THE SIOP MODEL AN OVERVIEW

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THE SIOP MODELAN OVERVIEW
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The SIOP ModelOVERVIEW
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What is Sheltered Instruction?

• An approach for teaching grade-level academic
  content to English learners in strategic ways
  that make the subject matter concepts
  comprehensible while promoting the students
  English language development.

Why do we need it?
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The SIOP Model (Echevarria, Vogt, Short)

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

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Macerena

• 1st we start with Lesson Preparation
• Building Background Information
• Comprehensible Input
• Stir in Strategies
• Meaningful Interaction
• Practice and Application
• Lesson Delivery
• Review and Assessment

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The SIOP Model
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WIDA Consortium
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WIDAs ELD Standards
Academic Language
Standard 1 Standard 2 Standard
3 Standard 4 Standard 5
From WIDAs Training Toolkit, Introduction of the
WIDA ELD Standards http//www.wida.us/standards/el
d.aspx
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Carousel Activity

1. Divide into 8 groups (8 SIOP Components).
2. Assign each group 1 chart paper location.
3. In 2 minutes list as many ideas as you can on the
   chart paper.
4. On signal, rotate clockwise to next chart and
   again list as many ideas as you can.
5. Repeat until each group has listed their ideas on
   each chart.
6. When group returns to starting position, share
   with the whole group.

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Building Background
What is it? Possible Strategies/Activities

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LESSON PREPARATION
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Lesson Preparation Features
Clearly Defined Content Objectives
Plan Meaningful Activities
Clearly Defined Language Objectives
Adaptation of Content
Content Concepts Appropriate
Supplementary Materials
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Lesson PreparationShare Out

• Supplementary Materials
• Thinking Maps
• Graphs
• Demonstrations
• Hands-on Materials
• Objects/Realia
• Visuals
• Graphic Novels
• Adapted Texts
• Related Literature

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Lesson Preparation Adaptation of Content

• Same contentAccess for all
• Chunk and Chew
• Native language texts
• Graphic organizers
• Adapted text (teacher written), highlighted text,
  taped text
• WIDA MPIs Illustrations, Point-Touch-Show,
  Demonstrate

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BUILDING BACKGROUND
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Building Background Features
Concepts Linked to Students Background
Bridge Past New Learning
Develop Key Vocabulary
Content Words
Academic Language
Words and Word Parts
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Socioculturally Supportive Climate

• How are we doing in creating a socioculturally
  supportive climate?
• What can I do in my classroom?
• Do I know about the different cultural
  backgrounds of my students?

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Academic DifferencesMATH

• In some Latin American countries
• A comma is used to separate a decimal from a
  whole number 0,5 instead of 0.5
• Division may be done in a different way 1274
  
• 31,75
• A period is used to indicate thousands 3.000
  to indicate three thousand.

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More Academic differences

• Dates are written differently
• 5/7/90 would mean July 5, 1990.
• Days of the week and months of the year are not
  capitalized in Spanish.
• Discourse patterns differ among cultures.

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Thinking about your classroom activities

• Consider
• Have students had an experience they can link?
• Will the assignment or classroom activity bring
  up unpleasant associations?
• Is the assignment culturally appropriate?

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Cognates!!!
Social Language Spanish Academic Language
farming agricultura agriculture
job ocupación occupation
grown-up adulto adult
stick adherirse adheres
country nación nation
quiet calma calm
same equivalente equivalent
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Tiers of Language
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Three Tiers (M. Calderón)
Tier 1 Basic Vocabulary Sight words, nouns, adjectives Multiple Meanings /polysemous words
Tier 2 Used across curriculum High frequency Phrasal expressions Multiple meanings Homophone Idioms
Tier 3 Content specific Low frequency
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Idioms and Sayings

• Its raining cats and dogs out there!
• Dont count your chickens before they hatch
• You need to get your ducks in a row
• He talks out of both sides of his mouth!
• ___________________________
• ___________________________

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How Can We Bridge Past Learning to New Concepts?

• SIOP says be
• Explicit
• Intentionally planned
• Lets think about it!

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What Can I Use Right Away to Help My ELLs?
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COMPREHENSIBLE INPUT
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Comprehensible Input Features
Appropriate Speech
A Variety of Techniques Used
Clear Explanation of Academic Tasks
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Teaching Techniques How to Make Content
Comprehensible

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

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STRATEGIES
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Strategies Features
Learning Strategies
Higher-Order Questioning Tasks

Scaffolding Techniques
Metacognitive
Cognitive
Language

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Why teach strategies?

