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SIOP FOR FINE ARTS
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WHAT IS SIOP?
Discuss what you think SIOP is with the people at your table.
Decide in a one sentence description of the meaning.
We will share our ideas with the group.
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SIOP
Sheltered Instruction Observation Protocol
An approach to teaching ESL students
Not a “program” to be implemented
8 componentsTakes years to become
proficient
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Is research based!
Is good for ALL students, not just LEP
Helps teachers teach content supported by
language
4
THE SIOP MODEL…
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THE SIOP MODEL (ECHEVARRIA, VOGT, & SHORT, 2008)
•Preparation
•Building Background
•Comprehensible Input
•Strategies
•Interaction
•Practice & Application
•Lesson Delivery
•Review & Assessment
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Someone had a dream to get a
degree in art from the Vienna
Academy of Fine Arts. It was
1907. Here are some of the
attempts in painted art...
IMAGINE THE POTENTIAL
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This young painter was not
accepted at the Vienna
Academy of Fine Arts…
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HE WAS…
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HE WAS…
Adolf HITLER
Imagine the potential…
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WE NEVER KNOW WHO WE ARE HELPING OR HINDERING…
We never know the impact of our attitude toward students
Our possible sarcasm, rejection, unbelief in them, or discouragement
could lead to unwanted destinies
On the other hand, our possible belief in them, acceptance, and sincere
encouragement could lead to remarkable destinies
Fine Arts teachers taking the time to learn how to help students learn
could be a life changing event!
Whose life are you going to
change?
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YOUR IMPACT
Think about the impact you have on our
students
You may be the only person who sees the
potential in our LEP students
You can make an important impact on
their language development
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ESSENTIAL VOCABULARY
ESL English as a Second LanguageThis describes the programDoes not describe the studentAll students in program speak a first
language other than EnglishReceive classroom accommodationsThe school receives funding for each
student in the ESL program
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ESSENTIAL VOCABULARY
LEPLimited English ProficientThis describes the studentNot necessarily in the ESL
program
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ESSENTIAL VOCABULARY
Monitored - First Year/Second YearWas in the ESL programScored high enough on a set of exams
to be exited from the programIs monitored for two years after exiting
by the ESL teacherReceives NO accommodations The school does not receive funding for
these students
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ESSENTIAL VOCABULARY
Silent Period1 week to 1 year (but can depend on
student)The time when the student will not
SPEAK English because s/he is absorbing as much as possible
Is not a choice the student makesThis is a psychological phenomenonMany variables affect the silent
period
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LANGUAGE SKILLS
Listening
Speaking
Reading
Writing
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T H E R E A R E T W O G O A L S O F S I O P : G O A L # 1
Make content comprehensible
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GOAL #2
Develop content vocabulary (academic language for your
content)
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C H A R A C T E R I S T I C S O F M A N Y L E P S T U D E N T S I N U . S . S E C O N D A RY S C H O O L S
Historically enter US schools in the elementary grades Now we are getting more students in high school, many with
enough credits to be juniors and seniors their first year here Some have limited or no reading/writing ability in first language
(this is a HUGE problem for us high school teachers) Most converse in English relatively competently in BICS
(interpersonal communication) Have weak English CALPS (academic vocabulary) Poor vocabulary, grammar, and sentence structure Read and write below grade level
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BICS AND CALPSIs a student fluent if she can hold a conversation with
you?
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WHAT IS BICS/CALP?
BICS Basic Interpersonal Communication Skillsi.e. day to day language1-6 months (typically)
CALP Cognitive Academic Language Proficiencyi.e. content vocabulary7-10 years for fluency!
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HOW CAN WE HELP ACADEMICALLY?
Language
Objectivesand
Word Walls
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LANGUAGE OBJECTIVES
Every teacher in this
building is a reading
teacher
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Students must learn
the language of your
content
LANGUAGE OBJECTIVES
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Using language
objectives in our lessons
equalizes access to the
content
LANGUAGE OBJECTIVES
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LEP students can
more easily master
content when
teaching practices
incorporate
strategies for
language learning,
like the use of
language
objectives
Objectives
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Implementing language objectives provides
equal access to the curriculum
even if the students are not fluent in English
LANGUAGE OBJECTIVES
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HOW WOULD YOU FEEL…
If you were
dropped in a
school in India
tomorrow and sent
to school?
What would you
need in order to
participate?
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Outlines the language skill needed to make
the content of the discipline comprehensible
Outline the language that students will
need to learn and use to accomplish the goals
of the lesson
Outline how students will accomplish the
goal
LANGUAGE OBJECTIVES
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LANGUAGE SKILLS
4 language skills teachers need to address:
Listening
Speaking
Reading
Writing
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LEP students need:
exposure to the language
opportunities to use the language
practice with the language
assessment of their language skills
(Echevarria, Short, & Vogt, 2008)
LANGUAGE OBJECTIVES
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ASK YOURSELF…
How can I make grade level
content comprehensible for
my ELLs?
