1 An Introduction to the SIOP Model Sheltered Instruction Observation Protocol.
An Introduction to the SIOP Model Part 2
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Transcript of An Introduction to the SIOP Model Part 2
2
Find a FibTo review the SIOP model, you will
read sets of three statements. Briefly discuss, in your small group, which statement is a fib.
Using Numbered Heads Together, share with a whole group.
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Find a Fib
A. Demonstration tasks are considered cognitively demanding and context embedded.
B. Experiments are considered cognitively demanding and context embedded.
C. Lectures are considered cognitively demanding and context embedded.
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Find a Fib
A. Sheltered instruction shelters ELLs from mainstream students, teachers, programs and curriculum.
B. Sheltered instruction includes the practice of highlighting key vocabulary and incorporating of strategies.
C. Sheltered instruction makes grade-level academic content more accessible to ELLs.
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Find a Fib
A. Learning is enhanced when content objectives are clearly defined and posted for students.
B. Learning is enhanced when language objectives are clearly defined and posted for students.
C. Effective lessons do not require thoughtful planning.
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Find a Fib
A. When building background, key vocabulary is emphasized.
B. Lack of vocabulary knowledge has little or no effect on academic achievement.
C. The average student learns 3,000 words per year.
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Find a Fib
A. Speaking quickly and skimming over key concepts can make content comprehensible for EL students.
B. Use of pictures and realia can help make content comprehensible.
C. Use of gestures can help to make content comprehensible.
Comprehensible Input: VideoWatch video segment How did the teacher make the content
comprehensible?
Record observations on the notes pages.
After the video, discuss observations in a small and then a whole group.
CI Quilt Use 5.3 to jigsaw these techniques for CI.
Small groups will have 1-2 techniques.
Make a CI quilt by folding paper into fours.
In one box, name the technique.
In the second box, define it.
In the third box, give an example of how the approach can be used in your subject area.
In the last box, write the actions you will take to use it in the classroom.
Think of a bridge…
Think of building a bridge or building.
When can the scaffold be removed?
When it is standing on its own.
Component 4: Strategies
Scaffolding
Varied questioning techniques to develop HOT skills
Learning Strategies CALLA: Cognitive Academic Language Learning Acquisition;
developed by Anna Uhl Chamot, J. Michael O’Malley
A Model of Scaffolding
Teacher Teacher PeerStudent
Centered Assisted Assisted Centered
Mini-lecture Practice Peer Apply
Explicit Teacher Modeling Strategies
Instruction Modeling Cooperative
Learning
THE COGNITIVE ACADEMIC LANGUAGELEARNING APPROACH (CALLA)
- Designed by Dr. Anna Chamot
The Cognitive Academic Language Learning Approach (CALLA) is an instructional model for second and foreign language learners based on cognitive theory and research. CALLA integrates instruction in priority topics from the content curriculum, development of the language skills needed for learning in school, and explicit instruction in using learning strategies for academic tasks.
The Goals of CALLA
students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of strategies for learning in school.
Meets academic needs of student through language, content and learning strategies
CALLA's Principal Objectives are to assist students in:
Valuing their own prior knowledge and cultural experiences, and relating this knowledge to academic learning in a new language and culture;
Learning the content knowledge and the language skills that are most important for their future academic success
Developing Language Awareness and Critical Literacy;
Selecting and using appropriate learning strategies and study skills that will develop academic knowledge and processes
Developing abilities to work successfully with others in a social context
Learning through hands-on, inquiry-based, and cooperative learning tasks
Increasing motivation for academic learning and confidence in their ability to be successful in school; and
Evaluating their own learning and planning how to become more effective and independent learners.
What are Learning Strategies?
Learning strategies assist learners in school and everyday life
- Ways to understand, remember and recall new information
- Ways to practice skills so they are mastered more easily
- Thoughts and actions learners use to help them complete tasks
When and Where can Learning Strategies be used?
Learning strategies can be applied in all content areas
- Related-arts subjects
- Core subject areas
How can learning strategies be implemented in the classroom?
