Effective Accommodations for ELLs Based on the SIOP Model by Echevarria, J. & Vogt, M. and Short, D

The purpose of this presentation is to examine ways to teach content to ELLs in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.

Major focal areas: 1. Lesson Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice/Application 7. Lesson Delivery 8. Review/Assessment

1. LESSON PREPARATION A. Content objectives clearly defined, displayed and reviewed with students* B. Language objectives clearly defined, displayed and reviewed with students* C. Content concepts appropriate for age and educational background D. Supplementary materials used to a high degree* E. Adaptation of content to all levels of student proficiency F. Meaningful activities that integrate lesson concepts with language practice opportunities

1.A. Content objectives clearly defined, displayed and reviewed with students* Content objectives need to be written in terms of what students will learn or do, be stated simply, orally and in writing, and tied to specific grade-level content standards

1.B. Language objectives clearly defined, displayed, and reviewed with students* Language objectives may cover a range from process-oriented to performance-oriented statements so that students have a chance to explore, and then practice, before demonstrating mastery of an objective. Distinguish between receptive and productive language skills. ELLs tend to develop receptive skills (listening and reading) faster than productive skills (speaking and writing).

1.C. Content concepts appropriate for age and educational background When planning lesson around content concepts, consider the following: 1) students’ L1 literacy; 2) L2 proficiency; 3) reading ability; 4) cultural and age appropriateness of the L2 materials; and 5) the difficulty level of the material to be read.

1.D. Supplementary materials used to a high degree* A variety of supplementary materials supports different learning styles and multiple intelligences because information and concepts are presented in a multifaceted manner. Students can see, hear, feel, perform, create, and participate in order to make connections and construct personal, relevant meanings.

Examples: Hands-on manipulatives Realia Pictures Visuals (transparencies, models, graphs, charts, timelines, maps, props, bulletin boards) Multimedia (tape recordings, videos, DVDs, interactive CD ROMs, internet) Demonstrations Related literature Hi-lo readers (high interest, low readability, many visuals) Adapted texts

1.E. Adaptation of content to all levels of student proficiency Approaches to make reading accessible to all students can be used throughout a lesson, as a pre-reading instructional strategy, as an aid during reading, and as a post-reading method for organizing newly learned information

Examples: Graphic organizers Outlines Leveled study guides (written differently--depend on students language and literacy development) Highlighted texts (by teacher or knowledgeable) Taped text Adapted text Jigsaw text reading (one or two members of group become “experts” and teach the rest) Marginal notes Native language texts

2. BUILDING BACKGROUND A. Concepts explicitly linked to students’ background experiences* B. Links explicitly made between past learning and new concepts* C. Key vocabulary emphasized (introduced, written, repeated, highlighted)

2.A. Concepts explicitly linked to students’ background experiences* A reader’s schemata, or knowledge of the world, provides a basis for understanding, learning, and remembering facts and ideas found in stories and texts. Individuals with knowledge of a topic have better recall and are better able to elaborate on aspects of the topic than those who have limited knowledge of the topic.

Example activities Brainstorming Structured discussion Quick-writes KWL Read a story, article, play, or picture book View a video Pretest with a partner

2.B. Links explicitly made between past learning and new concepts* Research clearly emphasizes that in order for learning to occur, new information must be integrated with what students have previously learned.

Examples “Who remembers what be learned about….” “How does that relate to our chapter?” Reviewing graphic organizers, previously used class notes, transparencies, or powerpoint slides

2.C. Key vocabulary emphasized Why? 1. Content area texts include sophisticated vocabulary 2. Reading performance tests given to ELLs rely on wide-ranging vocabulary knowledge 3. ELL’s vocabulary instruction must be accelerated because ELLs are learning English later than their native-speaking peers ELLs acquisition of deep understanding of word meaning is very challenging.

Examples Students should be active in developing their understanding of words and ways to learn them (semantic mapping, word sorts, strategies for independent word learning) Students should personalize word learning (nmemonic strategies, personal dictionaries) Students should be immersed in words (word walls, personal notebooks, and comparing/contrasting words with same morphemic element (photograph/photogenic) Students should build on multiple sources of information to learn words through repeated exposure (hear words more than once, multiple sources of meaning)

More vocabulary examples Word sorts (categorize words or phrases into pre-determined groups) Contextualizing key vocabulary (at outset, select key terms, define each showing how term is used within the context— complete understanding of several key terms is more effective than a cursory understanding of many) Personal dictionaries Word wall Concept definition map (similar to semantic mapping, but with definitions) Cloze sentences Word generation (ex. Brainstorm all words that contain …port…) Vocabulary games (pictionary, scrabble)

