance for Excellent Education, Carnegie Corporation, New York.

8. Why COLLABORATION?
What if the new exit standards applied to LEP students who took the EOCs in ?
% of LEP Students NOT PROFICIENT
# of EOC Retakes by LEP Students
English 1
55.3%
2117
Algebra 1
35.7%
1306
Biology
73.2%
1905
Civics & Ec
80.9%
2140
US History
75.8%
1328
27% LEPs passed biology EOC
Source: NC DPI Testing

9. Ma and Pa Kettle Math Lesson
Focus on the language in this video clip. How does the language change the math?

10. What is the relationship?
Content
Language
Which comes first? Chicken or egg? Content skills or academic language proficiency?
Must teach content and language objectives.
What is the relationship?

11. Language Acquisition: An Interdependent Process
Listening
Receptive
Reading
Speaking
Language skills work together. Oralcy helps reading which helps writing.
Expressive
Writing

12. Teach Content and Language Objectives
Link literacy instruction with content instruction
Relevant
Develop academic language
Vocabulary
Sentence patterns
Learning strategies
Of course, there are many more elements of effective instruction that are applicable to all learners – for instance, teachers must establish high standards for their students, engage and motivate their students, and create supportive environments that reaffirm their students’ cultural backgrounds.
However, these 6 elements have particular importance for adolescent LEP students, particularly newcomers.
Content-area reading and writing is challenging to ELLs and native English speakers. Students need support with the language, text structures, and types of writing required in content classes. 40% of EOGs are content-based readings. Who is better equipped than the content teacher in comprehending history, math, science texts?
Academic language: There is a strong relationship between language skills, especially vocabulary, and reading comprehension. The more words one knows the greater is comprehension. Greater comprehension leads to more reading which leads to more opportunities to learn words. This element focuses on vocabulary: breadth, depth, and new label for existing concepts as well as new concepts and the corresponding vocabulary. It also focuses on word-learning strategies. No teacher can directly teach the thousands of words students need. Thus, teachers must teach strategies.
Monitoring students’ progress: ELLS vary in regards to their native language skills, content knowledge, and proficiency in English. Because of these differences ongoing assessment of students’ language, literacy, and content skills must guide instructional planning.
Heterogeneous student grouping: ELLs learn from their peers. Structured opportunities for interaction on content material with advanced ELLs and native English speakers aids learning.

13. Language Objectives are language demands of the content class
Language functions /school language
(define, describe, explain, classify, compare, summarize, …)
Academic vocabulary (discipline-specific, word forms)
Language structures (questions, past tense, writing a sentence, writing a paragraph).
Academic vocabulary
Discipline-specific vocabulary

14. Language Objectives answer the question…
“What language do students need to complete the assigned task?”
text type
past tense
Like a road map
sequence
vocabulary
cause and effect
lab report
narrative

15. Language Objectives answer the question…
“Where are the learners relative to the language expectations?”
“What strategies will help make this language accessible?”
novice
some experience
cooperative groups
advance organizers
use of cognates

16. Language objectives are embedded in content objectives
To determine the language objective consider the content objective or the task assigned to master the content objective

17. Math / Grade 3 1. 01 Develop number sense for whole numbers c
Math / Grade Develop number sense for whole numbers c. Compare and order
Content
number sense for whole numbers
Language: vocabulary & patterns
greater, greatest
less, least
equal to
x is {greater / less } than y.
x is the {greatest / least} number in the series.
x is equal to y.
What does compare mean?
What does order mean? Multiple meanings of “order”. Students will know order as in “order” at McDonalds, place your order
Greater = more, large, big
Greatest = most, largest, biggest
Less=not as many
Least=the smallest number

18. Objectives CONTENT LANGUAGE Order numbers from least to greatest.
Use <, >, or = to make each sentence true.
LANGUAGE
Explain to a partner why your statements are true using a number line. Use these sentence patterns:
x is {greater / less } than y.
x is equal to y.

19. Science / Grade Explain the effects of environmental influences (smoking, alcohol, drugs, diet) on human health
Content
Effects of environment
Language: vocabulary & patterns
One consequence of ________is ____________
_______ leads to/causes _____________.
_______ increases the risk of ______________.
______ are more likely to ___________ than __________.