Learning strategies differ from teaching strategies
- Explicit explanation, modeling along with repetition
- Teaching strategies already in place
Strategies which are beneficial at specific level
- Elementary strategies include: background knowledge, imagine with key words, inference, grouping, acting out, inference, setting goals, and evaluate yourself
- Secondary strategies include: predicting, grouping & classifying, note-taking, cooperation, monitor, evaluate, and set goals
When Teaching Strategies,Help Students Learn…. Declarative Knowledge (state or name strategy)
What does it mean to …
Procedural Knowledge How should I use ….
Conditional Knowledge When and why do I use ….
Strategies: Video
Watch the video clip on “strategies”.
Record observations on the activities used to promote strategic thinking.
Use the notes page to record observations. Discuss observations in a small group and
then a whole group.
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HOTS Questions
Use the “Levels of Thinking” In groups, create questions using the top
4 levels of Bloom’s Taxonomy. Each person writes one on a post-it note. Do a conga line or an inner-outer-circle-
share.
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Four Corner Cars
In four corners of the room, posters with cars are displayed.
Decide which car best represents your teaching style.
On the chart paper, write words and/or phrases that compare your style to the car of your choice.
Groups should select one person to share out a few of their thoughts.
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Interaction
Read the vignette regarding Susanna.
In your small group, discuss how being able to interact with peers and providing Susanna with proper wait time would enhance teaching/learning.
Share your ideas with the whole group.
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Component 5:Interaction
Continuum of strategies (Teacher-Centered, Teacher-Assisted, Peer- Assisted and Student-Centered)
Frequent Opportunities for Interaction
Proper Wait Time
Clarification of Key Concepts
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Stand-up/Sit Down
Take a quick “Interaction Quiz”.
As you review the multiple-choice items, participants will stand when they here what they believe is the correct answer.
Interaction Quiz
How many questions do students ask teachers in a school year?
A. 10
B. 100
C. 1,000
D. 10,000
Interaction Quiz
How many questions do teachers ask students in a school year?
A. 80
B. 800
C. 8,000
D. 80,000
Interaction Quiz
With which group do teachers allow the greatest wait time?
A. High performers
B. Low performers
Interaction Quiz
Why do teachers’ responses to students answers vary according to student performance level?
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Did you know??
An average class of 30 will each get a half a minute’s worth of speaking time in a 45-minute lesson. Given 4 45 minute lessons for 36 weeks a year, each student will get one and a quarter hour’s talking per school year.
If ten minutes of every lesson is used for pair interaction, this allows each learner an extra 20 minutes of speaking a week or 12 hours per year.
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Interaction: Video
Watch the “Interaction” video.
Record observations about the chosen grouping configurations and the rationale given for each.
Discuss in small and then whole group.
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Interaction: Book
Read pgs. 116-119.
Use a T-chart to contrast a mainstream/sheltered lesson focusing on interaction.
Discuss as a small and then whole group.
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Brainstorm Interaction Ideas
In your group, brainstorm a few interactive ideas you may use within your classroom.
Use your notes page to write ideas.
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Component 6: PracticeHands-on materials and/or
manipulatives
Opportunities to apply content and language knowledge
Activities that integrate of all language skills
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Practice Activity
Review the content objectives and language objectives to develop appropriate activities.
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Choose a reciprocal teaching role:
The Predictor will make predictions about what everyone will be reading.
The Summarizer will summarize key points. The Questioner will generate questions for peers to
answer about the reading. The Clarifier will clarify any confusing parts of the
reading. Then, with your small group, read pages 140-142 and
do the Reciprocal Teaching activity.
Reciprocal Teaching
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Lesson Delivery
Read vignette about Mrs. Greenleaf’s lesson.
In notes pages, write what went wrong with the lesson and how it could be improved.
Use Think-Pair-Share to discuss.
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Component 7:Lesson Delivery
Supporting the content and language objectives
Student engagement
Appropriate pacing
90-100% of time
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Lesson Delivery: Book
Read the lesson on p. 157, Then read Mr. Henson’s Lesson on p. 159.
Then, using Figure 8.3, evaluate the lesson.
Be able to defend your ratings with the small and then whole group.
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Lesson Delivery: Video
Review the four language domains.
How does a classroom using all four domains Look, Sound and Feel?
Watch “lesson delivery” video. Complete chart.
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What are the differences between formative and summative assessments?
