SIOP FOR ELs AND ALL
An IntroductionDaniel L. Perez Elementary School Professional Development
November 4, 2014 7:45 AM – 11:30 AM
Dr. Arlene Diaz, Sra. Antonia Salas, Mrs. Femelyne WesolowskiFirst Presented by Marie Benito, Ana Camacho-Andersen, Femelyne Wesolowski
“Using the SIOP (Sheltered Instruction Observation Protocol) Model” ESL Conference
University of Guam HSS September 10, 2011 8:30 am-10:30 am
EFFECTIVE LESSON = EFFECTIVE TEACHER
Groups
Agnes Castillo, Bobbie Ada, Candida Aldaca,
Christine Cruz, Gregorio Blas, Jeanalyn Benavente,
Star Taitano, Yolanda Rosal
Benita Lizama, Bobbie Arevalo, Maryjane
Mercado, Geraldine Castro, Rosita Cruz,
Shirleen Yabut, Vaughn Baisa
Jana Mendiola, Janice Evangelista, JolinieSomera, Kimberly
Laguana, Maria Herrero, Petronilla Olpindo, Serna Galzote, Victor Dayday
Ana Salgado, Bertha Manibusan, Clara
Mendiola, Dolores Rojas, Elizabeth Taijeron, Laura
Kho, Ronnisha Quintanilla, Stephanie Cruz
Cheryl Platon , Dallas Taijeron, Jessica Taman,
Josephine Camacho, Mary Saralu, Richard
Fernandez, Tamar Quintanilla
Carmen Peneranda, Cynthia Rowland,
Dominica Rivard, Irene Preuc Rosemarie Lara,,
Ruby Dorion, Sara Corpuz, Valerie San Nicolas
Geraldine Quitano, Jenna Chung, Jerney Mendiola,
Josephine Medler, Kimberly Flores, Lea Sardon, Maria Eata, Maxine Quintanilla
Claire Santos, Jamie Fegurgur, Jerika Audije,
John Reyes, Nora Quintanilla, Sharon Yutuc,
Shiela Demapan, Toni Taitano
Ace Cruz, Elizabeth Patubo, Ha’ani Quinata,, Mikellyn Cruz, Monique
Finona-Xu, Sara Martinez, Steven Taijeron, Valerie
Guerrero
Christian Bias, Debra DelaCruz, Janice Quintanilla,
Michele Reyes, Nora Perez, Vanessa Pinaula, Victor Blas, Vivian Cruz
ACTIVITY: VOCABULARY MATCH
SIO
P
Welcome & Meeting Norms
• Mind the Technology
• Actively listen to self & others
• Participate with mind & heart
• Ask clarifying questions
• Help your neighbor
• Celebrate
PARTICIPANT OBJECTIVES CONTENT OBJECTIVES:
With a colleague/colleagues:
1. I will examine the components and features of SIOP as an instructional framework for planning and teaching English language learners
2. I will learn how culture and experience are expressed through language
LANGUAGE OBJECTIVES:
With a colleague/colleagues:
1. I will discuss with my group how language objectives can focus instruction to develop English language proficiency for English language learners
HOMEWORK
1. I will use one feature of the SIOP Model [at the HOTS level] for one lesson during 2nd quarter
SIOP
SHELTERED
INSTRUCTION
OBSERVATION
PROTOCOL
SIOP – Definition & Development
Researchers & Developers
The SIOP Institute http://siop.pearson.com
Video:
Helping English Learners Succeed:
An Overview of the SIOP Model
Development and Use
8 Components
EVOLUTION OF SIOP
Background on English Learners
Content Area and ESL Standards
Sheltered Instruction
Changes in Instructional Practice
for Language Teaching
Assessment, Accountability, and Academic Literacy
Standards-Based Reform
The Sheltered Instruction
Observation Protocol (SIOP)
The SIOP Model
Getting Started with the SIOP Model
SIOPSheltered Instruction Observation Protocol
a scientifically validated model of sheltered
instruction
that incorporates 30 teaching and learning strategies
KNOWLEDGE OF INSTRUCTONAL TASKS
to make grade-level content comprehensible
KNOWLEDGE OF CONTENT TOPIC
for English learners (ELs)
while developing their English language proficiency
KNOWLEDGE OF ENGLISH
SIOP CITW
LESSON PREPARATION 7. Setting Objectives & Providing
Feedback
BUILDING BACKGROUND KNOWLEDGE 1. Identifying Similarities &
Differences
COMPREHENSIBLE INPUT 5. Nonlinguistic
Representations
STRATEGIES 9. Questions, Cues, & Advanced
Organizers
INTERACTION 6. Cooperative Learning
PRACTICE AND APPLICATION 2. Summarizing & Note-taking
4. Homework & Practice
LESSON DELIVERY 8. Generating & Testing Hypotheses
REVIEW AND ASSESSMENT 3. Recognizing Effort & Providing
Recognition
SIOP The Big 8 Literacy Strategies
