siop overview shelter instruction observation protocol hickory public schools january 22, 2014

SIOP OverviewSIOP Overview

Shelter Instruction Observation ProtocolHickory Public SchoolsJanuary 22, 2014

Learning TargetsLearning TargetsI can use a text book learning

strategy in my classroom.I can give an oral summary of the

SIOP model.

What do these teachers do What do these teachers do that is helpful for ELLs?that is helpful for ELLs?http://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/SIOP_GM_v2.1/C5M2_iPad.mp4

Note actions/activities that are helfpul to ELLS on a post-it note.

Share with a partnerShare with a partnerDiscuss your notes with a

partner.

Characteristics of effective Characteristics of effective instruction for ELLs…instruction for ELLs…

English is taught through academic content

Learning strategies needed to develop thinking skills and problem-solving abilities are taught EXPLICITLY

Continuous support for staff development

Source: ACQUIRING A SECOND LANGUAGE FOR SCHOOL, Directions in Language & Education National Clearinghouse for Bilingual Education Vol. 1, No. 4, Fall 1995,Virginia P. Collier

Staff development Staff development emphasizes…emphasizes…

activation of students' prior knowledge.

respect for students' home language and culture.

cooperative learning, interactive and discovery learning.

intense and meaningful cognitive/academic development.

ongoing assessment using multiple measures.

Source: ACQUIRING A SECOND LANGUAGE FOR SCHOOL, Directions in Language & Education National Clearinghouse for Bilingual Education Vol. 1, No. 4, Fall 1995,Virginia P. Collier

Sheltered Instruction (SI)Sheltered Instruction (SI)

SI provides second language learners with the means to

develop academic and linguistic knowledge in their second

language.

SI can be described as a melding of elements of second language

principles and elements of quality instruction.

SI facilitates a high level of student involvement and interaction in

the classroom.

The SIOP modelThe SIOP model

Sheltered Instruction Sheltered Instruction Observation Protocol (SIOP) Observation Protocol (SIOP) ComponentsComponentsPreparationBuilding

BackgroundComprehensible

InputStrategies

Interaction Practice/ApplicationLesson DeliveryReview/ Assessment

Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.

PreparationPreparation

Clearly defined content objectives for students.

Clearly defined language objectives for students.

Content concepts appropriate for age and educational background

Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., graphs, models, visuals)

Adaptation of content (e.g., text, assignment) to all levels of student proficiency

Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and/or speaking.

Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.

Building BackgroundBuilding Background

Concepts explicitly linked to students’ background experiences

Links explicitly made between past learning and new concepts

Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.

Comprehensible InputComprehensible InputSpeech appropriate for students’

proficiency level (e.g., slower rate, careful enunciation, and simple sentence structure for beginners)

Clear explanation of academic tasksA variety of techniques used to

make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures body language)

Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.

StrategiesStrategiesAmple opportunities for student to use

strategiesConsistent use of scaffolding

techniques throughout lesson, assisting and supporting student understanding

A variety of question types used, including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytic, and interpretive questions)

Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.

InteractionInteractionFrequent opportunities for

interactions and/or discussion between teacher/student and among students that encourage elaborated responses about lesson concepts

Grouping configurations support language and content objectives of the lesson

Sufficient wait time for student response

Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer or L1 text

Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.

Practice/ApplicationPractice/ApplicationHands-on materials and/or manipulative for students to practice using new content knowledge

Activities for students to apply content and language knowledge in the classroom

Activities that integrate all language skills (reading, writing, listening and speaking)

Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.

Lesson DeliveryLesson DeliveryContent objectives clearly

supported by lesson deliveryLanguage objectives clearly

supported by lesson deliveryStudents engaged

approximately 90-100% of the period

Pacing of the lesson appropriate to the students’ ability level

Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.

Factors that Contribute to High Factors that Contribute to High Levels of Student EngagementLevels of Student EngagementWell planned lessonsClear explanations of academic tasks or

instructionsAppropriate amount of time spent on an

academic taskStrong classroom management skillsOpportunities to apply information in

meaningful waysActive student involvement

Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.

Review/AssessmentReview/AssessmentComprehensive review of key

vocabularyComprehensive review of key

conceptsRegular feedback to students on their

outputAssessment of the students’

comprehension and learning all lesson objectives (e.g., spot checking, group response) through out the lesson.

Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.

Strategies

Learning Strategies

MetacognitiveCognitive

Social/Affective

ScaffoldingVerbal

InstructionalProcedural

Higher-OrderQuestioning

MetacognitiveMetacognitive

• Planning

• Monitoring

• Evaluating

CognitiveCognitive

Resourcing Grouping Note-taking Elaboration of Prior Knowledge Summarizing Deduction/Induction Auditory Representation Imagery Making Inferences

Social/AffectiveSocial/Affective

• Questioning

• Cooperation

• Self -Talk

StrategiesStrategiesHave a name you and your

students use

Have clearly defined steps

Practiced regularly so they become automatic

Examples from Examples from Making Content Making Content ComprehensibleComprehensibleMnemonicsSQP2RS — surveying, questioning,

predicting, reading, responding, summarizing

PENSGIST – Generating Interaction between

Schemata and Text (Cunningham, 1982)Rehearsal strategies Graphic organizersComprehension strategies

Echevarria, Vogt, Short

Examples from Examples from Making Content Making Content ComprehensibleComprehensibleMnemonicsSQP2RS — surveying, questioning,

predicting, reading, responding, summarizing

PENSGIST – Generating Interaction between

Schemata and Text (Cunningham, 1982)Rehearsal strategies Graphic organizersComprehension strategies

Echevarria, Vogt, Short

ScaffoldingScaffoldingForm of support to bridge the gap

between students’ current abilities and the intended goal

Support is more complete during the initial stages of learning but is decreased as there is less need for guidance

Types:◦verbal◦procedural◦instructional

Procedural Scaffolding

Increasing Student Independence

TeachModel

PracticeApply

According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modelingand practice that provide procedural scaffolding.

.

Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

Procedural Scaffolding

Student Independence

Whole Class

Small Group

Paired/ Partner

Independent Work

Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and

skills.

Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

QuestioningQuestioning

Questioning techniques can elicit responses from students that involve higher-order thinking skills regardless of language level.

Learning TargetsLearning TargetsI can use a text book learning

strategy in my classroom.I can give an oral summary of the

SIOP model.