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Transcript of NC SIOP Reunion : Making Sheltered Instruction Operational Joanne Marino, NC DPI ESL/Title III...
![Page 1: NC SIOP Reunion : Making Sheltered Instruction Operational Joanne Marino, NC DPI ESL/Title III Consultant jmarino@dpi.state.nc.us jmarino@dpi.state.nc.us.](https://reader033.fdocuments.us/reader033/viewer/2022052701/56649e015503460f94aeb3e3/html5/thumbnails/1.jpg)
NC SIOP Reunion :
Making Sheltered Instruction
Operational
Joanne Marino, NC DPI ESL/Title III Consultant [email protected]
ELD SCS
ELD SCS
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Our focus today…
1) Overview of the SIOP model
2) Literacy Instruction in the Sheltered Classroom
3) Getting Administrative Buy-in
4) Language Objectives
5) “Simplified” English
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Part 1: Overview of the SIOP Model
• Lesson Preparation• Building Background• Comprehensible Input• Lesson Delivery• Learning Strategies• Interaction• Practice and Application• Review / Assessment
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Part 4: Language Objectives:
Why are they necessary? What do they look like?
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NC LEP Students K-12
0%
10%
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NC Students
1st Generation
US Born
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2006-07 LEP Students in NC
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K 1st
2nd
3rd
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Outside US
US Born
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The Literacy Challenge
• 30% of all secondary students (6-12) read proficiently
• 11% of secondary Hispanic students read at grade level
• 14% of secondary of Afro-American students read at grade level
• 4% of 8th-grade LEP students scored proficient on the reading part of the National Assessment for Educational Progress.
Short, D and Fitzsimmons, S. (2007) Double the Work, Alliance for Excellent Education, Carnegie Corporation, New York.
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Ma and Pa Kettle
Math Lesson
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Content Language
What is the relationship?
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Lesson PreparationLesson
Preparation
Objectives
Content Concepts
Content Language
Supplementary Materials
Adaptation of Content
Meaningful Activities
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Sheltered Instruction•Safe place •Protection
from the language demands of mainstream instruction which is beyond the
comprehension of English language learners
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Teach Content and Language Objectives
• Link literacy instruction with content instruction– Relevant
• Develop academic language– Vocabulary
– Sentence patterns
– Learning strategies
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Language Objectives are language demands of the content class
Language functions /school language (define, describe, explain, classify, compare, summarize, …)
Language structures (questions, past tense, writing a sentence, writing a paragraph)
Academic vocabulary (discipline-specific, high-use words, word forms)
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Academic Vocabulary SampleUnit on Revolutionary War
Discipline-specific• colony, colonist• Patriot• Loyalist• Stamp Act• traitor
High-Use Words (in all subjects and grades)• independence, independent• to protest, a protest• impact• perspective• signify, significance,
significant, significantly
2.01 Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities.
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Language Objectives answer the question…
“What language do students need to complete the assigned task?”
vocabularysequence
cause and effect
past tensetext type
lab report narrative
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Steps to identify language needed for content
• Identify key science/math/social studies terms
• Review all texts for additional words students need to know (Adequate reading comprehension depends on knowing 90-95% of the words in a text [Nagy & Scott, 2000]) – Select words with multiple meanings (state,table…)
• Determine questions to be formulated• Identify text structure (cause/effect, sequence,
comparison…)
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ELD Standards help shape Language Objectives…
“Where are the learners relative to the language expectations?”
novice
“What strategies will help make this language accessible?”advance organizers
use of cognates
cooperative groups
developing some experience
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TESOL Standards TESOL Standards The WIDA ELP StandardsThe WIDA ELP Standards
Standard 1—Social and Instructional Language– English language learners communicate in English for Social
and Instructional purposes in the school setting.
Standard 2— Language of Language Arts– English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts.
Standard 3—Language of Math– English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Math.
Standard 4—Language of Science– English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Science.
Standard 5— Language of Social Studies– English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Social Studies.
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A Model Performance Indicator (MPI)
Explain uses of information about math operations using realia or manipulatives
support / scaffold
Teaching strategy
languagecontent
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NC ELP SCS under RevisionGrades 6-8 Standard 5: Academic and Content Language – The learner will use content-specific vocabulary, English language functions and cognitive processes in a variety of academic contexts and across language domains [speaking, listening, reading, and writing] to achieve the goals of the NC SCS in all content areas, including English Language Arts, Mathematics, Science, and Social Studies.
