Sheltered Instruction Observation Protocol SIOP®

Sheltered Instruction Observation Protocol SIOP®
Helping English Language Learners Reach Academic Success WS# Karina E. Chapa, M.Ed. Language Proficiency, Biliteracy and Cultural Diversity Director Region One ESC pride

Intellectual Property Statement
All materials, content, and forms contained in this training/presentation are the intellectual property of the Region One Education Service Center and are intended for use by session participant at the classroom, campus, or district level only. Materials are to be used “as is” without modification. Materials may not be used for personal benefit or financial gain or for use outside of the school system. ©2019 Region One Education Service Center

©2019 Region One Education Service Center
Be respectful to others Be an active participant Take care of your needs Use electronic devices as learning tools Professional Learning Essential Agreements ©2019 Region One Education Service Center

Content Objectives Today I will: Become familiar with the SIOP® Model. Identify and/or review basic concepts of second language acquisition. Analyze and understand the first two components of the SIOP® Model. ©2019 Region One Education Service Center

Language Objectives Today I will: Begin to develop a SIOP® related lexicon. Discuss factors that affect second language acquisition. Write content and language objectives and share them with my peers. Discuss the relevance of building background knowledge and deliver comprehensible input to create successful academic experiences for ELs. ©2019 Region One Education Service Center

Second Language Acquisition
©2019 Region One Education Service Center

But what if the lesson was in English?

Rolle’s Theorem If a function f is continuous on a closed interval [a,b] and differentiable on the open interval (a,b), and f(a) = f(b) then there is some number c in the open interval (a,b) such that f '(c) = 0. ©2019 Region One Education Service Center

Canterbury Tales When that April with his showers soote The drought of March hath pierced to the root And bathed every vein in such liquor Of which virtue engendered is the flower; When Zephyrus eke with his sweete breath Inspired hath in every holt and heath The tender croppes, and the younge sun Hath in the Ram his halfe course y-run. ©2019 Region One Education Service Center

All content teachers ARE language teachers!
Talk as scientists! Talk as mathematicians! All content teachers ARE language teachers! Talk as historians! ©2019 Region One Education Service Center

Factors Affecting Second Language Acquisition
Motivation and attitude Age First language development Personality Language Distance Access to the language Cultural background Peers and role models Quality of instruction Take a Stand ©2019 Region One Education Service Center

Iceberg Theory Basic Interpersonal Communication Skills BICS 1-3 years
Cognitive Academic Language Proficiency 1-3 years 5-7 years BICS CALP J. Cummins, 1981 ©2019 Region One Education Service Center

What does his iceberg look like?
Farquar came from Iran a year ago at age 15. He worked with his father in the fields. He has only three years of formal schooling. He’s having trouble academically. What does his iceberg look like? BICS L1 BICS L2 CALP L1 CALP L2 ©2019 Region One Education Service Center

What does his iceberg look like?
Born in Los Angeles, Pablo speaks a mixture of both Spanish and English at home and at school. He can converse quite well in both languages, but for some reason he does not make academic progress in either language. What does his iceberg look like? BICS L1 BICS L2 CALP L1 CALP L2 ©2019 Region One Education Service Center

What does her iceberg look like?
Born and raised in Monterrey, Karina attended PK-16 in Mexico. At 22, she came to the United States. She studied English all her life in Monterrey, but only 30 minutes a day. She cannot hold a whole conversation in English, but can read and write well. What does her iceberg look like? BICS English BICS Spanish CALP Spanish + English ©2019 Region One Education Service Center

How does your iceberg look like?
How about you? How does your iceberg look like? BICS L2 BICS L1 CALP L1 CALP L2 Number Line by DOB ©2019 Region One Education Service Center

General Principles of Language Acquisition
Number heads together (1-8) and name your team. Regroup by numbers to create expert groups. Each group will read one general principle from pages 1-3 on the handouts. Each team will develop a visual representing each section and a signal/hand gesture to go with it. Go back to original team of 8 and teach your section to your team. Expert Jigsaw ©2019 Region One Education Service Center

Stand up when you can complete ONE of these sentence stems:
Teaching ELs is so difficult because… One challenge I face when teaching ELs is... One challenge I face when instructing ELs is... What I have done to overcome this challenge is... Beginner Intermediate Advanced ©2019 Region One Education Service Center

The goal of Sheltered Instruction is:
To make content comprehensible while developing academic language ©2019 Region One Education Service Center

This Photo by Unknown Author is licensed under CC BY-NC-SA 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. ©2019 Region One Education Service Center

The SIOP® Model The model was developed during a 7-year research project ( ) for the Center for Research on Education, Diversity and Excellence (CREDE), funded by the Institute for Education Sciences, U.S. Department of Education. ©2019 Region One Education Service Center

