What is SIOP?

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What is SIOP?

• Sheltered Instruction Observation Protocol
• Purposeful teaching of the language necessary for
  English Learners to understand content.

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SIOP Sheltered Instruction Observation Protocol

• SIOP consists of eight components and thirty
  indicators.

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The Eight Components of SIOP

1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice / Application
7. Lesson Delivery
8. Indicators of Review / Assessment

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LESSON PREPARATION

• Ensuring rigor and relevance

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Objectives

• Language Objectives
• Participants will be able to
• Explain the importance of meaningful academic
  activities for all students

• Content Objectives
• Participants will be able to
• Explain the importance of including language and
  content objectives in lessons.
• Adapt content to students proficiency levels.
• Design and integrate meaningful activities into
  content areas.

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Why Language Objectives?

• Academic achievement requires academic language
  proficiency.
• Academic language proficiency involves the
  vocabulary, language patterns, and register
  specific to individual content areas.
• Academic language proficiency is developed
  through sustained content-based language
  instruction.

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SIOP ing a Lesson

• Write Content Objectives that
• will be read by students, for students
• will be easy for students to understand
• are given orally and in writing
• are tied to a specific grade-level content
  standard (NC SCS/Content Area)

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SIOP-ing a Lesson

• Write Language Objectives that
• will be read by students, for students
• will be easy for students to understand
• are given orally and in writing
• are related to the tasks necessary to master the
  content objective

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How can I lessen the gap?How can I differentiate?

• Use supplementary materials
• Adapt content

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Supplementary Materials

• Support core curriculum
• make content concepts concrete
• tangible, visible, understandable
• Contextualize learning
• make it real
• Support learning styles
• Support multiple intelligences

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Examples of supplementary materials

• hands-on manipulatives
• realia (real objects)
• pictures
• visuals
• multimedia
• demonstrations
• related literature
• adapted text

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Adaptation of Content to all levels of student
proficiency by

• differentiating
• same content objective,
• different input/output/process
• scaffolding
• adjusting content to various learning styles and
  intelligences

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Examples of adaptation of content

• Graphic organizers
• Leveled study guides
• Highlighted text
• Taped text
• Rewrite text
• Jigsaw reading
• Marginal notes
• Native language texts

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Meaningful Activities

• Provide opportunities to experience what students
  are learning about
• Allows students to be more successful by relating
  classroom experiences to their own lives

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BUILDING BACKGROUND

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Objectives

• Content
• Recognize the importance of connecting students
  personal experiences to lesson concepts.
• Identify strategies for linking past learning
  with new information.

• Language
• Examine text to determine key vocabulary for
  students to learn.
• Incorporate a variety of vocabulary development
  activities into lessons.

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Building Background

• 1) Link concepts to students background
  experiences.
• 2) Bridge past learning to new concepts.
• 3) Key vocabulary emphasized.

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1) Link Concepts to Students Background
Experiences

• Discuss students previous personal and academic
  experiences to help bridge meaning.
• Question students backgrounds to preview an
  upcoming topic.
• Following discussion, relate students input and
  directly apply it to the new concept.

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Ways to Link Students Background

• Realia (REAL OBJECTS), Photos, and Illustrations
  Teachers and/or students bring in real items to
  bring the new concept to life.
• Anecdotal Accounts Teachers and students share
  personal experiences through oral, written or
  drawn explanations. Teacher may prompt through
  questioning.

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2) Bridge Past Learning to New Concepts

• Integrate new information with what the learner
  already knows.
• Build a bridge from previous learning to new
  concepts for students to cross over.
• Not all students have the ability to make
  connections on their own and benefit from
  teachers explicitly modeling connections.

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Ways to Bridge Past Learning to New Concepts

• KWL Chart Have students individually or as a
  class create a KWL chart to refer back to
  throughout the unit.
• Questioning Ask a simple question, Who
  remembers what we did yesterday? and solicit
  responses.
• Student Journals Have students write or draw
  what they have learned in a journal or notebook.

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3) Key Vocabulary

• The most effective way to teach vocabulary is
  when it is presented in the context of new
  concepts, not in isolation.
• Students should be actively involved in their own
  vocabulary development and make it personal.
• Students should be immersed in a vocabulary- rich
  environment.

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Ways to Teach Key Vocabulary

• Vocabulary Self-Selection Encourage students to
  select vocabulary words that THEY feel are
  essential for their understanding.
• Word Wall Display vocabulary words related to
  the new concept being taught.
• Four Corners Vocabulary Gives the students the
  opportunity to identify, illustrate, define and
  contextualize a vocabulary word.

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Video Clip

• The English Settle America
• Robin Liten-Tejada
• Gunston Middle School
• Arlington, VA

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COMPREHENSIBLE INPUT

• What is Comprehensible Input?

