1. Thank your participants for attending the conference
Thank your participants for attending the conference. If time permits ask a few to share what they will do to grow success for ELLs in their classrooms or districts when they return.

2. Our Vision
Our Vision
As Dr. Robin McCoy stated in her welcome, our vision is to build capacity at the local school system level and sustain statewide implementation of research-based strategies to meet the needs of our English learners. Thank you for being part of this journey and helping make the vision a reality!
The vision should be second nature by now! We want to build capacity and sustain implementation of ExC-ELL, LinguaFolio, SIOP and WIDA as well as other means for meeting the needs of out ELs.
Transition to ways that NCDPI will help support that vision through on line modules, coaching support for SIOP and ExC-ELL and EL Support Team follow up availability for all initiatives.

3. NC Guide to the SIOP Model Institute The SIOP Model Overview
SIOP Advanced ELL Support Conference “Growing Success for ELLs” Greensboro August 4-6, 2014
Begin by discussing who are today’s English Language Learners, what are our attitudes toward them, what are others attitudes towards them.
When teaching English learners, it is important to know who they are. Ex: Have you ever thought much about what you say to parents and their interpretation. Talk to parent about how much their child is talking and participating when this might be against their beliefs – passive learner
Our attitudes toward our students make a huge difference. Pang & Sablan state that “attitudes toward their students significantly shape the expectations teachers hold for student learning, their treatment of students and what students ultimately learn.”
Presented By:
Deborah Wilkes – ESL Coordinator, Cumberland Co
Alisha Das – ESL Lead Teacher K-5, Harnett Co Schools 3 3

4. What do we hope to accomplish?
Who are we?
Why are we here?
What do we hope to accomplish?

5. Training Overview: GOALS
Dig deeper into particular SIOP components
Make connections between current state education initiatives and the SIOP Model
Provide opportunities for participants to view, analyze and evaluate lessons for effectiveness in reaching the needs of ELLs
Build capacity at the local school system level and sustain statewide implementation of research-based strategies to meet the needs of our English learners

6. What Training Focus Connection to educational initiatives
Focus on 3 components
The SIOP Model in context
Review and Assessment
Strategies
Lesson Delivery

7. Why Training Focus Survey results Connections to initiatives
Need for digging deeper
Classroom observations and collaboration with content teachers

8. Expected Outcomes By the end of the three days, you will be able to:
Show a deeper understanding of effective instruction for ELLs
Make connections between the SIOP Model and initiatives such as CCSS, 21st Global Learning etc.
Use additional strategies and activities to promote the content knowledge and language development of your students

9. Relax, Release and Rejuvenate!
Hidden Agenda for the day…
Relax, Release and Rejuvenate!
Door Prizes!
Hidden agenda: for participants to relax, release and rejuvenate! Click: there will be door prizes that will assist us in this process! Stress packs (M-n-Ms plain and nut, etc.). Click: Also we want to be your therapists, provide all the help you need in understanding SIOP and making it a reality in your classrooms!
SIOP!

10. Let’s Get Started! Today’s agenda Resources Structure Log
Conference general
Topics
SIOP Overview
State & Federal Initiatives
Strategies
Resources
Wiki link
Structure Log

11. Icebreaker – Day One
Find someone who

12. Content Objectives We can…
Explain features of the SIOP components and their importance to effective instruction for ELLs
Evaluate effective practices using the SIOP Protocol
Define 3 types of learning strategies
Explain how SIOP supports state initiatives (NC SCOS, Common Core)

13. Language Objectives We will…
Become experts on a SIOP component and it’s features and teach others (Trade-Trade-Chat, Pin-the-Feature and Pin-Points)
Use the SIOP Protocol to evaluate a pd360 Common Core lesson and determine if SIOP supports Common Core using evidence from the lesson to defend our opinion
Create mnemonic devices to define, remember and teach 3 types of learning strategies

14. NC Guide to the SIOP Model Institute The SIOP Model Overview
3 min
**The focus of this slide is for the presenter to really prompt and draw out a discussion with the participants. As this is done, the specific details of the particular audience will emerge and bring depth to the discussion and sharing of information.
Q: With SIOP, what happens to all of the other initiatives? (1 – 2mins for discussion, then 3 for debrief from notes below)
SIOP acts as an umbrella. It allows teachers the flexibility to choose techniques they know work! SIOP 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
SIOP accommodates the distinct second language development needs of ELs. SIOP underscores the WIDA ELD Standards, LinguaFolio, and the Common Core State Standards because a distinctive feature of SIOP is the focus on language – such as in the use of Language Objectives in addition to Content Objectives so that language is an explicit part of all lessons.
SIOP and ExC-ELL work well together as both emphasize
acquisition of content-related vocabulary
emphasis on academic literacy practice
SIOP allows for variation in classroom implementation and gives students multiple paths to success – it is not a step-by-step type of instruction in which teachers are given a script to read.

