1. Teaching English Language Learners: SIOP
Presenters:
Karen Beatty & Janis Sawatzky

2. .Usually, Sometimes, Rarely, Never
While you wait...
Please take the time to fill in your self-check list based on how often you perform the 8 Components & 30 features. Then join our peardeck!
.Usually, Sometimes, Rarely, Never

3. Our Objectives CONTENT
Participants will connect the features of SIOP Model to effective content and language instruction for English learners.
LANGUAGE
Participants will develop a SIOP related lexicon.
Participants will orally and in writing respond to questions identifying their views on promoting content and language development

4. AGENDA Warm-up Second Language Acquisition SIOP – Overview Feedback
KAHOOT Quiz & PRIZES

5. An ELL Student’s language development is like this picture because?

6. A student can have both social & academic language.
BICS=
basic intercommunication skills
CALP=
cognitive academic language proficency
A student can have both social & academic language.
Basic interpersonal communication Skills and Cognitive Academic Language Proficiency
Thomas&Collier studied the language acquisition of 700,000 English language learners in a longitudinal study from 1982 to 1996 .
Those students who were between 8-11 years old and had 2-3 years of native language education took 5-7 years to test at grade level in English. These were the lucky ones.
Students with little or no formal schooling who arrived before the age of eight, took 7-10 years to reach grade level norms in English language literacy.
Students who were below grade level in native language literacy also took 7-10 years to reach the 50th percentile. Many of these students never reached grade level norms.
This data holds true regardless of the home language, country of origin, and socioeconomic status. (Thomas & Collier, 1997).
the most significant variable in how long it takes to learn English is the amount of formal schooling students have received in their first language.

7. How long does it take for an ELL vs
How long does it take for an ELL vs. a Native English speaker to become proficient?
insert a slide the scale - then reveal

8. time required to achieve age appropriate proficiency
Native English Speakers:
English Language Learners:
Level of proficiency
Level of proficiency
taken from: Cummins, J. (1991)
Collier, V.P. (1995)
WHEN WE CONSIDER HOW LONG IT TAKES TO ACHIEVE CALP – IT BECOMES MORE OBVIOUS WHY WE CANNOT WAIT FOR TO HAVE FULLY ACQUIRED BICS BEFORE ATTEMPTING CONTENT.
As well if students know the concepts in their first language they are only learning the language and not the concepts.
Thomas and Collier (1997).
They studied the language acquisition of 700,000 English language
learners in a longitudinal study from 1982 to 1996.
how long it would take for students with no
background in English to reach the performance of a native
speaker on norm-referenced tests (50th percentile).
In addition,
they looked at variables such as socioeconomic status, students’
fi rst language, programs used to learn English, and the amount of
formal schooling in students’ primary language.
Thomas and Collier found that the most significant variable
in how long it takes for a student to learn English is the amount of
formal schooling students receive in their first language.
In one part of the study, Thomas and Collier researched a
group of Asian and Hispanic students from an affluent suburban
school district. These students received one to three hours of
second-language support per day in a well-regarded ESL program.
These students generally exited the ESL program in the fi rst two
years. All students were at or above grade level in native language
literacy. For this group, Thomas and Collier found these results:
Students ages 8 to 11 years old with two to three years of
native language education took five to seven years to test at grade
level in English.
Students with little or no formal schooling who arrived in
the United States before the age of 8 took 7 to 10 years to reach
grade-level norms in English language literacy.
Students who were below grade level in their native language
also took 7 to 10 years to reach the 50th percentile. Many
of these students never reached grade-level norms.
These data held true regardless of the home language, country of
origin, or socioeconomic status.
2 years
5-7 (up to 10) years
Social Language (BICS)
Academic Language
(CALP)

9. Cognitively Undemanding (BICS) Cognitively Demanding (CALP)
Context- Embedded
Face to face conversation
Phone conversation
Context- Reduced
Following simple directions A
Copying notes
Written Directions C B
Demonstration D
Writing essay
Lab experiment
New and abstract concepts
Video lesson
Lecture w/o visuals
Cognitively Demanding (CALP)
Sheltered instruction moves tasks & activities from lower R to lower L, with equal rigor but increased context Cummins, Quadrant Model
The teacher’s role is NOT to make academic tasks less cognitively demanding, but to support their successful accomplishment by adding context, activating prior knowledge, and scaffolding the task for step-by-step success.
In other words...what can be done to take what is in quadrant D and move it to quadrant B?

