SIOP

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• SIOP
• Sheltered Instruction Observation Protocol

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My targets for today

• Content Targets
• I will be able recognize the importance of
  connecting learning to students personal
  experiences.
• I will explore strategies for linking past
  learning with new information.
• I will understand the connection between
  vocabulary development and academic success.
• Language Targets
• Brainstorm ways to explicitly link concepts to
  students personal experiences.
• Develop a list of activities to build background
  in teams.

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English Language Learners
Numbers are increasing every year
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26 languages are now represented in the
Snoqualmie Valley

• Spanish
• Hindi
• Danish
• Russian
• Finnish
• Telugu
• Urdu
• Swahili
• French
• Afrikaans
• Hmong
• Chinese
• Kannada

Filipino/Tagalog Romanian Czech Dutch Arabic Canto
nese Vietnamese Korean Icelandic Lao Bengali Hebre
w German
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Our ELL Students are a growing population!

• 112 students qualified as ELL in the district
  this year
• CVES 13 NBE 8 FCES 18 SES 39
  OES - 4
• Middle schools TFM 3 SMS - 3 CKMS - 4
• High school 17 scattered through grades 9-12
• Entering kindergarten 40 brand new ELL kiddos!
• Problem many districts facehow to meet the needs
  of so few but whose need is still very great?

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How do kids qualify as ELL?

• Home Language Survey
• Is a language other than English spoken in the
  home?
• Is your childs first language a language other
  than
• English?
• If yes, School notifies DO we test using the
  WLPT II Washington Language Proficiency
  Placement Test (4 levels)
• Test at Levels 1,2,3 considered eligible for
  ELL services/accommodations in instruction
• Once Level 4 is reached, services no longer
  available/needed-
• - as an example, 96 qualified last year 26
  tested at Level 4 and out of the program in the
  February state WLPT II testing

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Home Language Survey
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WLPT II (Washington Language Proficiency Test)

• Placement Test given within 14 days of beginning
  school
• Annual test given each January-February to assess
  progress
• K-2 test 4 sub-tests
• 3-5 test writing listening
• 6-8 test reading speaking
• 9-12 test

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What has OSPI done to support them?

• Research identified ELL stages
• Established Washington State English Language
  Development Writing andeading Standards
• Created Language Acquisition Chart with
  strategies and helpful information

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4 Levels/Stages of the ELL

• Level 1 Beginning/Advanced Beginning
• Level 2 Intermediate
• Level 3 Advanced
• Level 4 Transitional

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What are we doing as a District to support them?

• ELL Certificated Teacher hired - Karen Schotzko
  K-12
• ELL kindergarten testing done early this year
  (June instead of September) qualified 35 new
  kindergarten kiddos
• ELL Summer School transition program
• Training for teachers and instructional
  assistants in specific ELL strategies SIOP, GLAD
  ASPIRE
• Newcomer Kits geared towards Level 1

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Our ELL students are unique learners studies
have shown what works best for them is
differentiated instruction with

• lots of guided oral practice
• safe, scaffolded learning
• visual activities linked to language
• integrated activities that teach
• academic vocabulary
• repetition in many different ways
• lots of teamwork with peers
• conversations with English speaking peers

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Discussion time 2 minutes

• Turn to someone at your table - any surprises in
  the information that you just heard? Share your
  thoughts

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Vocabulary Acquisition
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An English Language Learner is like this picture
because
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ELL Iceberg
BICS
CALP
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What are BICS?

• Basic Interpersonal Communication Skills (BICS)
  are language skills needed in social situations.
• ELLs use BICS during social interactions in a
  meaningful social context (e.g., party, talking
  to a friend).
• ELL students acquire BICS rather quickly (e.g.,
  1-2 years)

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What is CALP?

• Cognitive Academic Language Proficiency refers to
  formal academic learning.
• This level of language learning is essential for
  students success in school.
• ELLs need time and support to become proficient
  in academic areas.
• It takes longer to learn CALP (e.g., about 5-7
  years)

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BICS vs. CALP

• Basic Interpersonal Communication Skills
• Conversational fluency social language
• Includes Silent Period
• Lasts 1 3 years
• Early production 1000 words (0-1 year)
• Speech Emergence 3000 words (1-2 years)
• (first 2 years)

BICS
CALP

• Cognitive Academic Language Proficiency
• Academic proficiency school language
• Intermediate fluency 6000 words (1-5 years)
• Advanced and continuing language development
  7000 words (5-7 and even 10 years)

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How do BICS/CALP relate to ESOL Instructional
Levels?
BICS
Beginner/Level 1
Intermediate/Level 2
Advanced/Level 3
CALP
Exited ESOL Student
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Focusing on Cognitive and Language Processes

• Cognitive Process
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

• Language Process
• Vocabulary
• Pronunciation
• Grammar
• Semantic meaning
• Functional meaning

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ELL Iceberg

• Cognitive Process
• Knowledge
• Comprehension
• Application

• Language Process
• Vocabulary
• Pronunciation
• Grammar

BICS

• Analysis
• Synthesis
• Evaluation

• Semantic meaning
• Functional meaning

CALPs
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What has the biggest impact on the academic
achievement of ELLs?

• Vocabulary development has the largest impact on
  the academic performance of ELLs
• Vocabulary knowledge affects various cognitive
  processes (e.g., knowledge, comprehension,
  analysis)
• Vocabulary knowledge affects comprehension of new
  information (e.g., semantic knowledge)

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Vocabulary is More Than Just an ELL Issue

• Out of 19,050 words
• Disadvantaged First Graders know about 2900 words
• Middle class first graders know about 5800 words

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Vocabulary Differences Between Students

• High Achieving High School Seniors have four
  times the vocabulary as low achieving seniors
• High Achieving third grader have approximately
  the same level of vocabulary as low achieving
  seniors.

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Moving Theory Into Practice

• SIOP
• (Sheltered Instruction Observation Protocol)
• Meeting Learning Targets for all Students
• Through Differentiated Instruction

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Not Just An ELL thing

• Essential for ELL students
• Best practices for all students
• Increases levels of engagement

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What is Sheltered Instruction?

• Strategically Teaching Grade Level Content while
  making concepts comprehensible.
• Promoting English Language Development
• Scaffolding Instruction to aid comprehension
• Adjusting Speech and Instructional Tasks
• Activating Background Knowledge
• Infusing Sociocultural Awareness

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Components of the SIOP Model

• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice and Application
• Lesson Delivery
• Review and Assessment

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What they found over time

• These great strategies benefit ALL students
  because they are best practices that challenge
  all our kids - not just our ELL kids.