Sheltered Instruction Observation Protocol SIOP Sheltered Instruction Observation Protocol

My targets for today… Content Targets: I will be able recognize the eight components of the SIOP model and how they will impact student learning in the Snoqualmie Valley Schools. I will understand the connection between vocabulary development and academic success. Language Targets: I will be able to identify and write about levels of language acquisition and what has the biggest impact on academic success.

English Language Learners Numbers are increasing every year… Take a wild guess at how many languages we have represented her in Snoqualmie?

26 languages are now represented in the Snoqualmie Valley … Spanish Hindi Danish Russian Finnish Telugu Urdu Swahili French Afrikaans Hmong Chinese Kannada Filipino/Tagalog Romanian Czech Dutch Arabic Cantonese Vietnamese Korean Icelandic Lao Bengali Hebrew German

Our ELL Students are a growing population! 112 students qualified as ELL in the district this year… CVES – 13 NBE – 8 FCES – 18 SES – 39 OES - 4 Middle schools – TFM – 3 SMS - 3 CKMS - 4 High school – 17 – scattered through grades 9-12 Entering kindergarten –40 brand new ELL kiddos! Problem many districts face…how to meet the needs of so few but whose need is still very great?

How do kids qualify as ELL? Home Language Survey Is a language other than English spoken in the home? Is your child’s first language a language other than English? If yes, School notifies DO – we test using the WLPT II – Washington Language Proficiency Placement Test (4 levels) Test at Levels 1,2,3 – considered eligible for ELL services/accommodations in instruction Once Level 4 is reached, services no longer available/needed- - as an example, 96 qualified last year – 26 tested at Level 4 and out of the program in the February state WLPT II testing

Home Language Survey

WLPT II (Washington Language Proficiency Test) Placement Test given within 14 days of beginning school Annual test given each January-February to assess progress K-2 test 4 sub-tests: 3-5 test writing listening 6-8 test reading speaking 9-12 test

What has OSPI done to support them? Research – identified ELL stages Established Washington State English Language Development Writing andeading Standards Created Language Acquisition Chart with strategies and helpful information

4 Levels/Stages of the ELL Level 1: Beginning/Advanced Beginning Level 2: Intermediate Level 3: Advanced Level 4: Transitional

What are we doing as a District to support them? ELL Certificated Teacher hired - Karen Schotzko – K-12 ELL kindergarten testing done early this year (June instead of September) – qualified 35 new kindergarten kiddos ELL Summer School – transition program Training for teachers and instructional assistants in specific ELL strategies –SIOP, GLAD & ASPIRE Newcomer Kits – geared towards Level 1

Our ELL students are unique learners… studies have shown what works best for them is differentiated instruction with… lots of guided oral practice safe, scaffolded learning visual activities linked to language integrated activities that teach academic vocabulary repetition in many different ways lots of teamwork with peers conversations with English speaking peers

Discussion time… 2 minutes… Turn to someone at your table - any surprises in the information that you just heard? Share your thoughts…

Vocabulary Acquisition

An English Language Learner is like this picture because…

ELL Iceberg BICS CALP

What are BICS? Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. ELLs use BICS during social interactions in a meaningful social context (e.g., party, talking to a friend). ELL students acquire BICS rather quickly (e.g., 1-2 years) An expert, Jim Cummins differentiated between social language (BICS) and academic language (CALP) ESOL students acquire BICS rather quickly (e.g., 1-2 years) It takes longer to learn CALP (e.g., about 5-7 years)

What is CALP? Cognitive Academic Language Proficiency refers to formal academic learning. This level of language learning is essential for students success in school. ELLs need time and support to become proficient in academic areas. It takes longer to learn CALP (e.g., about 5-7 years)

Office of Organizational Development BICS vs. CALP Basic Interpersonal Communication Skills Conversational fluency: social language Includes “Silent Period” Lasts 1 – 3 years Early production: 1000 words (0-1 year) Speech Emergence: 3000 words (1-2 years) (first 2 years) BICS CALP Cognitive Academic Language Proficiency Academic proficiency: “school” language Intermediate fluency: 6000 words (1-5 years) Advanced and continuing language development: 7000 words+ (5-7 and even 10 years) Office of Organizational Development

How do BICS/CALP relate to ESOL Instructional Levels? Beginner/Level 1 Intermediate/Level 2 Advanced/Level 3 CALP Exited ESOL Student

Focusing on Cognitive and Language Processes Cognitive Process Knowledge Comprehension Application Analysis Synthesis Evaluation Language Process Vocabulary Pronunciation Grammar Semantic meaning Functional meaning It is critical that we address the academic processing needs of ESOL students at all proficiency levels, so that the content is not dumbed-down for the beginning ESOL students.

ELL Iceberg BICS CALPs Cognitive Process Language Process Knowledge Comprehension Application Language Process Vocabulary Pronunciation Grammar BICS Analysis Synthesis Evaluation Semantic meaning Functional meaning CALPs

What has the biggest impact on the academic achievement of ELLs? Vocabulary development has the largest impact on the academic performance of ELLs Vocabulary knowledge affects various cognitive processes (e.g., knowledge, comprehension, analysis) Vocabulary knowledge affects comprehension of new information (e.g., semantic knowledge) has the largest impact on the academic performance of ELLs

Vocabulary is More Than Just an ELL Issue Out of 19,050 words Disadvantaged First Graders know about 2900 words Middle class first graders know about 5800 words

Vocabulary Differences Between Students High Achieving High School Seniors have four times the vocabulary as low achieving seniors High Achieving third grader have approximately the same level of vocabulary as low achieving seniors.

Moving Theory Into Practice SIOP (Sheltered Instruction Observation Protocol) Meeting Learning Targets for all Students Through Differentiated Instruction Picture of Carpet Weaving --- interdependence, cooperation

Not “Just An ELL” thing Essential for ELL students Best practices for all students Increases levels of engagement

What is Sheltered Instruction? Strategically Teaching Grade Level Content while making concepts comprehensible. Promoting English Language Development Scaffolding Instruction to aid comprehension Adjusting Speech and Instructional Tasks Activating Background Knowledge Infusing Sociocultural Awareness Sheltered instruction is an approach for teaching grade-level content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development. Teachers scaffold instruction to aid student comprehension of content topics and objectives by adjusting their speech and instructional tasks and by providing appropriate background information and experiences

Components of the SIOP Model Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice and Application Lesson Delivery Review and Assessment

What they found over time… These great strategies benefit ALL students because they are best practices that challenge all our kids - not just our ELL kids. Show Video at the point (10 Minutes)