1. The SIOP Model for Elementary Classrooms with English Learners
Prepared for the SFSD by Marcia Gaudet and Suzanne Maxwell
Content from Making Content Comprehensible for Elementary English Learners THE SIOP MODEL, Echevarria, Vogt, & Short, 2010

2. Content Learning Goals:
I can identify the 8 components of the SIOP model.
I can reflect on student needs and how the SIOP model meets those needs.
Language Learning Goals:
I can listen to and read a story about two English Learners (ELs).
I can discuss and list 3 challenges for ELs in a classroom.
I can list 3 SIOP features that help students overcome these challenges.

3. Think of a time when you were learning a new language
Think of a time when you were learning a new language. In one word, describe your experience. Write that word on a sticky note.
A :Activity Prepare ahead of time: two large pieces of chart paper (one says POSITIVE and the other says NEGATIVE) Give them about 30 seconds to write down their word and then go around the room and have everyone say their word out loud. Then have their determine if their word describes a positive experience or negative experience. By and large, most people in the US find learning a language to be a frustrating and challenging experience, hence, there are so few people who are actually bilingual here. Before we get into the SIOP model, let’s continue and talk a little more about who are Els are and what some of their issues may be.
Learning a language is not any easy feat by any means. We need to acknowledge the hard work that it takes to learn a language and be empathetic to our English Language learners who are receiving their education in a new language.
Sticky Note A

4. Who are ELLs? Who are ELL students in South Dakota?
Refugee students - placed through the UN
& Secondary refugee students (no financial help)
Students who are immigrating on other types of visas: Ethiopia - Diversity visa, Mexico, etc.
Students born in the USA whose home language is other than English
International students who have been adopted!
Students who are children of visiting professionals and higher ed students (studying at Augustana, etc.)

5. Where do ELLs come from?
In the SFSD there are over 61 languages from 67 countries
At the Immersion Center we are now seeing students from:
Iraq, Yemen (Arabic)
Somalia,Kenya,Tanzania, Congo,Ethiopia, Burundi, Liberia, Ivory Coast
Burma, Thailand, Nepal
Mexico, Guatemala

6. What are Three Foundational Issues in ELL?
1. Acculturation
• Explicitly teach US study skills/behavior
2. Language Acquisition
• Teach content while teaching literacy • Context embedded/Adaptations for Lang.
3. Classroom Instruction that Works
• SIOP: Sheltered Instruction Observation Protocol
Acculturation is the process of adapting to a new culture. Initial phases of Acculturation can also be referred to as Culture Shock. Everyone goes through this process, whether they are moving to a new country or across town to a new neighborhood. Students go through a “Silent period” when they come to a new location. That means that a student goes through a silent period each time they change schools or classes – it is a time when they are acculturating to a new environment and culture. This means the student’s DRA score from a classroom where they have felt comfortable and safe will be higher than their DRA score in a new school or classroom. It takes time for students to feel safe in a new place. The principles of the acculturation process indicate that making students feel a sense of belonging and safety helps to shorten this period of adjustment. Once they are beyond the “fight or flight” phase, their frontal lobe can begin to engage and they can engage in learning to produce academic success.
2. It is important to understand how language is acquired so that we understand the importance of visuals and hands on experiences to learn connect learning with concepts they have in their first language, and concepts they may not yet understand. Understanding the basics of language acquisition helps us understand that students can learn grade level content when it is adapted to their language proficiency level and key vocabulary is explicitly taught.
3. Understanding Acculturation and Language acquisition principles lays an excellent foundation for the teaching methodology we will be covering in the SIOP model.

7. Federal Legislation: Lau vs. Nichols (1974)
This was a lawsuit on behalf of Chinese students in San Francisco public schools.
The Supreme Court ruled that identical education does not constitute equal education under the Civil Rights Act.
“There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”
This lawsuit came about with a mother’s son graduated from high school out in San Francisco, CA. Their family immigrated here from China and when her son graduated she complained that while her son had learned how to speak English, he was never required to learn age-appropriate grade level content. And that the school did him a huge disservice by pushing him through classes without actually making the content comprehensible for him. The school essentially did not have the same standards for him as they did for other English speaking students.

8. Federal Legislation: Equal Educational Opportunity Act (1974)
Within two weeks of Lau vs. Nichols, Congress passed the Equal Opportunity Act.
“No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, national origin or by failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.”

