Objective : I can review /key concepts/ from yesterday’s lesson. Language Objective : I can...

SIOP stands for __________ ________ ________ ________. SIOP includes _______ total components. Each component supports the success of ________ learners. SIOP places emphasis on ________ objectives. _________ supports SIOP as an effective model of instruction for ALL students, especially _______ students. It integrates __________ language instruction with content area instruction. When preparing lessons, teachers should include __________ materials and plan __________ activities. ________ _______ is essential before teaching new concepts. __________ can be problematic for ELLs. It is important to use appropriate speech, clearly explain tasks and use a variety of techniques to increase __________ __________. Overall ________ supports academic success for all students.

Popcorn

CLOZE ACTIVITYHANDOUT

Appropriate Speech Clear

Explanation ofAcademic Tasks

A Variety of Techniques Used

Content Objectives: I can identify the Comprehensible Input

component of SIOP and the three features of this component.

I can discover ways to make content comprehensible.

Language Objectives: I can evaluate and revise an academic task to make it comprehensible for ELL students. I can share techniques used to increase

comprehensible input.

German Coastguard

Comprehensible Input

http://www.youtube.com/watch?v=yR0lWICH3rY&feature=player_detailpage

Appropriate Speech

Directions: 1. Number 1 – 12 on a sticky note. 2. Read each characteristic for appropriate speech from the next slide.3. Write A for always, S for sometimes, and N for never according to how often you use each characteristic.

1. Face students2. Pause Often3. Adjust speed4. Increase wait time5. Consider language proficiency6. Monitor level of vocabulary

7. Use shorter subject-verb sentences8. Avoid idioms9. Clarify pronouns10. Paraphrase often11. Repeat and have students repeat12. Use cognates when possible

Appropriate Speech

Clear Explanation of Academic Tasks

In groups of 2 assign each person a role. One being the teacher and one being the student. The Teacher will read an academic task only one time. The Student will have to listen and complete the activity.

Students: What did you understand?

Now with your partner revise the academic task so that is more comprehensible. Use the chart paper and other materials provided. Share your revision with the group.

Step by step directionsGive oral and written

directionsInclude visuals with

demonstrationsRepeat language and routinesAsk students to summarize

the steps and demonstrate for other students

Set a time limitCirculateModel the activity

Be exact, short, and complete

Use action verbs in the command form

Clear Explanation ofAcademic Tasks

Explaining Writing

Ideas for Teaching ELLs with the SIOP Model

Use a Variety of Techniques

13

Grognet,Allene, Judith Jameson, et al. Enhancing English Language Learning in Elementary Classrooms. Video. Washington D.C: Center for Applied Linguistics and Delta Publishing Company, 2000.

What is the lesson about?What techniques are used to make the lesson

understandable?What could make the lesson more comprehensible?Did hearing it multiple times in the same context

increase understanding?

Mrs. Amin

Mrs. Amin Video

http://www.youtube.com/watch?v=p7AjmK77BWM



Use gestures, body movements, and facial expressions Use pantomime and dramatization Use realia (real things), photos, pictures, and drawings Model the finished product Breakdown complex tasks into manageable steps

(Chunk and Chew) Use videos prior to beginning a lesson/unit Use multimedia and technology Use recorded text Use graphic organizers

USE A VARIETY OF TECHNIQUES TO MAKE

CONTENT COMPREHENSIBLE

Turn and talk to a partner about a previouslesson you taught. How could you incorporatemore techniques to improve comprehensible input?

Comprehensible Input

Do you know?

Content Objectives: I can identify the Comprehensible Input

component of SIOP and the three features of this component

I can discover ways to make content comprehensible.

Language Objectives: I can evaluate and revise an academic task to make it comprehensible for ELL students. I can share techniques used to increase

comprehensible input.

