1. MISD Bilingual/ESL Department SIOP Lesson Delivery

3. Let’s Review Teachers choose appropriate content objectives. They plan meaningful activities to meet the objectives They select language objectives for each lesson that are drawn from language arts standards, ESL standards, or ELPS. Post the selected standards for the content and language. SIOP: Sheltered Instruction Observation Protocol Step 1 - Preparation:

4. Let’s Review SIOP: Sheltered Instruction Observation Protocol Step 2 – Building Background: Teachers connect the students’ background and past experiences with the new learning. They help students comprehend by teaching the vocabulary that is key to understanding of the material. They explicitly teach the content vocabulary. Teach the students the academic vocabulary. According to Saville-Troike, “Vocabulary development is critical for English learners because we know that there is a strong relationship between vocabulary knowledge in English and academic achievement

5. Let’s Review SIOP: Sheltered Instruction Observation Protocol Step 3 – Comprehensible Input: Teacher uses vocabulary that the students understand, states directions orally and in writing, and demonstrates expectations. Guided practice hands-on techniques The students are provided with support such as prediction guides, visual aides, and other supplemental materials. The information is shared at an appropriate pace and enunciated clearly. According to Echevarria, Vogt, and Short (p. 78 ), “Effective sheltered teachers provide explanations of academic tasks in ways that make clear what students are expected to accomplish and that promote student success.”

6. Let’s Review SIOP: Sheltered Instruction Observation Protocol Step 4 – Strategies: Use explicit instructional strategies, such as questioning techniques, to support higher-level thinking that involves predicting, summarizing, problem solving, organizing, evaluating, and self- monitoring. Use scaffolding techniques that provide the right amount of support and help move the students to the next level. Time to practice the strategies with support from their peers and the teacher, as well as opportunities to implement the strategies independently.

7. Let’s Review SIOP: Sheltered Instruction Observation Protocol Step 5 – Interactions: Continual opportunities to interact with peers through flexible grouping Small groups, triads, or pairs where every student has an opportunity to speak and work on projects together Students are encouraged to interact with each other Extended academic conversations with their peers Teacher talk is reduced Students are encouraged to talk more with such questions as, Tell me more about that, or Can you tell us why you think that? Adequate wait time

8. Let’s Review SIOP: Sheltered Instruction Observation Protocol Step 6 – Practice and Application: Reinforces the importance of using hands-on material and manipulatives Small-group activities involving hands-on experiences that provide students with relevant information about the content and an opportunity to practice Discuss and apply what they are learning through integration of reading, writing, listening, and speaking. By integrating all of the language arts areas, the ELs grow in their English language ability as well as learn the content. Echevarria, Vogt, & Short (p. 118) state that, “Manipulating learning materials are important for ELLs because it helps them connect abstract concepts with concrete experiences.”

9. How have you been doing? –Language Objectives on the board? –Content Objectives on the board? –Vocabulary activities? –Pictures provided as visuals for vocabulary words? –Opportunities for interaction? –Practicing and applying learning in engaging and innovative ways?

10. Today’s Objectives Content Objectives I can monitor lessons to determine if the delivery is supporting the objectives I can list strategies for improving student time-on- task throughout a lesson I can explain how to focus on a lesson’s objectives can aid in pacing I can generate activities to keep English learners engaged Language Objectives I can evaluate a situation where a great lesson plan is not enacted successfully and explain what might have gone wrong and what could be improved I can compare pacing considerations in classes that have only native English speakers with classes that have English learners I can discuss characteristics of effective SIOP lesson delivery

11. Lesson Delivery How should we worry about how we deliver lessons to our students? Maybe this would be a better way?

12. Lesson Delivery Mastery of content and language objectives by all students, including English learners, is the intended goal of a well-designed SIOP lesson. If both teachers and students stay focused on the objectives throughout a lesson, the objectives are more likely to be met.

13. Lesson Delivery In order for students, including English learners, to meet content and language objectives, they must be highly engaged throughout the lesson. “Bird-walks” (a term coined by Madeline Hunter) such as a conversation and sharing of personal experiences may be interesting, but they’re usually unproductive, unfocused, and don’t lead to mastery of content and language objectives.

14. Features  Content objectives clearly supported by lesson deliver  Language objectives clearly supported by lesson delivery  Pacing of the lesson appropriate to students’ ability levels  Students engaged approximately 90% to 100% of the period

15. Pacing A skillful SIOP teacher is able to monitor and adjust pacing during a lesson. Students’ disengagement may be due to material that is presented too quickly (or too slowly) and/or to a lack of focus for the lesson.

16. Pacing Pacing of the lesson appropriate to students’ ability levels

17. Engagement There are actually three aspects of student engagement that should be considered. 1. Allocated time 2. Engaged Time 3. Academic Learning Time

18. Allocated Time Allocated time reflects the decisions teachers make regarding the amount of time to spend studying a topic or doing a particular academic task.

19. Engaged Time Engaged time refers to the time students are actively participating in instruction during the time allocated. The engaged time-on-task research has consistently concluded that the more actively students participate in the instructional process, the more they achieve.

20. Academic Learning Time Academic Learning Time focuses on students’ time-on-task, when the task is related to the materials they will be tested on. Creative, fun activities are not effective if they are unrelated to the content and language objectives of the lesson.