9. SIOP is way to achieve this!
Therefore…
We need to ensure that we are teaching our ELs GRADE LEVEL CONTENT while simultaneously increasing their ACADEMIC English proficiency!
In this segment, Deborah Short suggests that all teachers must effectively learn how to meet the academic and language development needs of students acquiring English.
SIOP is way to achieve this!
Chapter 1, #2

10. For English learners, BICS is really just the tip of the iceberg!
CALP is what takes many years to develop and what is needed to obtain academic success!

11. CALP BICS Basic Interpersonal Communication Skills
Many teachers say…..”I don’t understand why my ELs aren’t doing well in my class. They can speak English just fine!”
BICS
Basic Interpersonal Communication Skills
CALP
Cognitive Academic Language Proficiency
Conversational English used both inside and outside the classroom.
“Playground” English
1-3 years to fully develop
Academic English required to be successful in grade level content classes.
Technical terms specific to content areas
Develops slowly; 4 -7 years depending on the individual and sociocultural factors
All SIOP lessons should have a goal of improving student’s academic language.

12. Examples of BICS & CALP BICS…Social Language CALP…Academic English
Listening: Follows general classroom directions
Speaking: Converses easily about social situations with peers and teachers. May speak English without an accent.
Reading: May decode reading material with ease, but may not comprehend what is read.
Writing: Can fill out school forms. Can find and copy the answers to questions in textbooks.
CALP…Academic English
Listening: Can follow specific directions for academic tasks.
Speaking: Expresses reasons for opinions. Asks for clarification during academic tasks.
Reading: Reads academic materials with good comprehension.
Writing: Can write an essay supporting a point of view.
TURN AND TALK to your elbow partner. Explain the difference between BICS and CALP.
Turn and Talk

13. Cognitively Undemanding (Easy) Cognitively Demanding (Difficult)
Cummin’s Model of Academic Language
Cummin’s Model of Academic Language
Con
Cognitively Undemanding (Easy)
Cognitively Undemanding A.
Art, music, physical education
Following simple directions
Face-to-face discussions C.
Phone conversations
Notes on refrigerator
Written directions
Context-Embedded
(Many Clues)
Context-Reduced
(Few Clues) B.
Demonstrations
Audio-visual assisted lesson
Science experiments
Social studies project D.
Reading a textbook
Explaining new, abstract concepts
Lecturing with few illustrations
Math concepts and applications
Cummins believes that academic language activities can be grouped into four different categories.
Key words needed to understand Cummins’ Theory:
Context-embedded (quadrants on the left side) provide many cues for the learner to access information (realia, video, plays, illustrations)
Context-reduced (quadrants on the right side) learners must rely on language to access information (lecture, reading a text, worksheets)
Cognitively Demanding: (quadrants on the bottom) Learner must have enough background knowledge to scaffold new ideas that are academically challenging. (Higher levels of Bloom’s Taxonomy: Synthesis and Evaluation)
Cognitively Undemanding: (quadrants on the top) Language required is social and not specialized or specific to content areas. ( Lower levels of Bloom’s Taxonomy: Knowledge and Comprehension)
Ideally, we want our students to be doing activities that fall into quadrant B, the activities are cognitively demanding, yet they take place within a context and the learning is concrete and not abstract (as it is in quadrant D). Our goal as educators is to convert quadrant D activities into quadrant B activities.
Cognitively Demanding A
Cognitively Demanding (Difficult)

14. Where do these activities fit within the quadrants?
___ Completing and end-of-the-chapter book test
___ Getting groceries using someone else’s list
___ Following daily procedures
___ Lessons using manipulatives
___ Greeting your teachers
___ Assembling a new desk with written instructions
___ Reading how to use a new product
___ Group work with specifically assigned partners/group members
___ Using only textbook materials
___ Providing rubrics or timelines for projects
___ Homework
___ Role-playing a character’s response with a classmate
___ Keyboarding
___ Teaching the standards without background D C A B A C C B D B D B A A D

