susan kummerer heather whitehead siop trainer esl …worldview.unc.edu/files/2014/01/siop.pdf ·...
TRANSCRIPT
Susan Kummerer Heather WhiteheadSIOP Trainer ESL Coach - PreK
Wake County Public Schools, NC
Develop an awareness of how culture can influence lesson delivery in classrooms with diverse populations using the instructional framework of Sheltered Instruction Observation Protocol (SIOP®).
There is no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple...
English muffins were not invented in England orFrench fries in France. Sweetmeats are candies, while sweetbreads, which aren't sweet, are meat.
We take English for granted. But if we explore its paradoxes,we find that quicksand can work slowly, boxing rings are square, and a guinea pig is neither from Guinea nor is it a pig.
And why is it that writers write, but fingers don't fing,
grocers don't groce, and hammers don't ham?
If the plural of tooth is teeth,
Why isn't the plural of booth, beeth?
One goose, 2 geese.
So, one moose, 2 meese?
Is cheese the plural of choose?
If teachers taught,
why didn't preachers praught?
If a vegetarian eats vegetables,
what does a humanitarian eat?
In what language do people recite at a play,
and play at a recital?
Ship by truck, and send cargo by ship?
Have noses that run and feet that smell?
Park on driveways and drive on parkways?
How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites?
You have to marvel at the unique lunacy of language in which your house can burn up as it burns down, in which you fill in a form by filling it out, and in which, an alarm goes off by going on
.
English was invented by people, not computers, and it reflects the creativity of the human race, which, of course, is not a race at all. That is why, when the stars are out, they are visible, but when the lights are out, they are invisible.
A body of learned beliefs, traditions, principles, and guides for behavior that are shared among members of a particular group.
© Shelley Zion and Elizabeth B. Kozleski
food dress
visual arts drama crafts
dance literature language
celebrations games music
Surface Culture
courtesy contextual conversational patterns concept of time
personal space rules of conduct facial expressions
nonverbal communication body language touching eye contact
patterns of handling emotions notions of modesty concept of beauty
courtship practices relationships to animals notions of leadership
tempo of work concepts of food ideals of childrearing
theory of disease social interaction rate nature of friendships
tone of voice attitudes toward elders concept of cleanliness
notions of adolescence patterns of group decision-making
definition of insanity preference for competition or cooperation
tolerance of physical pain concept of “self” concept of past and
future
definition of obscenity attitudes toward dependents problem-solving
roles in relation to age, sex, class, occupation, kinship, and so forth
Deep
Culture
United States
Individualism
Nuclear Family
Competitive
Future-oriented
Individual development/success desired
Formal support systems
Sex roles not clearly defined
Inner locus of control
Latin America
• Collectivism
• Extended Family
• Cooperative
• Present oriented
• Happiness valued
• Natural support systems
• Sex roles more defined
• Outer locus of control
International Global Consultants (Tery Medina – Southeast Equity Center)
Gestures Meaning in
US
Differing
Cultures
Meaning in These
Culture
Beckon with Index
Finger
Middle/Far
East, Portugal,
Spain, Japan,
Indonesia,
Hong Kong,
Latin America
Insulting/Obscene; Some
Latin American Regions
indicates romantic
interest or solicitation
Make a "V" sign Europe Victory when palm faces
away from you; "Shove it"
with palm facing in
Form a circle with
fingers to indicate
"OK"
Brazil,
Germany,
Japan, France
Brazil/Germany-
obscene; Japan-money;
France-zero/worthless
Stage 1: Honeymoon
-excitement, enthusiasm
and optimism for everything in the host culture
Stage 2: Culture Shock
-negativity ranging from
irritability to hostility, from anxiety to outright panic
-similar to stages of grief
Stage 3: Limbo
-gradual recovery of equilibrium and objectivity
-acknowledgement of +,-aspects of both cultures
-identity crisis
Stage 4: Assimilation or Adoption
-acceptance of new culture
-recovery of self-confidence and identity
ESCORT. Help! They Don’t Speak English Starter Kit for Primary Teachers. P. 2
Lower the Affective Filter
◦ Know your students◦ Value their culture,
language, beliefs◦ Pronounce their names
correctly◦ Employ Buddy System◦ Involve student in the
class◦ Don’t call attention to
mistakes
Creating an atmosphere
promoting motivation
and self-confidence,
while lowering anxiety.