Objective 5.02 (Mathematics) The learner will develop academic and content language to recognize, describe, model, compute and solve problems by exploring grade-level content applicable to number and operations, measurement, geometry, data analysis and probability, and algebra
Entering/Novice Low
Beginning/Novice High
Developing/ Intermediate
Low
Expanding/Intermediate
High
Bridging/Advanced
Superior
NL 5.01 using basic content vocabulary with non-verbal or pictorial representation, given extensive support.
NH 5.01 using basic content vocabulary with simple words and phrases, given extensive support.
IL 5.01 using expanded content vocabulary in phrases and simple sentences, given extensive support.
IH 5.01 using expanded content vocabulary with simple sentences in discourse, given moderate support.
A 5.01 using extensive content vocabulary in a variety of sentence structures in discourse, given occasional support.
S 5.01 using extensive content-specific vocabulary in expanded discourse, primarily independently.
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Both WIDA/TESOL and Revised NC ELD SCS highlight academic language
and levels of supportExplain uses of information about math operations using realia or manipulatives
using expanded content vocabulary with simple sentences in discourse, given moderate support.
Sample MPI for
ELP WIDA Standard #3 (Language of Mathematics)
Speaking Domain
Grade cluster 6-8
WIDA ELP Level 4
NC ELD SCS
Objective 5.02 (Mathematics)
IH 5.01
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Language objectives are embedded in content objectives
To determine the language objective consider the content
objective or the task assigned to master the content objective
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Math / Grade 31.01 Develop number sense for
whole numbers c. Compare and order
Language: vocabulary & patterns• greater, greatest • less, least • equal to• x is {greater / less } than y.• x is the {greatest / least} number in the series.• x is equal to y.
Contentnumber sense for whole numbers
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Objectives
• CONTENT1. Order numbers from
least to greatest.
2. Use <, >, or = to make each sentence true.
• LANGUAGEExplain to a partner why
your statements are true using a number line. Use these sentence patterns:
• x is {greater / less } than y.
• x is equal to y.
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Content Objective:Today we will be comparing and ordering whole numbers.
Language Objective:In small groups, we will use the phrases less than and greater than to compare and help us order numbers.
Lesson Preparation Features
Content and Language Objectives
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Math SCS 1.01/ Grades 4-8
• 4: Compare and order rational numbers
• 5: Compare and order rational numbers
• 6: Compare and order negative rational numbers
• 7: (1:02) Describe the effect of operations on size
• 8: Compare and order real numbers
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Science / Grade 32.01 Observe and describe the properties of soiI: color, texture,
capacity to hold water
Language: vocabulary & patterns•sedimentation, particles, rocks, minerals•sand, silt, clay •fine, medium, coarse
•Sequence: first, second, third…
ContentSoil properties
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Content Objective 2.01 student-friendly
• Students will describe the properties of soil and what causes them to settle at different rates (using a soil profile).
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Language Objective student-friendly
• Students will sequence the steps of sedimentary rock formation in writing.
Modification: Have the steps written for students and have them use time and order words to put them in the correct order.
• Students will retell the steps of sedimentary rock formation.
Modification: Have students -work with a partner-use a visual/notes
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Science / Grade 74.07 Explain the effects of environmental influences
(smoking, alcohol, drugs, diet) on human health
Language: vocabulary & patterns• One consequence of ________is ____________• _______ leads to/causes _____________.• _______ increases the risk of ______________.• ______ are more likely to ___________ than
__________.
Content Effects of environment
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Content Objective: Explain the effects of smoking on human health.
Language Objectives:• Explain to a partner the effects of smoking.
One consequence of smoking is ___________.Smoking leads to _____________.Smoking causes _____________.Smoking increases the risk of _____________.Smokers are more likely to ___________ than
nonsmokers.
• In the reading, highlight the effects of smoking.
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Social Studies / Grade 8
2.01 Trace the events leading up to the Revolutionary War and
evaluate their relative significance in the onset of hostilities.
Language: vocabulary & patterns• sequence• cause & effect • evaluate
ContentRevolutionary War
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Objectives
CONTENT• Complete a timeline
listing the events leading up to the Revolutionary War.
LANGUAGE• In the reading,
highlight the colonial action in blue and the British reaction in red.
• Explain to a partner your timeline. Use the words first, second, then to show sequence.
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ObjectivesCONTENT
• Select the 3 most significant events which led to the Revolutionary War.
LANGUAGE• In writing, summarize the
3 most significant events which led to war._______ was the most
significant event because _________________.
The significance of _____cannot be overstated. It _________.
