1. CESA 5 Title III Consortium July 8, 9, & 10 2014
Exploring the SIOP Model: Making Content Comprehensible for English Learners
Title Slide
CESA 5 Title III Consortium
July 8, 9, & 10
2014

2. Day Two Agenda Warm Up Finish Framing the Doors and Windows
Component 2: Building Background
Adding the Roof:
Component 3: Comprehensible Input
Installing the Plumbing:
Component 4: Strategies
Wiring the Electrical:
Component 5: Interaction
Hanging the Drywall
Component 6: Practice & Application
Today we’re going to be further exploring the model.
*May need to be tweaked depending on what we get through on Day One

3. Structured Quick Write SIOP Feature 8: Links explicitly made between past learning and new concepts
Explain one main point about language learning. Explain one main point about the SIOP model. Write what you remember about SIOP from yesterday.
P will respond to the structured prompts individually, discuss at their tables, find commonalties, then use their quick write information to add to the L section of the KWL.
How does this activity already contain scaffolds for language learners? How could you further scaffold this activity for language learners?
Sentence frames, vocabulary word bank, picture prompts of a process, etc.
Make several versions ahead of time for various proficiency levels that you can easily modify for different lessons.

4. Objectives – Day Two Content Objectives Language Objectives SWBAT:
Determine a gesture that matches a teaching technique
Identify learning strategies
Apply their understanding of SIOP features to classroom scenarios
Language Objectives
Use SIOP protocol to discuss model lessons
Use sentence prompts to describe learning strategies
Write about ways to promote student interaction
Discuss the features of Practice and Application
May need edit depending on Day One CO
1- Comprehensible Input Feature12-Variety of Techniques
2- Strategies with What Am I Brainteaser Activity
3- Numbered heads together as review of Practice and Application LO
1-Strategies Brainteaser Writing
2- Concept Definition Mar for Interaction
3-Read, highlight, discuss for P/A

5. Rating with the Protocol
The SIOP Protocol provides a tool for gauging the quality of teaching. It documents lesson effectiveness and shows areas that need improvement.
Give Handout: This is also in MCC4 starting on p.288
Explain rating with the protocol- if you are within a point, you have inter-rater reliability
Process as a group showing rating on fingers

6. Building Background Elementary Lesson
Video:
Dr. Jana Echevarría discusses the SIOP® Component, Building Background. Then we see a third grade classroom lesson on key vocabulary for The Garden of Abdul Gasazi and making a flip book. The teacher ties the story to the students own background and previous lessons and vocabulary development. The teacher shares insights about the lesson, Building Background, and the SIOP® Model. Interaction and objectives are also highlighted.
Process as a group showing rating on fingers.
Those in agreement (scores right next to each other {from inter-rater reliability} share why they rated as such.
The outliers/debate will be addressed later

7. What Did She Say? Video Clip
This video shows two lessons delivered in Mandarin by Dr. Jana Echevarría. Notice what Dr. Echevarría did in the second lesson that she did not do in the first.
We’re going to start the day with a video clip. Review how to get to the videos at the online toolkit. Dr. Echevarria is delivering a lesson in Mandarin. What did Jana do in the second lesson that she didn’t do in the first?
She shows visual of facial feature, models intended action, positive facial expression/affect, uses TPR, speaks slowly and clearly, uses simple shorter sentences, allowing for practice
All these things help to provide comprehensible input for ELs!

8. Component 3: Comprehensible Input
Feature 10: Speech Appropriate for Students’ Proficiency Levels
Feature 11: Clear Explanation of Academic Tasks
Feature 12: A Variety of Techniques Used to Make Content Concepts Clear
Appropriate Speech: Must be conscious of our delivery and pace. Slang, using synonyms, rate of speech may all trip kids up. Example of a teacher talking about location of things on a map- over, under, next to, close by, near, along side, above, around, left of, right of, below
Clear Explanation of Tasks: How many times has it happened that you have had to pull back a group because they don’t know what they are doing. Go over each step. Use fishbowl to model activity. Post process steps with picture visuals
Variety of Techniques: Sit and get lecture doesn’t work for our ELs, it doesn’t work for a lot of kids, and then as teachers, we end up having to re-teach 1:1 as we notice students aren’t getting it.
What prevents or promotes a clear explanation of academic tasks? What were some techniques over the past day that helped make language objectives clear to you. Discuss at your table. 5, 4, 3, 2, 1, if you hear me: touch your nose, clap one time, look at me. What techniques did we use to make concepts clear? T: lecture is just not practical for the diversity of students we have in our classrooms today. All of these things that are helping you learn you need to keep in mind for your students as well.

9. Team TPR Feature 12: A Variety of Techniques Used to Make Content Concepts Clear
Gestures (1)
Body Language (1)
Pictures (1)
Objects (2)
Models (2)
Hands-On (4)
Technology (5)
Graphic Organizers (8)
Audio (9)
In small groups, teams develop gestures that demonstrate the meaning of a concept:
On the left are 9 techniques to make content concepts clear. On the right is a teacher demonstrating TPR ‘Total Physical Response’
Gestures, Body Language, Pictures, Objects, Models, Hands-On, Technology, Graphic Organizers, Audio (9 techniques- 3 to each group of 3)
Turn to page 101 in MCC4. Number bullet points together. Assign techniques to groups. Then, in groups, read the summary of each of your assigned techniques, and come up with an action to symbolize that technique
Groups model for the whole group while saying word on prompt ‘Action’- whole group participates on prompt ‘Take 2’ (model this idea using Hello with a wave)
Review with a few Show Me __________. Model throughout by doing actions as you mention techniques in future discussion.