SIOP Framework TEKS/ELPS

SIOP® Model Self-Assessment
Using the 30 features of the SIOP® Model, mark the box that most closely represents your current teaching practices: D=Daily O=Occasionally N=Never - Handouts Pages 4-6 - ©2019 Region One Education Service Center

Keep it Together! SIOP Lesson Preparation Building Background
Comprehensible Input Strategies Meaningful Interaction Practice and Application Lesson Delivery Review and Assessment

Component 1: Preparation

Features Clearly defined content objectives for students. Clearly defined language objectives for students. Content concepts appropriate for age and educational background level of students. Supplementary materials used to a high degree, making the lesson clear. Adaptation of content for all levels of student proficiency. Meaningful activities that integrate lesson concepts with language practice. ©2019 Region One Education Service Center

Content and Language Objectives
Quick Round Table Content Objectives Language Objectives 15 seconds each person, then next person adds to the new paper. ©2019 Region One Education Service Center

Content and Language Objectives
Content Objectives come from the TEKS What am I going to learn? Language Objectives come from the ELPS How will I demonstrate my learning through listening, speaking, reading and/or writing? ©2019 Region One Education Service Center

Feature 1: Content Objectives
Concrete content objectives that identify what students should know and be able to do must guide teaching and learning. For ELs content objectives need to be stated simply, orally and in writing, and they need to be tied to specific grade-level content standards (TEKS). ©2019 Region One Education Service Center

Content Objectives - Sample
Science TEKS Differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondria, chloroplast, and vacuole. Student Friendly Format Today I will compare and contrast cell structures and functions of plants and animals. ©2019 Region One Education Service Center

Writing Content Objectives
Get into grade levels/content areas teams. Select a TEKS from your content/grade. Write it in a student friendly format on chart paper. Check your objectives using the checklist on page 43 of your Making Content Comprehensible book. - Handouts Pages 7-8 - ©2019 Region One Education Service Center

Science TEKS: Differentiate between structure and function in plant and animal cell organelles including cell membrane, cell wall, nucleus, cytoplasm, mitochondria, chloroplast and vacuole. CONTENT OBJECTIVE Today I will compare and contrast the cell structures and functions of plants and animals. LANGUAGE OBJECTIVE ©2019 Region One Education Service Center

Feature 2: Language Objectives
As with content objectives, language objectives should be stated clearly and simply, and students should be informed of them, both orally and in writing. In Texas, language objectives must be tied to the ELPS. Integrate the four language domains: Listening, speaking, reading and writing! ©2019 Region One Education Service Center

Language Objective - Sample
Content Objective Today I will compare and contrast cell structures and functions of plants and animals. Language Objective Today I will write an essay comparing and contrasting plant and animal cells utilizing transitional phrases. ©2019 Region One Education Service Center

Writing Language Objectives
Get into grade levels/content areas teams. Determine HOW the students will show you that they learned the concept, through L, S, R, W. Write it in a student friendly format on chart paper. Check your objectives using the checklist on page 43 of your Making Content Comprehensible book. ©2019 Region One Education Service Center

Science TEKS: Differentiate between structure and function in plant and animal cell organelles including cell membrane, cell wall, nucleus, cytoplasm, mitochondria, chloroplast and vacuole. CONTENT OBJECTIVE Today I will compare and contrast the cell structures and functions of plants and animals. LANGUAGE OBJECTIVE Today I will write an essay comparing and contrasting plant and animal cells utilizing transitional phrases. ©2019 Region One Education Service Center

Feature 3: Content Concepts
Carefully consider the content concepts you want to teach and use district curriculum guidelines and grade-level content standards to guide you. Teachers need to take into account their students’ background knowledge and experiences before jumping into a new lesson. ELs do not benefit from a watered down curriculum. ©2019 Region One Education Service Center

Feature 4: Supplementary Materials
Information that is embedded in context allows ELs to understand and complete more cognitively demanding tasks. Supplementary materials are especially important for students without a grade-level academic background and/or who have language and learning difficulties. ©2019 Region One Education Service Center

Supplementary Materials
Supplementary materials support different learning styles and multiple ways of knowing (multiple intelligences) because information and concepts are presented in a multifaceted manner. Supplementary materials provide real-life context and enable students to bridge prior experiences with new learning. ©2019 Region One Education Service Center

Supplementary Materials
Hands-on Manipulatives Realia Pictures and Visuals Multimedia Demonstrations Dynamic Jigsaw w/Foldable, Making Content pages 42-43 6. Related literature 7. Hi-lo Readers and Thematic Sets 8. Chapter Summaries 9. Adapted text Supplementary Materials ©2019 Region One Education Service Center