• ELs focus mental energy on their developing
  language skills, not on developing independence
  in learning.
• Therefore, provide opportunities for students to
  use a variety of strategies
• Teach strategies explicitly
• Model strategy use
• Explain how, when, and why strategy used

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Learning Strategies

• Metacognitive
• Purposefully monitoring our thinking. It is a
  technique of thinking about how you think.
• Cognitive
• Organizing information. Mentally and/or
  physically manipulate materials, or apply a
  specific technique to a learning task.
• Social/Affective
• Social and affective influences on learning
• Chamot OMalley

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Types of Scaffolding

• Verbal
• Instructional
• Sentence starters or Sentence frames
• Procedural

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Echevarria, Vogt, Short. (2000).
Making Content Comprehensible, 87.
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Echevarria, Vogt,
Short. (2000). Making Content Comprehensible, 87.
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Using Higher Order Questioning

• Questioning techniques can elicit responses from
  students that involve higher-order thinking
  skills regardless of language level.

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INTERACTION
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Interaction Features
Clarify Key Concepts in L1
Frequent Opportunities for Interaction
Sufficient Wait Time
Grouping Configurations
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Benefits of Interaction

• 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

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Example Cooperative Learning Activities

• - Three-step interview
• - Story summaries
• - Literature study groups
• - Writing headlines
• - Science math investigations
• - Think-pair-share

• - Information gap activities
• - Jigsaw
• - Four corners
• - Numbered heads together
• - Roundtable
• - Questionnaires interviews

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Think about it

• 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?

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Why Wait?

• ELs need time to translate, often in their head
• Share out ways to wait
• Wait 7-10 seconds before moving on
• Rephrase question so less language work
• Allow students to write answers while waiting for
  one student to respond
• Build in wait time On the count of 3 we will
  all respond.

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Literacy begins with language
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PRACTICE APPLICATION
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Practice Application Features
Activities Integrate All Language Skills
Hands-on Practice with New Knowledge
Application of New Knowledge in New Ways
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ExamplePractice Application Activities

• Lets think about this example for a moment. This
  geometry lesson activity clearly fits elementary
  and middle school classrooms.
• What would work for a high school classroom?

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Supermarket shopping activity sorting items,
identify explain properties(four corners)
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Paired Reading andComprehension Check
Questioning
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Info transferred to a graphic organizer
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Info transferred to a graphic organizer
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Reflection

• Think about your last 90 minutes of instruction
  with your students. Estimate how many minutes
  your students spent
• Listening
• Speaking
• Reading
• Writing
• What activities did they do to practice and apply
  these language skills?
• Considering the information we have just
  discussed, what would you continue to do the same
  and what would you try to change?

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REMEMBER-practice should

• be divided into short, meaningful amounts
• incorporate both content and language concepts of
  the lesson/topic/unit
• be introduced using clear, sequential steps and
  directions
• be modeled to ensure students understand what to
  do

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LESSON DELIVERY
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Lesson Delivery Features
Support Language Objectives During Lesson
Support Content Objectives During Lesson
Promote Student Engagement
Pace Lesson Appropriately
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Factors that Contribute to High Levels of Student
Engagement

• Well planned lessons
• Clear explanation of academic tasks or
  instruction
• Appropriate amount of time spent on an academic
  task
• ______________________________
• ______________________________

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Pacing

• Pacing refers to the rate at which information is
  presented during a lesson
• Rate for English learners must be brisk enough to
  maintain students interest, but not too quick to
  lose their understanding
• Practice will reward a perfect pace

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REVIEW ASSESSMENT
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Review and Assessment Features
Review Key Vocabulary
On-going Assessment of All Lesson Objectives
Review Key Content Concepts
Provide Regular Feedback
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Effective Classroom Assessment
Indicates on-going formative assessment
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Feedback, Praise, Advice, or Evaluation

• Good start!
• Well-organized!
• In your paper I only see one reference to the
  text to support your position. The others seem to
  be your personal opinion.
• Try to make your introduction more interesting.
• Broccoli and salad are good examples of healthy
  food. Can you think of any more? What food do you
  eat?

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Students Providing Feedback

• Teacher models how to give peer feedback.
• Sentence frames assist students.
• What you said was interesting, because _____.
• One word that you used that helped me understand
  your point was _____.
• One question I have about what you said is ____.