LESSON PREPARATION 8. Text and Media Complexity
Access
BUILDING BACKGROUND KNOWLEDGE 1. Vocabulary
COMPREHENSIBLE INPUT 7. Leveled Materials and
Digital, Multi-Media
Resources
STRATEGIES 5. Teacher & Student Questioning
6. Document, Technological, &
Quantitative Literacy Strategies
INTERACTION 2. Student Dialogue & Grouping
PRACTICE AND APPLICATION 3. Write to Learn
4.Graphic Organizers & Note Takers
LESSON DELIVERY
REVIEW AND ASSESSMENT
SIOP Guam DOE District Expectations
LESSON PREPARATION SMART Goals
GV Curriculum
BUILDING BACKGROUND KNOWLEDGE Professional Learning Communities
COMPREHENSIBLE INPUT
STRATEGIES
INTERACTION Classroom Walk-Throughs/Mini-
observations
PRACTICE AND APPLICATION
LESSON DELIVERY
REVIEW AND ASSESSMENT Common Formative Assessments
ACTIVITY: SIOP MODEL
SELF ASSESSMENT – Part 1
Mark the box that most closely represents your
current teaching practice in the following areas:
1. LESSON PREPARATION
2. BUILDING BACKGROUND KNOWLEDGE
3. COMPREHENSIBLE INPUT
4. STRATEGIES
5. INTERACTION
6. PRACTICE AND APPLICATION
7. LESSON DELIVERY
8. REVIEW AND ASSESSMENT
ACTIVITY: SIOP Model
Self-Assessment – Part 2
Reflection Questions
How can I strengthen what I already practice?
What do I need to develop what I do not yet know or
what I am still learning?
SIOP & Teachers
Protocol
Supervisory Tool
Evaluation Tool
Model
Instructional Planning & Implementation
SIOP as PROTOCOL*An instrument of 8 main components and 30
features used to observe, rate, and provide feedback on lesson fidelity to the SIOP model.
*A supervisory tool for
observation of consistent students’ response to sheltered techniques
*A training model to teach
teachers effective sheltered instruction strategies
SIOP as MODEL*An explicit model of sheltered instructional
techniques used to help teachers plan and deliver lessons that:
- Incorporate language objectives
and content objectives.
- Encourages meaningful use of the English language through interaction and the study of content.
SIOP & ELs
Academic Literacy
Sheltered Instruction
Knowledge of English English language proficiency
Listening, Speaking, Reading, Writing
Basic Interpersonal Communication Skills
Knowledge of the content topic Cognitive Academic Language Proficiency
Knowledge of how the tasks are to be accomplished
Basic instructional words
School culture words
Academic instructional words
What to Learn: Academic Literacy
Knowledge of English
Knowledge of the content topic
Knowledge of how the tasks are to be accomplished
(Short, 2002 as cited in Echavarria, Vogt, Short, 2008, p. 11)
DOE K-12
SY2013-
2014
ETHNICITY
# of K-12
Students
# of K-12
English
learners
DLP ES K-5
LANGUAGE
Chamorro 14,720 32
English 272
Filipino 6,678 128
Pacific
Islander7,449 135
White Non-
Hispanic194
Asian 469 2
CNMI 461 3
Other 784 2
Total 30,955 15,033 49% 302 / 612 49%
DLP10.21.14 Language = 715 K=103 1st 2nd 3rd 4th 5th TOTAL
10 Chamorro 7 7 6 3 9 32
20 English 49 51 48 67 57 272
32 Ilocano 2 5 2 2 11
35 Tagalog 15 21 21 18 29 104
37 Visayan 2 1 3
39 Other Filipino Lang. 1 4 1 1 3 10
41 Mandarin 0
42 Cantonese 0
45 Other Chinese Lang. 1 1
50 Korean 0
60 Vietnamese 0
70 Carolinian 1 1 1 3
71 Chuukese 17 19 22 22 20 100
73 Kosraean 1 2 1 4
74 Marshallese 1 1
75 Palauan 1 1 3 5
76 Pohnpeian 3 7 5 4 4 23
77 Yapese 1 1 2
80 Japanese 1 1
99 Other Languages 1 1 2
TOTAL LANGUAGE 1 97 118 106 121 131 574
27
students
9
English
Proficient
33%
18
English
Learners
67%
M 5 71 Chuukese
F 5 20
F 5 71 Chuukese
M 5 20
M 5 39 Other Filipino Language
F 5 20
F 5 35 Tagalog
M 5 35 Tagalog
F 5 77 Yapese
F 5 20
M 5 35 Tagalog
M 5 37 Visayan
M 5 71 Chuukese
F 5 76 Pohnpeian
M 5 10 Chamorro
M 5 75 Palauan
M 5 20
M 5 20
F 5 20
M 5 10 Chamoro
F 5 76 Pohnpeian
M 5 99 Other
F 5 20
M 5 10 Chamorro
M 5 71 Chuukese
M 5 20
F 5 71 Chuukese
Frameworks for
Second Language Acquisition
LI
L2
Culture
Language
Identity
Background Experience
BICS
CALP
“Two Island” Hypothesis
ACTIVITY: How does each factor
affect 2nd language acquisition?