10. What is SIOP?

11. SIOP® Model of Sheltered Instruction
Learning
Strategies
Background
Information
Redesigned
Curriculum
Allows for Flexible Groupings. – A framework for instruction that can incorporate many good teaching practices and works for any instructional area from K to 12.
Also works well to compliment UDL
Differentiated
Instruction
Cooperative learning
Writers Workshop
Multiple Intelligences
Reading Initiatives

12. SIOP: Sheltered Instructional Observation Protocol 8 Components
30 Features
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
SIOP has 8 components and 30 features. To help you remember this we have a clock set to 8:30. mnemonic strategy – HAVE THEM FILL OUT HANDOUT PAGE 8&9
SHELTERED INSTRUCTION 30 FEATURES if VOGT
Uses of the SIOP
Research observation tool for fidelity of model implementation
Supervision and observation tool for student teachers
Classroom observation tool by administrators
Teacher lesson plan resource and checklist
Training and professional development tool
Coaching and self-reflection tool for strengthening teaching
Check the time!

13. Drag the button to the component you want to know more about!
Review
Drag the button to the component you want to know more about!
Lesson Preparation Building Background
Comprehensible Input Strategies
Interaction Practice & Application
Lesson Delivery Review & Assessment

14. Lesson Planning making content comprehensible by using
Content objectives clearly defined, displayed, and reviewed with students
Language objectives clearly defined, displayed, and reviewed with students
Content concepts appropriate for age and educational background level of students
Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
Adaptation of content (e.g., text, assignment) to all levels of student proficiency
Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
making content comprehensible by using
content & language objectives

15. How often do you display your content (lesson) objectives?

16. allow students to know WHAT they are learning and HOW they will learn it.

17. work together to match the content objectives to a language objective
MATCH UP
work together to match the content objectives to a language objective

18. (Echevarria, Short, & Vogt, 2008).
WHY?
In common language, students understand the academic language functions & skills required to participate in the lesson and understand the content.
(Echevarria, Short, & Vogt, 2008).
Read more about language objectives:
Both language and content teachers are often surprised at the expectation that they are to integrate language and content. This is understandable as there is little attention to language needs in a content teacher’s preparation courses, and for language teachers little attention to the language of academic subjects or to the practical concerns of needs analysis, text adaptation, or collaborative teaching. SIOP is the perfect application for collaboration and cooperation between the ESL language teacher and the content teachers. They can build on each other’s knowledge.
Vocabulary: define “table”; now at your table define “table” in math, social studies, science, English (table of contents)
Language patterns: Let’s look at math
Twice as many… 25 less students liked… 1/8 of the total…
A register is a subset of a language used for a particular purpose or in a particular social setting. For example, an English speaker may stick more closely to prescribed grammar, pronounce the “g” in an “ing” ending, and avoid using the word "ain't" when speaking in a formal setting, but the same person could disobey these rules in an informal setting.

19. Background Building making content comprehensible by using
Concepts explicitly linked to students’ background experiences
Links explicitly made between past learning and new concepts
Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
making content comprehensible by using
activities to activate student schemas

20. Bridge past learning to new concepts
Marzano – sometimes we need to build the background experiences for them
Discuss students’ previous personal and academic experiences to help bridge meaning
Bridge past learning to new concepts
Integrate new information with what the learner already knows
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
As you move through content, physically move it and bring student attention back to previously learned content.

21. Read & Fill in the blanks!
The questions that p____ face as they raise ch____ from in_____ to adult life are not easy to an____. Both fa_____ and m______ can become concerned when health problems such as co________ arise any time after the e___ stage to later life. Experts recommend that young ch____ should have plenty of s_______ and nutritious food for healthy growth. B_____ and g_____ should not share the same b_______ or even sleep in the same ro____. They may be afraid of the d____.
Pear deck this?

22. How Did You Do?
The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. and geese should not share the barnyard or even sleep in the same roost. They may be afraid of the dark.

23. Comprehensible Input
Speech appropriate for students’ proficiency level
Clear explanation of academic tasks
Variety of techniques used to make content concepts clear
___
Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
Introduction to Comprehensible Input In the third component of the SIOP® model, teachers use a variety of techniques to make instruction understandable, including speech appropriate to students’ English proficiency; clear academic tasks; and modeling—the use of visuals, hands-on activities, demonstrations, gestures, and body language.
Category: Comprehensible Input, K-12, General (not specific to one content area)
A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)
making content comprehensible by using appropriate speech & giving clear and explicit instructions

24. Insert Pearson Video login information in email

25. What is one thing the instructor did that made her lesson more comprehensible?

26. What an ELL student might hear...
Good morning class. Today we are going to study… math class. It’s difficult… going to need everyone’s… Open your books to page one hundred… top of the page… Today’s lesson… your book, in math… two… cylinder… book… rectangle and two circles… cylinder
What an ELL student might hear...
THIS COULD BE A STUDENT WHO ACTUALLY HAS QUITE A BIT OF SOCIAL LANGUAGE.
How important is vocabulary size?  Imagine how much harder your life would be if you didn't understand 75% of the words you currently know.  How hard would it be to read a passage of text if you didn't know many of the words in the passage?  Imagine if reading the front page of the newspaper was like reading this passage of text:

