northwest regional educational laboratory siop planning frank hernandez ell unit, program advisor...

NorthwestRegionalEducationalLaboratory

SIOP PLANNING

Frank Hernandez

ELL Unit, Program Advisor

[email protected]


Objectives

Introduction to the development of SIOP

Where SIOP fits into the school reform process

Effective implementation strategies

How to build a professional development plan for SIOP


THE DEAD HORSE STORY

Common advice from knowledgeable horse trainers includes the adage, “when the horse dies, dismount.”

Seems simple enough. Yet in our business we don’t always follow that advice. Instead we often choose from an array of other alternative options which include:


•Trying a new bit or bridle

•Switching riders

•Appoint a committee to study the dead horse

•Riding the horse for longer periods of time

•Saying things like, “this is the way we’ve always ridden this horse”

•Arranging to visit other sites where they ride horses more effectively

•Increasing the standards for riding a dead horse

•Creating a test for measuring our riding ability

•Comparing how we’re riding now w/ how we rode 10 or 20 years ago

•Complaining about the state of horses these days

•Coming up with new styles of riding

•Tightening the cinch

•Blaming the horse’s parents, the problem is often in the breeding


ELL Challenges to Schools

What are the major challenges? Language IssuesEducation History IssuesLiteracy IssuesDisability IssuesMobility IssuesPoverty IssuesOthers?


What is Shelter Instruction

Definition

A means for making content comprehensible for ELL’s while they develop English skills

Types of Shelter

SIOP

CALLA

SDAIE

GLAD


ELD and Shelter Instruction:The Distinctions

ELD

English Language Development

Shelter Instr.

A means for making content comprehensible for ELL’s while they learn English


Purpose

ELD

Develop English proficiency

Learning content knowledge may be a by-product

Shelter Instruction

Develop knowledge in content areas

Learning English is a by-product


SIOP Historical Development

Prior to 1996 there was no common definition of SI nor understanding of what constituted an effective lesson.In 1996 CREDE funded a project to identify key practices that produced academic results. (M.S. ELL Shelter)The SIOP 8/30 protocol was developed to support a professional development program.SIOP training was developed to support implementation of the SIOP 8/30 Model.


What SIOP is NOT!

An English language development program (no scope & sequence).

An evaluation tool (1st year).

A stand alone program.

A mainstream emersion class.

A magic/silver bullet!!!


The SIOP 8/30 Model

8 Components• Preparation• Building background• Comprehensible Input• Strategies• Interaction• Practice/Application• Lesson Delivery• Review/Assessment


Preparation

1. Content objectives (Discuss results of experiment on pressure, volume)

2. Language objectives (Use if . . . then statement to describe results of experiment on pressure & volume)

3. Age appropriate content concepts (avoid cognitive remediation)

4. Supplemental materials (realia)5. Adaptation of Content (text)6. Meaningful activities (models, simulation)


Building Background

7. Concepts explicitly linked to student background experiences

8. Links explicitly made to past learning

9. Key vocabulary emphasized


Comprehensible Input

10.Speech appropriate to student ELP

11.Explanation of academic tasks

12.Uses a variety of techniques to make content concepts clear


Strategies

13.Student learning strategies

14.Use of verbal & instructional scaffolding techniques

15.Uses question types at different levels of blooms taxonomy


Interaction

16.Frequent opportunities for student & teacher interactions

17.Grouping configurations to support lesson objectives

18.Provides sufficient wait time

19.Opportunities for students to clarify in L1


Practice/Application

20.Provides manipulatives for practice

21.Provides activities to apply content & language knowledge

22.Activities in all 4 language domains


Lesson Delivery

23.Content objectives clearly supported in lesson

24.Language objectives clearly supported in lesson

25.Students engaged 90-100% of time

26.Pacing of lesson appropriate


Review/Assessment

27.Comprehensive review of vocabulary

28.Comprehensive review of content concepts

29.Regularly provides feedback on language and content output

30.Conducts assessment of student comprehension, ongoing basis throughout lesson


Why hasn’t SIOP worked?

Ineffective• Immediate• Strategies• Stand Alone• ELL Program• Readiness Issues

Effective• Long term• S.I. Model• Professional Dev.• School Reform• Readiness

Prepared


Mapping and Aligning the Curriculum to Improve Student Learning

with a Component for Learners of ESL

Start

What are our students’ test scores?

Which content area needs our attention?

What am I teaching in that content area?

What are others’ teaching in that content area?

What are the State Standards for the content area?

What do the state tests assess?

How does our map align with the State Standards and assessments? - What is missing? - What is redundant? - What is taught at the wrong time?

Make changes…

in what is taught

in when it is taught

in how it is taught

What are our students’ learning now, according to classroom assessments and observations?

What are the English language goals?

What are research-based methods f or teaching ESL learners?


Implementation Process Options

Model A) year 1 – training, research; 2 – SIOP w/collaboration; 3 – observe & coach1 Year Model) 1st month – training on SIOP overview & Preparation; each month training on next component; observe only new component2 Year Model) 1st month – training on SIOP overview & Preparation; each quarter training on next component; observe only new component


Shelter Instr. Observation Tools

90 – 100% cognitive student engagement

SIOP Protocol

Walk Through Tool

SDAIE Observation Tool


Readiness Issues!!!

Curriculum Mapping/Standards

Formal lesson plans

Sufficient linguistics training

Data collection & analysis process

Colleague observation

Administrative leadership

Professional development plan


STAFF DEVELOPMENT PLAN

Staff / Professional Development

Paraprofessional and

Support Staff

Certified Staff Administration Parents

Program and strategies to increase the English proficiency of ELL students

(Example 1) Trainings by year in program/Dist. Year 1 Year 2 Year 3

Programs and strategies to increase the academic achievement of ELL students in the core academic subjects

(Example 2) Trainings by instructional component Social - Affective Metacognitive Cognitive

Incorporating technology into curriculum, instruction, and programs

(Example 3) Trainings by staff needs Awareness

and/or intro. to skills

Mastery of skills by follow-up activities or mentorship’s

Trainer of Trainers or capacity building activities


Resources

NWREL ELL Unit – www.nwrel.org

Center for Applied Linguistics – www.cal.org

SIOP Institute – www.siopinstitute.net

Pearson Education Co. (Lesson Lab) – www.lessenlab.com

northwest regional educational laboratory siop planning frank hernandez ell unit, program advisor...

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