1. Day 3

2. Ticket Out

3. Today’s topics Strategies – Scaffolding, HOTS Lesson Delivery
Review and Assessment
Links to other initiatives – Bringing it all full circle!
What’s next?
Evaluation & wrap up

4. Content Objectives We can…
Identify and apply appropriate scaffolds to ensure effective instruction for ALL students
Use higher order thinking skills for students of ALL language proficiency levels
Evaluate the effectiveness of lessons using the features of Lesson Delivery and Review and Assessment
Create effective Review and Assessment activities
Explain how SIOP supports state initiatives (NC SCOS, Common Core)

5. Language Objectives We will..
Share example scaffolds used in our classrooms
Prepare tiered questioning by language proficiency levels
Explain ratings of a Sample SIOP lesson using the protocol
Demonstrate an effective review & assessment activities

6. Good Morning My Little Rays of Sunshine!
I Suit You and You Suit Me!
Find a member of your same suit
COMPLETE: When I finish this training today, I …
…am planning to…
…..am expected to……
….hope to…….

7. 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

8. Scaffolding Teaching Strategies /Techniques
Verbal Scaffolding
Procedural Scaffolding
Instructional Scaffolding
REMEMBER: Scaffolds are temporary supports to help students complete a task that would e otherwise too difficult to do alone given his/her current language and/or content knowledge

9. Verbal Scaffolding Paraphrasing Using “Think-Alouds”
Reinforcing contextual definitions
Providing correct pronunciation by repeating students’ responses
Slowing speech, increasing pauses and speaking in phrases
Eliciting more language and information from students

10. Procedural Scaffolding
Increasing Student Independence
Teach
Model
Practice
Apply
According to Echevarria, Vogt, and Short (2000), teachers use
an instructional framework that includes explicit teaching, modeling
and practice that provide procedural scaffolding. .
Examples
Paraphrasing
Eliciting more info – examples:
Where did you get that idea?
What made you think that?
Tell me more about that…
With a title like that, what do you think the story/text will be about?

11. Procedural Scaffolding
Student Independence
Whole
Class
Small
Group
Paired/
Partner
Independent
Work
Procedural scaffolding also refers to the use of grouping
configurations that provide different levels of support to
students as they gain greater levels of language proficiency and
skills.
Procedural Scaffolding
Increasing Student Independence
Teach
Model
Practice
Apply
According to Echevarria, Vogt, and Short (2000), teachers use
an instructional framework that includes explicit teaching, modeling
and practice that provide procedural scaffolding. .
Procedural Scaffolding
Instructional framework =
Explicit teaching
Modeling
Guided practice
Independent practice
Small group instruction
Partnering with more experienced peers
ADD VISUAL OF GRADUAL RELEASE

12. Instructional Scaffolding
GOAL: Provide access to content and language concepts
Scaffolding video clip
TASK: List scaffolds observed in the video clip
Hand in lists generated to typed up and uploaded to wiki

13. 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

14. WIDA Guiding Principles of Language Development

15. WIDA
SIOP & WIDA

16. WIDA’s English Language Development Standards = NC ELD ES
3 min
Have participants look at WIDA 2012 Amplification of ELD Standards p.3 for the complete wording of ELD Standards.
WIDA’s five English Language Development Standards represent the social, instructional, and academic language that ELs need to engage with peers, educators, and the curriculum in schools. Standard 1 represents the language needed and used by ELs for social and instructional purposes within the school setting. Standards 2-5 address the language necessary for ELs’ academic success in the content areas of Language Arts, Mathematics, Science, and Social Studies. While other features of the Standards Framework have been updated, the five English Language Development Standards have NOT changed.
Discuss why social & instructional language is also academic language. (Possible response: Need to know how to negotiate group settings and use polite communication in academic discussions)
From WIDA’s Training Toolkit, Introduction of the WIDA ELD Standards
Academic Language
Standard Standard Standard Standard Standard 5
From WIDA’s Training Toolkit, Introduction of the WIDA ELD Standards

17. Levels of English Language Proficiency6
ENTERING
DEVELOPING
EXPANDING 1 2 3 4 5
BRIDGING
REACHING
1 min
Language develops across different levels of language proficiency. WIDA’s standards framework distinguishes five levels of language proficiency. Each level is defined by specific criteria which we will explore in the next two slides. Level 6, Reaching, represents the end of the continuum rather than another level of language proficiency. In other words, level 6 represents language performance that meets all the criteria for level 5.
EMERGING 17 17

18. WIDA Performance Definitions

19. Stages of Second Language Acquisition v WIDA ELP
Stages Second Lang. Acq. WIDA ELP Time
1 Preproduction Entering m
2 Early Production Beginning 6m – 1yr
3 Speech Emergence Developing 1-3yrs
4 Intermediate Fluency Expanding 3-5yrs
5 Advanced Fluency Bridging yrs

21. Article – Asking the Right Questions
SUMMARY
Questioning and English Language Learners
Need for awareness of stages of second language acquisition
With strategic planning, and intentional and explicit instruction, ELLs can access higher-order thinking skills questions that will engage them more fully in learning language and content.