Feature 5: Adaptation of Content
Teachers can adapt content without watering down the curriculum, so that concepts are left intact. Graphic organizers Outlines Leveled study guides Jigsaw text reading Handouts, pages 9-14 Highlighted text Taped text Adapted text Marginal notes ©2019 Region One Education Service Center

Adaptation of Content How do you adapt content for your English Learners? Write your answer on two post-its (duplicate) Line up by Years of Experience Create an Inside-Outside Circle to share/exchange answers ©2019 Region One Education Service Center

Feature 6: Meaningful Activities
Lesson activities should be planned to promote language development in all skills while ELs are mastering content objectives. Students are more successful when they are learning by relating classroom experiences to their own lives. These meaningful experiences are often described as “authentic”, because they represent a reality for students. ©2019 Region One Education Service Center

Meaningful Activities
Read the ideas on Page 15 of your Handouts. Circle 2 ideas that you have done in the past. Draw a star on 2 ideas that you are willing to try in the future. Turn and Talk (Think-Pair-Share) with your partner. ©2019 Region One Education Service Center

Component 1 Review: Lesson Preparation
Get to your Content and Language Objectives poster Add a meaningful activity from page 15 of your Handouts on the bottom of your chart paper Free Gallery Walk! ©2019 Region One Education Service Center

Keep it Together! SIOP Lesson Preparation

Component 2: Building Background

Activating prior knowledge vs Building background

Building Background A reader’s “schema” –knowledge of the world- provides a basis for understanding, learning, and remembering facts and ideas found in texts. Schemata are the reader’s concepts, beliefs, expectations, processes –virtually everything from past experiences- that are used of making sense of things and actions. ©2019 Region One Education Service Center

Diverse Backgrounds Students from culturally diverse background may struggle to comprehend texts and concepts due to a mismatch in schemata. Most reading material, such as content area texts, relies on an assumption of common prior knowledge and experience. ©2019 Region One Education Service Center

Feature 7: Concepts Linked to Students’ Background
Tying new information to students’own background experiences, both personal (cultural) and academic, makes the information take on new meaning. Have you ever…? How do people usually feel about…? ©2019 Region One Education Service Center

Feature 8: Links Made Between Past Learning and New Concepts
It is important for teachers to make explicit connections between new learning and the material, vocabulary, and concepts previously covered in class. New information must be integrated with what the learner already knows. Who remembers…? How does that relate to…? ©2019 Region One Education Service Center

Previous Learning By preserving and referring to anchor charts, word banks, outlines, charts, maps, and graphic organizers, teachers have tools for reminding students of previous learning. A review of prior lessons indicates the key information they should remember. ©2019 Region One Education Service Center

Previous Learning In your content area/grade level teams, create an anchor chart that you can use with your students to review what you are teaching this week. Be creative! This Photo by Unknown Author is licensed under CC BY-ND ©2019 Region One Education Service Center

Feature 9: Key Vocabulary Emphasized
Effective vocabulary instruction provides ELs and other students with opportunities to learn new words through active involvement with texts and with each other. ©2019 Region One Education Service Center

A Vicious Cycle Low comprehension Less reading More struggle
Less vocabulary development The gap between good and poor readers grows wider and can lead to drop out. ©2019 Region One Education Service Center

Expert Gallery Walk Digital Jumpstarts 9. Four Corners The Insert Method Concept Map Pretest with a Partner 11. Cloze Sentence Word Clouds Word Generation Word Sorts Word Study Books Contextualizing Vocabulary Games Self-Collection Self-Assessment Word Walls Making Content Comprehensible, p ©2019 Region One Education Service Center

Keep it Together! SIOP Lesson Preparation Building Background

Content Objectives Today I: Became familiar with the SIOP® Model. Identified and/or reviewed basic concepts of second language acquisition. Analyzed and understood the first two components of the SIOP® Model. ©2019 Region One Education Service Center

Language Objectives Today I will: Began to develop a SIOP® related lexicon. Discussed factors that affect second language acquisition. Wrote content and language objectives and shared them with my peers. Discussed the relevance of building background knowledge and comprehensible input to create successful academic experiences for ELs. ©2019 Region One Education Service Center

Tickets Out I used to think… But now I know…
Please complete these sentence stems on post-its: I used to think… But now I know… ©2019 Region One Education Service Center

Thank you for your participation!
See you tomorrow! Karina E. Chapa, M.Ed. Facebook: Region One ESC Bilingual @esc1bilingual ©2019 Region One Education Service Center

Sheltered Instruction Observation Protocol SIOP®

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