10. Teaching Scenario Mrs. Castillo (p. 108 MCC4)
The Lesson: Mrs. Castillo is teaching a unit on buoyancy, the ability to float. The science standard students need to understand is that some objects float while other sink. In addition, they review the concepts of mass and volume. The goal is for students to understand that an object will float as long as the mass doesn’t exceed the object’s capacity, or volume. Students have calculated mass/volume ratios previous to this unit, although the application of these concepts to buoyancy is new.
Read the lesson scenario on starting on p. 108 and rate Mrs. Castillo using the protocol.
Where were features evident? Where could she have incorporated features?
Get in groups of three. Number off 1,2,3 once you are grouped

11. Simultaneous Round Table
1. Features Evident 2. Clarifying Explanation of Academic Tasks 3. Using a Variety of Techniques
At the top of a sheet of paper, write the title that corresponds to your number. Spend a couple minutes jotting down ideas from/about Mrs. Castillo’s lesson. Rotate clockwise. Read and add to the next page.
Quick Write and/or discussion on Comprehensible Input: What do you already do/what have you not tried yet and share with your table.

12. Component 4: Strategies
Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies
Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding
Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills
Read thought components.
Do TPR for Strategies vs. Activities (strategies-point to head, activities jazz fingers in circle around waist).
Discuss at your table the difference and come up with one sentence to share out.
13. T- strategies ARE NOT activities Take a look through the features on the protocol (p.222). Which of these features are scaffolds? At table, take a look. T- They all are. Why is it in here as it’s own feature? Mary Ellen would say ‘to hit it home.’ 15. Relates to Blooms (connect that we’ve used Blooms to write objectives).
Think about the hard course you had in college (Existentialist Literature- strategy was to find something more compatible, Math methods, microbiology, etc.)
Jot down on a Post-it & compile a list whole group

13. Learning Strategies Cognitive Metacognitive Language Learning
Rereading
Predicting & inferring
Analyzing English patterns
Highlighting
Generating questions
Using context clues
Reading aloud
Monitoring & clarifying
Breaking words into parts
Taking notes
Evaluating
Grouping/labeling words
Mapping information
Summarizing
Using pictures/gestures
Finding key vocabulary
Visualizing
Substituting know words
Mnemonics
Paraphrasing
Types of Strategies (referencing chart from college course): Metacognitive Strategies- thinking about thinking. We read texts differently (we have different strategies for academic text and people. Really good learners have a lot of tools in their toolbox. Language Learning/Social Affective Strategies – dealing with other people. We have a lot of these strategies, we know how to talk to people. What strategies from our chart are here? What, as learners learning in our native language didn’t we include? How many of these strategies pertain to reading?! All the metacognitive are indicators of early reading behaviors that promote comprehension. These are strategies that need to be taught and practiced.

14. What Am I? Riddle Brainteaser
I am something __________.
I help a learner by _____________.
I look like ___________.
I sound like _________.
I have __________.
Use me for ________.
Use the 3 sentence starters to create a riddle about a learning strategy. (yes, you can use one more than once 
***BREAK FOR LUNCH?*****

15. Scaffolding
This shows the older way of scaffolding, a linear gradual release of responsibility.
What kinds of scaffolds do you currently use? Turn and Talk.
Share out. Do the happen in this order? Probably not. They probably happen in a more fluid way like {show next slide}.

16. This is the updated version, the SIOP figure is found on p. 122
This is the updated version, the SIOP figure is found on p The change in thinking is that this process is cyclical and constantly going back and forth.
I DO- Explicit Teaching, Modeling, Demonstration
WE DO – Guided Practice, Teacher Questioning, Instructional Conversation
YOU DO TOGETHER- Collaborative Practice & Structured Discussion
YOU DO IT ALONE- Independent Application of Key Concepts and Vocabulary

17. Scaffolding with SQP2RS
Read the Summary of ‘Squeepers’ on p. 127
Mr. Montoya’s lesson p. 134
Teaching that is characterized by careful attention to the students’ levels of functioning, and beginning instruction at a level that will encourage student success. Read together p. 97 3rd paragraph. We have to think of our strategies tools in the way that students need these 4 types of knowledge in order to use their strategies. Look at Mr. Montoya’s lesson and discuss with your table about how he scaffolds his teaching of the SQP2RS strategy.
***LUNCH?***

18. HOTS Higher Order Thinking Skills
What percent of teacher questions involve higher order thinking? 20% How many academic questions do students ask in a year? Ten
Teachers need to ask questions and provide tasks that promote critical thinking and elicit various levels of student processing.
Bloom originally created the hierarchy of educational questioning that included 6 levels. In 2001 this work was revised by Krathwohl and his colleagues.