15. 5-7 years Level 5 Advanced Fluency
Stage
Characteristics of the student…
Time
Teacher prompt
Level 1
Preproduction
Has minimal comprehension
Does not verbalize
Nods “yes” and “No.”
Draws and points
0 – 6 months
Show me…
Circle the…
Where is…?
Who has…?
Level 2
Early Production
Has limited comprehension
Produces one or two word responses.
Uses key words and familiar phrases.
Uses present-tense verbs.
6 months to
1 year
Yes/no questions
Either/or questions
Who…..?
What…?
How many….?
Level 3
Speech Emergence
Has good comprehension
Can produce simple sentences
Makes grammar and pronunciation errors
Frequently misunderstands jokes
1 – 3 years
Why…?
How…?
Explain…
Questions requiring phrase or short-sentence answers.
Level 4
Intermediate Fluency
Has excellent comprehension
Makes few grammatical errors
3 -5 years
What would happen if…?
Why do you think…?
Questions requiring more than a sentence response
Level 5
Advanced Fluency
The student has a near-native level of speech.
5-7 years
Decide if…
Retell…
This chart gives us examples of a student’s verbal language skills as they progress through levels 1 – 5. A level 6 student is at grade level.
Chart taken from: Classroom Instruction that works with ELLs pg. 15

16. Sociolinguistic Development
Level Abstract language more accessible
Advanced Fluency May need help with college essays
Level Decontextualized, abstract vocab
Advanced Fluency 5 – 7 years SD Exits ELs
4.8 Composite
Level ,000 receptive words Read/Write
Intermediate Fluency years years to attain
Level ,000 receptive words
Speech Emergence: years 2-3 years to attain Often quiet, don’t
ask questions
Level ,000 receptive words
Early Production: 6 months to 1 year
Level receptive words
Pre-Production: 0-6 months
Note: In America 6 year olds in English speaking homes have 10,000 to 24,000 words of English in 1st grade when learning to read.

17. SIOP - 30 Features Grouped into 8 Components
Sheltered Instruction Observation Protocol
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review & Assessment

18. How we serve ELLs in the SFSD
SFSD Serving ELLs
Level 4,5, & 6 ELL
Regular Content & Classrooms
Level 2 & 3 ELL
Regular Classrooms & Content
Level 1 ELL
Immersion
Centers
Elem – Pull-out/Push-in
MS,HS - Sheltered
270+
Level 1 Immersion Programs
All other ELL levels are served in ELL centerbase schools
Elem: 10 ELL centerbase schools
Middle: 2 ELL centerbase schools
High School: 3 ELL centerbase schools

19. Feature 1 - Lesson Preparation
Content Objectives
Language Objectives
Content Concepts Appropriate for Age and Educational Background
Supplementary Materials
Adaption of Content to All Levels of Student Proficiency
Meaningful Activities that Integrate Lesson Concepts with Language Practice Opportunities
Thoughtful planning with consideration of your students’ individual needs leads to effective teaching.
Content Objective: Focus on the content the student will learn.
Language Objectives: Work towards increasing student’s academic language proficiency and works on reading, writing, listening and speaking.
Content Concepts: If a 2nd grade class is learning about the lifecycle of a butterfly, all students should be required to learn the information. Simply having ELs color pictures of butterflies would not be age appropriate. (or High school students shouldn’t be reading Dr.Seuss.)
You can enhance student learning with supplementary materials, it contextualizes the learning.
All content needs to be adapted, but not diminished, so that it is comprehensible for all of the students
Meaningful Activities: The more meaningful and relevant an activity it, the better chance there is of the students actually learning and retaining the information.

20. Learning Objectives are Essential
They guide both teaching and learning in a classroom.
You need to have both content and language learning goals.
They are the foundation of a lesson.
They should be written in kid friendly language, posted and reviewed with students.
Attainment of the objectives should be assessed and reviewed with the students at the end of the lesson.
Content Learning Goals…
describe what the students will be learning
come from grade level content standards
Language Learning Goals…
describe how the students will demonstrate their knowledge
build students’ academic language proficiency in each subject area

21. Examples of Content and Language Objectives
Content Learning Goals:
(what they will learn)
Students will be able to identify specific landforms on a map of South America.
Students will be able to identify reasons for why the Boston Tea Party happened.
Students will be able to identify an author’s purpose for writing a text.
Language Learning Goals…
(how they will demonstrate their knowledge through reading, writing, listening and speaking)
Students will be able to present an oral report about one landform and its influence on a country’s history.
Students will be able to write a paragraph to persuade other colonists to help take part in the Boston Tea Party.
Students will be able to orally justify their answer using this sentence starter…
The author’s purpose for writing this text was to _______ the reader. I know this because the text is ______.
Example 3 for language objective: A sentence starter is a way to scaffold students oral language and it ensures that they will be using the academic terms or language specific to the content. Language learners often need to hear a word or sentence structure multiple times before they feel comfortable using it on their own without support. Sentence frames will accelerate this process.

