Making Content Comprehensible for English Language Learners SIOP Model Sheltered Instruction for Academic Achievement Bilingual/ESL Department

If You Didn’t Know???? 25% dropout rate for English learners and higher (33%) for "Long-term English learners." “73% of teachers have no EL professional development.” 59% of secondary school ELs are "Long-term English learners." (more than 6 years) (Pearson, 2013)

The Challenges Providing content area instruction that is accommodated to the needs of ELLs at all levels Integrating academic language instruction into content area instruction High expectations for academic success of ELLs in all content areas

Definition of Sheltered Instruction A variety of strategies, techniques, and materials for making grade-level core curriculum (reading, science, social studies, math) more accessible for English Language Learners while at the same time promoting their English language development.

What is SIOP? Purposefully teaching of the language necessary for English Language Learners to understand the content. But, these strategies are good for all types of learners.

The SIOP Model - The Eight Components of SIOP (Echevarria, Vogt, & Short, 2008) Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment

The SIOP Model shares many features recommended for high quality instruction for all students, such as: cooperative learning strategies for reading comprehension emphasis on the writing process differentiated instruction accommodates the distinct second language development needs of ELLs

The SIOP Model contains key features for the academic success of ELLs, such as the: inclusion of language objectives in every lesson development of background knowledge acquisition of content-related vocabulary emphasis on academic literacy practice allows for some variation in classroom implementation

Making Content Comprehensible – LESSON PREPARATION http://vidego.multicastmedia.com/player.php?p=wzsf4417 Ensuring rigor and relevance

Objectives clearly defined content objective (TEKS) write on board state orally clearly defined language objective (ELPS) write on board state orally *Students need to know what they will be learning and how they will be learning it

Objectives, objectives…. Content objectives are based on a….. Standard – State/Common Core They should include what concepts students will learn Language objectives should include how students will learn the concepts Four areas of language: reading, writing, listening and speaking

Objectives, objectives… A “To Do” list or schedule is not an example of an objective Objectives should be written in student friendly formats and create a clear understanding of what and how learning will occur

Content Objectives… Must guide teaching and learning Are directly tied to the standards Must guide teaching and learning Are written in student-friendly language Are written in terms of what students will learn or do Must be stated simply, orally and displayed in writing in the classroom

Lesson Preparation Sample verbs for writing Content Objectives: Identify Solve Investigate Distinguish Hypothesize Understand Select Draw conclusions about

Content Objective Samples Students will demonstrate knowledge of the life cycle of an amphibian. Your job is to identify and describe areas of classification within a taxonomy. You will classify words from your reading passage into homographs, homophones, or synonyms.

Now you Practice Writing a Content Objective for your Particular Discipline.

Language Objectives Are how students are going to learn the content. Are directly related to what you want your students to know. Are how students are going to learn the content. i.e. how will they be learning the content through reading, writing, speaking or listening Are written in student-friendly language Are based on YOUR students’ needs and what they are working on Must be stated simply, orally and displayed in writing in the classroom

Lesson Preparation Sample verbs for writing Language Objectives: Listen for Retell Define Find the main idea Compare Summarize Write Persuade Rehearse Illustrate Label

Language Objectives….. cover a range from process-oriented to performance oriented statements. provide students with a chance to explore, practice and demonstrate mastery. state what kind of learning will occur. must be stated simply, orally and in writing. provide meaningful activities that integrate lesson concepts with language practice opportunities – reading, writing, listening, and/or speaking, and are measurable.

How Do I Write a Language Objective? Look at the content objective. Determine which of the 4 domains of language (reading, writing, speaking, and listening) students will use to accomplish the objective. Use your students’ levels of proficiency to assist you in developing appropriate language objectives.

Language Objectives Reading – text, vocabulary lists, notes from board/overhead Writing – vocabulary lists, notes, predictions, answers to comprehension questions, logs, journals, shared writing Listening – to the teacher, to students, to CD’s, videos Speaking – orally answering questions, discussion with partner, group members, Think-Pair-Share, safe, low risk learning environment

Language Objective Samples Students will use sentence structure that compare and contrast word pairs to determine if the words are synonyms, homographs or homophones. Your job is to read “The Metamorphosis: From Tadpole to Frog”. With a partner, you will illustrate and label each stage of the life cycle of a frog using chart paper.

Now you Practice Writing a Language Objectives for your Particular Discipline.