Write 1 way each factor affects 2nd language
acquisition. (Participant Book p. 25-26)
Share in your groups one of your responses.
Cummins’ Theory
SIOP Component 4:
Strategies (Learning)
Metacognitive
Cognitive
Socio-Affective
Graphic Organizers
SIOP Component 1:
Lesson Preparation
BEGIN WITH THE END
Objectives = Goals which direct Lessons & measure
Assessment
Content Objectives
A Content Objective identifies what students
should know and be able to do at the end of the
lesson and leads to assessment. It is linked to
engaging activities and to the learning outcomes.
Language Objectives
A Language Objective is a process-oriented
statement (action verbs) of how students will use
English with the content.
Language Objectives- 6 categories
Key Content Vocabulary
Technical terms, concept words
Language Functions
Ways language is use, e.g. describe, compare,
summarize
Language Skills
Listening, speaking, reading, writing skills
Language Objectives – 6 categories Grammar or Language Structures
Parts of speech, types of sentences, paragraphs
Lessons Tasks ex. What English words will be needed by the
student to accomplish the role of the materials keeper in a cooperative group? Walk to the table and get four magnifying glasses for your team members
Language learning strategies Corrective strategies (rereading text), self-
monitoring strategies (confirm predictions), pre-reading strategies (look at pictures in text), language practice strategies (repeat phrases)
Checklist for C&L Objectives
Observable
Suitable to age and level of students
Understandable to students
Related to key concept of lesson
Challenges student academic language growth:
LSRW
Ranges from LOTS to HOTS
Measurable for student progress during and after
lesson
Sample
Sample
ACTIVITY: Match CO to LO
Pg. 48 Participant Book
Share within Groups
TEACHINGChamorro language
Learners
SIOP Lesson by Sra. Salas
PD Content Objective: Experience a lesson from
the perspective of a second language learner
PD Language Objective: to describe orally their
experiences learning Chamorro language
concepts
Respetu
Reflection
How can I relate my experience to what my ELs
experience in my classroom?
Review & Wrap Up
SIOP for ELs
Effective Instructional Planning for Effective Instructional
Delivery
CONTENT OBJECTIVES
With a colleague/colleagues:
1. I will examine the components and features of SIOP
as an instructional framework for planning and
teaching English language learners
2. I will learn how culture and experience is expressed
through language
LANGUAGE OBJECTIVES
With a colleague/colleagues:
1. I will discuss with my group how
language objectives can focus
instruction to develop English
language proficiency for English
language learners
LANGUAGE OBJECTIVES
With a colleague/colleagues:
Home Work: I will use one feature of
the SIOP Model [at the HOTS level] for
one lesson during 2nd quarter
DVD: Chapter 1
Introduction to Sheltered Instruction
Lela Alston Elementary School, Phoenix, AZKendra Morena, Teacher
Systematic, consistent, explicit lesson preparation
use of best practices
Results with ELs means more practice, more HOTS
Dangkulo Na Si Yu’os Ma’ase’
Maraming Salamat Po
Thank you! www.elite.net/~runner/jennifers/thankyou.htm
Ke Kmal Mesulang Belau
Xiexie China
Kini So Chapur Chuuk
Mahalo Nui Loa Hawaii
Arigato gozaimashita Japan
Kamsahaminda Korea
Kulo Maluhlap Kosrae
Kommol tata Marshalls
Agyamanac Unay Philippines Kalangen en Komwi Pohnpei Dziekuje (chickwe) Poland Fa’afetai tele Samoa Muchas Gracias Spain Kam Magar Yap
Sites for Bloom’s Taxonomy & DOK Bloom’s Taxonomy Revised
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Educational Origami – explanation of Bloom’s Revised
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
A Model for Learning Objectives – rollover for samples
http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
Kathy Schrock’s Guide to Everything
http://www.schrockguide.net/bloomin-apps.html
Bloom’s Taxonomy of Learning Domains
http://www.nwlink.com/~donclark/hrd/bloom.html
Northern Illinois University Faculty
http://www.niu.edu/facdev/programs/handouts/blooms.shtml
Common Core ELA Standards & Objectives Guide – DOK Levels
http://www.tobink8.org/ANET2013/ANETCommonCoreELAStandardsandObjectiveGuide2012.pdf
Depths of Knowledge with Mathematics]
http://static.pdesas.org/content/documents/DOK_Math_levels.pdf
Descriptors for Content Areas
http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.htm
Top Related