3. COMPREHENSIBLE INPUT* A. Speech appropriate for students’ proficiency level (slower rate, enunciation, and simple sentence structure for beginners) B. Clear explanation of academic tasks C. A variety of techniques used to make content concepts clear (modeling, visuals, hands-on activities, demonstrations, gestures, body language)

3.A. Speech appropriate for students’ proficiency levels ELLs benefit from slower rates of speech, pauses and clear enunciation. As they become more comfortable with the language and acquire higher levels of proficiency, a slower rate is not necessary

Examples Carefully monitor vocabulary and sentence structure to match proficiency Avoid idioms Use paraphrasing and repetition often Use cognates

3.B. Clear explanation of academic tasks Present instructions in step-by-step manner Model or demonstrate, ideally with a finished project example Oral directions should be accompanied with written ones

3.C. A variety of techniques used to make content concepts clear Use gesture, body language, pictures and objects to accompany speech Provide model of a process, task, or assignment Preview material for optimal learning Allow alternative forms for expression understanding Use multimedia and other technologies Provide repeated exposure to words, concepts and skills Use sentence strips Be succinct Use graphic organizers effectively Audiotape texts for comprehension

4. STRATEGIES A. Ample opportunities provided for students to use learning strategies B. Scaffolding techniques consistently used, assisting and supporting student understanding* C. A variety of questions or tasks that promote higher-order thinking skills (literal, analaytical and interpretive questions)

4.A. Ample opportunities to use learning strategies Metacognitive Cognitive Memory Social/Affective Communication (Compensation)

Examples Mnemonics (visualization, acronyms, grouping) SQP2RS (Squeepers: Survey, Question, Predict, Read, Respond, Summarize) Gist (summarize) Rehearsal strategies (flash cards, underlining, note-taking) Graphic organizers

4.B. Scaffolding techniques consistently used, assisting and supporting student understanding* Verbal scaffolding: use prompting, questioning, and elaboration to facilitate movement to higher levels of proficiency, comprehension and thinking EXAMPLES: 1) paraphrasing; 2) think alouds (“when I’m preparing to read a story, I ask myself…”); 3) reinforcing contextual definitions (“Chile, the long South American country, …”); 4) providing correct pronunciation by repeating student responses; 5) slowing speech, increasing pauses and speaking in phrases

Procedural scaffolding examples: 1) explicit teaching, modeling and practice opportunities with others 2) one on one teaching, coaching and modeling 3) small group instruction with more experienced learners Instructional scaffolding example: 1) As students increase independence, teacher moves from teaching to modeling to practicing to applying

4.C. A variety of questions or tasks that promote higher-order thinking skills Revised Bloom’s Taxonomy (Krathwohl, 2001) 1. Remember (Recognize, Recall) 2. Understand (Interpret, Exemplify, Classify, Summarize, Infer, Compare, Explain) 3. Apply (Execute, Implement) 4. Analyze (Differentiate, Organize, Attribute) 5. Evaluate (Check, Critique) 6. Create (Generate, Plan, Produce)

Suggestions for questions: 1. Carefully plan higher-order question prior to delivery 2. Reduce the linguistic demands of the responses while still promoting higher level thinking 3. Assist students in developing strategies for determining the level of questions being asked (e.g. literal questions can be found in the text, inferential questions need thought and research)

5. INTERACTION* A. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts B. Grouping configurations support language and content objectives of the lesson C. Sufficient wait time for student responses consistently provided. D. Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

5.A. Frequent opportunities for interaction and discussion It is important to balance linguistic turn-taking between teacher and students and among students, encouraging learners to elaborate their responses rather than accepting yes/no and one-word answers.

Examples: 1. Interaction need not always be oral. (Dialogue journals, Peer editing) 2. Use technology. (E-lists, shared research files, pen-pal e-mail) 3. Games (rewriting lyrics, role plays, charades) 4. Jigsaw activities

5.B. Grouping configurations support language and content objectives of the lesson 1. Whole groups are beneficial for introducing new information and concepts, modeling processes and review. 2. Flexible small groups promote the development of multiple perspectives and encourage collaboration. 3. Partnering encourages success because it provides practice opportunities, scaffolding, and assistance from classmates.

5.C. Sufficient wait time for student responses consistently provided ELLs need extra time to process questions in English, think if an answer in their L2 and then formulate their response in English. Find the balance between wait time and moving the lesson along so the class does not lag. For those impatient students, have them write their answers down and check it against the final answer.