22. Feature 2 – Building Background
Concepts are Linked to Students’ Background Experiences
Links Explicitly Made Between Past Learning and New Concepts
Key Vocabulary Emphasized
We always want to make connections to what they already know and then build upon that.

23. Building Background Knowledge
How is building background knowledge different from activating background knowledge?
TURN AND TALK using this sentence frame...
Building background knowledge is different from activating background knowledge because…..
All learners have background knowledge which has been
acquired through school and life experiences.
Connecting current learning to previous learning is
activating prior knowledge.
However, some ELs have little, to no prior knowledge about a
topic. Therefore brainstorming about it or doing a KWL chart
may not be helpful.
It is critical that teachers use techniques to build their knowledge of a topic and fill in the gaps.
At the end: Taking a few minutes to jump-start their schema by finding out what they already know about a topic and then finding a way to connect their current learning to what they already know will help student better understand and recall what they will be learning.
Turn and talk
Beach Ball Share Out

24. Interventions for When Students Lack Background Knowledge Needed for Academic Success
1. Pre-Teach Vocabulary Words!
Teachers should select vocabulary terms that are CRITICAL for understanding a text or concept.
These words should be presented using both linguistic and nonlinguistic representations.
Students should have multiple meaningful interactions with the words.
There are three types of vocabulary words: content specific, process/function, and word/word parts that teach English structure. Thinking about what the students need to know to understand a concept may help guide your selection of vocabulary terms. In regards to process/function words – if students are going to be asked to compare and contrast then they need to know what those words mean.
Copying words and writing definitions are ineffective ways to learn vocabulary. Visuals, gestures or any non-linguistic representation that can be used to teach the word will help students to better remember and recall a description of a word.
Meaningful repetitions strengthens a students memory of the word. Marzano, suggests 4 exposures within 2 days.

25. Interventions Continued……
2. Provide meaningful and relevant experiences for students. The quality of an experience enhances the likelihood of it being stored in the permanent memory.
Bring in realia or use supplemental materials (Google images)
Show a movie or video clip prior to teaching a lesson (Learn360 videos)
Take field trip
Use picture books to introduce students to new information
Meaningful and relevant experiences also keep the students engaged in a lesson.

26. Interventions Continued……
3. Introduce a conceptual framework which will allow students to build their background knowledge.
Use graphic organizers to help students understand key ideas
Preview the text with students, focusing on key ideas
Link present learning to past learning

27. Feature 3 – Comprehensible Input
Speech Appropriate for Students’ Proficiency Levels
Clear Explanation of Academic Task
A Variety of Techniques Used to Make Content Concepts Clear
It is important to remember that unless linguistic input is made comprehensible to the students, they will not be able to understand the meaning of what is being said. For example: If I knew Chinese, I could stand here ALL DAY speaking chinese and you would not be able to understand what I am saying unless I can somehow make it meaningful to you through gestures, pictures or some other technique.

28. Comprehensible Input: Nonlinguistic Representation
Words alone cannot convey meaning to ELLs.
Nonlinguistic representation help ELLs.
Nonlinguistic representations include real objects, pictures, pictographs, diagrams, physical models, video clips, recorded sounds, gestures, and movement.
Seeing is remembering.

29. Maisha ya kipepeo
Demale anajaalia ya wazima kwamba alikuwa yai mbolea na wa kiume.
Hatches ya yai katika vidogo larba.
Ya larva anakula na kukua kiasi kubwa. The larva inaona yenyewe na aina twig na nje ngumu shell.
A kikamilifu-grown wazima kipepeo anaibuka kutoka chrysalis.
Wazima kuishi kwa muda mfupi tu. Wao hawawezi kula; wao kunywa tu kupitia stra yao kama cirkel proboscis. Watakuwa kuruka, mate, na kuzaliana.
As you look at this slide, try to determine what content is being taught in this lesson. (Any ideas on what language it is? - Swahilli)

30. Metamorphosis ya Butterfly ya Rouanez
Kipepeo Lifecycle
Metamorphosis ya Butterfly ya Rouanez
wote yai
yai
Yai hatches katika larva vidogo (kiwavi)
kiwavi ya kula na kukua kiasi kubwa
Watu wazima wa kike aliandika kwamba alikuwa yai fertilzed na wa kiume
kiwavi ya kujishikiza jani la na aina ngumu nje shell
Kijani Pupa
Now, does this visual give you any support in accessing the content that is being taught? Of course it does! This is the exact same information that was presented on the previous slide.
A butterfly kikamilifu mzima anaibuka kutoka chrystalis ya
Ndani ya Chrysalis mabadiliko ya kiwavi katika kipepeo
Watu wazima kuishi kwa muda mfupi tu

32. Feature 4 – Strategies
Ample Opportunities Provided for Students to Use Learning Strategies
Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding
A Variety of Questions or Tasks That Promote High-Order Thinking Skills
We need to provide students with the “tools” to become independent learners.

