1. NC SIOP Reunion : Making Sheltered Instruction Operational Joanne Marino, NC DPI ESL/Title III Consultant jmarino@dpi.state.nc.us jmarino@dpi.state.nc.us ELD SC S

2. Our focus today… 1)Overview of the SIOP model 2)Literacy Instruction in the Sheltered Classroom 3)Getting Administrative Buy-in 4)Language Objectives 5)“Simplified” English

3. Part 1: Overview of the SIOP Model Lesson Preparation Building Background Comprehensible Input Lesson Delivery Learning Strategies Interaction Practice and Application Review / Assessment

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

5. Characteristics of many English Language Learners in U.S. Secondary Schools Enter US schools in the elementary grades Have limited or no reading and writing ability in their first language Converse in English relatively competently in everyday contexts Have weak English vocabulary, grammar, and sentence structure Read and write below grade level

6. NC LEP Students K-12

7. NC LEP Students Born in US

8. 2006-07 LEP Students in NC

9. 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 8 th -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.

10. Ma and Pa Kettle Math Lesson

11. ContentLanguage What is the relationship?

12. Lesson Preparation Lesson Preparation Objectives ContentLanguage Content Concepts Supplementary Materials Adaptation of Content Meaningful Activities

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

14. Teach Content and Language Objectives Link literacy instruction with content instruction –Relevant Develop academic language –Vocabulary –Sentence patterns –Learning strategies

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

16. Academic Vocabulary Sample Unit on Revolutionary War Discipline-specific colony, colonist Patriot Loyalist Stamp Act traitor High-Use Words (in all subjects and grades) independence, independent to protest, a protest impact perspective signify, significance, significant, significantly 2.01 Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities.

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

18. Steps to identify language needed for content Identify key science/math/social studies terms Review all texts for additional words students need to know (Adequate reading comprehension depends on knowing 90-95% of the words in a text [Nagy & Scott, 2000]) –Select words with multiple meanings (state,table…) Determine questions to be formulated Identify text structure (cause/effect, sequence, comparison…)

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

20. TESOL Standards The WIDA ELP Standards Standard 1—Social and Instructional Language –English language learners communicate in English for Social and Instructional purposes in the school setting. Standard 2— Language of Language Arts –English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Standard 3—Language of Math –English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math. Standard 4—Language of Science –English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Standard 5— Language of Social Studies –English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

21. A Model Performance Indicator (MPI) Explain uses of information about math operations using realia or manipulatives support / scaffold Teaching strategy language content

22. NC ELP SCS under Revision Grades 6-8 Standard 5: Academic and Content Language – The learner will use content-specific vocabulary, English language functions and cognitive processes in a variety of academic contexts and across language domains [speaking, listening, reading, and writing] to achieve the goals of the NC SCS in all content areas, including English Language Arts, Mathematics, Science, and Social Studies. Objective 5.02 (Mathematics) The learner will develop academic and content language to recognize, describe, model, compute and solve problems by exploring grade-level content applicable to number and operations, measurement, geometry, data analysis and probability, and algebra Entering/ Novice Low Beginning/ Novice High Developing/ Intermediate Low Expanding/ Intermediate High Bridging/ Advanced Superior NL 5.01 using basic content vocabulary with non- verbal or pictorial representation, given extensive support. NH 5.01 using basic content vocabulary with simple words and phrases, given extensive support. IL 5.01 using expanded content vocabulary in phrases and simple sentences, given extensive support. IH 5.01 using expanded content vocabulary with simple sentences in discourse, given moderate support. A 5.01 using extensive content vocabulary in a variety of sentence structures in discourse, given occasional support. S 5.01 using extensive content- specific vocabulary in expanded discourse, primarily independently.

