1. Stages of Second Language Acquisition
Introduction to SIOP
Factors that affect second language acquisitionactivity
Workbook pages 19,21 activity factors that affect second language acquisition

2. Stages of Second Language Acquisition
Introduction to SIOP

3. Language Acquisition There are five stages of language acquisition:
Preproduction-Entering
Early production-Beginning
Speech Emergence-Developing
Intermediate-Expanding
Advanced-Bridging
Reaching

4. Preproduction-Entering ELDA Level 1
The student:
Has minimal comprehension
Does not verbalize
Nods “Yes” and “No”
Draws and points
Approximate Time Frame: 0-6 months
Question Prompts: Show me, Circle the, Where is, Who has?

5. Early Production-Beginning ELDA Level 2
The Student:
Has limited comprehension
Produces one or two word responses
Participates using key words and phrases
Uses present-tense verbs
Approximate Time Frame: 6 months-1 year
Question Prompts: Yes/no questions, Either or questions, Who, what and how many questions

6. Speech Emergence-Developing ELDA Level 3
The student:
Has good comprehension
Can produce simple sentences
Makes grammar and pronunciation errors
Frequently misunderstands jokes
Approximate Time Frame: 1-3 years
Question Prompts: Why, How, Explain, Questions requiring a phrase or short-sentence answers

7. Intermediate Fluency-Expanding ELDA Level 4
The student:
Has excellent comprehension
Makes few grammatical errors
Approximate Time Frame: 3-5 years
Question Prompts: What would happen if..?
Why do you think…? Questions requiring more than a one sentence response

8. Advanced Fluency-Bridging/Reaching ELDA Level 5/6
The students has a near-native level of speech
Approximate Time Frame: 5-7 years
Question Prompts: Decide if…Retell…

9. Cummin’s Model of Academic Language
Cognitively Undemanding
Use workpages four quadrant activity-explain and discuss this iceberg graph
Cognitively Demanding
(Cummin’s 1981, as cited in Echevarria & Graves SIOP, 2011)

10. Continuum of Conversational and Academic Language
Use workpages 26,28 continuum of conversation and academic language-choose a student and place on continuum as best as you know
(Cummin’s 1981, as cited in Echevarria & Graves SIOP, 2011)

11. ELDA Data BIO Cards ELDA data and BIO Cards
Using ELDA data and BIO card form, write bio card for student(s) chosen respectively
(Biography Cards ELD Students Created by Tori Mills, 2013)

12. Language and Content Objectives
ELDA data and
BIO Cards
Using ELDA data and BIO card form, write bio card for student(s) chosen respectively
(SIOP Content and Language Objectives Echevarria, Vogt, Short, 2011)

13. Verbs for Content Objectives
Analyze
Apply
Arrange
Build a model
Demonstrate
Design
Determine
Divide
Combine
Compute
Conclude
Construct
Convert
Create
Decide
Locate
Make
Match
Order
Draw
Draw conclusion
Find
Give examples
Hypothesize
Identify
Select
Separate
Show
Show relationship
Illustrate
Paint
Produce
Put in order
Rearrange
Reconstruct
Reorganize
Calculate
Categorize
Choose best response
Classify
Solve
Support
Use
Reference verb chart for writing content objectives
(SIOP Content and Language Objectives Echevarria, Vogt, Short, 2011)

14. Language Skills Associated with Content Lessons
Listening
Draw a picture
Role play
Answer questions
Listen and retell
Follow directions
Demonstrate
Distinguish between
Record
Speaking
Name
Discuss
Explain
Ask and Answer Questions
Summarize
Evaluate
Clarify
Justify
Reading
Preview and predict
Find specific information
Read fluently
Identify main idea
Determine fact vs. opinion
Scan
Infer
Identify vocabulary
Writing
Create complete sentences
List
Compare
Write questions and answers
Create a poem
Diagram
Reference verb chart for writing language objectives
(SIOP Content and Language Objectives Echevarria, Vogt, Short, 2011)

15. Let’s Write Some Objectives!
Working with table partners or team, think of a standard you are teaching, will teach or have taught
Think of the content that will be covered- CCSS
Use the content verb list sheet to create the content objective
Use the language verb list sheet to create a language objective
Work with team or partner to write content and language objectives based off of CCSS they are teaching, have taught, or will teach
(Biography Cards ELD Students Created by Tori Mills, 2013)