15. What is SIOP? Sheltered Instruction Observation Protocol
Researched lesson components that are proven to support students’ academic and language needs!

16. SIOP is… A researched model of sheltered instruction for LEP students:
A means for making grade-level academic content more accessible for LEP students while at the same time promoting their English language development.
Center for Applied Linguistics (CAL)
originally
A: (Have participants turn to p 179 in their Making Content Comprehensible Books---introduce them to the book, and then explain that they can read further on p. 179 for information about SIOP’s history, and see website information at bottom of page 179…
Discuss how originally, the Center for Applied Linguistics created the model to provide school districts an explicit measurable model of SHELTERED INSTRUCTION (a type of instruction used explicitly for LEP students acquiring English through content) to help the LEP or Limited English Proficient students.
But over time, the use of the SIOP protocol has expanded! CLICK to next slide…

17. SIOP is…
A model of instruction that fosters best practices by ALL teachers for ALL learners.
now

18. Sheltered Instruction Observation Protocol Practice and Application
SIOP
Sheltered Instruction Observation Protocol
Lesson Preparation
Interaction
Building Background
Practice and Application
Comprehensible Input
Lesson Delivery
Review and Assessment
See if participants can brain storm the 8 components at their tables. First to list yell “SIOP”. Click and reveal the 8 to compare to the winner’s list. Discuss 30 features---can anyone name all 30? Of course, don’t expect that they list them, but just to get their brains warmed up for next activity. Explain that this model of instruction brought a new perspective to teaching, a paradigm shift. Ask What was so different about this model of instruction?
Strategies
8 Components
30 Features

19. SIOP Sheltered Instruction Observation Protocol
What makes SIOP® so different?
Change in perspective…
Content AND Language Objectives
Meaningful activities that incorporate the 4 language domains:
Listening Speaking Reading Writing
(Thinking)
90% Student Talk
90% Student engagement
Ask, What Makes SIOP so different and allow participants to share with each other then share out. (Talk to your tables) Reveal and explain, also ask, You see anything familiar? Content and Language Objectives? For Listening and Speaking? Hmmm, sounds familiar. Don’t we have something like that in our NC SCOS? Common Core? 90% engagement, hmmm, sound familiar? Maybe New teacher evaluation instrument? Etc.

20. Trade TradeChat Activity
Take a ‘feature’ trading card from the middle of table…
As the music plays, walk around the room trading cards as quickly as you can (no talking)…
When the music stops, pair up with the closest person…
Read your feature card to your partner and explain using sentence starters…
Repeat each time music plays…
We are going to link to your past learning---what you already know and may remember about the 8 SIOP components…and develop a better understanding of the 8 SIOP components…

21. Trade  TradeChat Activity
Read Feature…
Explain Feature…
Sentence Starters…
This feature belongs to the ___________ component of the SIOP model.
I have no idea what component this belongs to, do you?
This feature is important to the instruction of ELLs because ______________________.
We are going to link to your past learning---what you already know and may remember about the 8 SIOP components…and develop a better understanding of the 8 SIOP components…

22. Find your SIOP Coaching book and turn to page 97!
Activity
Pin the Feature on the Component
Take the last feature card from your trade and study it!
Decide which component you think it belongs to (you may collaborate if unsure)
Go ‘pin’ the feature on the component!
STOP!
Find your SIOP Coaching book and turn to page 97!
We are going to link to your past learning---what you already know and may remember about the 8 SIOP components…and develop a better understanding of the 8 SIOP components…

23. From Pixels to Big Picture!
Activity
From Pixels to Big Picture!
Form 8 Component Pixel-Groups
Define the features of your group’s component.
Determine 3 extra key ideas (strategies, points to remember, ah-ha’s) that you have learned about your component and its features in your experiences SIOP-ing
Choose a spokesperson(s) to share your knowledge with the group and help us see the big picture!