23. Both WIDA/TESOL and Revised NC ELD SCS highlight academic language and levels of support Explain uses of information about math operations using realia or manipulatives using expanded content vocabulary with simple sentences in discourse, given moderate support. Sample MPI for ELP WIDA Standard #3 (Language of Mathematics) Speaking Domain Grade cluster 6-8 WIDA ELP Level 4 NC ELD SCS Objective 5.02 (Mathematics) IH 5.01

24. 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

25. Math / Grade 3 1.01 Develop number sense for whole numbers c. Compare and order 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. Content number sense for whole numbers

26. Objectives CONTENT 1.Order numbers from least to greatest. 2.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.

27. Content Objective: Today we will be comparing and ordering whole numbers. Language Objective: In small groups, we will use the phrases less than and greater than to compare and help us order numbers. Lesson Preparation Features Content and Language Objectives

28. Math SCS 1.01/ Grades 4-8 4: Compare and order rational numbers 5: Compare and order rational numbers 6: Compare and order negative rational numbers 7: ( 1:02) Describe the effect of operations on size 8: Compare and order real numbers

29. Science / Grade 3 2.01 Observe and describe the properties of soiI: color, texture, capacity to hold water Language: vocabulary & patterns sedimentation, particles, rocks, minerals sand, silt, clay fine, medium, coarse Sequence: first, second, third… Content Soil properties

30. Content Objective 2.01 student-friendly Students will describe the properties of soil and what causes them to settle at different rates (using a soil profile).

31. Language Objective student-friendly Students will sequence the steps of sedimentary rock formation in writing. Modification: Have the steps written for students and have them use time and order words to put them in the correct order. Students will retell the steps of sedimentary rock formation. Modification: Have students -work with a partner -use a visual/notes

32. Science / Grade 7 4.07 Explain the effects of environmental influences (smoking, alcohol, drugs, diet) on human health Language: vocabulary & patterns One consequence of ________is ____________ _______ leads to/causes _____________. _______ increases the risk of ______________. ______ are more likely to ___________ than __________. Content Effects of environment

33. 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.

34. 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. Language: vocabulary & patterns sequence cause & effect evaluate Content Revolutionary War

35. Objectives CONTENT 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.

36. Objectives CONTENT 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 _________.

37. Visual Arts / Grade 8 5.03 Compare and contrast relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups. 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. Content Works of art

38. 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.

39. Biology 2.02 Investigate and describe the structure and functions of cells… 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 ___________. Content cells: structure function

40. 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.

41. Content Objective : Compare the structure of an animal cell with the structure of a plant cell. Language Objective : 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.

42. Verbs for Language Objectives Write……. Read with a partner……. Think……… Listen……... Read………. Discuss……… Retell…….

43. Language Acquisition: An Interdependent Process

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

45. Lesson Preparation Features A Closer Look at Objectives Find the LCM (lowest common multiple) of 2 or more numbers. Write the steps used to solve the problems. Classify solids and their parts. Justify orally your classification system to a small group. Round 4-digit numbers to the nearest 10 or the nearest hundred. Explain your answer to a partner using a number line.

46. 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:

47. Possible Language Objectives 1.Explain to a partner how to solve two-step equations. Use key vocabulary: first, second, then, combine like terms, isolate the variable, inverse operations. 2.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.

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

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

50. 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.”

51. What can the ESL teacher do? Collaborate with the content teacher Teach the language of the content:  Discipline specific  High-use Explain how language works in the various content areas.

52. Explicit Focus on Discipline-Specific Ways English Works Content is constructed mainly in language Each subject has its own ways of using language Analyze and talk about language to help students see how meaning is constructed in English in different subjects –Look at information that has been left out and has to be recovered by the student to understand the passage. –Provide tools for unpacking dense text Identify sentence parts and their meaning relationships Examine time-markers and connectors Recognize verb choices

53. How language makes meaning What ‘s going on in the text? What is the author’s perspective? –Look at the language choices an author makes How is the text organized? –How is information introduced and referred to?

54. Learning about language How does English work in science class? How does English work in history class? A volcano’s structure or edifice is cone- shaped. It is more or less symmetric and is built by an accumulation of lava around the volcano’s central vent, an exposed opening on the earth’s surface. Process: is cone-shaped Participant: volcano’s edifice

55. Analyzing history text… The Missouri Compromise passed in 1820.  Process: passed  Participants: the Missouri Compromise  Circumstances: in 1820 Learning History, Learning Academic Language, Mary J. Schleppegrell, Presented at the 2007 CREATE conference, October 2, 2007 http://www.cal.org/create/events/CREATE2007/schleppegrell.html

56. We don’t need to dumb down the texts we use; instead we need to unpack text systematically!

57. Keep the End in Mind!