27. What was actually said:
Good morning, class. Today we are going to study something brand new in math class. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That is the net of the cylinder.
**note the importance of Chalk Talk or written instructions
How important is vocabulary size?  Imagine how much harder your life would be if you didn't understand 75% of the words you currently know.  How hard would it be to read a passage of text if you didn't know many of the words in the passage?  Imagine if reading the front page of the newspaper was like reading this passage of text:

28. How to support? Explain the tasks
present written instructions step-by-step, with demonstrations or imagery
Scaffold students
paraphrase, think-alouds, reinforcing, contextual definitions, total physical responses (kinesthetic activities)
pearnote - place the words on the ladder to help them increase independence

29. Strategies
Ample opportunities provided for students to use learning strategies
Scaffolding techniques (e.g., think-alouds) consistently used to assist and support student understanding
A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)
making content comprehensible by scaffolding tasks & using questions/tasks that promote higher-order thinking skills

30. Metacognitive strategies
Language
Learning
increase progress in speaking & understanding the new language
Examples: reading skills, word patterns, components of words, grouping/classifying words, pictures & gestures to communicate & more
Cognitive
strategies
“I” statements in the new curriculum
organizing information & self- regulating
Examples: previewing, making connections, mnemonics, highlighting, taking notes, reading aloud, mapping, identifying key vocab
Metacognitive strategies
explicitly teaching strategies to learn awareness, reflection, & interaction
Examples: predicting, inferring, monitoring, clarifying, evaluating , determing importance, summarizing & syntehsizing, visualizing
more strategies can be found in the SIOP textbook & online.

31. WHY?
ELLs focus their mental energy on learning the language therefore it’s difficult to focus on HOW they are learning.
Teach strategies to:
Show students how to be better learners
Build students’ ability to think they can do this task, reach the goal
Help students become reflective and critical thinkers

32. Try this...
Create a short sentence with a partner discussing what you did last night but you can not use the letter ‘n’.

33. peardeck interaction: place labels on the scale?

34. Interaction
Frequent opportunities for interaction and discussion between teacher and students and among students that encourage elaborated responses about lesson concepts
Grouping configurations that support language and content objectives of the lesson
Sufficient wait time for student responses consistently provided
Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text
making content comprehensible by providing interactions to use their L2 while still allowing students to use their L1 to clarify concepts

35. Information Gap Task: Partners were given labels (words)
Information Gap Task: Partners were given labels (words). Partner A & B received separate pieces of the landforms.

36. Two-Way Information Gap Task
WE ARE NOT GOING TO DO THIS ACTIVITY

37. Practice & Application
Hands-on materials and/or manipulatives provided for students to practice using new content knowledge
Activities provided for students to apply content and language knowledge in the classroom
Activities provided that integrate all language skills (reading, writing, listening, and speaking
---
Planning Group Activities
It is difficult to run successful cooperative teaching groups the first few times that group tasks are presented. This caveat is true for situations where the language of instruction is the first language of the students as well as situations where the language is the second or third. It will take time to train your students how to behave, how to manage their work, and how to look to one another as resources, instead of always at you. It is worth the effort because you will be able to involve all students, increase the amount of time students spend using the language, and focus on communicative, student-centered activities.
Help your students by:
organizing exciting cooperative activities
preparing clear instructions
modeling appropriate interactions and social behavior
establishing a little rule like ―Ask Three Before Me‖
If desired, set up a system of group rewards:
bonus points for good group behavior
special treats
homework pass or test question pass
group points and individual points
making content comprehensible by providing hands-on materials & by integrating all language skills [Reading, Writing, Listening, Speaking]

38. Students read the story with the teacher (L), read their own letter page (R), wrote a response letter (W), & shared with a partner (S).

39. Lesson Delivery
Content objectives clearly supported by lesson delivery
Language objectives clearly supported by lesson delivery
Students engaged approximately 90% to 100% of the period
Pacing of the lesson appropriate to students’ ability level
---
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 % 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)
making content comprehensible by supporting content & language objectives with students engaged %

40. insert mini video -

41. Review & Assessment
Comprehensive review of key vocabulary
Comprehensive review of key content concepts
Regular feedback provided to students on their output (e.g., language, content, work)
Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson
 Key Assessment Concepts
Start lesson and unit planning with objectives and assessments in mind
Understand the different types of assessment:
Formative vs. summative
Classroom vs. standardized
Use multiple Indicators
Assess both content and language
Adapt / scaffold assessments for ELs
making content comprehensible by reviewing key vocabulary & content concepts and using a variety of assessment techniques

42. I find Whiteboards make students feel more comfortable to take risks because they know I can’t “collect” a whiteboard and if they make mistakes they don’t mind making changes.
As a final task, students were asked to create a sequence for making a snowman using transition words.

43. WEBSITE
more information & resources online, including support for refugees found at sd35ell.ca

44. Kahoot Quiz based on slides - https://play. kahoot
Let’s review!