Metacognitive(Thinking about Thinking)

Cognitive(Active Learning)

Social/Affective(Interactive Learning)

QuestioningHigher Order

Thinking

ScaffoldingBuilding

Independence

Content Objectives: I can identify the Strategies component of SIOP and

the three features of this component. I can discover ways to implement and teach strategies

that will assist student learning.

Language Objectives: I can discuss how strategies are used to read and

comprehend text. I can apply SQP2RS strategies and orally share

strategies with the group.

Strategies

Turn and Talk

VIDEO

http://www.youtube.com/watch?v=rhYI3w5I0EA&feature=player_detailpage

Assessing PK Activity

• ELLs focus mental energy on their developing language skills, not on developing independence in learning.

• Therefore, provide opportunities for students to use a variety of strategiesTeach strategies explicitlyModel strategy using think aloudsExplain how, when, and why strategy used

Teach Strategies





Thinking

ScaffoldingBuilding

Independence

predicting/inferringself-questioningmonitoring/clarifyingevaluatingsummarizingvisualizing

Metacognitive Thinking about your thinking!

How often do you explicitly teach these strategies? How do you make these strategies more concrete?

ANCHOR STRATEGIES

ANCHOR STRATEGIES

Do you currently have anchor charts in your classroom?What information do you include on your charts?Are they teacher made or student made?





Thinking

ScaffoldingBuilding

Independence

previewing/rereading establishing a purpose for readingmaking connectionsreading aloudhighlightingtaking notesmapping informationfinding key vocabularymnemonics

Cognitive Strategies Active Learning

Do you incorporate a variety of these strategies daily?Tell your neighbor how you have used or could have used one of these strategies in a lesson you have recently taught.

Asking questions that promote critical thinking is yet another way that SIOP teachers can promote strategy use.

Remember that it is important to think of higher-order questions prior to the lesson delivery, as it is at times difficult to think of higher-order questions “on your feet.”

Think about your questioning practices. What types of questions do you normally ask? How do these relate to Bloom’s Taxonomy?(Refer to Handouts)

Directions: 1. Get with your partner.2. Write a question that is appropriate for your target student.3. Connect to grade level content.4. What instructional strategy might be appropriate for

that level of questioning?

Think about the stage of language for yourstudent and the cognitive level of questioning

Form of support to bridge the gap between students’ current abilities and the intended goal

Support is more complete during the initial stages of learning but is decreased as there is less need for guidance

Types: verbal Instructional Procedural

SCAFFOLDING

Refer to Handout

VERBAL SCAFFOLDING

Paraphrasing Using “Think Alouds” Effective Use of Wait Time Use of songs, jazz chants,

rhythm, and rhyme Purposeful use of synonyms

and antonyms.

Graphic Organizers Manipulatives Word Walls Labeled Visuals Realia Pictures/Graphs

INSTRUCTIONAL SCAFFOLDING

SCAFFOLDING

Procedural Scaffolding

Student Independence

Whole Class

Small Group

Paired/ Partner

Independent Work

Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and

skills.

Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

How does this relate to the Anatomy of A Lesson (AOL)

Procedural Scaffolding

Increasing Student Independence

Teach

ModelPractice

Apply

According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modelingand practice that provide procedural scaffolding.

.

Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

Scaffolding Activity

Directions:1. Identify your targeted scaffolding activities.2. Share a description of your activities.3. Share examples of how you would use these in your own classroom.

How Do YOU Use Graphic Organizers?

Using the Chart paper at your table, draw one graphic organizer that you use during instruction.Share how you use it.

Graphic organizers help students classify ideas and communicate more effectively. They can be used in a variety

of contexts and help students build connections, define relationships and strengthen concepts. They help the

brain to think.





Thinking

ScaffoldingBuilding

Independence

interaction/questioningcooperative learninggroup discussion/self talki.e.. think/pair/share

Social/Affective Strategies Interactive Learning

SQP2RS: A Multi-step Reading Strategy(Echevarria, Vogt, & Short, pp.84, 92-93)

Think – Pair – Share•How was this different from your typical reading experience?•How can this strategy help English language learners be successful?