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Objectives
Content Participants will Explore techniques for presenting content information in ways that students can comprehend. Review various ways to give directions and model academic tasks. Language Participants will Give examples of appropriate speech and demonstrate techniques to increase comprehension. Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.
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3 Features of Comprehensible Input

• Clear explanation of academic tasks.
• Speech appropriate for students proficiency
  level.
• Variety of techniques used to make content
  concepts clear.

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Directions for Handout

• Place a square around each number you use every
  day.
• Place a circle around each number you use often.
• Place a triangle around each number you use
  occasionally.

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Group Directions

• Each table has a number that corresponds to a
  guideline on the handout.
• Plan a one minute demonstration of the numbered
  guideline.
• Each table will present a guideline.

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Video Clip

• While watching the video, check off the
  guidelines that you observe.
• Discuss the points your group observed.

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Objectives
Content Participants will Explore techniques for presenting content information in ways that students can comprehend. Review various ways to give directions and model academic tasks. Language Participants will Give examples of appropriate speech and demonstrate techniques to increase comprehension. Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.
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STRATEGIES

• The SIOP Model

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Goals

• Students will reach independence in the
  understanding and application of key concept(s)
• Teachers will assist all students in becoming
  strategic thinkers who possess a variety of
  approaches for solving problems, comprehending
  complex texts, and remembering information.

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Metacognitive Strategiesthinking about thinking

• Predicting/Inferring
• Self-questioning
• Monitoring/Clarifying
• Evaluating
• Summarizing
• Visualizing

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Cognitive Strategiesactive learning

• Previewing/Rereading
• Establishing a purpose for reading
• Making connections
• Reading aloud
• Highlighting
• Taking notes
• Mapping information
• Finding key vocabulary
• Mnemonics

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Social/Affective Strategiesinteractive learning

• Interaction/questioning
• Cooperative learning
• Group discussion/self talk
• i.e.. Think/Pair/Share

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Video Clip

• Watch for examples of the three learning
  strategies
• Write them on your sticky notes
• After the video clip, we will share our
  observations

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Teacher Behaviors

• The Big Picture
• Building Background
• Self-Correcting
• Self-Evaluation
• Peer Interaction
• Imitation
• Native Language Resources

Avoid Focus on
Lectures Long reading assignments Main Ideas Essential Details 6-8 new words
Avoid Focus on
Assuming prior knowledge Yes or no questions! Discovering prior knowledge Context clues Relating shared experiences
Avoid Focus on
Immediately correcting the student Wait time
Avoid Focus on
Assuming students will know how to use their dictionaries and glossaries Clarification Teaching students when and how to use these resources
Avoid Focus on
Always giving the answer Phone a friend, poll the audience Pairing higher lower level ELLs
Avoid Focus on
Only grading for correct answers Journals (can be illustrated!) KWL Charts Rubrics
Avoid Focus on
Silent classrooms Listen to the radio Interviews Guest Speakers
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A Model of Scaffolding
Teacher- Centered Teacher-Assisted Peer-Assisted Student-Centered
Lecture Drill Practice Role Playing Rehearsal Strategies (repeated readings)
Direct Instruction Discovery Learning Peer Tutoring Elaboration Strategies (imagery)
Demonstration Brainstorming Reciprocal Teaching Organizational Strategies (graphic organizers)
Recitation Discussion Cooperative Learning
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Strategies

• Graphic Organizers
• Comprehension Strategies
• Rehearsal Strategies
• GIST
• PENS
• SQP2RS
• Mnemonics

Surveying (scanning the text) Questioning
(teacher guided, students generate
questions) Predicting (stating 1-3 things learned
based on their questions) Reading (searching for
answers and confirming predictions) Responding
(answering questions and formulating new ones for
the next section) Summarizing (oral or written
summary of key concepts)

• Prediction
• Self-questioning
• Monitoring
• Determining importance
• Summarizing

Preview ideas Explore words Note words in a
complete sentence See if the sentence is correct

• Summarization Process
• Main Idea
• Topic Sentences

A memory system often involving visualization and
or acronyms Please Excuse My Dear Aunt Sally

• Flash cards
• Underlining
• Note-taking

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INTERACTION

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The Interaction Component includes Four Items

1. Interaction
2. Grouping Configurations
3. Wait Time for Student Responses
4. Clarify Key Concepts in L1

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Content Objectives

• How do interactive activities meet the needs of
  ELs?
• Become familiar with different grouping patterns
• Provide adequate wait time for ELs
• Consider appropriate use of L1 (native language)

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Language Objectives

• Use interaction to promote language development
• Reduce teacher talk, and increase EL talk
• Examine the role of native language

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Activity One

• Discuss with your group How does interaction
  benefit ELs?
• For example, interaction encourages elaborated
  responses

