The document discusses the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. The SIOP model includes eight components: preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, and assessment. The document provides examples and explanations of techniques for each component.
7. How many ways can you say… adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt + - X add subtract multiply divide plus minus times quotient and less product over together few a factor gozinta combine take away by
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10. Create and USE Word Walls adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
The first component of the SIOP is Preparation One very important piece of Preparation is the use of Language Objectives. We believe in modeling the model so… Click for next slide
Click for Content Objectives Header. Mention that all T’s are used to doing this. Click for Language Objectives Header. Ask what they think this may look like? Is it something they already do? Explain that you are modeling the model by presenting the learners with the Content AND Language objectives. A very important feature of SIOP is the development and use of both kinds of objectives. Actually this is the feature that sets SIOP apart from “Just good teaching.” So, what are we going to do today? Click for Content Objectives Have P read each objective out loud as it comes up Comment as you feel necessary Click for Language Objectives Have P read each objective out loud as it comes up Point out how the two are closely related Tell P that you will come back to these objectives at the end of the presentation to see if they were accomplished. Click for next slide
Refer to chart on bottom of p.3 for examples of content objectives and corresponding language objectives. Go over based on time and need. Comment that you will revisit this many times in the future and that EVERYTHING that you do in preparation and throughout the lesson is based on these objectives. Click for next slide
Ask if Building Background is the same as Activating Prior Knowledge Have P show thumbs up if they think it is the same, thumbs down if not and wiggle the thumb if they don’t k now. Ask why they responded the way they did. It is NOT because you cannot activate what is not there! So what can you do? Click for next slide
Point out slide in handouts on p.4 Get participants involved through hand gestures. Click for feature Read Feature #1 – Model creating a link with thumb and pointer finger interlocking as a chain. Have participants copy creating a link with hands and reading aloud feature. Click for feature Read Feature #2 – Model creating a bridge sweeping your hand over your head from back to front symbolizing a bridge from past to new. Have participants copy action and read aloud feature. Click for feature Read Feature #3 – Model turning an imaginary key. Have participants copy action and read aloud feature. Repeat and Review as a group all 3 features using hand gestures. Note: Throughout the presentation the presenter may want to refer back to these gestures while introducing each feature in detail. Click for next slide
Pictures show automatically Ask P what word they think ELL’s would know for each picture. Hint that 1 st one is face by gesturing with your hand around your face. Click to reveal word 1. Click to reveal word 2. Hint that 3 rd one is just the cone by saying that it is the part you hold. Click reveal word 3. Click to reveal word 4. Click for Question 1. Math specifically Click for Question 2. What can you do? Discuss Click for next slide
Chart will show Ask P to call out words that describe the first symbol ( OR divide room into 4 groups and have each group list for 1 symbol then share out) Click to fill in table Comment that these are some of our answers Calculator will fade away revealing “gozinta” (like 6 gozinta 12 2 times) Say this is one of my favorites and ask what it means and why we included it. Our students HEAR this so we need to make the connection for them. Click for next slide
Click for text to appear Ask out loud if it is an English or Math problem Wait quietly for participants to ponder Answer is BOTH Discuss how these little words stump even our native speakers and are some of the last things the ELLs understand Click for next slide
Header will show Brainstorm ways to do this before showing our suggestions Click for 4 examples to appear (Optional) If possible have SIOP vocab posters around – point them out Ask How do you keep Ss accountable? Click for next slide
Words show. Click for picture Even if you teach in High School , the color coding concept can be used – think about how! You can color code words with multiple meanings that are used across curriculum. Black for spelling, red for math. Blue will be added for SS. Build little by little not all at once! Click for next slide
Pictures with the words comes up Add pictures Have Ss do the work As Ss understand words, remove them 1 by 1 Continue to refer to the empty space when using the word. By test time all are down but what will Ss do? (Look at wall- visualize – brain connections) Our word walls need to be ALIVE and Dynamic. Click for next slide
All come up Use Picture, word, root word and derivatives to build vocabulary, especially with speakers of Latin based languages. Click for next slide