Remember Start small – one subject area Stay focused on standards When beginning to write objectives… Start small – one subject area Stay focused on standards Stay focused on student needs Collaborate with colleagues Refer to SIOP Resources Visually post, and orally state objectives

How can I lessen the gap? How can I differentiate? Adaptation of Content Supplementary Materials

Adaptation of Content to all levels of student proficiency (B,I,A,AH): Make texts accessible to all students without “watering down” differentiating same content objective, different input/output/process scaffolding adjusting content to various learning styles and intelligences Scaffolding will be mentioned more in “Strategies”

Examples of Adaptation of Content Thinking Maps/Graphic Organizers – schematic visuals that help students grasp the “wholeness and parts” of a concept Outlines – help students take notes in an organized manner Highlighted Text – highlighted key concepts, important vocabulary and summary statement in text helps reduce stress yet maintains key concepts Marginal Notes – notes in the margins help focus attention on important ideas, key concepts, key words and definitions or important supporting facts

Examples of Adaptation of Content Taped Text – allows for multiple exposures to text which improves reading and understanding Adapted Text – helps students get access to the same text, but with shorter, simpler sentences they can comprehend better Leveled Study Guides – guides that accompany textbooks that may include: a summary of the text, leveled questions, important facts, etc…

Supplementary Materials Use supplementary materials to make the lesson clear and meaningful support core curriculum make content concepts “concrete”: tangible, visible, understandable contextualize learning make it real support learning styles support multiple intelligences Contextualize learning: lectures and paper and pencil activities are often difficult for ELLs Examples of supplementary materials: 1. hands-on manipulatives 2. realia (real objects) 3. pictures 4. visuals 5. multimedia 6. demonstrations 7. related literature 8. adapted text

Examples of Supplementary Materials Hands-on manipulatives and realia – connects abstract concepts with concrete experiences and student’s own life Pictures, Photos, Visuals – provide support for harder concepts Multimedia – film clips, songs and chants, posters, computer games, etc… - related to concept solidify concepts into the students’ deep memory Demonstrations – model step-by-step completion of tasks or model language to use with presentations – scaffolds and enhances learning Related materials – leveled books both fiction and nonfiction that supplement the theme of what is being taught

Making Content Comprehensible – BUILDING BACKGROUND http://vidego.multicastmedia.com/player.php?p=ttygb29a

Building Background 2) Bridge past learning to new concepts 1) Link concepts to students’ background experiences Discuss students’ previous personal and academic experiences to help bridge meaning 2) Bridge past learning to new concepts Integrate new information with what the learner already knows 3) Emphasize 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

Focus on Key Vocabulary: contextualizing key vocabulary vocabulary self-selection personal dictionaries content word wall concept definition map cloze sentences word sorts word generation visual vocabulary vocabulary through songs

What is Comprehensible Input? Making Content Comprehensible – COMPREHENSIBLE IMPUT http://vidego.multicastmedia.com/player.php?p=d832qs79 What is Comprehensible Input?

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

Comprehensible Input Explanation of Academic Tasks Scaffolding present instructions in a step-by-step manner and/or with demonstrations peer modeling Scaffolding verbal scaffolding – paraphrasing, think-alouds, reinforcing contextual definitions procedural scaffolding explicit teaching modeling practicing applying Increasing Independence

Comprehensible Input Questioning – using a variety of question types Interaction variety of grouping structures (partners, triads, teams, etc…) vary group configurations from day to day Wait time (effective teachers wait 20 seconds or more – ELLs may need longer than that) Clarifying key concepts in first language – allow students to confer with each other, teacher, or para-professional in their native language about subject matter to support understanding

Comprehensible Input Application of content and language knowledge (projects) discussing and doing make abstract concepts concrete reporting out orally (opportunity to practice English) Integration of language skills – develop reading, writing, listening and speaking in an integrated manner Review of key vocabulary – multiple exposures to new vocabulary Assessment of lesson objectives using multiple methods

Making Content Comprehensible – STRATEGIES http://vidego.multicastmedia.com/player.php?p=d7y4u441

Strategies About Thinking! Metacognitive Thinking Cognitive Learning! Active Higher-Order Questioning Thinking! Techniques Independence! Building Scaffolding Social/Affective Interactive

Making Thinking Visible From the video we viewed yesterday: Think Puzzle Explorer (creates thinking, asking questions, collaboration, and exploring additional ideas and themes). Explanation Game (establishes thought about a topic students want to know more about, makes students explain and provide evidence, and initiates discussions about alternatives and helps to answer the questions of why)

More Making Thinking Visible Synthesizing information Headlines (reflect on something that has already been done, what captures the aspect or core ideas, sharing ideas, and then invites further sharing by telling stories and making connections) I used to think…Now I think (original thought and thoughts after experience or experience)

Metacognitive Strategies “thinking about your thinking” predicting/inferring self-questioning monitoring/clarifying evaluating summarizing visualizing