What are some supports you could use for each type?
Be prepared to share your ideas.
Review and Assessment
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Formative and Summative Assessment
Examples of Supports for Formative Assessment
Projects (i.e. TV broadcasts)
Realia (i.e. thermometers) Small groups (for
cooperative activities) Technology (check on or
confirm temperatures on websites)
Examples of Supports for Summative Assessment
Graphs or charts Pictures Photographs
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Component 8:Review/Assessment
Review of key vocabulary
Review of key content concepts
Regular feedback
Assessment of comprehension and all lesson objectives
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Review/Assessment: Video
Watch the video on “Assessment” On the notes pages, write some of the
indicators the teacher used to determine of the ELLs understood the key concepts and vocabulary. How may different types of assessments were used?
Discuss small and then whole group.
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Providing Language Feedback
Feedback should be… Corrective in nature. Timely. Specific to criterion.
Students should provide some of their own feedback.
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Word- MES
Word-MES is a technique teachers can use to provide students feedback without being explicitly corrective or negative. The process is below:
Provide new vocabulary words. Model correct usage. Expand by using adjectives and adverbs. Help students sound like a book (by using
new academic vocabulary).
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Word-MES (cont.)
Model – Restate With Corrections
Student Teacher
He runned.
They bought a carro.
Oh, yes, he ran.
That’s nice; they bought a car.
Expand – Add On To What Is Said
Student Teacher
That is the sun.
I am going outside.
Yes, that’s the hot sun.
Oh, you are going outside to play.
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Word-MES Activity
Choose one of the Word-MES cards at your table.
With a partner read your sentence.Your partner should provide you with
language feedback using the Word-MES technique.
Switch roles and repeat.
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Review/ Assessment During group time, circulate and assess student understanding and
correct misconceptions among the teams. Distribute half an index card to each student for a mix
and match activity. Half of the students will receive the half of the index card with an equation, while the other half of the students will receive the half of the index card that has the equation’s answer. Ask two students to model the trading process by asking, “What do you have?” and replying, “ I have six plus two” (or whatever the card says). Next, ask students to reverse the questions, and then have them say, “Let’s trade.” Conduct the activity and have students begin mixing. When all students have found their matches, ask each team to report out their equation and their answer. If desired, repeat the entire process for additional practice
SIOP Lesson Plan: Angie Aldrich Robert E. Lee Elementary, Long Beach, CA
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Review and Assessment
Teaching Ideas for implementing the SIOP Model – Review/Assessment
Response Cards
Find Someone Who…
Find the Fib
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Carousel Share
In groups of 2, rotate to the SIOP lesson plan posters.
You will have two minutes to read and reflect and two minutes to discuss and write in at least one section of the poster.
Then, continue to rotate to the other posters, trying to reflect and respond to each section of the poster.
After, go back to your original poster and circle the most beneficial addition to share with the rest of the group.
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SIOP Bingo
Read each statement.
When you can correctly answer any four questions in a horizontal, vertical or diagonal row, say Bingo.
Be prepared to share your responses
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Effective EL Instruction List facts about effective EL
instruction.
Using what you know about SIOP, make connections between SIOP and effective instruction.
Discuss in small then whole group.
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Resources and References
www.siopinstitute.net www.cal.org/crede Making Content Comprehensible for English Language
Learners: The SIOP Model. Echevarria, Jana, MaryEllen Vogt, and Deborah J. Short. 2004: Pearson Education, Inc. [email protected]
Training Manual: Making Content Comprehensible for English Learners: The SIOP Model. 2005: Pearson Education, Inc.
Video: The SIOP Model: Sheltered Instruction for Academic Achievement. 2002: Center for Applied Linguistics. www.cal.org/crede/pubs
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Resources and References
http://www.gwu.edu/~calla/ Look for Diann teaching a lesson using Monitoring Monkey on the website!
http://www.pde.state.pa.us/esl/site/default.asp The Learning Strategies Handbook
Chamot, Anna Uhl et al. 1999: Addison Wesley Longman, Inc.
The CALLA Handbook Chamot, Anna Uhl and J. Michael O’Malley. 1994: Addison Wesley
Longman, Inc.
Classroom Instruction That Works MCREL