All appears Put the word wall in a public places for ALL students to see. Announce a word and meaning each week and have them use it! Ask if anyone uses the 4 quadrants for vocabulary. Fold a paper in 4 and explain that each quadrant can be used for 1) word 2) definition 3) native language or synonym, etc 4) example, sentence, picture of word in context. Ss or pairs can each have 1 key word to research, make 4 q then share with class AND post as word wall! Great student buy in! Click for next slide
Say Comprehensible Input is the next component and may be one that we don’t think about purposefully as we design and deliver our lessons yet it is ESSENTIAL for our ELLs. Click for next slide
Point out guidelines for CI on bottom of p. 4. State that the guidelines on the handout given fall into one or more of the 3 features on the slide. Ask how can you assure clear explanation – support oral with written, pictures, step by step modeling, etc. Model the speech appropriate talking really fast, talk loudly and then explain that ELL students are not hard of hearing. Variety included modifying text. Click for next slide
Adapting text is time consuming and I don’t know about you but I don’t have time to take everything home and rewrite it for EVERY level in my class! Often the important information is contained in the introduction and conclusion of a piece. Cut the rest out for ELL’s – photocopy what they should read or cover what they should not read to make it less overwhelming. Get community volunteers to make recordings for Ss to listen to at home. Can use higher level Ss for this as well but be sure to CHECK ALL of the tape before distributing it! Click for next slide
One way to keep higher level Ss engaged is to have them mark the important concepts or teach the lower levels how to do it. If you have a class set of books, have a few of them highlighted for lower level Ss Click for text to highlight Ask if you give a S a highlighter, what will they highlight (EVERYTHING) have to invest time in teaching the skill or use higher level ss to determine what is Key and do highlighting after T checks. If not allowed to mark in books, use erasable highlighters or Click for sticky notes to wobble Teach Ss how to use stickies for notes in text. ( I use my Korean example here) Click for next slide
Strategies – Point out they are for the T to use and for the Ss to learn how to learn on their own Click for next slide
Ask P if they know the difference between Metacognitive, cognitive and Social/Affective Strategies and WHY they are important for the 2 nd language learner. Definitions are given in each box. Discuss briefly on this slide and more in depth in the following slides. Click for next slide
Gesture: Point to your head! Have group practice this learning strategy Handout p.5 Metacognitive Strategies involve: Purposefully monitoring our thinking Matching thinking and problem solving strategies to a particular learning situation Monitoring through self-questioning Self-correcting Studies show explicit instruction in metacognitive strategies directly increases reading comprehension Click for next slide
Gesture: Point to your head! Have group practice this learning strategy Handout p.5 Metacognitive Strategies involve: Purposefully monitoring our thinking Matching thinking and problem solving strategies to a particular learning situation Monitoring through self-questioning Self-correcting Studies show explicit instruction in metacognitive strategies directly increases reading comprehension Click for next slide
Gesture: Open a pretend book & Scan with your finger! Have group practice this learning strategy! Handout p.5 These strategies need to be taught explicitly to reinforce development of comprehension skills. Cognitive Strategies will: Help students organize information they need to learn through a self-regulated process Used by learners when they physically and or mentally manipulate materials Used by learners when they apply a specific technique to a learning task Click for next slide
Gesture: Make a circle with your arms in front of you. Open the circle from your chest outwards to suggest interaction! Have group practice this learning strategy Handout p.5 Interaction with both native speakers and other ELLs is crucial to the development of English language skills. There are many ways to create interaction in the classroom as will be discussed in the Interaction Component. This component involves: Sharing and discussing learned knowledge with peers. Using peer knowledge to clarify confusing points. Click for next slide
Interaction: Most teachers say they use various types of interaction in their classes. Based on numerous classroom observations the predominant type of interaction is unfortunately teacher to whole group! Click for next slide
Just like a child learning to walk falls and gets back up to try again with much encouragement from those around him, a language learner needs a safe environment in which to test the new language. Click for next slide
It doesn’t matter how well you prepared id your delivery does not reflect it. Click for next slide
Ask if we have done any assessment during this presentation. YES – stand up/sit down, thumbs up, verbal responses, etc. Remind them that you must carefully choose the assessment you use. When asked to stand up the first time it was defeating! Assessment MUST be ongoing! Click for next slide
Discuss as needed Response boards: For the floating teacher try the “poor man’s white board” a sheet protector with a white page in it – put in a note book and off you go! Click for next slide
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