ED 340 SIOP Welcome Opening Prayer

Course Goal – The goal of this class is to prepare teachers to teach content effectively to English learners while developing the students’ language ability. Syllabus – Texts – Making Content Comprehensible for English Learners, The SIOP Model, Echevarria, Vogt, Short, 2004, Pearson Education, Inc. – Gospel Teaching and Learning, The Church of Jesus Christ of Latter-Day Saints ED 326 SIOP

OBJECTIVES Content Objectives: 1.I will be able to name the 8 Components of SIOP. 2.I will be able to state the characteristics of quality content and language objectives. 3.I will identify three major ways teachers can modify the content concepts to help students meet learning objectives. Language Objectives: 1.I will be able to discuss and explain in writing what SIOP means and why MHS teachers are asked to use it. 2.I will discuss several examples of how teachers can modify the content concepts to help students meet learning objectives. 3.I will write a lesson plan using SIOP Component #1, Lesson Preparation.

The Three Major Components of Academic Literacy Knowledge of English Knowledge of the ContentKnowledge of the Task Academic: relating to education Literacy: the ability to listen, speak, read, and write at a level necessary to function in the family, job, and community

Consume Produce “We learn primarily through language, and use language to express our understanding. (p.11). Receptive LanguageProductive Language ListeningReadingSpeakingWriting Academic Literacy

SIOP =SIOP Sheltered Instruction Observation Protocol (written procedural method) SIOP

What is Sheltered Instruction? (SI) Teach grade level content to English Learners --use strategies that will help them understand --while they are developing English language skills Teachers use the scaffolding process scaffolding process

Teachers providing support so ELLs can participate at their own levels of proficiency Prompting Paraphrasing a response Provide clues Show visuals Provide an outline OR graphic organizer Writing and words are posted for students to see and refer to Adjust speech Adjust instructional tasks Provide background information and experiences SCAFFOLDING

SIOP Class Goal: PREPARE TEACHERS TO… Teach content effectively to English learners while Developing the students’ language ability Think, Write, Pair, Share: Write what “SIOP” means and why MHS teachers are asked to use it in their classrooms. Discuss with your partner.

The SIOP Model of Sheltered Instruction Lesson Delivery Compre- hensible Input Little Boys Can SIP in LA SIOP MODEL Practice Application Practice Application Building Background Strategies Review & Assessment Interaction

COMPONENT 1: Lesson Preparation Features 1 & 2: Features 1 & 2: Content objectives and Language objectives are clearly defined, displayed, and reviewed with students ??? What is an objective? Answer: A statement that describes precisely what students will know and learn.

COMPONENT 1: Lesson Preparation COMPONENT 1: Lesson Preparation Content Objectives: What do you want the students to know and be able to do? Government prescriptions GT & L p. 52: GT & L p. 52: Context (background, culture, and setting) and Content (story line, people, events) Language Objectives: How will you teach? Language Objectives: How will you teach? (methods/approaches) GT & L p. 52, 57 Class discussions, audovisual, writing, small group work What will my students do in class today? How will I help my students discover what they need to know?

Why write OBJECTIVES? Turn and Talk: Turn and Talk: What is the purpose for writing objectives? When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

Write Simple, Clear OBJECTIVES Write lesson objectives—something that can be learned and taught. Use student friendly language—personal: “I” Keep it simple—what students will learn or do. 1.I will be able to name the 8 Components of SIOP. 2.I will be able to state the characteristics of quality content and language objectives.

Language Objectives Teachers should incorporate in their lesson plans techniques that support students’ language development. Receptive LanguageProductive Language ListeningReading SpeakingWriting Consume Produce LC #1 Expressive Language 2X

Examples 1.I will be able to explain what SIOP means and why MHS teachers are asked to use it. 2.I will write a content objective. 3.I will write a language objective. Examples of objectives over a period of days: 1.I will recognize similes in text. 2.I will be able to discuss the functions of similes. 3.I will write three similes. 4.I will write a paragraph that describes a setting using similes. Language Objectives

Evaluate My Objectives Is it observable? Is it student friendly—written in language the student can understand? Is it related to the key concept of the lesson? Were students informed orally and in writing? – Objectives are stated and discussed at the beginning and end of the lesson. – Objectives are displayed. Do I have a plan to assess student progress? How will I know the students have met the objective? Checklist

Were students informed orally and in writing? – Objectives are stated and discussed at the beginning and end of the lesson. – Objectives are displayed. (GT & L, p. 50). Teachers should clearly explain what will be asked of [students]… (GT & L, p. 50). Evaluate My Objectives

Quick Write 1.Write a content objective that is related to your area of teaching. 2.Write a language objective (reading, listening, speaking, writing) that is related to your area of teaching.

