Making Content Comprehensible for English Language Learners

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Making Content Comprehensible for English
Language Learners

• The SIOP Model

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The SIOP enables teachers to help students
overcome obstacles they face due to lack of
language proficiency.
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Lesson Preparation

• Key to effective teaching and learning

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Lesson Preparation

• Content Objectives
• Identify what students should know and be able to
  do
• Need to be stated simply, orally and in writing
• Need to be tied to specific grade-level content
  standards

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Lesson Preparation

• Language Objectives
• - Stated clearly and simply
• - Stated orally and in writing
• Developing students vocabulary
• Reading comprehension
• Writing process
• Functional language use
• Use multilevel responses

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Lesson Preparation

• Objectives should provide practice in reading,
  writing, listening, and speaking
• Incorporate strategies for grammar, vocabulary,
  and language learning
• Objectives must be explicit to the students so
  that they know what the teacher expects them to
  learn each day.

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Write Content and 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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Writing Content Language Objectives

• All objectives should contain these four
  components
• Who
• Blooms verb
• What (standard)
• How (meaningful activity)

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BLOOMING VERBS
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Language Objectives

• Set a goal for quality language practice
  (reading, writing, speaking, or listening) in the
  content area.
• Focus on using academic language and content
  knowledge in language practice
• Must be observable and measurable
• Can be done individually, in pairs, or in a group
  situation

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Examples of Content Language Objectives

• Content Objective
• SWBAT identify key events in a historical era by
  constructing a timeline.
• Language Objective
• SWBAT explain key events in a historical era by
  orally presenting their timeline to the class
  including key vocabulary.

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Content or Language Objective?

• SWBAT differentiate between a plant and animal
  cell by illustrating the cells side by side.
• SWBAT justify the equivalency among decimals,
  fractions and percents by orally presenting their
  match to the class using the words decimal,
  fraction and percent.
• SWBAT demonstrate text comprehension by
  sequencing events on a story strip.
• SWBAT apply active reading strategies to
  comprehend text by writing personal responses on
  a double-entry diary sheet.

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ACTIVITY

• Think-Pair Share What is the difference between
  a content and a language objective?

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So what can I do?????
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SIOP to the Rescue!!!!!!
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There are eight components to SIOP
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Component 1Lesson Preparation
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Lesson Preparation

• Content Concepts
• The students first language and literacy
• Their second language proficiency
• Their reading ability
• The cultural and age appropriateness of the
  second language materials
• The difficulty level of the material to be read
• Amount of background experience
• May require mini-lessons (small or whole
  group)
• Develops context and access

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Lesson Preparation

• Supplementary Materials
• Hands on manipulatives
• Realia
• Pictures
• Visuals
• Multimedia
• Demonstrations
• Related literature
• Adapted text

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Lesson Preparation

• Adaptation of Content
• Graphic Organizers
• Outlines
• Leveled study guides
• Highlighted text
• Taped text
• Adapted text
• Jigsaw text reading
• Marginal notes
• Native language texts

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Lesson Preparation

• Meaningful Activities
• Lesson activities should be planned to promote
  language development in all skills
• Students are more successful when they are able
  to relate classroom experience to their own lives
• Is related to content objectives

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Blooms Taxonomy