Activity: Work together in a group. Use the SQP2RS strategy to read and learn about the SIOP strategies discussed in your book on pages 126-129. Summarize the text. Share your summaries.

Strategies

What did you learn?

Content Objectives: I can identify the Strategies component of SIOP and

the three features of this component. I can discover ways to implement and teach

strategies that will assist student learning.

Language Objectives: I can discuss how strategies are used to read and

comprehend text. I can apply SQP2RS strategies and orally share

strategies with the group.

Opportunities for Interactions

Group Configurations Wait Time

Clarifying Key Concepts

In L1

InteractionsContent Objectives: I can identify the Interaction component of SIOP and

the four features of this component. I can explore how grouping can facilitate interaction.

Language Objectives: I can discuss ways to foster interaction. I can reflect and elaborate on instructional

conversations in my own classroom. Present examples of cooperative learning activities that

promote interaction and use of language among students.

Turn and talk: Share an Activity that you have done in your classroom that required interaction

VIDEO

http://www.youtube.com/watch?v=GjOrFN6PEDg&feature=player_detailpage

Learning is more effective when students have an opportunity to participate, fully-discussing ideas and

information.




In L1

An interactive approach–where there is more balance in student talk and teacher talk –is effective in promoting meaningful language learning opportunities for ELs.

Instructional conversations provide a context for learning in which language is expressed naturally through meaningful discussion.

Instructional Conversations

Sort Instructional vs. Typical Conversations

Typical InstructionTeacher-centeredExact, specific answers evaluated by the teacherNo extensive discussionSkill-directedEasier to evaluateCheck for understandingMostly literal level thinking and language use.

Instructional ConversationTeacher facilitatesMany different ideas encouragedOral language practice opportunities using natural languageExtensive discussion and student involvementDraw from prior or background knowledgeStudent level of understanding transparentFewer black and white responsesMostly higher level thinking and language use.

Contrast Typical Instruction with Instructional Conversations (I.C.)p. 124 Elem. SIOP

Discuss similarities and differences between typical and instructional conversations.

• 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

Benefits on Interactions

Student-Student• Putting students in pairs, triads and small

groups• Types of activities that encourage “table talk”

Literature circles, think-pair-share, jigsaw readings, debates, science or math experiments.

Student-Teacher• Dialogue journals, pen-pals, blogging, email

Fostering Interaction

• Turn to your partner• Volunteer your partner• Explain a process to your partner• Song lyric rewrites – content-based• Choral reading, reader’s theatre, drama,

charades• Dialogue journals or e-pals • Extended Responses

Fostering InteractionOther Opportunities

Turn and talk at your table and discuss ways you currently foster interaction. How can you encourage students to TALK more?

Tell me more about that… What do you mean by…..? What else…. How do you know……? Why is that important? What does that remind you of?

“It is easy to imagine how students could become disinterested, passive learners in a class in which the teacher accepts minimal participation and does the majority of the talking.”

Extending Students’ Responses

HANDOUT

• Type of group to set up• Random • Voluntary• Teacher assigned

• Possible Group roles• Group recorder• Materials collector• Reporter• Final copy scribe• Illustrator• Timekeeper• Cheerleader/facilitator• Monitor• Messenger

Time & deadlines clear Clear expectations

COOPERATIVE LEARNING

•Changing groups• Frequency• Management

Information gap activities

Jigsaw Four corners Numbered heads

together Round robin/roundtable Questionnaires &

interviews

Three-step interview Literature study

groups Writing headlines Science & math

investigations Think-pair-share

Cooperative GroupActivities

Do you currently use cooperative groupActivities in your classroom?Which ones do you use?



Clarifying Key Conepts

In L1

When students are working in small-guided instruction groups, the teacher can easily differentiate to meet the students’ needs regarding: skill focus, language development, and/or assessment of the student’s progress.