22. Asking The Right Questions ACTIVITY
Read article
Pay particular attention to table on p.48 and p.50
Note AH HA! points
Write a question about the article to ask peers
Share findings with BIRTHDAY MONTH partner

23. PRACTICE PART ONE: H.O.T.S. by Stages of Second Language Acquisition
ACTIVITY
PRACTICE PART ONE: H.O.T.S. by Stages of Second Language Acquisition
Using your assigned second language acquisition level and chart on p.48 – prepare example questions appropriate to YOUR language level
Share out

24. ACTIVITY PART 2 – Table Groups ELLs & Bloom’s Questioning
Use p.48 & p.50
Complete Question chart – complete across strand of thinking level
TOPIC = Conserving the Planet Earth
Prepare questions on blank chart
Copy on sticky notes
Place on large grid to share

25. H.O.T.S and SLA Levels Reflection
Share your thoughts about the question writing activity:
What did you have to know ahead of time?
What resources did you need?
How easy/difficult was the question preparation process? Why?
How do you plan to incorporate HOTS by SLA level into your instruction/training etc?

26. Break

27. Links
Apply Strategy Components to Other Initiatives: Give groups time to search for links to Strategy Component and Features then share out.

28. The SIOP® Model LESSON DELIVERY
NC Guide to the SIOP Model Institute The SIOP Model Overview
The SIOP® Model LESSON DELIVERY
1 min
Ask participants to play a little game of Word Association. When I say “Lesson Delivery”, what comes to mind? (Listen to their responses.).
Lesson Delivery is the lesson plan in action. This component reminds us to stay on track when we’re teaching and it provides some guidance to do so. 28 28

30. 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% 30

31. Lesson Delivery – Video Clip
While viewing Lesson Delivery :
Group 1: List ways the teacher supports content objectives during the lesson
Group 2: List ways the teacher supports language objectives during the lesson
Group 3: List ways the teacher promotes student engagement during the lesson
Group 4: Evaluate the pace of the lesson
J: Have participants use their SIOP Protocol/Rubric (Green Card) while viewing; take notes also as they watch…
Go to next slide for sharing out….
YOU NEED YOUR Protocol!

32. INTRO Lesson Delivery clip

33. Share Out Lesson Delivery – Video Clip
While viewing Lesson Delivery :
Group 1: List ways the teacher supports content objectives during the lesson
Group 2: List ways the teacher supports language objectives during the lesson
Group 3: List ways the teacher promotes student engagement during the lesson
Group 4: Evaluate the pace of the lesson
J: Have participants use their SIOP Protocol/Rubric (Green Card) while viewing; take notes also as they watch…
Go to next slide for sharing out….
Discuss your observations with table group. Share with whole group.

34. Share Out Lesson Delivery – Lesson Plan
Support for Content and Language Objectives:
Read your lesson plan.
Elementary: First Grade Math, ‘Addition Stories’
Middle School: 7th and 8th Grade SS, WWII Atomic Bomb
High School: Language Arts
Do the activities support the content and language objectives?
3. Give examples and explain why/why not.
Center for Applied Linguistics - SIOP Lesson Plans
J: Have participants use their SIOP Protocol/Rubric (Green Card) while viewing; take notes also as they watch…
Go to next slide for sharing out….

35. Share Out Lesson Delivery – Question/Answer
Clarifying our Understanding:
Discuss questions you still have regarding the features of Lesson Delivery
Come to a consensus on one question you would like to ask the room
J: Have participants use their SIOP Protocol/Rubric (Green Card) while viewing; take notes also as they watch…
Go to next slide for sharing out….

36. Links

37. The SIOP® Model REVIEW & ASSESSMENT
NC Guide to the SIOP Model Institute The SIOP Model Overview
The SIOP® Model REVIEW & ASSESSMENT
1 min
This component focuses on an important aspect of teaching: being aware of our students’ learning by checking for understanding and assessing their comprehension of concepts and language, and adjusting instruction accordingly. 37 37

38. 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 38

39. Types of Review Review of content knowledge
Concept/Topic
Review of content knowledge
Review of language knowledge related to content
Lesson
Unit
Semester/End of Course/End of Grade
Mid-term
Quarter

40. Types of Assessment Pre-test On-going, spot check Final, culminating
Diagnostic
Formative
Summative

41. 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 41

42. Student Pictionaries

43. Student Pictionaries

44. Vocabulocation

45. Vocabulocation

46. Activity
The Pyramid!
weathering
igneous
erosion
sedimentary

47. Activity
The Pyramid!
Act Out
Describe
Define
Antonyms
Synonyms
Other…

48. Activity Adapting Review/Assessment Activities for Stages of S.L.A.
CHOOSE:
- Think of one review activity you use
Describe/model for partner
Discuss what level of SLA would work for and why
Explain how you would need to differentiate for other stages of second language acquisition
Think of one assessment activity you use
-Describe/ model for partner
-Discuss what level of SLA would work for & why
-Explain how you would need to differentiate for stages of second language acquisition
Now you know more about the language strengths and limitations of your potential students, reflect on how you would effectively review & assess your students from now . What would you do differently and how?