What language do they need to
learn ____?
What can they do?
How can they show
their learning?What language
do my students need to
understand in order to learn the
content?
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LANGUAGE OBJECTIVES HAVE 3 PARTS:
Verb + Topic + Support
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CREATING A LANGUAGE OBJECTIVE – STEP BY STEP
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VERBS ARE POWERFUL
VERB = FORMATIVE ASSESSMENT (Differentiation)
How will the student demonstrate understanding?
Is the selected verb appropriate for the language level of my student?
Can this mode of communication (VERB) help students demonstrate what they TRULY know?
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WRITING LANGUAGE OBJECTIVES
Sample Language Objective Frames
Students will (function: active verb phrase with
support statement) using (language target) .
Students will use (language target) to (function:
active verb phrase with support statement) .
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AN ALTERNATE METHODA = Audience (who is your audience)
B = Behavior (what will they do, the verb)
C = Conditions (when will they do it)
D = Degree (accuracy percentage)(you can place these in any appropriate order)
EX:
Following the class discussion, all 9th grade students
C A
will be able to tell a partner the six steps, in order, of
B
the decision making model with 100% accuracy.
D
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EFFECTIVELY WRITTEN LANGUAGE OBJECTIVES
Address the linguistic demands of the lesson
Focuses on high-value academic language that
will help students in all contexts
Uses active verbs to name functions/purposes for
using language in a specific student task
Specifies target language necessary to complete
the task
Emphasizes development of speaking and writing
skills without neglecting listening and reading
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ACTIVE VERB BANK TO NAME FUNCTIONS FOR EXPRESSIVE
LANGUAGE TASKS
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Word Walls
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Are not just for elementary
students
Are appropriate for ALL
students, from resource to AP
Are not a bunch of words
slapped up on a wall
Are not stagnant
Should be referenced daily
Should be accompanied by
pictures or graphics
Word
Walls
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WORD WALLS…
provide an approach to
meaningful teaching of
vocabulary
emphasize student
engagement and higher level
thinking skills
build vocabulary, thereby
improving reading
comprehension and writing
style
reinforce understanding of
subject-specific terminology
with a focus on students
internalizing key concepts
provide visual cues for
students
encourage increased
student independence when
reading and writing
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WORD WALLS
Mount the words with
pictures or graphics on card
stock and laminate them
Use a wall area that is
visible to all students
Students need to be able to
glance at the word wall from
their desks while they are
working
Mount words on the wall in
alphabetical order or group
like words together
Using alphabetical order
makes it easier for students to
skim the list and find words
Make access to the words
easy, e.g., use tape or tacks to
mount the words so students
can move individual words
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THIS IS NOT A WORD WALL!
Angle Bisector
Reflection
Distance Formula
Right Angles
Sphere
Supplementary
Angles
Hypotenuse
Complimentary
Angles
Vertical Angles
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This is a word wall!
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Needs
pictures
!
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Group like
words together
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STRATEGIES
How do you work with language in
your classrooms?
How can you make it comprehensible?
How do I develop content vocabulary?
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STRATEGIES
pbworks.com
SIOPforMISD
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TIPST – Total participation: can everyone understand & respond?
I – Incorporate academic vocabulary: if they don’t use it with
you, they won’t use it!
P – Promote language and literacy: students must read and
write using the academic vocabulary to be literate.
S – Scaffolding all language levels: what are you doing to
support their learning until they can be independent?
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7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH
CLASSROOM
Step One: You MUST do this first!
Teach the students what to say
when they don’t know what to
say.
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STEP ONE
What should we teach students to say when they don’t
know what to say?
• Can I tell you what I do know?• Could you please rephrase or say that
another/different way?• May I please have some more information?• May I have some time to think?• Would you please repeat the question?• Where could I find more information about that?• May I ask a friend? (use sparingly!)
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STEP ONE CONT.
When a student is asked a question, he has two options and two
options only
Answer the questionor
Ask for help, then respond
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7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH
CLASSROOM
Step Two
Have students speak in
complete sentences.
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STEP TWO
Why do we ask students to
speak in complete sentences?
Discuss with your table and
group.
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STEP TWO
Why do we ask students to speak in complete
sentences?Roving Paragraph (example)
Students should practice speaking in complete sentences in my class because…
In addition…
Also…
Finally…
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7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH
CLASSROOM
Step Three
Randomize and rotate
responses.
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STEP THREE
Why should we randomize and rotate when
calling on students?
In your group, brainstorm ways you can
randomize and rotate calling on students.
Create at least three CREATIVE ways to do it!
Share with the group
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7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH
CLASSROOM
Step Four
Use Total Response Signals to
pull everyone’s brain back into
the lesson.
