Session Three: SIOP Overview
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Transcript of Session Three: SIOP Overview
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Session Two: Introduction to SIOP
SIOP OUTLINE
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DEMOGRAPHICS
Quick Facts. (2009). Retrieved September 02, 2010 from Stanislaus County of Education: http://www.stancoe.org/scoe/admin/public_info/quick_facts/quickfactslwelcome.htm.
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EL DIVERSITY
Student Profile Characteristics
1. Native US / Bilingually Schooled EL with primary language instruction /
support in academic content
2. Native US / English-only Schooled EL with limited primary language
instruction / support3. Overseas / Bilingually Schooled Parallel content in native language and
communicative English
4. Overseas / Native Language Only Parallel content in native language but no
communicative English
5. Overseas / No Formal Schooling
Content and Language deficit
Faltis, C. J., Ph.D. (1993). Programmatic and Curricular Options for Secondary Schools Serving Limited English Proficient Students.
[Editorial]. The High School Journal, 76, 172-181
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COMMUNICATIVE V ACADEMIC ENGLISHCommunicative English Academic English
1. Procedural Information 1. Content-Area Information
2. Interpersonal Communication 2. Conceptual Communication
3. Concrete Vocabulary 3. Abstract Vocabulary
4. Concrete Concepts 4. Abstract Concepts
5. Easier to Attain Fluency and
Communicative Competence
5. Challenging to attain in a first language
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CHALLENGES FOR ELS
Learning communicative English is difficult
Learning academic content is difficult regardless
of language Learning both simultaneously is very
burdensome
*Bilingual education for secondary students wasdesigned to be the solution
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THE ACADEMIC SETTING
Knowledge of Communicative English
Knowledge of Content-Area ProceduralKnowledge
Knowledge of Academic Content
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ACADEMIC LITERACY
L1 foundations transfer to L2 learning
L1 content transfers to L2 learning
Oral language development is necessary
EL accommodations are necessary
Explicit and deliberate and repeatedvocabulary instruction
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EL INSTRUCTIONAL PRACTICES
The Communicative Approach
Content-based ESL (Language > Content)
Sheltered Instruction (Language < Content)
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TURLOCK HIGH SCHOOL Go!
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SHELTERED INSTRUCTION OBSERVATION
PROTOCOL
Implementation in Regular Classroom
SIOP Model = lesson planning and deliverysystem
SIOP Protocol = the instrument used to observe,
rate, and provide feedback on lessons
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EIGHT SIOP COMPONENTS
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice and Application
LessonD
elivery Review and Assessment
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TONIGHT
Read Chapter Two of SIOP
Feature One: Content objectives
Feature Two: Language objectives
Feature Three: Content concepts
Feature Four: Supplementary materials
Feature Five: Adaptation of content
Feature Six: Meaningful activities
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SIOP APPLIED TO THE OLD MAN AND THE SEA
An old man gets in a small boat and goes fishing on the ocean for
what might be his last trip (hes pretty old, remember). He catches
the fish of a lifetime and spends many pages bringing it in. It is so
big that he has keep it next to the boat. As he returns home, his
prize fish is attacked and destroyed by sharks. All that is left of his
wonderful fish is the skeleton. The old man sails one way and the
skeleton floats to another part of the island. Later, the skeleton
washes on shore and some tourists see it. They comment that a
storm must have killed the fish.
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FEATURE ONE: CONTENT OBJECTIVES
Content Objectives ClearlyDefined, Displayed, and
Reviewed with Students
3.6 Identify significant literary devices (e.g., metaphor,
symbolism, dialect, irony) that define a writer's style
and use those elements to interpret the work.
1.1 Create compositions that establish a controlling
impression, have a coherent thesis, and end with aclear and well-supported conclusion
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FEATURE ONE: CONTINUED
The bottom line for English learners is that
content objectives need to be written in terms of
what students will learn or do; be stated simply,
orally, and in writing; and tied to specific grade-
level content standards. Also, it may be necessary
to limit the content objectives to only one or two
per lesson to reduce the complexity of the learningtask.
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FEATURE ONE: SIOP OBJECTIVES
SWBAT identify metaphors and symbols
and use those elements to interpret the
work SWBAT state a coherent thesis in the
introduction of their composition
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FEATURE TWO: LANGUAGE OBJECTIVES
Language Objectives: ClearlyDefined, Displayed and Reviewed
with Students
Language Objectives = What students will experience, do, or
produce
ELD Language Objectives = Appropriate for students present
level + 1
ELD Standard 3.7 (Grade 9-10): Describe several literary
elements and techniques (e.g., figurative language, imagery,symbolism)
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FEATURE TWO: BLOOMS TAXONOMY
Literal Inferential Evaluative
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FEATURE TWO: LANGUAGE OBJECTIVES
SWBAT identify metaphors and symbols and use those
elements to interpret the work
SWBAT state a coherent thesis in the introduction of
their composition
SWBAT interpret specific symbols in the Old Man and
the extended metaphor
SWBAT construct a thesis statement for their metaphoressay
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FEATURE THREE: CONTENT CONCEPTS
Content Concepts Appropriate for Age and Background
Fluent decoding for independent comprehension
Comprehension strategies for literal, inferential, and evaluative
comprehension
Comprehension of narrative text schema
Understanding of literary symbols
Understanding of metaphors in literature
Understanding a thesis statement and academic form
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FEATURE FOUR: SUPPLEMENTARY MATERIALS
Hands on Manipulatives
Realia
Pictures
Visuals
Multimedia
Demonstrations
Related Literature
Hi-lo Readers
Adapted Text
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FEATURE FIVE: ADAPTATION OF CONTENT
Graphic Organizers
Outlines
Level Study Guides
Highlighted Text
Taped Text
Adapted Text
Jigsaw Reading
Paragraph Frames
Native Language Texts
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FEATURE SIX: MEANINGFUL ACTIVITIES
Meaningful Activities that Integrate Lesson Concepts with
Language Practice Opportunities
Graphic Organizer > Paragraph Frame > Paragraph One: Thesis
Integration of Reading, Writing, Listening, and Speaking
Group Work with Native Speakers andDefined Roles
Writing Process: Brainstorm, Draft, Edit, Revise, and Publish
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PLEASE CHECK BLACKBOARD
Posts > SIOP Features
Please post your SIOP features on the
Blackboard Forum each week (due beforeclass)
Presently I will leave the posts ungraded