Introduction to SIOP: Component 1: Planning Non-sheltered Instruction Sheltered Instruction.
Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards.
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Transcript of Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards.
![Page 1: Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards.](https://reader030.fdocuments.net/reader030/viewer/2022032415/56649efc5503460f94c0fbc5/html5/thumbnails/1.jpg)
Tier 1 Sheltered Instruction &
Academic Language Collaboration
Module 2: Standards
![Page 2: Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards.](https://reader030.fdocuments.net/reader030/viewer/2022032415/56649efc5503460f94c0fbc5/html5/thumbnails/2.jpg)
Module Agenda• Review the connections between Tier 1 Best Practices,
Colorado Academic Standards (CAS), SVVSD unit plans, and Colorado English Language Proficiency (CELP)/WIDA standards
• Explore how CAS, CELP/WIDA standards and PARCC language expectations impact content area writing instruction
• Create writing tasks for a content lesson that address content language expectations
![Page 3: Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards.](https://reader030.fdocuments.net/reader030/viewer/2022032415/56649efc5503460f94c0fbc5/html5/thumbnails/3.jpg)
Objectives
• Teachers will explore how academic language expectations impact content area writing (ACCESS, PARCC) using rubrics, assessment sample items, and CELP standards
• Teachers will create writing tasks that address content area language expectations with Tier 1 SIOP strategy supports
![Page 4: Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards.](https://reader030.fdocuments.net/reader030/viewer/2022032415/56649efc5503460f94c0fbc5/html5/thumbnails/4.jpg)
Tier 1 Best Practices Focus
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Content Area Writing Instruction
What does content area writing look like in your classroom?
What are PARCC and ACCESS content area writing expectations?
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Step 1
• Examine the WIDA writing rubric for academic language demands and expectations
Resources:WIDA
• WIDA 1-12 Writing Rubric
Optional Resources
● WIDA Features of Academic Language Rubric
● WIDA Speaking and Writing Performance Definitions
● ACCESS Sample Items
● PARCC Summative Sample Items (select ELA or Math items by grade level along left column)
● PARCC Math Prototype Sample Items (select items by grade level along left column-then scroll across about task menu)
● Engage NY Common Core sample questions
![Page 7: Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards.](https://reader030.fdocuments.net/reader030/viewer/2022032415/56649efc5503460f94c0fbc5/html5/thumbnails/7.jpg)
ACCESS Sample Content Area Writing Task
Write a well organized paragraph comparing and contrasting Alicia's heart rate during these three activities.
What are the academic language demands and expectations?
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PARCC SampleContent Area Writing Task
What are the academic language demands and expectations?
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Step 2
• Identify language needed to access content and demonstrate content learning in your SVVSD unit plan and curriculum
Resources:• SVVSD Unit Plans
• CELP/WIDA standards
• SIOP Feature 9: Key Vocabulary Emphasized (pg 68-75)o Academic Vocabulary (pg 69)
o Academic Word List (pg 73)
o 1,2&3 Tier Words (pg 73)
o Word Consciousness (pg 74)
o Teaching Academic Vocabulary (75)
![Page 10: Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards.](https://reader030.fdocuments.net/reader030/viewer/2022032415/56649efc5503460f94c0fbc5/html5/thumbnails/10.jpg)
What Academic Language Is Needed to Access Content?
English Language Proficiency Standard 3: The language of Mathematics
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics
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What Academic Language Is Needed to Demonstrate Content Understanding?
English Language Proficiency Standard 3: The language of Mathematics
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics
![Page 12: Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards.](https://reader030.fdocuments.net/reader030/viewer/2022032415/56649efc5503460f94c0fbc5/html5/thumbnails/12.jpg)
Step 3
• Review rubric(s) to select criteria to assess the writing assignment
• Develop a plan to share task rubric criteria with students
Resources:
SVVSD 6 Traits rubric
WIDA
• WIDA 1-12 Writing Rubric
PARCC Resources
• PARCC Writing Rubric Grades 6-11
![Page 13: Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards.](https://reader030.fdocuments.net/reader030/viewer/2022032415/56649efc5503460f94c0fbc5/html5/thumbnails/13.jpg)
Step 4• Create a content writing
assignment that addresses evidence outcomes and academic language expectations.
• Consider...o text complexity with
academic language
o text evidence and writing from sources
o knowledge through content rich non-fiction
Resources:
• 6 Traits Writing exemplars
• Engage NY common-core shifts
• CELP/WIDA standards
• WIDA Content Area Standard Search
• Examples of content writing tasks by content area and grade level
• PARCC Mathematics Writing Tasks
![Page 14: Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards.](https://reader030.fdocuments.net/reader030/viewer/2022032415/56649efc5503460f94c0fbc5/html5/thumbnails/14.jpg)
Step 5
• Create performance objectives for the writing task and differentiate for language needs
• Connect to SIOP strategies, Depth of Knowledge levels and WIDA CAN DO Descriptors
Resources:• WIDA CAN DO Descriptors (see pg 9
for writing descriptors)
o 9-12
• Depth of Knowledge Levels
• Module 1: Performance Objectiveso Language Functionso Language Supports/Scaffolds
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Next StepsBring 3 examples of students' work (at different levels; low,
medium, high) to module 3 to collaboratively evaluate for academic language expectations
This work might be used as evidence of for Teacher
Effectiveness Evaluation St. 1-El.d; St. 1-El.a