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Compare Your Ideas

• 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

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Activity Two

• Discuss different aspects of facilitating
  interaction. Record notes on the worksheet.
• Group configurations
• Homogenous vs. heterogeneous grouping
• How group members are selected
• Students roles in the group

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Group Configurations

• Individual work
• Partners
• Triads
• Small groups of four or five
• Whole group

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Homogenous / Heterogeneous

• Gender
• Language proficiency
• Language background
• Ability

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How Group Members are Selected

• Random
• Voluntary
• Teacher assigned

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Roles in the Group

• Group recorder
• Materials Collector
• Reporter
• Final Copy Scribe
• Illustrator

1. Time keeper
2. Cheerleader
3. Facilitator / Monitor
4. Messenger

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Activity Three

• Read the teaching scenario about Mrs. Lantero and
  score her lesson using the SIOP rubric for
  interaction.
• Group roles include reader, recorder,
  facilitator/monitor, and reporter.

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Do You Give Students Wait Time?

• Do you complete their sentences?
• Do you call on a different student before the
  first student has a chance to respond?
• Do you answer the question before the students?

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Why Wait?

• ELs need time to translate, often in their head.
  
• Wait time varies by culture.
• ELs need additional time to formulate the
  phrasing of their thoughts, because they are
  processing ideas in a new language.

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Wait Time Strategies

• Allow students to write down their answers while
  waiting for other students to respond.
• Build in wait time, On the count of 3 we will
  all respond.
• Use 50-50, giving students a choice between two
  possible answers
• Use phone a friend, allowing students to ask
  for help.

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Use of Native Language in the Classroom

• Establish rules or expectations for native
  language (L1) use.
• Clarification of key concepts in students L1
  supports academic learning

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Appropriate use of L1 in the Classroom

• Assistance from peers.
• Materials written in the students L1
• Use caution with online translators (idiomatic
  speech vs. word for word translation)

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Content Objectives

• How do interactive activities meet the needs of
  ELs?
• Become familiar with different grouping patterns
• Provide adequate wait time for ELs
• Consider appropriate use of L1 (native language)

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Language Objectives

• How does interaction promote language
  development?
• Reduce teacher talk, and increase ELs talk
• What is the role of native language?

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PRACTICE AND APPLICATION

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Content and Language Objectives

• Identify and create a variety of ways for
  students to enhance their learning through
  hands-on practice and application connected to
  their experiences (Content)
• Design activities that require integrated use of
  different language skills to practice new
  content knowledge (Language)

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Think it over

• Why is using a variety of hands-on classroom
  activities important?
• How are you using hands-on activities and
  manipulatives to enhance opportunities for
  English language learners to apply both language
  and content knowledge ?

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Key Definitions

• Practice refers to the opportunities provided
  to English language learners to become familiar,
  analyze and/or experiment with content and
  language topics.
• Application refers to the ways in which
  learners apply what they have learned in
  different contexts or situations.

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Practice and ApplicationTools
Purpose

• Hands-on materials
• and/or manipulatives
• Language and content knowledge-rich activities
• Language skills-integrated activities

• For students to practice with new content
  knowledge
• For students to apply
• learning in the classroom
• For students to develop reading, writing,
  listening and speaking skills

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Self-Evaluation

• How do you integrate hands-on activities in your
  classes?

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Watch and Reflect

• Lets watch a hands-on science lesson about cell
  structure! Look for SIOP examples. . .

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Video Presentation ReviewWhat types of
hands-on activities did you see in use in the
classroom?

• Modeling of cell structures using food and
  coloring items
• Project displays (graphic and text-based)
• Oral presentation scripts

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Video Presentation ReviewWhat percentage of
the time were the students actively engaged in
learning?

• 100
• Most of the time
• Half of the time
• Less than half of the time

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Video Presentation Review

• How can you tell that the students were really
  learning?
• high level of student involvement
• ways in which students handled and displayed
  information
• actual presentation using language different
  language skills

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Practice and Apply

• Develop a hands-on activity linking a content
  objective with a language objective
• Directions Compose a tactile, kinesthetic or
  visual strategy for students to practice or apply
  their language skills for the content objective
  given

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What have you learned about Practice and
Application ?

• Find out with
• your very own
• QSS
• Quick Skills Survey

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LESSON DELIVERY

• THE SIOP MODEL

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LESSON OBJECTIVES

• CONTENT OBJECTIVES
• Understand how to achieve the content language
  objectives that they set forth for their students
• Observe and evaluate appropriate pacing
  strategies for ELLs

• LANGUAGE OBJECTIVES
• Discuss the issue of student engagement and the
  characteristics of an effective SIOP lesson
• Read adapted teacher scenarios from SIOP manual
• View, take notes and discuss a video clip focused
  on Lesson Delivery

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LESSON DELIVERY FEATURES

• Content Objectives should be clearly supported by
  the lesson delivery
• Language Objectives should be clearly supported
  by the lesson delivery
• Students should be engaged approximately 90-100
  of the time during the lesson
• Pacing of the lesson should be appropriate to the
  students ability level

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LESSON FEATURE QUESTIONS

• Is it necessary to tell objectives to the
  students ?
• Is it a good idea to review the objectives at the
  end of each lesson ?
• How do the objectives affect the pacing of a
  lesson ?