5.D. Ample opportunity for students to clarify key concepts in L1 Academic skills taught in L1 transfer to L2. Lowers affective filter

6. PRACTICE/APPLICATION* A. Hands-on materials and/or manipulatives provided for students to practice using new content knowledge B. Activities provided for students to apply content and language knowledge in the classroom C. Activities integrate all language skills (reading, writing, speaking and listening)

6.A. Hands-on materials and/or manipulatives provided for students to practice using new content knowledge Students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice in relevant, meaningful ways. When this practice includes “hands on” experiences, including manipulatives, practice sessions are enhanced.

Guided Practice (Hunter, 1982) Q1: How much material should be practiced at one time? A: A short, meaningful amount. Q2: How long in time should a practice period be? A: A short time so the student exerts intense effort and has intent to learn. Q3: How often should students practice? A: New learning, massed practice. Older learning, distributed practice. Q4: How will students know how well they have done? A: Give specific feedback

6.B. Activities provided for students to apply content and language knowledge The need to apply new information is important because discussing and doing make abstract concepts concrete. In terms of error correction, teachers want to consider language proficiency and comprehensiblity.

6.C. Activities integrate all language skills ELLs do not need to be proficient speakers before they read and write. In fact, the language skills are mutually supportive Class objectives may focus on one language domain, such as writing, but in the course of the lesson, students should have additional opportunities to read, speak, and listen.

7. LESSON DELIVERY A. Content objectives clearly supported by lesson delivery B. Language objectives clearly supported by lesson delivery C. Students engaged* D. Pacing of the lesson appropriate to students’ ability levels

8. REVIEW/ASSESSMENT A. Comprehensive review of key vocabulary B. Comprehensive review of key content concepts C. Regular feedback provided to students on their output (language, content, work) D. Assessment of student comprehension and learning of all lesson objectives (spot checking, group response throughout lesson)

8.A. Comprehensive review of key vocabulary Multiple exposures to new terminology builds familiarity, confidence, and proficiency. Review systematically, but NOT through word lists. Student-made personal notebooks that include frequently used words and concepts are effective Students may draw or act out vocabulary

8.B. Comprehensive review of key content concepts Understanding is scaffolded when you stop and briefly summarize, along with students’ help, the key content covered to that point.

8.C. Regular feedback provided to students on their output* Provide feedback that clarifies and corrects misconceptions and misunderstandings Be supportive and validating Paraphrase and question Feedback can also be provided nonverbally. Peer feedback

8.D. Assessment of student comprehension and learning of all lesson objectives throughout the lesson Assessment: “the gathering and synthesizing of information concerning student learning” Evaluation: “making judgments about student learning” Effective assessment is informal, authentic, multidimensional, and includes multiple indicators.

Examples: Thumbs up/thumbs down Number wheels (used for multiple choice responses) Response boards (chalk or white boards where groups write responses and show them at the indicated time) Number 1 to 3 for self-assessment (“I did not meet the objective” “I did not meet it, but I progressed,” or “I met the objective”

Possible assessment adaptations RANGE: Adapt the number of items the ELL is expected to complete, such as even or odd numbers only TIME: Adapt the amount of time the ELL has for completing a task, such as providing more processing time and/or breaking tasks into manageable chunks. Allow additional time if possible.

Possible assessment adaptations cont… LEVEL OF SUPPORT: Adapt the amount of scaffolding provided to an ELL by asking an aide, peer, or parent volunteer to read and/or explain the task, or even read aloud (even translate if necessary and possible). The difference between assessing an ELL’s ability to read and follow written directions and his ability to complete a task or answer questions about a content topic. If you are looking for a student’s content knowledge (not his ability to read directions), it is fine to have someone else help with reading or clarifying what the expectation is for the task.

Possible assessment adaptations cont… DIFFICULTY: Adapt the skill level, type of problem or task, and the process for how an ELL can approach the task, such as allowing a calculator, dictionary, or simplified instructions. You are not reducing the expectation that the ELL should know the material—you’re making it easier for him to demonstrate understanding. PRODUCT: Adapt the type of response the ELL is allowed to provide, such as permitting drawings, a hands-on demonstration, a verbal, and, if necessary, a translated response. Whereas native speakers may be required to write a paragraph summary or essay, it may be reasonable for an ELL to submit an illustration or other kind of product that does not rely on sophisticated English use.

Possible assessment adaptations, cont… PARTICIPATION: Adapt the degree of active involvement of an ELL in assessment, such as encouraging individual self-assessment, assistance in creating rubrics, and cooperative group self-assessment. Content learning is enhanced through interaction and group work. ASSESS PERSONAL PROGRESS