24. Practice and Application
Form 8 Pixel Groups!
Choose a component that you feel you have the most experience with, most knowledge about, etc…
Write your name on the component chart and form a group
Lesson Preparation
Interaction
Participants
determine which component is their favorite, the one you know the most about (mentally pick one that comes in a close 2nd or 3rd)
put their name on the chart paper and form a component group near their chart
Have 8 component charts hanging around the room, create name slots on each chart based on the number of participants (i.e. if you have 36 participants, 4 name slots per chart)
Explain that the group needs to create talking points as they define the component’s features. A PPT slide will be behind them with the features displayed and they can use that slide as their visual.
The chart paper will be used to write out their 3 key points. They will also be shared with the group.
Building Background
Practice and Application
Comprehensible Input
Review and Assessment
Lesson Delivery
Strategies

25. Define! Define the features of your component.
7 small groups (Building Background, Comprehensible Input, Interaction, Strategies, Practice and Application, Review and Assessment, Lesson Delivery) become “experts” on the features of their component. Allow 5-10 minutes for participants to “research” the features of their component using their materials: Making Content Comprehensible books, the protocol found at the back of books. Let them know they need to become familiar with the component in order to view a lesson and discuss evidence of their feature in the lesson.
Once participants seem to be finished with their “research” click to next slide for video viewing.

26. Determine!
Determine 3 key ideas that you have learned about your component and its features through your experiences SIOP-ing.
Introduce the video clip as a clip of one of the nation’s best SIOP teachers ever. “We are so fortunate to have this video…bluh-bluh-bluh…
Set the purpose for viewing (read the slide)…and remind them that they will have time to discuss and prepare their share out.

27. Discuss! Discuss findings and prepare for your share out.
*Choose spokesperson(s)
Guide participants as they discuss their observations of the presence/non-existence of the features of their component in the teachers’ lesson. Allow 5 minutes. Remind them to choose a spokesperson to go to front of room and share.

28. SIOP Components and Features
Lesson Preparation
Clearly define/write
content objectives
Plan
meaningful activities
Clearly define/write
language objectives
Choose
appropriate
content concepts
Adapt
content to
all levels
Determine
supplementary
materials

29. Lesson Preparation Content Objectives:
The ‘I can…’ statement or learning target (NC Falcon)
The objective from the NC SCOS
The WHAT of the lesson

30. Lesson Preparation Language Objectives:
The ‘I will…’ statement or the criteria for success (NC Falcon)
The explicit and intentional objectives for the language of the content
The meaningful activities of the lesson:
listening, speaking, reading, writing, thinking
The HOW of the lesson
Let’s see if it helps…

31. SIOP Components and Features
Building Background
Link to
students’
background
Link
past + new
learning
Emphasize key
vocabulary
Spokesperson(s) for the Building Background group comes to the front of the room to discuss what features were evident in the teacher’s lesson. Spokesperson uses the slide to guide their discussion.
If there is more than one table assigned the component, all the “spokespeople” can come up together and co-present.
If the spokesperson does not talk to the evidence of each feature, facilitate the discussion.
Content Language
School Language
Multiple Meanings 31

32. SIOP Components and Features
Comprehensible Input
Use
appropriate
speech
Use a variety of
techniques
Provide clear
explanation
of academic
tasks
Spokesperson(s) for the Comprehensible Input group comes to the front of the room to discuss what features were evident in the teacher’s lesson. Spokesperson uses the slide to guide their discussion.
If there is more than one table assigned the component, all the “spokespeople” can come up together and co-present.
If the spokesperson does not talk to the evidence of each feature, facilitate the discussion.
Slow, simple,
gestures…
Modeling,
Visuals…
Engaging and
effective tasks

33. SIOP Components and Features
Strategies
Provide ample
opportunities
for students
to use
Learning
Strategies
Provide a variety
of questions
that promote
higher order
thinking
Consistently use
Scaffolding
Techniques
Spokesperson(s) for the Strategies group comes to the front of the room to discuss what features were evident in the teacher’s lesson. Spokesperson uses the slide to guide their discussion.
If there is more than one table assigned the component, all the “spokespeople” can come up together and co-present.
If the spokesperson does not talk to the evidence of each feature, facilitate the discussion.
Cognitive
Language
Metacognitive
Social-affective