S heltered
I nstruction
O bservation
P rotocol
To provide an instructional framework for teachers of English Language Learners that will teach language and content information.
Special Ed Reading
ESL
Spec. Ed. Tier III 5%
Tier II 15%
Intervention
Tier I 80%
Core
Common Core: ELA (English Language Arts)
READING SPEAKING AND LISTENING
Reading text of increasing Developing skills tocomplexity to develop participate in academiccritical analysis based on discussions andacademic evidence . present new learning.
WRITING LANGUAGE
Write narrative, informational Convention, knowledge ofand argumentative texts language and vocabulary supported by evidence. extending across reading,
writing, speaking and listening.
Please work with a partner.
8:30 Model
Write Content and Language
Objectives Clearly
Content Concepts Appropriate
Supplementary Materials
Adaptation of Content
PlanMeaningful Activities
2x + 6 = 10
X
X
+
Academic language proficiency is needed in order to obtain academic achievement and
content needs language in order to be processed.
Context LinkedTo Students’Background
Links between Pastand New Learning
DevelopingKey Vocabulary
Academic Language
Pre-teach vocabulary – Teacher selects those words that are
critical for understanding the material.
Provide experiences – videotapes, novels, field trips on the
topic
Introduce a conceptual framework to develop background
information – Students build background for themselves
through graphic organizers, chapter previews.
It is critical that teachers build
background by using techniques that
will fill in the gaps and help students
connect what they do know with
what is being taught.
BUT, when the teachers’ explanations are
made more concrete with supplementary materials (e.g. photos, models, illustrations), students are more likely to make appropriate
connections.
Language development is more than just learning vocabulary !!
Speech Appropriatefor Students’
Proficiency Levels Clear Explanationsof
Academic Tasks
Variety of Techniques to Make ContentConcepts Clear
Students UseLearning Strategies
Scaffolding TechniquesUsed to SupportStudent Learning
Questions or TasksThat Promote Higher-OrderThinking Skills
Mnemonics
Graphic Organizers
DRTA
GIST
SQ3R / SQP2RS
CROP-QV
Rehearsal/Comprehension Strategies
- Making Content Comprehensible
-Making Content Comprehensible (p102-103)
Frequent Opportunities for
Interaction
Group Configurations
Wait Time forStudent Responses
Clarification ofKey Concepts in L1
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
Rate of Retention
5% Lectures
10% Reading
20% Audiovisual
30% Demonstrations
50% Discussion Groups
75% Practice by Doing
90% Teach Others/
Use Learning
Immediately;
Use of Hands-on Materials
and/or Manipulatives Activities ApplyingContent and
Language Knowledge
Activities IntegratingAll Language
Skills (domains)
CARD COLOR Sentence Starters………………….
Green (ask a question) I wonder why……..?
What if……………….?
How come………….?
Orange (Clarify) The key information is…………
First……..then…….finally……
What this means to me is……..
Yellow (Predict) I bet that………..
I think that………
If ……………. happens then………….
Red (relate) This reminds me of……………………
I can relate to this because……….
When I think of this I picture…….
Simultaneous Roundtable
How do you promote practice in your classroom?
Review of Key Vocabulary
Review of Key Content Concepts Regular Feedback
Assessment of Student Comprehension
And Learning
“If we want students to take control of their own learning, they must know the criteria for quality.”
Rubrics provide our students with explicit written criteria of what we judge quality work to be.
Rubrics reflect the best thinking in the field that constitutes good performance.
Rubrics are frequently accompanied by examples of products and performances to illustrate the various score points.
Scoring Rubrics in the Classroom Using Performance Criteria for Assessing and Improving Student Performance Judith Arter and Jay McTighe
Website: rubistar.4teachers.org
Authentic Assessment For ELLs: Practical Approaches for Teachers
J. Michael O’Malley and Lorraine Valdez
Pierce
I wonder …
I discovered…
I still want to know…
I learned…
I still don’t understand…
I still have a question about…
I will ask a friend about…
Thank you for your attention and participation.