________ was also significant because _________.
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Visual Arts / Grade 85.03 Compare and contrast
relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.
Language: vocabulary & patterns• X is ______ while y is _________.• X is different from y in that _______• Both x and y are __________________.• X is more _____________ than y.
Content Works of art
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Content Objective: Compare Medieval and Renaissance
paintings
Language Objective:Write an art critique using comparative
sentence structures.
• X is ______ while y is _________.• X is different from y in that _______• Both x and y are __________________.• X is more _____________ than y.
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Biology2.02 Investigate and describe the structure and functions of cells…
Language: vocabulary & patterns• The _____ consists of ___________.• The ____ is made up of __________________.• The _____ includes the _______________. • The function of the _____ is to _________.• The _____ serves to ___________.• The _____ acts/serves as a ___________.
Content cells: structure
function
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Content Objective: Identify the structure of a cell.
Language Objectives:• Explain to a partner the structure of a cell.
The _____ consists of ___________.The ____ is made up of __________________.The _____ includes the _______________.
• Label cell parts on a diagram.• Complete a cloze text describing the structure of a
cell.
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Content Objective: Compare the structure of an animal cell with the
structure of a plant cell.
Language Objective:Language Objective:Describe the structure of plant and animal cells to a
partner using the comparative form. Both plant cells and animal cells contain _______.A plant cell contains a nucleus. An animal cell also
contains a nucleus.Plant cells contain vacuoles, whereas animal cells often
do not have vacuoles.Plant cells contain vacuoles. Animal cells, however,
often do not have vacuoles.
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Verbs for Language Objectives
Write…….
Read with a partner…….
Think………
Listen……...
Read……….
Discuss………
Retell…….
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Language Acquisition: An Interdependent Process
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Identify Content and Language Objectives
Matching Activity
• Pair content and language objectives
• Name what the student will do and how it will be done
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Lesson Preparation Features
A Closer Look at ObjectivesFind the LCM (lowest common multiple) of 2 or more numbers.
Write the steps used to solve the problems.
Classify solids and their parts.
Justify orally your classification system to a small group.
Round 4-digit numbers to the nearest 10 or the nearest hundred.
Explain your answer to a partner using a number line.
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Write Language Objectives Activity
Grade 6 Math: 5.03: Solve simple (one- and two-step) equations or inequalities.
Content Objective: Solve two-step equations (3x-
10=14)
Language Objective:
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Possible Language Objectives
1. Explain to a partner how to solve two-step equations. Use key vocabulary: first, second, then, combine like terms, isolate the variable, inverse operations.
2. Use commands to state the steps in solving two-step equations as your partner does them.
3. Write in your journal how to isolate the variable in a two-step equation.
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Create a sample of language objectives
Identify objective’s components Isolate key vocabulary and sentence
patterns Incorporate 4 language skills: RWLS
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Maria might say
“Fast food does bad stuff to you.”
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Guide students to use scientific phrasing…
“ Research indicates that a diet of fast food can have negative impacts on a person’s physical and mental health including weight gain, skin problems, and mood swings.”
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What can the ESL teacher do?
• Collaborate with the content teacher
• Teach the language of the content:Discipline specific High-use
• Explain how language works in the various content areas.
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Explicit Focus on Discipline-Specific Ways English Works
• Content is constructed mainly in language• Each subject has its own ways of using language• Analyze and talk about language to help students see how
meaning is constructed in English in different subjects
– Look at information that has been left out and has to be recovered by the student to understand the passage.
– Provide tools for unpacking dense text• Identify sentence parts and their meaning
relationships• Examine time-markers and connectors• Recognize verb choices
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How language makes meaning
• What ‘s going on in the text?
• What is the author’s perspective?– Look at the language choices an author
makes
• How is the text organized?– How is information introduced and referred
to?
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Learning about languageHow does English work in science class? How does English work in history class?
A volcano’s structure or edifice is cone-shaped. It is more or less symmetric and is built by an accumulation of lava around the volcano’s central vent, an exposed opening on the earth’s surface.
Process: is cone-shapedParticipant: volcano’s edifice
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Analyzing history text…
The Missouri Compromise passed in 1820.
Process: passed Participants: the Missouri Compromise Circumstances: in 1820
Learning History, Learning Academic Language,Mary J. Schleppegrell, Presented at the 2007 CREATE conference, October 2, 2007http://www.cal.org/create/events/CREATE2007/schleppegrell.html
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We don’t need to dumb down the texts we use; instead
we need to unpack text systematically!
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Keep the End in Mind!