Download - The Siop framework
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THE SIOP
FRAMEWORK
P R E S E N T E D BY M
A R I TZ A A
B R E U , M. E
D .
SA N D R A G
B I TU R B I D
E S , M. E
D .
.
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TODAY’S OBJECTIVES◊To present a brief overview of the SIOP Instructional Framework
◊ Identify eight features of the framework that support teaching, learning and district’s professional development initiative focus
◊ Present Proposed Action Plan Academic Years 2012-2014
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WHAT DOES SIOP STAND FOR? Sheltered Instruction Observation
Protocol Strong Empirical Research
Base
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SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP)
A means for making grade level academic content (science, social studies, math, LA) comprehensible
Accessible to ALL students
Promotes Academic English Language Development
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AN INTERACTIVE INSTRUCTIONAL FRAMEWORK
SIOP
LessonPreparatio
n
Building Backgroun
d
Comprehensible Input
Strategies
InteractionPractice
Application
Lesson Delivery
Review Assessme
nt
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LESSON PREPARATION• Content Objectives• Language Objectives• Appropriate Concepts• Supplementary Material• Adaptation of Content• Meaningful Activities
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BUILDING BACKGROUND• Concepts related to students’
backgrounds• Creates links between Past Learning
and New Learning• Developing Key Vocabulary1. Subject Specific Vocabulary2. General Academic Vocabulary3. Word Parts and Usage
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COMPREHENSIBLE INPUT
• Clear Explanation of Academic Tasks-Rubrics
• Uses A Variety of Techniques 1. Adjusting rate of speech and enunciation
adapted to students’ English proficiency
2. Presenting instructions in a step-by-step manner
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STRATEGIESLearning Strategies• Cognitive (Organize)• Metacognitive (Monitor)• Language Learning (Vocabulary Development)
Scaffolding Techniques: Differentiated Instruction
Higher-Order Questioning and Tasks: Bloom’s Taxonomy
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INTERACTION• Frequent opportunities for interaction• Grouping configurations• Sufficient wait time • Clarifying concepts
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PRACTICE AND APPLICATION1. Teacher Regulated“I do, you watch and respond” 2. Teacher
Assisted“We do
together, I help and respond”
3. Peer Assisted“We do
together, I watch and
help”
4. Student Regulated“You do
independently, I
watch and respond”
Explicit TeachingGuided Practice
Collaboration
Independent
Application
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LESSON DELIVERY• Supports content and language objectives during lesson
• Promote student engagement • Lesson paced appropriately
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Plan content objectives
Plan language objectives
Address grade-level contentUse supplementary
materialsUse adapted contentPlan meaningful activities
with language practice
Support learning of content objectives
Support learning of language
objectives
Promote student engagement
Pace lesson appropriately
LESSON PREPARATION LESSON DELIVERY
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REVIEW AND ASSESSMENT1. Review Lesson Objectives• Key Academic Vocabulary• Relevant Subject Concepts
2. Assess Lesson Objectives• Regular feedback on student output• Assess student comprehension of objectives
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SIOP PLAN BACKGROUND• Introduced to Trenton School District in
2010• 2010-11 School Year: Trained 335: ESL,
Bilingual, Content Area Teachers• 2012-13 School Year: Trained 450: ESL,
Bilingual, Gen. Content Area Teachers (CAT), Supervisors, at elementary, middle and
high school level. Workshop and individual format.
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SIOP OUTREACH 2010 – 2013 TO PRESENT
SIOP 2010-11
SIOP 2012-
present
0
100
200
300
400
Series 1Series 2
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OUTREACH FORMAT• Large Group Meetings: Staff Meetings,
Workshops
• Small Group Meetings: Common Planning Meetings
• Individual Meetings: Scheduled or requested
• Electronic E-News Bulletin: Issued Bi-Monthly to reinforce SIOP Components being presented
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SIOP Components Implementation Phase I
Academic Year 2012-13
• Lesson Preparation: Nov-Jan.• Building Background: Jan-Feb.• Comprehensible Input: March• Strategies: Apr-May
Reflection-Review-Assessment of Need Adjustment to Implementation Plan
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Academic Year 2013-14
• Interaction: Nov-Jan.• Practice/Application: Jan-Feb• Lesson Delivery: March• Review/Assessment: Apr-May
Reflection-Review-Assessment of Need
Adjustments to Implementation Plan
SIOP Components Implementation Phase II
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RESOURCES http://www.wida.us/standards/CAN-DOs/ http://pdtoolkit.pearson.com http://www.state.nj.us/education/sca/ Echavarria, J., Vogt, M., Short, D. “Making Content Comprehensible for English Learners, The SIOP Model”.Fourth Edition. Pearson,2013. Echavarria, J., Vogt, M. “99 Ideas and Activities for
Teaching English Learners with the SIOP Model”. Pearson, 2008.