Cognitive Strategies “active learning” previewing/rereading establishing a purpose for reading making connections reading aloud highlighting taking notes mapping information finding key vocabulary mnemonics

Social/Affective Strategies “interactive learning” interaction/questioning cooperative learning group discussion/self talk i.e.. think/pair/share

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

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

Strategies Graphic Organizers Comprehension Strategies Rehearsal Strategies GIST PENS SQP2RS Mnemonics

Making Content Comprehensible – INTERACTION http://vidego.multicastmedia.com/player.php?p=da46imyr

Teacher comment: “My content is so packed that I can’t cover everything if I allow student talk. Lecture is the best way to ensure I’m where I need to be to complete all objectives before the test.” Have tables discuss teacher comment, “My content is so pact that I can’t cover everything if I allow student talk. Lecture is the best way to ensure I’m where I need to be to complete all objectives before the test.”:

Opportunities for Interaction Learning is more effective when students have an opportunity to participate fully – discussing ideas and information 2) Effective teachers strive to provide a more balanced linguistic exchange between themselves and their students – ELL students need to practice speaking Interaction accesses the thought processes of another and solidifies one’s own thinking Talking to others, either in pairs or small groups allows for oral rehearsal of leaning

Opportunities for Interaction encourage more elaborate responses vary grouping configurations (random, voluntary, teacher assigned) whole group, flexible small groups, partners/triads homogeneous/heterogeneous (gender, language proficiency, ability, etc…) allow adequate wait time – don’t allow yourself or other students to answer their questions clarify concepts in L1 if needed – teacher or peers clarify concepts or use native text, dictionaries or other tools

Making Content Comprehensible – PRACTICE AND APPLICATION http://vidego.multicastmedia.com/player.php?p=s408co4e

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. Have a simple example at hand for each definition. Go over the definitions, and share your examples for each.

Practice and Application: Tools: 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

Making Content Comprehensible – LESSON DELIVERY This is your introductory slide for the SIOP model component #7 – Lesson Delivery. It may be beneficial to remind participants that this is very similar to the Lesson Preparation component they have already seen. http://vidego.multicastmedia.com/player.php?p=d44s00i8

LESSON DELIVERY FEATURES Content Objectives should be clearly supported by the lesson delivery (stated orally - written on board for all to see) Language Objectives should be clearly supported by the lesson delivery (stated orally - written on board for all to see) Read to participants one at a time (slide is set up to have each line come in when ready) Give participants a copy of these features at the end of this model’s presentation. This will be Worksheet 1.

LESSON DELIVERY FEATURES Class time needs to be planned efficiently - all aspects of student engagement should be considered: well planned lessons clear explanations of academic task or instructions appropriate amount of time to spend on academic task strong classroom management opportunities for students to apply learning in meaningful ways active student involvement lesson design that meets the language and learning needs of students Students should be engaged approximately 90-100% of the time during the lesson (engagement minimizes boredom and off-task behaviors) Pacing of the lesson should be appropriate to the students’ ability level (brisk enough to maintain students’ interest, but not too quick to lose their understanding) Read to participants one at a time (slide is set up to have each line come in when ready) Give participants a copy of these features at the end of this model’s presentation. This will be Worksheet 1.

Making Content Comprehensible – REVIEW AND ASSESSMENT 2-3 minutes Last component of SIOP. Review and Assessment are combined together in this component. Total time 40-45 minutes. Review is emphasized more than Assessment in SIOP materials but both are covered in these slides. What is Review/ Assessment --fair judgment of students' performance (key vocabulary and key content concepts) --informal or formal --individual or group --supportive and validating --authentic http://vidego.multicastmedia.com/player.php?p=vfmu984j

Review Provide comprehensive review of key vocabulary teach, review, assess, use word study notebooks content word walls Supply comprehensive review of key content concepts review content directly related to the objectives throughout the lesson use graphic organizers as review Regularly give feedback to students on their output clarify discuss correct responses

Assessment - Evaluation Assessment is “gathering and synthesizing of information concerning student learning” Evaluation is “making judgments about students’ learning”

Assessment Informal Assessment on-the spot, on-going opportunities to determine the extent of students’ learning includes: teacher observations, anecdotal reports, informal conversations with students, quick writes

Assessment Authentic Assessment application to real life – real life contexts multi-dimensional portfolios student’s writings taped pieces interviews videotapes observations projects discussions performances

Assessment (cont.) includes multiple indicators to show competency of a content objective – use of a rubric group responses agree/disagree, true/false, yes/no index cards – happy face – sad face on a stick thumb up - down stand up – sit down numbered wheels dry erase response boards

English Language Learners "If the child is not learning the way you are teaching, then you must teach in the way the child learns." - Rita Dunn