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Language Assessment is Essential

• Give students a global response on their use of
  English at the top of the page (such as checks,
  v,v, v-).
• Give students two grades one for content and
  one for their use of English.
• Use activities that provide effective feedback.
• Self-Evaluation Checklist
• Writing Conference Checklist
• Editing Log

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Modifying Assessmentsfor English Language
Proficiency
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Modify Language Demands

• Use clear vocabulary
• Use language of instruction
• Teach synonyms
• Simplify sentence structure
• Reduce sentence length
• The party is going to be held on Friday. VS. The
  party is Friday.
• Use present tense
• On Friday the boy will be 10. VS. The boy is 10
  on Friday.

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Modify Language Demands

• Reduce Language

• Scaffold

• Limit number of items and foils
• Lessen gaps in required knowledge
• Cut into smaller chunks
• Accept receptive knowledge
• Add pictures/visuals
• Reduce irrelevant data

• Allow oral, pictorial, or physical responses
• Use resources
• Word banks
• Highlighted words / sentence starters
• Page numbers
• Translations

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Techniques for Review Assessment

• Carousel Activity

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Carousel Activity

1. Divide into 5 groups.
2. Assign each group 1 chart paper location.
3. In 2 minutes list as many ideas as you can on the
   chart paper.
4. On signal, rotate clockwise to next chart and
   again list as many ideas as you can.
5. Repeat until each group has listed their ideas on
   each chart.
6. When group returns to starting position select
   one technique to share and one question the group
   may have.

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The bottom line . . .

• Review assessment must match student readiness
  and
• instructional practices.

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Initiative Integration

• Growing Success for ELLs

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Sticky Storm
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How are ELL services delivered in your district?

• Brainstorm with sticky notes. Each new idea is a
  new sticky note!

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How are teachers supporting ELLs in their
instruction at your district/ school?
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What are areas in need of continued growth at
your district and/or school?
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What categories can you create?
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Gallery Walk

• Are there similarities that you notice?
• Are there differences to note?
• What trends are evident?

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Integration
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Resources

• MCC v3 Disc/MCC v4 On-line Tool kit
• CAL An Insiders Guide to Coaching
• Pearson http//siop.pearson.com/tools-resources/i
  ndex.html
• CAL http//www.cal.org/siop/resources/index.html
  
• MPIs http//www.livebinders.com/play/play_or_edit
  ?id356085
• SIOP, ExC-ELL, LinguaFolio texts and support
  materials

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Resources

• For what aspect(s) of SIOP would you like to have
  more resources?
• Explore at least 2 resources to search for the
  support you need.
• Fill in the Google Doc at http//tinyurl.com/NCSIO
  PResources.

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Resource Name Resource Location SIOP Focus Description/Use Submitted by Email (Optional)
SIOP Bookmarks Implementing the SIOP Model through Effective Professional Development and Coaching p.p. 107-115 OR http//www.misd.net/bilingual/ell.pdf Quick ways to support the 8 features of SIOP to help teachers understand how to meet needs of ELLs even if NOT trained in SIOP Print, fold in half to make 9 separate bookmarks. There is one overview of all 8 components and one for each component separately with tips and suggestions. Laminate and use as reminders for lesson planning, share in staff meetings, etc. Great for supporting Content teachers in small chunks, even if they have not been trained in SIOP. Ivanna Mann Thrower Anderson Ivanna.thrower_at_dpi.nc.gov
SAMPLE
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Resources

• Share out

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Implementation Plan

• Now that you have explored the initiatives in
  your LEA/charter and gathered some resources,
  what next?
• Fill out the implementation plan with your dream
  scenario
• Share out at your table.

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Assignment Follow Up

• Roll the die and respond to the prompt. Share a
• 1 light bulb moment
• 2 strategy
• 3 resource
• 4 question
• 5 concern
• 6 CHOICE

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Contact Information
Lindsey Fults ESL/ Title III Consultant NC DPI 919-807-3844 Lindsey.Fults_at_dpi.nc.gov Ivanna (Mann Thrower) Anderson ESL/Title III Consultant NC DPI 919-807-3860 ivanna.thrower_at_dpi.nc.gov Charlotte Nadja Trez ESL/Title III Consultant NC DPI 919-807-3866 nadja.trez_at_dpi.nc.gov


Have you Seen ELD Resources NCDPI ELD Wikispace ELA Resources LiveBinder http//www.livebinders.com/play/play/297779 ELA Common Core State Standards Self Study LiveBinder  http//www.livebinders.com/play/play/262077
Have you Seen