20. Content Objective: Explain the effects of smoking on human health
Content Objective: Explain the effects of smoking on human health. Language Objectives:
Explain to a partner the effects of smoking.
One consequence of smoking is ___________.
Smoking leads to _____________.
Smoking causes _____________.
Smoking increases the risk of _____________.
Smokers are more likely to ___________ than nonsmokers.
In the reading, highlight the effects of smoking.

21. Social Studies / Grade 8
2.01 Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities.
Content
Revolutionary War
Language: vocabulary & patterns
sequence
cause & effect
evaluate

22. Objectives CONTENT LANGUAGE
Complete a timeline listing the events leading up to the Revolutionary War.
LANGUAGE
In the reading, highlight the colonial action in blue and the British reaction in red.
Explain to a partner your timeline. Use the words first, second, then to show sequence.

23. Objectives CONTENT LANGUAGE
Select the 3 most significant events which led to the Revolutionary War.
LANGUAGE
In writing, summarize the 3 most significant events which led to war.
_______ was the most significant event because _________________.
The significance of _____cannot be overstated. It _________.
________ was also significant because _________.

24. Visual Arts / Grade Compare and contrast relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.
Content
Works of art
Language: vocabulary & patterns
X is ______ while y is _________.
X is different from y in that _______
Both x and y are __________________.
X is more _____________ than y.

25. Content Objective: Compare Medieval and Renaissance paintings
Language Objective:
Write an art critique using comparative sentence structures.
X is ______ while y is _________.
X is different from y in that _______
Both x and y are __________________.
X is more _____________ than y.

26. Biology 2.02 Investigate and describe the structure and functions of cells…
Content
cells: structure
function
Language: vocabulary & patterns
The _____ consists of ___________.
The ____ is made up of __________________.
The _____ includes the _______________.
The function of the _____ is to _________.
The _____ serves to ___________.
The _____ acts/serves as a ___________.

27. Content Objective: Identify the structure of a cell
Content Objective: Identify the structure of a cell. Language Objectives:
Explain to a partner the structure of a cell.
The _____ consists of ___________.
The ____ is made up of __________________.
The _____ includes the _______________.
Label cell parts on a diagram.
Complete a cloze text describing the structure of a cell.

28. Content Objective: Compare the structure of an animal cell with the structure of a plant cell. Language Objective:
Describe the structure of plant and animal cells to a partner using the comparative form.
Both plant cells and animal cells contain _______.
A plant cell contains a nucleus. An animal cell also contains a nucleus.
Plant cells contain vacuoles, whereas animal cells often do not have vacuoles.
Plant cells contain vacuoles. Animal cells, however, often do not have vacuoles.

29. Verbs for Language Objectives
Write…….
Read with a partner…….
Think………
Listen……...
Read……….
Discuss………
Retell…….
Handout T. Bauder sheet

30. Identify Content and Language Objectives
Matching Activity
Pair content and language objectives
Name what the student will do and how it will be done

31. Write Language Objectives Activity
Grade 6 Math: 5.03: Solve simple (one- and two-step) equations or inequalities.
Content Objective: Solve two-step equations (3x-10=14)
Language Objective:
At tables write a language objective for this content objective.

32. Possible Language Objectives
Explain to a partner how to solve two-step equations. Use key vocabulary: first, second, then, combine like terms, isolate the variable, inverse operations.
Use commands to state the steps in solving two-step equations as your partner does them.
3. Write in your journal how to isolate the variable in a two-step equation.

33. Create a sample of language objectives
Identify objective’s components
Isolate key vocabulary and sentence
patterns
Incorporate 4 language skills: RWLS

34. “Fast food does bad stuff to you.”
Maria might say
“Fast food does bad stuff to you.”

35. Guide students to use scientific phrasing…
“ Research indicates that a diet of fast food can have negative impacts on a person’s physical and mental health including weight gain, skin problems, and mood swings.”
The word “scientific” here can be substituted with math, social studies, etc…

36. Keep the End in Mind!