What is SIOP? - Polk County School District

What is SIOP? - Polk County School District

LESSON DELIVERY THE SIOP MODEL What is SIOP? Sheltered Instruction Observation Protocol Purposeful teaching of the language necessary for English Learners to understand content. SIOP: SHELTERED INSTRUCTION OBSERVATION PROTOCOL SIOP consists of eight components and thirty indicators. The Eight Components of SIOP 1.

2. 3. 4. 5. 6. 7. 8. Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Indicators of Review / Assessment LESSON PREPARATION Ensuring rigor and relevance Objectives

Content Objectives Participants will be able to: Explain the importance of including language and content objectives in lessons. Adapt content to students proficiency levels. Design and integrate meaningful activities into content areas. Language Objectives Participants will be able to:

Explain the importance of meaningful academic activities for all students Lesson Preparation Objectives Content Objectives Language Objectives Content Concepts Supplementary Materials Adaptation of content Meaningful Activities Why Language Objectives?

Academic achievement requires academic language proficiency. Academic language proficiency involves the vocabulary, language patterns, and register specific to individual content areas. Academic language proficiency is developed through sustained content-based language instruction. SIOP ing a Lesson: Write Content Objectives that: will be read by students, for students

will be easy for students to understand are given orally and in writing are tied to a specific grade-level content standard SIOP-ing a Lesson Write 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 HOW CAN I LESSEN THE GAP? HOW CAN I DIFFERENTIATE? Use supplementary materials Adapt content

Supplementary Materials Support core curriculum make content concepts concrete: tangible, visible, understandable Contextualize learning make it real Support learning styles Support multiple intelligences Examples of supplementary materials:

hands-on manipulatives realia (real objects) pictures visuals multimedia demonstrations related literature adapted text Adaptation of Content to all levels of student proficiency by:

differentiating same content objective, different input/output/process scaffolding adjusting content to various learning styles and intelligences Examples of adaptation of content:

Graphic organizers Leveled study guides Highlighted text Taped text Rewrite text Jigsaw reading Marginal notes Examples of adaptation of content: Graphic organizers Leveled study guides

Highlighted text Taped text Rewrite text Jigsaw reading Marginal notes BUILDING BACKGROUND Objectives Content Recognize the importance of connecting students personal experiences to lesson concepts. Identify strategies

for linking past learning with new information. Language Examine text to determine key vocabulary for students to learn. Incorporate a variety of vocabulary development activities into lessons. Building Background

1) Link concepts to students background experiences. 2) Bridge past learning to new concepts. 3) Key vocabulary emphasized. 1) Link Concepts to Students Background Experiences Discuss students previous personal and academic experiences to help bridge meaning.

Question students backgrounds to preview an upcoming topic. Following discussion, relate students input and directly apply it to the new concept. Ways to Link Students Background Realia (REAL OBJECTS), Photos, and Illustrations: Teachers and/or students bring in real items to bring the new concept to life.

Anecdotal Accounts: Teachers and students share personal experiences through oral, written or drawn explanations. Teacher may prompt through questioning. 2) Bridge Past Learning to New Concepts Integrate new information with what the learner already knows. Build a bridge from previous learning to new concepts for students to cross over. Not all students have the ability to

make connections on their own and benefit from teachers explicitly modeling connections. Ways to Bridge Past Learning to New Concepts KWL Chart: Have students individually or as a class create a KWL chart to refer back to throughout the unit. Questioning: Ask a simple question, Who remembers what we did yesterday? and solicit responses. Student Journals: Have students write or draw what they have learned in a journal or notebook.

3) Key Vocabulary The most effective way to teach vocabulary is when it is presented in the context of new concepts, not in isolation. Students should be actively involved in their own vocabulary development and make it personal. Students should be immersed in a vocabulary- rich environment. Ways to Teach Key Vocabulary

Vocabulary Self-Selection: Encourage students to select vocabulary words that THEY feel are essential for their understanding. Word Wall: Display vocabulary words related to the new concept being taught. Four Corners Vocabulary: Gives the students the opportunity to identify, illustrate, define and contextualize a vocabulary word. COMPREHENSIBLE INPUT What is Comprehensible Input? Objectives Content Participants will:

Explore techniques for presenting content information in ways that students can comprehend. Language Participants will: Give examples of appropriate speech and demonstrate techniques to increase comprehension. Review various ways to give directions and model academic tasks. Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.

