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