33. Strategies Cognitive Strategies: Metacognitive Strategies:
Rereading
Highlighting
Reading Aloud
Taking Notes
Talking to Someone
Finding Key Vocabulary
Mapping Information
Metacognitive Strategies:
Predicting/Inferring
Self-Questioning
Monitoring/Clarifying
Evaluating
Summarizing
Synthesizing
Visualizing
Activities that build these strategies:
SQP2RS: Survey, Question, Predict, Read, Respond, Summarize
A framework used for teaching content with expository text
Graphic Organizers

34. Feature 5 – Interaction Frequent Opportunities for Interaction
Grouping Configurations
Sufficient Wait Time
Clarify Concepts in L1
Interactions: Essentially, whoever is doing the talking is doing the learning.
Group configurations needs to be intentional for each task and activity.
Wait time: Students need time to process information or questions in English, think of an answer in their first language and then formulate their responses in English.
Clarify Concepts in L1: When possible and when needed, children should be given an opportunity to have a concept or assignment explained to them in their L1.

35. Ways To Get Students Interacting:
Inside/Outside Circle
Think-Pair-Share
Gallery Walk
Beach Ball Share
Mulling to Music
Thumbs Up/Thumbs Down
Carousel Brainstorming
Fist of Five
Give One, Get One
Meaningful engagement increases the chances of concepts/ideas being stored in the permanent memory.

36. A study done by Stahl & Clark found that students who knew that they WEREN’T GOING TO BE CALLED ON during vocabulary instruction RECALLED FEWER WORDS than students who knew that they might be called on in class.
We want to call on ELs and hold them accountable for knowing the content, but we also don’t want to set them up for failure. By having them turn and talk with a partner or with their table group it gives them an opportunity to practice once before saying their answer in front of the whole class and if they don’t know the answer then they will find out the answer from someone else. This sets them up for success! We don’t want them to rely on the fact that “so-and-so will always raise their hand and have the answer so I don’t have to come up with one.”

37. Feature 6 – Practice/Application
Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge
Activities Provided for Students to Apply Content and Language Knowledge
Activities Integrate All Language Skills
Whether someone is learning to ride a bike, play a piano, or write a comparative essay, students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice in relevant, and meaningful ways. Being able to manipulate learning materials is important for ELs because it helps them connect abstract concepts with concrete experiences. Furthermore, manipulatives and other hands-on materials reduce the language load for students.
Think again about the relationship between actually riding a bicycle and just watching someone else ride it, or about actually playing a piano and just reading step-by-step piano-playing instructions. Knowing how something should be done and being able to do it are two completely different things. Application and practice is the bridging step between guided practice and independent work.
Effective sheltered teachers understand the need to create many opportunities for English learners to practice and use all four language processes in an integrated manner.

38. Fun Ways For Students To Practice What They Have Learned:
I Have, Who Has
Concept Vocabulary Puzzles
Memory Game
Jeopardy
Flyswatter
I Have, Who Has Example:
I have cullet.
Who has a word that means to throw something through the window?
I have, who has: A game where each word card consists of an answer on the top and a question about a new word on the bottom. Each student in the group should have a card, thus all will have an opportunity to participate.
Concept vocab games requires student to match up the word or visual with the description of the word.
Flyswatter: Post words from a unit on cards and put them on the wall or write them randomly on the board. Give 2 students a flyswatter.
Describe the word and see who can swat the word first.

39. Feature 7 – Lesson Delivery
Content Objectives are Clearly Supported by Lesson Delivery
Language Objectives are Clearly Supported by Lesson Delivery
Students are Engaged 90% – 100% of the Time
Pacing of the Lesson Should be Appropriate for Students’ Ability Level.
Lesson delivery parallels with lesson preparation. We need to make sure that we are executing those well thought out plans that were put together during the lesson preparation portion.

