Sheltered Instruction Observation Protocol The SIOP Model

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Sheltered Instruction Observation ProtocolThe
SIOP Model
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Restate the following

• The authors book was rather sesquipedalian.
  Clinching the piece before the end of the
  volation nonplussed us to say the least.

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Answer

• The authors book was full of long words.
• Finishing the piece before the end of the
• flight surprised us to say the least.

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Defenestrate
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Echinated
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Purchase
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Restate the following

• When the lights suddenly went out, I purchased
  the nearest thing an echinated vine! Such was
  my distress that I immediately defenestrated the
  plant.

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So, why are we here?
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Because
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Background

• More than 90 of immigrants come from non-English
  speaking countries
• Since 1980, the number of ELL students has grown
  by 95
• The general population of the United States has
  only grown by 12
• Most schools are not meeting the challenge of
  educating linguistically and culturally diverse
  students
• By 2040, 50 of students entering school will be
  non-native English speakers.

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What is Sheltered Instruction?
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What is Sheltered Instruction

• Sheltered instruction is an
• English immersion approach
• to instruction and classroom
• management that teachers
• can use to help second language
• learners to simultaneously acquire
• English and content area knowledge
• and skills.

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Components of Sheltered Instruction

• Modeling
• Hands-on-activities
• Realia
• Commercially-made pictures
• Teacher-made pictures
• Overhead projector

• Demonstrations
• Multimedia
• Timelines
• Graphs
• Bulletin boards
• Maps
• Globes
• Computers

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Characteristics of Sheltered Instruction

• Comprehensible input
• Warm, affective environment
• High levels of student interaction, including
  small-group and cooperative learning
• Student centered
• More hands-on tasks
• Careful, comprehensive planning, including
  selecting key concepts from core curriculum

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Characteristics of Sheltered Instruction (cont.)

• Well-planned lessons
• Time-on-task
• Use of student background knowledge and
  experience
• Variety of delivery modes
• Grade-level content
• Checks for understanding
• Use of higher-order thinking skills
• Explicitly stated lesson objectives

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ESL versus SHELTERED INSTRUCTION

• ESL
• English development
• ESL methods used
• Teacher endorsed or certified in ESL
• English language
• development, formal and informal

• Sheltered Instruction
• Subject mastery
• SI strategies are used
• Follows mainstream scope and sequence
• Teacher is certified in the content area and has
  ESL training
• English language development is
  content-based

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SECOND LANGUAGE ACQUISITION OVERVIEW
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Second Language Acquisition

• Knowledge of second language acquisition provides
  the foundation for the SIOP model
• The process
• The circumstances or reasons for learning a
  second language
• Social and Academic Language
• Factors that affect language acquisition
• Cummins quadrant model of Language
• learning

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THINK-PAIR-SHARE

• What are some factors that affect second language
  acquisition??

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FACTORS AFFECTING SECOND LANGUAGE AQUISITION

• Access to Language
• Age
• Cultural Background
• First Language Development
• Motivation
• Peers and Role Models
• Personality and Learning Style
• Quality of Instruction

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Second Language Acquisition

• Of all the factors which affect SLA, which ONE do
  YOU have the most control over?

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Agree or Disagree?

• A child acquires its first language primarily by
  imitating adults.
• The process of acquiring a second language is
  more similar to the process of acquiring the
  first language than it is different.
• The best way for a child to learn English in
  school is to control the vocabulary, syntax, and
  sequence of grammatical structures that the child
  is exposed to.
• Oral fluency in English is a strong indicator
  that an ELL will succeed in the classroom.

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A second language is best learned when there is a
low affective filter when the level of stress in
the childs environment is low
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Circumstances for learning L1 vs.
L2

• Learned at home
• Learned by infants and toddlers
• Learned in order to communicate with loved ones
• Largely and unconscious process
• Not time pressure to learn
• Must learn developmental concepts as well as
  language

• Learned at school, work
• All ages, often times older
• Communicate with community, work, could be to
  communicate with loved ones, succeed in the US,
  job marketability
• Very conscious, structured, learned not acquired,
  use it or lose it, never becomes your L1
• Pressure of a timeframe, social and academic
• Transfer developmental concepts to L2 for older
  learners

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Role play

• Whats it like to try to communicate while
  remembering the rules
• Choose one person in your group to start
• Begin by saying, What I usually do every day.
• Each participant, in turn will add a sentence
• Butnone of you may use a word that contains the
  letter n
• Try to maintain normal conversational speed

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Social and Academic Language

• ELLs should be kept in ESL classes until they
  know English then they can join mainstream
  classes.
• Discuss this statement with your small group.
• Brainstorm reasons why it doesnt work.
• The SIOP model provides a framework for
  instruction that promotes content learning and
  English language development.
• Integrated Instruction
• Social and Academic language can and should be
  concurrently.

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SOCIAL VS. ACADEMIC LANGUAGE

• BICS
• HALLWAY
• LUNCH
• LOCKER ROOM
• BEFORE SCHOOL
• AFTER SCHOOL

• CALP
• MATH
• SCIENCE
• ELA/READING
• SOCIAL STUDIES
• FINE ARTS
• PE

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Social and Academic Language

• ELLs will often appear to be fluent in English
  but in reality lack sufficient academic language
  proficiency and related skills to succeed in
  school.
• Often are perceived as laziness
• Perhaps it is a lack of proficiency in academic
  language.
• Language proficiency is the ability to use
  language for both academic purposes and basic
  communicative tasks.