OBJECTIVES Content Objectives: 1.I will be able to name the 8 Components of SIOP. 2.I will be able to state the characteristics of quality content and language objectives. 3.I will identify three major ways teachers can modify the content concepts to help students meet learning objectives. Language Objectives: 1.I will be able to discuss and explain in writing what SIOP means and why MHS teachers are asked to use it. 2.I will discuss several examples of how teachers can modify the content concepts to help students meet learning objectives. 3.I will write a lesson plan using SIOP Component #1, Lesson Preparation.

Feature 3: Feature 3: Content Concepts Appropriate for Age and Educational Background – Use Ministry of Education Prescription (Common Core State Standards) – Develop a scheme (curriculum map) – Weekly/Daily lesson plansTeachers YOU are the one who decides when and how to modify the content concepts!!! How are you going to modify the content concepts to help close the gap between what they know and what they need to learn? Turn and Talk COMPONENT 1: Lesson Preparation

COMPONENT 1: Lesson Preparation COMPONENT 1: Lesson Preparation Feature 4: Feature 4: Supplementary Materials Used to a High Degree Feature 5 Feature 5:Adaptation of Content Feature 6: Feature 6: Meaningful Activities

COMPONENT 1: Lesson Preparation COMPONENT 1: Lesson Preparation Activity: Partner A: Skim Supplementary Materials, pg – Retell to Partner B – Define Supplementary Materials – Share several examples Partner B: Skim Adaptation of Text, pg – Retell to Partner A – Define Adaptation of Text – Share several examples

COMPONENT 1: Lesson Preparation COMPONENT 1: Lesson Preparation F 4 - Supplementary Materials: Other materials that will enhance the meaning and clarify confusing concepts GT & L p. 15 Teachers should arrive at their classroom before the students to prepare any necessary materials.Examples: GT & L p. 51 Additional resources such as Church magazines, especially teachings from general conference

COMPONENT 1: Lesson Preparation COMPONENT 1: Lesson Preparation F 5 - Adaptation of Text: A way to change or make the text and other resource materials accessible for all students, adapting them so that the content concepts are left intact.Examples:

COMPONENT 1: Lesson Preparation COMPONENT 1: Lesson Preparation LC #4 90% Engagement F6 – Meaningful Activities Providing activities in the classroom that students can relate to in the real world GT & L p Remember you are teaching students not lessons. Create a learning experience and not merely prepare a lesson outline. Establish relevancy and purpose: Begin the lesson with a relevant question, situation, or problem that will lead the students to search for the answer. Plan ways to maintain interest and continually engage students in the learning process Students should be given opportunities to explain, share, and testify Allow for the possibility of inspiration or unplanned student participation

OBJECTIVES Content Objectives: 1.I will be able to name the 8 Components of SIOP. 2.I will be able to state the characteristics of quality content and language objectives. 3.I will identify three major ways teachers can modify the content concepts to help students meet learning objectives. Language Objectives: 1.I will be able to discuss and explain in writing what SIOP means and why MHS teachers are asked to use it. 2.I will discuss several examples of how teachers can modify the content concepts to help students meet learning objectives. 3.I will write a lesson plan using SIOP Component #1, Lesson Preparation.

Assignments 1.Turn in today’s graphic organizer. 2.Write a lesson plan including the features of SIOP Component 1: Lesson Preparation - Due 19 Feb a)Content Objectives b)Language Objectives (speaking & writing) c)Content concepts appropriate for age d)Supplementary Materials e)Adapted text f)Meaningful activities 3.Teach the lesson 4.Write a reflection on the lesson – Due 19 Feb 5.Next class – 19 Feb. 3:30-5:30