40. Feature 8 – Review & Assessment
Comprehensive Review of Key Vocabulary
Comprehensive Review of Key Content Concepts
Regular Feedback Provided to Student on Their Output
Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson.
Review and assessment is an essential part of the teaching process as it gives us insight into what our students have learned, what we need to reteach and where to go in our next lessons.

41. Assess Student Comprehension and Student Work
Develop Lesson Using Assessment, Standards and SIOP Model
Teach Lesson
Assess Student Comprehension and Student Work
Review Key Concepts and Vocabulary
Make Adjustments to Improve Student Comprehension
Reteach

42. The Story of Graciela and Jocelyn
“Hola Prima,” called Graciela to her cousin, Jocelyn, on the playground “Ayuda con mi tarea!” Graciela asked her cousin for help with a homework assignment. “Cúal es el problema?” replied Jocelyn. Graciela went on to explain that she had to write a paper about recycling. She had to write an action plan, but she didn’t know what an action plan was.
The two girls are cousins from Central America who entered fourth grade in Bray Elementary School together seven months earlier. They were placed in different classes in this suburban setting, but because the fourth grade science teachers all did the same projects, Jocelyn knew how to help her cousin.
If you have time you can read these stories aloud and then continue with the activities on the following slides where you ask the participants to discuss what helped Jocelyn be successful and what made it difficult for Graciela to be successful.

43. Jocelyn’s Classroom
She explained that they had already started to work on that project. They had looked through the trash can in the lunchroom and found many things that could be recycled. They are creating a bulletin board with vocabulary and pictures about recycling. They had watched two videos, one about neighborhood families recycling and one about a recycling plant. They were going to make paper the next day.
“We have to make a poster with our partner telling why it is important to recycle,” Jocelyn told her cousin. “We made a list in class of reasons and I decided to try to stop pollution in the sea. Ms. Sylvan showed us two posters from last year’s class. Then she bookmarked some websites for me to look at. Some of them are in Spanish and you can listen to people talking about pollution and recycling. “What did you do in class?”

44. Graciela’s Classroom
Graciela explained that one day the teacher had talked to them for a long time about what recycling is and why it is important. “She told us to take notes when she talked, but it was hard. She talked too fast and she didn’t write anything on the board. Then we read a few pages in our science textbook and answered questions yesterday. Today she gave us this sheet and told us to start writing our ideas.” Graciela showed her cousin the assignment: Think of a recycling project. What needs to be improved in your school or town? Write an action plan proposing the school board or the town council take steps to alleviate the problem or introduce a new program. Jocelyn shook her head slowly as she looked at the paper. “I know what we can do. Let’s go ask Ms. Sylvan. She just came out of the cafeteria.”

45. Elbow Partner Turn to your neighbor and tell them:
1. What helped Jocelyn to
be successful with the
recycling project?
2. What made it hard for
Graciela to be successful
with the recycling
project?

46. + or – Beach Ball Sharing
Directions:
We are going to toss the ball around the room. When you catch the ball look to see which symbol is facing you, this will determine what information you share with the group.
Tell what helped Jocelyn to be successful with the recycling project.
Something that helped Jocelyn to be successful with the project was that…….. +
Tell what made it hard for Graciela to be successful.
Something that made it hard for Graciela to be successful with the project was that…….. -

47. Musical Share - Mulling to Music
When the music starts, stand up and begin filing back and forth through the rows towards the top row. When you reach the top row, make your way down to the front row and begin again.
When the music stops, turn and find the person closest to you. Share your answers to these two questions:
Share 3 challenges that ELs face in the classroom?
Share 3 SIOP features that could help the student overcome those challenges?
Continue walking when the music begins again.
Play the song that is on the jump drive – “Jump in Line” You will need to open the song with i-Tunes, it wouldn’t play on Windows Media for me at the school.

48. What Helps Me Learn (Hear from the students themselves)
Here is quick video that has actual ELLs talking about what has helped them to be successful in the classroom.
(The video should be in your box/binder of resources.)

49. Content Learning Goals:
I can identify the 8 components of the SIOP model.
I can reflect on student needs and how the SIOP model meets those needs.
Language Learning Goals:
I can listen to and read a story about two English Learners (ELs).
I can discuss and list 3 challenges for ELs in a classroom.
I can list 3 SIOP features that help students overcome these challenges.
If you do not read the story of Graciela and Jocelyn then the first two language goals will not be met.

50. Questions or Comments