49. Review and Assessment in Action
Video
Review & Assessment Activities - Video Clip
Use the SIOP Protocol to evaluate the lesson

50. Links

51. LUNCH

52. Break

53. Dialogue Journal Student/Teacher Conversations… Talk to your students…
Ask questions about their lives, interests, expertise…
Use illustrations, students first language, simple sentences, familiar words/phrases…
Date and document progress over time

54. Dialogue Journal
Door Prizes!

55. Dialogue Journal

56. Making the Connections! Provide Relevance and Genuine Purpose

62. ,

63. Student Pictionaries

64. Student Pictionaries

65. Activity Question Consensus
Brainstorm questions that you still have
Strategies
Lesson Delivery
Review and Assessment
Come to a consensus on the ONE that you want your table to ask

66. Bringin’ It Full Circle!

67. On-Going Activity Find the Links!
Divide into initiative groups:
NC SCOS Common Core Listening and Speaking Standards
New Teacher Evaluation Standards
Revised Bloom’s Taxonomy, Rigor
21st Century Learning
Document, discuss and prepare to share out!

68. SIOP: WWII and the Atomic Bomb
Content Objective
Today we will learn about the decision America made
to drop the atomic bombs in Japan.
Language Objectives
Today we will:
-Read and discuss issues about the atomic
bomb in small groups
-Decide on a position (Decide on a position)
-Orally defend the position

69. SIOP
View and Link
National SIOP Video

70. On-going Activity Find the Links!
Share Out!
What evidence and examples did you view?
What links did you find between SIOP and NC SCOS/CCSS?

71. On-going Activity Find the Links!
Common Core
Speaking and Listening Standards
Discuss

72. Discuss New Teacher Evaluation Standards Standard II-V
On-going Activity Find the Links!
New Teacher Evaluation Standards Standard II-V
Discuss

73. On-going Activity Find the Links!
Revised Bloom’s Taxonomy
Objectives for Learning with Rigor!

74. Revised Bloom's Taxonomy
On-going Activity Find the Links!
Revised Bloom's Taxonomy

75. On-going Activity Find the Links!

76. Q&A – table heads together
Questions still have about R&A for ELLs
Generate list at tables, share and brainstorm responses as whole group

77. Unit Video – Full Circle
Atomic Bomb video
All initiative documents – evaluate and connect to video (table initive experts)
Table feedback to whole group

78. Next Steps Deb What else do you need?
What plans already have for moving ahead?
Share at tables – list – share whole group

79. 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.

80. 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.

81. On-Line Training Modules
LinguaFolio training modules
The WIDA English Language Development Standards
Available to NC Teachers through HomeBase. Accessed by logging in with your existing username and password.
NCDPI offers 2 ELL specific training modules on-line
LinguaFolio does not require a password. It is available to all. Go to the link if time
(click)
For WIDA (go to link if time)
go to the PowerSchool home page for your district
Log onto the NC Educator Effectiveness System:
Click the Professional Development tab at the top
Scroll to the bottom right and find the area, "Focus Area Aligned Courses"
Click English as a Second Language
The WIDA course shows up as the second offering- number 235

82. Follow Up Coaching Opportunity for SIOP and ExC-ELL
Follow Up ELL Training and Coaching via the ELL Support Team
Point out the coaching link in the conference book
( no need to click link)
Briefly discuss benefits of coaching.
Currently only ExC-ELL and SIOP have a coaching opportunity related to the conference but the EL Support Team is available to support everyone. (click)
Point out that the EL Support team information is to be completed by the district/charter LEP Coordinator.

83. Point out who the DPI ESL team is
Also thank
Sid Baker
Amy Betsill
DPI
And other trainers for the conference.

84. REVIEW - 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

85. REVIEW - 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 Century Learning etc
Use additional strategies and activities to promote the acquisition of content knowledge and language development of your students

86. SIOP Advanced: Sum It Up!
In small groups, sum up what you have learned about SIOP by creating one of the following…
Skit
Song, jingle
Poem
Rap
Talk show
Contemporary art
Recipe
a summer vacation
Restaurant menu
Fairy tale
Animoto, vimeo etc (short clip)

87. Training Evaluation Please complete the evaluation form.
Return the completed form to your trainers to receive your participant certificate.

88. Contact Alisha Das adas@harnett.k12.nc.us Deborah Wilkes

89. Links

90. SIOP Advanced: Sum It Up!
In small groups, sum up what you have learned about SIOP by creating one of the following…
Skit
Song, jingle
Poem
Rap
Talk show
Contemporary art
Recipe
a summer vacation
Restaurant menu
Fairy tale
Animoto, vimeo etc (short clip)