34. SIOP Components and Features
Interaction
Provide
ample
opportunities
to interact and
discuss
Provide
Sufficient
wait time
Spokesperson(s) for the Interaction group comes to the front of the room to discuss what features were evident in the teacher’s lesson. Spokesperson uses the slide to guide their discussion.
If there is more than one table assigned the component, all the “spokespeople” can come up together and co-present.
If the spokesperson does not talk to the evidence of each feature, facilitate the discussion.
Choose
effective
grouping
configurations
Give ample
opportunities
to clarify in L1

35. SIOP Components and Features
Practice and Application
Provide
hands-on
materials
Create
activities that
integrate
all language skills
Spokesperson(s) for the Practice and Application group comes to the front of the room to discuss what features were evident in the teacher’s lesson. Spokesperson uses the slide to guide their discussion.
If there is more than one table assigned the component, all the “spokespeople” can come up together and co-present.
If the spokesperson does not talk to the evidence of each feature, facilitate the discussion.
Provide activities
in which students
apply content
and language
knowledge 35

36. SIOP Components and Features
Lesson Delivery
Support
Language Objectives
Support
Content Objectives
Spokesperson(s) for the Lesson Delivery group comes to the front of the room to discuss what features were evident in the teacher’s lesson. Spokesperson uses the slide to guide their discussion.
If there is more than one table assigned the component, all the “spokespeople” can come up together and co-present.
If the spokesperson does not talk to the evidence of each feature, facilitate the discussion.
Pace
the lesson
Engage Students
90%-100% 36

37. SIOP Components and Features
Review and Assessment
Provide
On-going
Authentic
Assessments
Give
comprehensive
review of key
vocabulary
Spokesperson(s) for the Review and Assessment group comes to the front of the room to discuss what features were evident in the teacher’s lesson. Spokesperson uses the slide to guide their discussion.
If there is more than one table assigned the component, all the “spokespeople” can come up together and co-present.
If the spokesperson does not talk to the evidence of each feature, facilitate the discussion.
Give
comprehensive
review of key
concepts
Provide
Regular
Feedback 37

38. Lunch

39. Continents of the World
Mnemonic Devices
Door Prizes!
Have a several sets of people come up and touch the continents or countries that you call out…using rulers or fly-swatters. As the last set of people begin to swat a couple of countries/continents, quickly click to the next slide and continue calling out the names of countries/continents quickly…they will be confused, uncomfortable, etc…

40. Continents of the World

41. Why we so crazy?
Dana: So…why are we “so crazy!?” At your tables, we want you to list reasons why “you so crazy” right now…start with, for example, some of our ‘changes in perspective,’ like Common Core!  Continue brainstorming initiatives, issues, etc...Share out…Trainers write them on chart paper. Discuss…

42. SIOP This why ‘we so crazy’! Common Core/Essential Standards (NC SCOS)
New Teacher Evaluation/ Standards
Revised Bloom’s Taxonomy, (Rigor, Rigor, Rigor)
21st Century Learning
List and discuss these if participants did not share these…use as a set up slide to SIOP…so, our essential question for the day is…click… 42

43. New Teacher Evaluation/
SIOP is my GPS
RtI
Read To achieve
NC Falcon
Revised Blooms
Rigor, Rigor, Rigor
21st Century learning
New Teacher Evaluation/
Standards
NC SCOS
Common CorE

44. Links

45. On-going Activity Find the Links!
1) Divide into initiative groups:
NC SCOS Common Core Listening and Speaking Standards
New Teacher Evaluation Standards
Revised Bloom’s Taxonomy, Rigor
21st Century Learning
2) Over the next 3 days become experts on
finding links between your initiative and SIOP!

46. On-going Activity Find the Links!
SIOP Protocol
The SIOP Checklist
SIOP Components & Activities list

47. Ticket Out
Chew & Spew
Take some time to digest today’s learning (practice, search, prepare, revise, ask…)
Prepare to ‘spew’ what you are able to ‘chew’
Use the ‘Chew & Spew’ Ticket to guide your chewing and spewing.

48. Chew
You can…
Create activities for cognitive, metacognitive, social/affective learning!
Create scaffold-ed activities for lessons
Evaluate your own lessons using the SIOProtocol
Search the web for resources or activities
Other…

49. Ticket Out

50. Spew

51. NC DPI Evaluation