21. Engagement Creative, fun activities are not effective if they are unrelated to the content and language objectives of the lesson

22. Lesson Delivery Engage Them! –With a partner brainstorm with partners what sights and sounds are present in classrooms where students are highly engaged. –Post it on chart paper –Gallery Walk

23. A Model of Engaged Learning DialogueExperience self othersdoing observing Learning

24. Learning thru Dialogue & Experience Knowledge of Content Explicit Knowledge Individual Learner Implicit Knowledge Group/Community of Learners Basic knowledge distributed by readings & lectures; generally understood by qualified students Goal Rich knowledge of teachers, texts, & experts Process Moves beyond content recall to internalizing principles of practice, problem solving, and tricks of the trade Uses the distributed knowledge of a group to move beyond any individual’s total knowledge or skill base Process Goal from to

25. Student Engagement

26. If this information is so well known, why don’t we see students teaching students more? How can you increase this in your classroom?

27. Engaging? Click each picture to see the video

28. Engagement in the Classroom Create an emotionally safe classroom Create an intellectually safe classroom Cultivate your engagement meter (pay attention to their attention level) Scaffold their learning Help them make connections to the content Teach them how to make connections on their own with the content Create a culture of explanation instead of a culture of the right answer Teach them how to activate their background knowledge Use questioning strategies that make all students think and answer Provide feedback and allow for peer feedback Summarize, share and reflect at the end of the lesson Use a practice journal or blog writing to communicate with students

29. Activities for Engagement Total Physical Response (TPR) is a method developed to aid learning second languages. Students respond to commands that require physical movement. TPR is primarily used by ESL teachers, although the method is used in teaching other languages as well. The method became popular in the 1970s.

30. TPR PLANT PLANT (initialized version) MEASURE

31. TPR Occupy Probability Click each word to see a video

32. Lesson Delivery What words can you chose from your lesson this week? How could you incorporate TPR with these words in your classroom? Turn to a partner and explain!

33. Engaging Activities Incorporate the real world into your teaching Students need to see how the content applies to their own lives for better comprehension. How do you do this in your classroom? How could you do this in your classroom?

34. Engagement Be dynamic Teaching truly is an art. Your enthusiasm needs to be “infectious!” Be enthusiastic and energized, maximize learning time, and most important, have fun.

35. Content Engagement Tell a Story People naturally find characters and narratives interesting. Stories are easy to remember because they’re not a random assortment of information. They have a beginning, middle, and an end. In the same way, your lesson should have a narrative arc. It should include an “a-ha” moment, a point where all the pieces come together. This works for ALL CONTENT AREAS!

36. Engagement In a lesson on probability, introduced a basketball player named Michael Yourdon and use him to cover a variety of concepts. A concept like probability tends to produce eye-glazing on its own. Relating it to a basketball player students have already gotten know (Michael Yourdon! The legend!) puts the math into a context that’s easy to grasp. Story characters don’t always have to be fictional, either. Ancient thinkers such as Pythagoras, Archimedes, and Euclid asked very basic questions about the world around them, questions that your students might even ask themselves. Tying a lesson to the historical figures that grappled with it — or simply sharing your knowledge about a mathematical concept’s origins — can help students make connections to study material that would otherwise seem remote or abstract.

37. Engagement Open with a Hook A real-world example, an interesting problem, or a novel way of looking at a familiar situation This “hook” should then reappear in different contexts throughout the lesson. By examining a single problem from different angles, you maintain a sense of familiarity (essential to storytelling) and help students to see how ideas relate to each other. Presenting new concepts in familiar situations allows them to build on what they already know.

38. Engagement No need to insert blocks of text. You’ll be present to provide the details and explanations. Diagrams, images, arrows, color coding – the more ways you can connect ideas to visual reminders, the better. It’s a lot easier to remember a picture than a paragraph. Keep in mind that in order to be effective, the image should connected to the storyline; it should drive the story forward or illustrate an important point. Choose Images over Words

39. Engagement Address the “Why” Math is anything but arbitrary and haphazard, though it can frequently feel that way to a student. It was designed to be user-friendly. As often as possible, you should address the question, “Why was this math subject necessary here in the situation?” The more students can see that math was developed for their benefit — to simplify their world — the more they will trust their ability to use it. For example, in addition to explaining what percentages are, don’t forget to share why they are helpful and why we came up with them to begin with. For one thing, they make comparing fractions a lot more intuitive. Does this idea apply to other content areas?

40. Engagement Vocabulary Students cannot be engaged if they don’t know what you are talking about! Find activities, pictures, videos, cartoons, etc. that provide content specific connections to the vocabulary words

41. Engagement Poll your students using their cell phones or one cell phone per group http://www.polleverywhere.com/

42. Engagement Use videos/clips that students will connect with Be willing to embarrass yourself for the good of the all Say it with music Reinforce it with dance Make things relevant Make it fun! Add ideas to our poster

43. Lesson Delivery Video Segment

44. Lesson Delivery SIOP Lesson Delivery Video

45. Lesson Delivery Think-Write-Pair-Share –Think about the video –Write your thoughts –Pair with a new partner –Share your thoughts

46. Lesson Delivery Wrap it up –What are the three most important ideas you have learned about this component? How will they impact your own planning and teaching?

47. Homework Assignment Work as many SIOP components as possible into your lesson plans and document your successes and challenges. First fifteen minutes of our next meeting will be devoted to sharing with the class. Email me any time if you need additional support –Tina Kelman – tkelman@mckinneyisd.nettkelman@mckinneyisd.net –Wendy Burt – wburt@mckinneyisd.netwburt@mckinneyisd.net