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Social vs. Academic Languageexamples of language

• Simpler (shorter sentences, vocabulary and
  grammar)
• Usually face-to-face, small groups, informal
• Precise understanding seldom required
• Simple, familiar topics
• Non-verbal clues
• Multiple opportunities to clarify

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Stages of Language Acquisition

• Pre-production
• Silent Period, 500 word receptive vocabulary
• Early Production
• Limited comprehension, one or two-word responses,
  1000 word receptive vocabulary
• Speech Emergence
• Good comprehension, errors in grammar, simple
  sentences, 3000 word receptive vocabulary
• Intermediate Fluency (3-5 Years)
• Excellent comprehension, complex and varied
  sentence structure, 3000 words

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Cummins Quadrant Model

• The teachers role is NOT to make academic tasks
  less cognitively demanding, but to support their
  successful accomplishment by adding context,
  activating prior knowledge, and scaffolding the
  task for step-by-step success.
• In other wordswhat can be done to take what is
  in quadrant D and move it to B?

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Summary of Language Acquisition

• The child learns language by unconsciously
  generating rules
• His errors often indicate that learning is taking
  place.
• He learns language in meaningful, supportive, and
  communicative settings.
• He understands more than he can say.
• He will require a lot of time to become fluent.

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WHAT HAVE I LEARNED?

• List 3 similarities between ESL and Sheltered
  Instruction.
• What is one major different between ESL and
  Sheltered Instruction?
• What is one factor that affects second language
  acquisition that you will address immediately?
  Why?
• What is most important when assessing ELSs?
• What are some concepts with which you still feel
  you need guidance and information?

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WHAT ARE SOME THINGS I ALREADY DO?

• LIST 3 THINGS YOU DO IN YOUR INSTRUCTION THAT CAN
  BE USED TO SUPPORT LANGUAGE ACQUISITION.
• SHARE WITH YOUR TABLE.

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Making Content Comprehensible for English
Language Learners

• The SIOP Model

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The SIOP enables teachers to help students
overcome obstacles they face due to lack of
language proficiency.
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Lesson Preparation

• Key to effective teaching and learning

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Lesson Preparation

• Content Objectives
• Identify what students should know and be able to
  do
• Need to be stated simply, orally and in writing
• Need to be tied to specific grade-level content
  standards

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Lesson Preparation

• Language Objectives
• - Stated clearly and simply
• - Stated orally and in writing
• Developing students vocabulary
• Reading comprehension
• Writing process
• Functional language use
• Use multilevel responses

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Lesson Preparation

• Objectives should provide practice in reading,
  writing, listening, and speaking
• Incorporate strategies for grammar, vocabulary,
  and language learning
• Objectives must be explicit to the students so
  that they know what the teacher expects them to
  learn each day.

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Write Content and Language Objectives that

• will be read by students, for students
• will be easy for students to understand
• are given orally and in writing
• are related to the tasks necessary to master the
  content objective

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Writing Content Language Objectives

• All objectives should contain these four
  components
• Who
• Blooms verb
• What (standard)
• How (meaningful activity)

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BLOOMING VERBS
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Language Objectives

• Set a goal for quality language practice
  (reading, writing, speaking, or listening) in the
  content area.
• Focus on using academic language and content
  knowledge in language practice
• Must be observable and measurable
• Can be done individually, in pairs, or in a group
  situation

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Examples of Content Language Objectives

• Content Objective
• SWBAT identify key events in a historical era by
  constructing a timeline.
• Language Objective
• SWBAT explain key events in a historical era by
  orally presenting their timeline to the class
  including key vocabulary.

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Content or Language Objective?

• SWBAT differentiate between a plant and animal
  cell by illustrating the cells side by side.
• SWBAT justify the equivalency among decimals,
  fractions and percents by orally presenting their
  match to the class using the words decimal,
  fraction and percent.
• SWBAT demonstrate text comprehension by
  sequencing events on a story strip.
• SWBAT apply active reading strategies to
  comprehend text by writing personal responses on
  a double-entry diary sheet.

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ACTIVITY

• Think-Pair Share What is the difference between
  a content and a language objective?

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So what can I do?????
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SIOP to the Rescue!!!!!!
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There are eight components to SIOP
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Component 1Lesson Preparation
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Lesson Preparation

• Content Concepts
• The students first language and literacy
• Their second language proficiency
• Their reading ability
• The cultural and age appropriateness of the
  second language materials
• The difficulty level of the material to be read
• Amount of background experience
• May require mini-lessons (small or whole
  group)
• Develops context and access

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Lesson Preparation

• Supplementary Materials
• Hands on manipulatives
• Realia
• Pictures
• Visuals
• Multimedia
• Demonstrations
• Related literature
• Adapted text

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Lesson Preparation

• Adaptation of Content
• Graphic Organizers
• Outlines
• Leveled study guides
• Highlighted text
• Taped text
• Adapted text
• Jigsaw text reading
• Marginal notes
• Native language texts

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Lesson Preparation

• Meaningful Activities
• Lesson activities should be planned to promote
  language development in all skills
• Students are more successful when they are able
  to relate classroom experience to their own lives
• Is related to content objectives

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Blooms Taxonomy
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BREAK!!!!!!!

• Lets take a 10 minute break!!!!!

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BREAK!!!!!!!

• Lets take a 15 minute break!!!!!

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