Moving from whole group to cooperative groups or partners adds variety to the learning situation and increases student involvement in the learning process.

Diversifying classroom configurations - whole group, to small group, to pairs to individual work - allows students to learn new information, discuss it and process it.

Benefits on Varied Grouping

To maximize achievement, a balance is necessary between whole-group and small group learning in the classroom.

Organizing students into smaller groups for instructional purposes provides a learning context that whole-group teacher-dominated instruction doesn’t offer.

Grouping Configurations

Research Says….

individual work partners triads small groups of 4 or 5 whole group

homogeneous or heterogeneous- gender-language proficiency-language background-ability

Grouping Configurations

HOW?

Synthesis Study

Focus No. of Effect Sizes (ESs)

Ave. ES Percentile Gain

Slavin, 1987 Ability grouping (general)

7 .32 12

Kulik & Kulik, 1987

A.G. (general) 15 .17 6

Kulik & Kulik, 1991

A.G. (general) 11 .25 10

Louet al., 1996 A.G. (general) 103 .17 6Low-ability students

24 31 14

Medium-ability 11 .19 7High-ability 18 .28 11

Homogenous Grouping vs.

No Grouping

Ability Level of Students

No. of Effect Sizes (ESs)


Low Ability 4 -.60 -23

Medium Ability 4 .51 19

High Ability 5 .09 3

Homogenous Grouping Vs.

Heterogeneous Grouping

Group Size No. Of Effect Sizes (ESs)


Pairs 13 .15 6

3-4 38 .22 9

5-7 17 -.02 -1

Size of Groups

• Collectivist culture: often want to accomplish goals together (Rothstein-Fisch, Greenfield, & Trumbull, 1999)

• Respond well to group efforts, group activities, and assisting others in developing new ideas or learning

• Helps with language development (McGroarty, 1993)

• Increases comfort level

Benefits for Hispanic Students

59

Increase Interaction

“Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding."

Stephen Krashen

60

Cooperative Grouping Task

• Resource person, Brainstormer, Writer, Timekeeper, Presenter

1) What questions should teachers consider before creating cooperative groupings?

2) What are the teacher responsibilities during cooperative groupings?

61

Questions to Consider in Creating Groupings

• Do the students work well together?

• How big will the groups be?

• Will the groupings allow all students to participate?

• Do they work well in diverse groups?

• How will the seating be organized?

• How will the ELL Language buddies be used?

62

Teacher Responsibilities

• Teacher is a facilitator, resource person, and observer.

• Teacher circulates, answers group questions, keeps groups on task, and makes sure each student is an active participant.

• Teacher determines if there is sufficient time to complete task.

• Teacher joins groups that need extra help.

63

Cooperative vs. Group Work

Cooperative Work

• Students need each other to complete task. interdependence

• All students in group need to do well for the group to do well. individual accountability

Group Work

• One student could do all the work while others watch.

• Some students could do well while one or a few do not.

64

Cooperative vs. Group Work

Cooperative Work

• Individual performance is required. individual accountability

• Participation is equal.

• All members are active at once.

Group Work

• Not everyone is required to perform. Some just do “busy work.”

• One or a few could do all the work.

• A lot of wait time when students are not active.

65

Tips for Managingthe Cooperative Classroom

• Use strategies routinely.• Use quiet signal.• Use voice only group members hear.• Use signal to check noise level.• Arrange room for easy communication.• Ask for teacher assistance after asking other

members. • Provide overview of entire activity. • Repeat and model directions.




In L1

• Do you give students sufficient wait time to respond?

• Do you complete their sentences?

• Do you call on a different student before allowing the first student that you called on an opportunity to respond?

Elbow Partners

ELLs need time to translate, often in their headWait 7-10 seconds before moving onRephrase question so less language work

Hierarchy of question typesAllow students to write answers while waiting for one

student to respondBuild in wait time: “On the count of 3 we will all

respond.”