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TEACHING SCENARIOS

• 4TH GRADE UNIT
• THE GOLD RUSH

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LESSON DELIVERY INDICATORS

• BARELY MET INDICATORS
• All objectives somewhat supported
• Pacing may be too fast or too slow for ability
  level
• Students engaged 70 of period

• MET
• INDICATORS
• All objectives clearly supported
• Pacing is appropriate to ability level
• Students engaged 90-100 of period

• NOT MET INDICATORS
• All objectives are not supported
• Pacing is inappropriate for ability level
• Students engaged less than 50 of period

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VIDEO CLIP

• AN EFFECTIVE SIOP LESSON
• PRESENTED BY
• BARBARA FORMOSO

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VIDEO FOLLOW-UP QUESTIONS

• What pacing strategies did Barbara use?
• How did Barbara promote student engagement?
• Do you think you can use Barbaras strategies as
  a model for achieving objectives in your class?

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REVIEW OF LESSON FEATURE QUESTIONS

• Is it necessary to tell objectives to the
  students ?
• Is it a good idea to review the objectives at the
  end of each lesson ?
• How do the objectives affect the pacing of a
  lesson ?

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LESSON OBJECTIVES

• CONTENT OBJECTIVES
• Understand how to achieve the content language
  objectives that they set forth for their students
• Observe and evaluate appropriate pacing
  strategies for ELLs

• LANGUAGE OBJECTIVES
• Discuss the issue of student engagement and the
  characteristics of an effective SIOP lesson
• Read adapted teacher scenarios from SIOP manual
• View, take notes and discuss a video clip focused
  on Lesson Delivery

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OUTCOME SENTENCES

• I feel
• I wonder
• I think
• I learned

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REVIEW ASSESSMENT

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Content Objectives
Language Objectives

• Obtain an overview of the Review/ Assessment
  component
• Be able to select effective techniques for
  reviewing key content concepts and vocabulary.
• Identify assessment techniques.

• Explain how feedback can be valuable for student
  language development.
• Use oral, written and physical means to provide
  specific feedback to students on their
  performance.

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Effective Teaching Cycle

•  
• Develop lesson (SIOP and Standards)
• Teach lesson
• Assess student comprehension and work
• Review Key Concepts and Vocabulary
• Make adjustments and improve student
  comprehension
• Reteach content

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Review/ Assessment Overview

• Who uses Review/ Assessment and why?
• When does Review/ Assessment occur?
•  

What are some types of Assessment?

•  

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Review Activities

• Thumbs Up-Thumbs Down
• Number Wheels
• Find Someone Who
• Simultaneous Roundtable
• Share Bear
• Find the Fib
• Response Boards

• Word Story Books
• Numbered Heads Together
• Sign in Please
• Outcome Sentences
• Restate Student's Response
• Kinesthetic

Discussion QuestionWhat other Review Activities
do you use in class?
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Assessment Modification Tips
Give students objective tests (matching, multiple choice, T or F) instead of subjective tests (essays). Provide extra testing instructions or rephrase directions. Test key concepts or main ideas (not specific points).
Make a simplified language test. Supply ELs with word banks for tests. Reduce the number of test responses.
Simplify test directions. Assess ELs on their effort to understand content area material at their level of language ability. Provide highlighted tests.
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Authentic Assessment

• Creative work (drawing, charades)
• Portfolios
• Journals
• Student/Parent Interviews

• Projects
• Observations
• Written Pieces
• Oral response (after teacher) 
• Audiotapes

Discussion QuestionWhat types of Authentic
Assessment do you use in class?
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• Thumbs Up/
• Thumbs Down Activity

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• Assessment should be done throughout the lesson.
• Thumbs Up-Thumbs Down activity works to assess
  multiple-choice questions.

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Number Wheel Activity Find Someone Who
Activity
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Simultaneous Roundtable Activity(Carousel)
Share Bear Activity
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What is SIOP?

• Sheltered Instruction Observation Protocol
• Purposeful teaching of the language necessary for
  English Learners to understand content.

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SIOP Sheltered Instruction Observation Protocol

• SIOP consists of eight components and thirty
  indicators.

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The Eight Components of SIOP

1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice / Application
7. Lesson Delivery
8. Indicators of Review / Assessment