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Step Four
Use Total Response Signals
Ask a specific question and expect an answer
i.e. Which color is a primary color? Hold up one
finger for blue or two fingers for purple.
7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH
CLASSROOM
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STEP FOUR
Some helpful hints!
Wait for EVERYONE to signal before moving on. This reinforces
the expectation that everyone must respond or say something.
Compliment those who are not responding quickly for “waiting
so they can …think, think of a great answer, consider
everything they know about the questions, etc.”
Use the signal that works for your class, you may need different
signals for different classes.
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STEP FOUR: WHAT ARE SOME TOTAL RESPONSE SIGNAL
STRATEGIES?
Written Responses
Hold up a paper
Write Boards
Personal Chalk Boards
Answers on Cards
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STEP FOUR: WHAT ARE SOME TOTAL RESPONSE SIGNAL
STRATEGIES?
Ready Responses
Hands in the air when ready
Hands down when ready
Thinker’s Chin (hand on chin when
ready)
Stand when you are ready
Sit when you’re ready
Put your pen on your paper when
ready
Put your pen down when you’re
finished
All eyes on teacher
Heads down
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STEP FOUR: WHAT ARE SOME TOTAL RESPONSE SIGNAL
STRATEGIES?
Making Choices
Open Hand / Closed Hand
Thumbs Up / Thumbs Down / Thumbs Sideways
Pens Up / Pens Down
Number/Letter Wheel (Laminated circle with 1-
5 on one side and A-D on other)
Green Card / Red Card
Move to the Corner
Move to the Spot You Agree / Disagree with
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STEP FOUR: WHAT ARE SOME TOTAL RESPONSE SIGNAL
STRATEGIES?
Ranking
Rank with your fingers
Rank with your arm (the higher, the better)
Line up according to response
Knocking / Clapping / Cheering
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7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH
CLASSROOM
Step Five
Use visuals and vocabulary
strategies that support your
objectives.
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STEP FIVE: VISUALS AND VOCABULARY
Texts & Visuals
Hi-Lo Readers Manipulatives Nonlinguistic
representation Scanning Visual literacy frames Visuals/Video
Anticipation Guides Advance Organizers Backwards Book Walk Chunking Input Concept Attainment Graphic Organizers
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STEP FIVE: VISUALS AND VOCABULARY
Lists and Activities
Self-Assessment of Word Knowledge
Word Analysis Word Generation Word Sort Word Study Books Word Walls
Affixes, roots, and cognates Close Sentences Expert / Novice Fluency Workshop Homophones/Homograph Sort Learning Logs List / Sort / Label
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STEP FIVE: VISUALS AND VOCABULARY
Sentence StemsSpecific Stems Used with one lesson Contain low-frequency and
content specific vocabulary
Examples: In my opinion, Picasso
was a ____ artist because…
One reason the harmony doesn’t sound correct is…
I agree with Jane when she said _____ about the script because…
General Stems Used for multiple lessons
and units Contain functional classroom
vocabulary Examples:
In my opinion… One reason could be… I agree/disagree with ___
because….
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7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH
CLASSROOM
Step Six
Have students participate in
structured conversation.
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EFFECTIVE STRUCTURED CONVERSATION
Have one every day in every class
Language must be accessible (do they know what the words mean?)
Questions must be open ended
Questions should be on a topic they have knowledge of
Should be interesting to the students
Use specific sentences starters and target vocabulary
NO TEACHER CONTRIBUTIONS (take roll or something at this time)
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STEP SIX
Three questions that will increase the W.I.T. and wisdom of your students’
responses in class…
Why do you think….?
Is there another…?
Tell me more about…
Students use only these stems at first when they are talking to a partner. They
need to then orally summarize what the partner said about the topic. At first it
is ok to ‘listen only’ if the student’s English level is low.
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PREPARATION
Teachers state the content objectives Taken from the state or national standards What are the students going to learn or be able to do today?
Teachers state the language objectives Based on the four language components: Reading, Speaking,
Writing, Listening What language do you want the students to produce today?
The selected standards for the content and language are posted
so both the students and teachers are clear on the focus of the
lesson with the ultimate goal of the students mastering the
content while growing in academic English.
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L A N G U A G E O B J E C T I V E S
Huh?
How in the world do I write
a language objective?
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LANGUAGE OBJECTIVES
There are four components to language:
Reading
Writing
Listening
Speaking
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IT’S EASY!
1. What are the students going to read about art today?
2. What are the students going to listen to, listen for, etc.
in your class today?
3. What are the students going to write about in relation
to your class today?
4. What are the students going to say during your lesson
today in relation to your class?
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REFLECTION
• What did you learn today that will make a positive difference in your lesson delivery?
• What will you take to your classroom for immediate implementation?
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SIOP TRAINER
Tina Kelman• Boyd High School• ESL Teacher / LPAC Chair• [email protected]• 469-525-5571