3 Features of Comprehensible Input Clear explanation of academic tasks. Speech appropriate for students proficiency level. Variety of techniques used to make content concepts clear. Objectives Content Participants will: Explore techniques for

presenting content information in ways that students can comprehend. Language Participants will: Give examples of appropriate speech and demonstrate techniques to increase comprehension. Review various ways to give directions and model academic tasks. Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.

STRATEGIES The SIOP Model Goals Students will reach independence in the understanding and application of key concept(s) Teachers will assist all students in becoming strategic thinkers who possess a variety of approaches for solving problems, comprehending complex texts, and remembering information. Strategies Metacognitive Thinking

About Thinking! Cognitive Active Learning! Questioning Techniques Higher-Order Thinking! Social/Affective Interactive Learning! Scaffolding Techniques Building Independence! Metacognitive Strategies

thinking about thinking Predicting/Inferring Self-questioning Monitoring/Clarifying Evaluating Summarizing Visualizing Cognitive Strategies active learning

Previewing/Rereading Establishing a purpose for reading Making connections Reading aloud Highlighting Taking notes Mapping information Finding key vocabulary Mnemonics Social/Affective Strategies interactive learning

Interaction/questioning Cooperative learning Group discussion/self talk i.e.. Think/Pair/Share Teacher Behaviors Avoid: Focus on: The Big Picture Avoid:

Focus on: Avoid: Focus on: Assuming Discovering Building Main Lectures Avoid: Focus on: Immediately Wait prior prior time Ideason: Background

Assuming correcting Clarificatio Longthe knowledge Avoid: Focus knowledge Avoid: will Focus on: student students n reading Essential Yes orgiving no Self-Correcting Always Context

Phone a know how to Only grading Journals (can Teaching Avoid: Focus on: questions! clues assignments Details the answer friend,

poll the their Self-Evaluation foruse correct be illustrated!) students Silent Relating audience Listen to 6-8 new dictionaries answers when

and KWL Charts shared Pairing Peer Interaction classrooms the radio and words how to use Rubrics experiences higher & lower Interviews

glossaries these Imitation level ELLs Guest resources Native Language Speakers Resources (Word to Word Dictionary) A Model of Scaffolding TeacherCentered TeacherAssisted PeerAssisted StudentCentered

Lecture Drill & Practice Role Playing Rehearsal Strategies (repeated readings) Direct Instruction Discovery Learning Peer Tutoring Elaboration Strategies (imagery)

Demonstration Brainstorming Reciprocal Teaching Organizational Strategies (graphic organizers) Recitation Discussion Cooperative Learning Strategies

Graphic Organizers Comprehension Strategies Rehearsal Strategies GIST PENS SQP2RS Mnemonics

Surveying (scanning the text) Questioning (teacher guided, students generate questions) Prediction Predicting (stating 1-3 things Preview ideas Summarization Process Self-questioning learned based on their questions) Explore words Main(searching

Idea Reading for answers Note words in a complete Monitoring and confirming predictions) sentence Topic Sentences Determining importance A memory system often involving Responding (answering questions See if

the sentence is Flash cards visualization and ornew acronyms and formulating ones for the Summarizing correct next Underlining Please Excuse My Dear Aunt Sally section) Summarizing (oral or written Note-taking

summary of key concepts) INTERACTION The Interaction Component includes Four Items: 1. 2. 3. 4. Interaction Grouping Configurations Wait Time for Student Responses Clarify Key Concepts in L1 Language Objectives

Use interaction to promote language development Reduce teacher talk, and increase EL talk Examine the role of native language Compare Your Ideas 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 Group Configurations Individual work Partners Triads Small groups of four or five Whole group Homogenous / Heterogeneous

Gender Language proficiency Language background Ability How Group Members are Selected Random Voluntary Teacher assigned Roles in the Group 1. 2.

3. 4. 5. Group recorder Materials Collector Reporter Final Copy Scribe Illustrator 6. 7. 8. 9.