Why Wait?

Building in Wait Time: How do you do it?




In L1

Although SIOP instruction involves teaching subject-matter material in English, children

should be given the opportunity (when available and needed) to have concepts or

assignments explained in their L1.

Clarifying Concepts in Students First Language

Teaching Scenario

• Read assigned scenario in SIOP book focusing on numbers 18 (Wait Time) and 19 (Clarifying Key Concepts in L1):– Mrs. Aguirre pg. 161-162.– Mr. McQuaid pg. 163-164– Miss Dimitrievska pg. 164-165

• Rate elements 18 and 19 on a scale of 0 to 4 using the observation protocol found in your book

Content Objectives: I can identify the Interaction component of SIOP and the

four features of this component. I can explore how grouping can facilitate interaction.

Language Objectives: I can discuss ways to foster interaction. I can reflect and elaborate on instructional conversations in

my own classroom. Present examples of cooperative learning activities that

promote interaction and use of language among students.

Interactions

Hands on Practice

with New Knowledge

Application of Language and

Content Knowledge

In NewWays

Integration of All Language Skills

Content Objectives: I can identify the Practice and Application component of SIOP

and the three features of this component. I can Identify a variety of ways for students to enhance their

learning through hands-on practice.

Language Objectives: I can brainstorm activities that integrate different language

skills as students practice new content knowledge. I can discuss the importance of linking practice and application

activities to specific learning objectives.

Practice and Application

Hands on Practice

with New Knowledge


Content Knowledge

In NewWays


Students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice in relevant, meaningful ways.

Hand On Practice With New Knowledge

• “For students acquiring a new language, the need to apply new information is critically important because discussing and “doing” make abstract concepts concrete. Application can occur in a number of ways, such as clustering, using graphic organizers, solving problems in cooperative learning groups, writing a journal, engaging in discussion circles, or a variety of other meaningful activities (Peregoy & Boyle, 2005).

ACTIVITIES TO PROVIDE TO APPLY CONTENT AND LANGUAGE OBJECTIVES

PRACTICE & APPLICATION

Connect abstract concepts with concrete experiences.

Hands on Practice

with New Knowledge


Content Knowledge

In NewWays


Hands-on materials and/or manipulatives

Language and content knowledge-rich activities

Language skills-integrated activities

For students to practice with new content knowledge

For students to apply learning in the classroom

For students to develop reading, writing, listening and speaking skills


Tools Purpose

Hands on Practice

with New Knowledge


Content Knowledge

In NewWays


Reading, writing listening, and speaking are complex, cognitive language processes that are interrelated and integrated.

The language processes – reading, writing, listening, and speaking – are mutually supportive. Although the relationships among the processes are complex, practice in any one domain promotes development in the others.

Integrate ALL 4 Language Skills

Activity

• 1. Choose a tool that you currently use in your classroom for instructional purposes.

• 2. Discuss at your table how you use this tool to provide opportunities for students to practice and apply new content knowledge.

• 3. How does this tool integrate all 4 language domains?


Content Objectives: I can identify the Practice and Application component of

SIOP and the three features of this component. I can Identify a variety of ways for students to enhance

their learning through hands-on practice.

Language Objectives: I can brainstorm activities that integrate different

language skills as students practice new content knowledge.

I can discuss the importance of linking practice and application activities to specific learning objectives.

Review – NC SIOP Video

Directions:1. Refer to Observation

Protocol in SIOP book2. Rate the assigned SIOP

Components and Features using the Observation Protocol while observing the classroom video

3. Write short notes next to ratings of Features

4. Share your ratings and observations

DVDLet’s talk about it!

Directions:Using the charts around the room labeled with the SIOP components we have discussed to date, write one thing you learned about each component.

Carousel Activity

Objective : I can review /key concepts/ from yesterday’s lesson. Language Objective : I can...

Documents

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