1. Dr. Migdalia Cruz de Arthurton Dr. John E. C. Hill
University of the Virgin Islands
St. Thomas Campus
SIOP: Sheltered Instruction for Language Development in the ESL Classroom!
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Dr. Migdalia Cruz de Arthurton
Dr. John E. C. Hill

2. Who are we?

3. Dr. Migdalia Cruz de Arthurton
Adjunct Professor at the University of the Virgin Islands in the School of Education.
Dr. Cruz Arthurton has been an educator for the past 36 years. She has been an English teacher, English Supervisor, Counselor, Program Coordinator and District Coordinator in the public school system.
Dr. Cruz Arthurton has presented in Guatemala, Barbados, Dominican Republic, St. Kitts and Puerto Rico.

4. Dr. John E. C. Hill
Dr. Hill is an Associate Professor at the University of the Virgin Islands in the School of Education.
Dr. Hill has been an educator for the past 35 years. He has been a Principal, an Associate Vice-President of Academic Affairs, Dean of Under-Graduate School of Studies and Admission, and Dean of a number of Graduate Schools in several universities.
Dr. Hill has presented in the United States, Latin America, and the Caribbean.

5. Activity One

6. Our Objectives for this Workshop. . .
Content Objective: (WHAT)
You will be able to understand at least 2 grouping considerations and 2 engagement strategies that you can use to increase interaction in your classroom
Language Objective: (HOW)
You will be able to share (speak) with a colleague about how you want to implement at least one of today’s strategies

7. SIOP Sheltered Instruction Observation Protocol

8. What is the SIOP Model?
A variety of strategies, techniques, and materials for making grade-level core curriculum (reading, science, social studies, math) more accessible for English language learners (ELL) while at the same time promoting their English language development.

9. The Eight Components of the SIOP Model
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
Today’s Topic!

10. Component 5
Interaction

11. What does SIOP say about Interaction?
Frequent opportunities for interactions and/or discussion between teacher/student and among students that encourage elaborated responses about lesson concepts
Grouping configurations support language and content objectives of the lesson
Sufficient wait time for student response
Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

12. Interaction Opportunities for Interaction Group Configurations and
Activities
Wait
Time
Clarify
Concepts
in L1

13. Benefits of Interaction
Increases use of academic language
Improves quality of student talk
Encourages elaborated responses
Provides “oral rehearsal”
Helps individualize instruction
Encourages reluctant learners to participate
Allows for written interaction with dialogue journals
Promotes a positive social climate

14. Cooperative Learning Type of group to set up Changing groups
Random
Voluntary
Teacher assigned
Changing groups
Frequency
Management
Group roles
Group recorder
Materials collector
Reporter
Final copy scribe
Illustrator
Timekeeper
Cheerleader/facilitator
Monitor
Messenger

15. Different grouping configurations have different advantages and disadvantages. Best to vary how you group learners to make the most of these differences. Sometimes weak learners can benefit from working with stronger students. ELLs may be able to accomplish a task that would be too difficult for them to carry out on their own under the guidance of another more proficient student. This follows Vygotsky’s zone of proximal development (ZPD). According to Vygotsky this is the most active and productive site of language acquisition. It does little good to ask learners to perform tasks that they cannot do at all. Instead, they should be encouraged to observe, listen, and gradually begin to collaborate in the activity, finally doing the task themselves. Help from peers is a necessary step on the way to language acquisition. The teacher can’t provide this guidance for every student all the time so pair ELLs with stronger peers. But, remember, if this is always the grouping, the weaker student may not have the needed opportunity to interact. Sometimes matching students of similar ability is best. Homogeneous grouping according to language proficiency might be effective (when working on a particular language structure that novices esp. need to learn). Also, when possible, make the ELL the expert – in math, art, construction English language proficiency is not the only criterion for grouping. Sometimes grouping should make the ELL the “expert” – in math, drawing, construction. Sometimes pair students with the same L1 to clarify concepts. Grouping Configurations For training the teachers: birthdays by season birthplace by geography taught in NC only vs. elsewhere For teaching the students: Group students to support language and content objectives Teacher can choose groupings or can allow students to choose (methods for teacher choice on next page…) If you choose to have students choose teams, to avoid having some students always be picked last, let last few students pick the group instead of having the team captain pick the students Grouping Configurations
individual work
partners
triads
small groups of 4 or 5
whole group
homogeneous or heterogeneous
gender
language proficiency
language background
ability

16. Cooperative Learning Activities
Information gap activities
Jigsaw
Four corners
Numbered heads together
Round robin/roundtable
Questionnaires & interviews
Three-step interview
Story summaries
Literature study groups
Writing headlines
Science & math investigations
Think pair share

17. Interaction Techniques for the Classroom
Turn to your partner
Foreheads in the middle
Volunteer your partner
Explain a process to your partner
Choral reading, reader’s theatre, drama play
Another example:
2 lines w/ position, question (e.g., “There should be laws vs. no laws” & have lines face each other to discuss).

18. Activity Two: The Wright Family
How did this activity make you feel? What did your group do?
Who can tell me what the story was about? Why or why not?
If the goal was comprehension, what could I have done differently?
Do our activities support learning outcomes?

19. Think About These Activities. . . .
Building a device following written instructions
Writing a thank you note
Deciding on where to build a new park
Writing and illustrating a story
Retelling a story
Deciding how to spend $50,000 won in the lottery
Interpreting results of science experiments

20. Review Learning Targets…
Content Objective: (WHAT)
You will be able to understand at least 2 grouping considerations and 2 engagement strategies that you can use to increase interaction in your classroom
Language Objective: (HOW)
You will be able to share (speak) with a colleague about how you want to implement at least one of today’s strategies

21. Reference
Echevarría, J., Vogt, M., Short, D. (2013). Making content comprehensible for English learners: The siop model. New York: Pearson Education Inc.