Time keeper Cheerleader Facilitator / Monitor Messenger Do You Give Students Wait Time? Do you complete their sentences? Do you call on a different student before the first student has a chance to respond? Do you answer the question before the

students? Why Wait? ELs need time to translate, often in their head. Wait time varies by culture. ELs need additional time to formulate the phrasing of their thoughts, because they are processing ideas in a new language. Wait Time Strategies

Allow students to write down their answers while waiting for other students to respond. Build in wait time, On the count of 3 we will all respond. Use 50-50, giving students a choice between two possible answers Use phone a friend, allowing students to ask for help. Content Objectives How do interactive activities meet the

needs of ELs? Become familiar with different grouping patterns Provide adequate wait time for ELs Language Objectives How does interaction promote language development? Reduce teacher talk, and increase ELs talk PRACTICE AND APPLICATION Content and Language Objectives

Identify and create a variety of ways for students to enhance their learning through hands-on practice and application connected to their experiences (Content) Design activities that require integrated use of different language skills to practice new content knowledge (Language) Think it over Why is using a variety of hands-on classroom activities important?

How are you using hands-on activities and manipulatives to enhance opportunities for English language learners to apply both language and content knowledge ? Key Definitions: Practice refers to the opportunities provided to English language learners to become familiar, analyze and/or experiment with content and language topics. Application refers to the ways in which learners apply what they have learned in different contexts or situations.

Practice and Application: Tools: Hands-on materials and/or manipulatives Language and content knowledgerich activities Language skillsintegrated activities Purpose: For students to

practice with new content knowledge For students to apply learning in the classroom For students to develop reading, writing, listening and speaking skills Self-Evaluation: How do you integrate hands-on activities in your classes? LESSON DELIVERY

INDICATORS MET INDICATORS All objectives clearly supported Pacing is appropriate to ability level Students engaged 90100% of period BARELY MET INDICATORS All objectives somewhat

supported Pacing may be too fast or too slow for ability level Students engaged 70% of NOTperiod MET INDICATORS All objectives are not supported Pacing is inappropriate for ability level Students engaged less than 50% of period LESSON OBJECTIVES CONTENT OBJECTIVES

Understand how to achieve the content language objectives that they set forth for their students Observe and evaluate appropriate pacing strategies for ELLs LANGUAGE OBJECTIVES Discuss the issue of student engagement and the characteristics of an

effective SIOP lesson Read adapted teacher scenarios from SIOP manual View, take notes and discuss a video clip focused on Lesson Delivery OUTCOME SENTENCES I feel I wonder I think

I learned REVIEW & ASSESSMENT Language Objectives Content Objectives Obtain an overview of the Review/ Assessment

component Be able to select effective techniques for reviewing key content concepts and vocabulary. Identify assessment techniques. Explain how feedback can be valuable for student language development. Use oral, written

and physical means to provide specific feedback to students on their performance. Effective Teaching Cycle: Develop lesson (SIOP and Standards) Teach lesson Assess student comprehension and work

Review Key Concepts and Vocabulary Make adjustments and improve student comprehension Reteach content Review/ Assessment Overview: What are some types of Assessment? Who uses Review/ Assessment and why? When does Review/

Assessment occur? Review Activities: Thumbs UpThumbs Down Number Wheels Find Someone Who Simultaneous Roundtable Share Bear Find the Fib Response Boards Word Story Books Numbered Heads Together

Sign in Please Outcome Sentences Restate Student's Discussion Question: Response What other Review Activities do you use Kinesthetic in class?

Assessment Modification Tips: Give students objective tests (matching, multiple choice, T or F) instead of subjective tests (essays). Provide extra testing instructions or rephrase directions. Test key concepts or main ideas (not specific points). Make a simplified language test.

Supply ELs with word banks for tests. Reduce the number of test responses. Simplify test directions. Assess ELs on their effort to understand content area material at their level of language ability. Provide highlighted tests. Authentic Assessment:

Creative work (drawing, charades) Portfolios Journals Student/Parent Interviews Projects Observations Written Pieces Oral response (after teacher) Audiotapes

Discussion Question: What types of Authentic Assessment do you use in class?

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