19. HOTS cont. 6 Levels of Thinking Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Krathwohl, 2001
Share slide with 6 levels of thinking. When do we think of most of the questions we ask kids? On the spot, when we are up there in front of them. And how easy is it to think of higher order questions on the spot? These are questions that we need to think of. We can think of multiple questions and then give students a choice of which one to answer. Higher Order Thinking Skills: Give students a choice of three really good questions and have them pick one to answer. What will they do? Look for the easiest one. What are they really doing? Reading, thinking, and analyzing each one.
Watch video of HS teacher showing Question-Answer Relationship in language arts class. Rate them with protocol in WB. Discuss differences in scoring and why, what was the evidence in the video
****BREAK FOR LUNCH****

20. Component 5: Interaction
Feature 16: Frequent Opportunities for Interaction and Discussion
Feature 17: Grouping Configurations Support Language and Content Objectives of the Lesson
Feature 18: Sufficient Wait Time for Student Responses Consistently Provided
Feature 19: Ample Opportunity for Students to Clarify Key Concepts in L1
Giving students many chances to practice reading, writing, speaking, & listening around a topic.
-Frequent opportunities for Interaction: Giving students the opportunity to talk! We as teachers love to hear ourselves talk, but where is the opportunity for kids? ALL kids, not just the ones who are first to get their hands up. How could the talking be supported for Els with scaffolding? How could the CAN DO descriptors help with this? We’ll do a little activity to illustrate the average classroom in just a minute.
-Grouping: Do you always want homogeneous groups? Sometimes, but not always. Heterogeneous groups provide good language models. Again, there will need to be scaffolds for ELs: sentence frames, pre-taught academic vocabulary, group response chances. Also, Kids need to be taught what group work looks like, sounds like, etc.
-Wait Time: In coaching I’ve noticed teachers very quick to ‘rescue’ kids. This is a delicate one. You don’t want to embarrass a kid, but many kids, especially Els need process time.
-How many of you have the opportunity for this? Could be a language-like buddy. Could be written response in L1. Could be that you know Spanish. This doesn’t mean translation!!

21. Teacher Talk Time p. 146-7 MCC4
What was the ratio of teacher to student talk time?
Did this allow for student interaction and discussion? Grouping? Was there enough wait time given?
Divide students into 2 groups.
One member of the group is the teacher (person who has the closest birthday), the rest are students.
This activity demonstrates the average teacher/student talk ration of 70% to 30%

22. We’re going to use a graphic organizer similar to this to illustrate how to incorporate Feature 16: Frequent opportunities for Interaction an Discussion, and Feature 17: Grouping into your lessons.

23. Concept Definition Map p. 81 MCC4
Learn and remember content vocabulary and concepts
Simple graphic for complex concepts
Promotes summarization
Can be extended to written sentences/paragraphs
Find example in the text on p. 81 of MCC4
Talk through slide
Draw/model how we will use the map on chart paper
Divide into three groups, read, and complete map in one color: Opportunities p. 149-green; Grouping p. 153-orange; Wait Time/L1 p. 156-blue

24. Gallery Walk Create posters about a given topic
Display posters around the room
View, read, and add to posters
Gallery walk is a little like a visual jigsaw activity.
How could you use this is your room?
How does it support language development for all learners?

25. Applying Content and Language Knowledge
The difference between knowing how something should be done and being able to do it is the quantum leap in learning… new learning is like wet cement, it can be easily damaged. A mistake at the beginning of learning can have long lasting consequences that are hard to eradicate. Madeline Hunter (1982)
Introduction to Practice and Application
Think about the difference between actually riding a bike and just watching someone else ride it, or playing the piano and just reading step-by step instructions. Concrete experiences help us to apply our new knowledge in meaningful ways. The doing makes the abstract more concrete, and is thus critical for the learning of our ELs.
Think of something you learned how do (golf, riding a bike, swimming, driving, cooking, etc.). What was the process like? How does it fit on the scaffolding model wedge? Discuss at your table. Not all kids need the steps between teacher centered and student centered, but your struggling learners definitely need those steps/scaffolds. Think of swimming and the baby float that becomes arm floats that becomes a noodle to hold onto.

26. This is the updated version, the SIOP figure is found on p. 122
This is the updated version, the SIOP figure is found on p The change in thinking is that this process is cyclical and constantly going back and forth.
I DO- Explicit Teaching, Modeling, Demonstration
WE DO – Guided Practice, Teacher Questioning, Instructional Conversation
YOU DO TOGETHER- Collaborative Practice & Structured Discussion
YOU DO IT ALONE- Independent Application of Key Concepts and Vocabulary

27. Component 6: Practice and Application
Feature 20: Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge
Feature 21: Activities Provided for Students to Apply Content and Language Knowledge
Feature 22: Activities Integrate All Language Skills
This is where all you differentiation, personalized learning, factoring of multiple intelligences, project based learning comes into play!
Read through Feature 20 on starting on p. 174 of MCC4. Highlight why it is important to use hands-on manipulatives with ELs.
On a post it finish the following sentence frame: Hands-on materials and manipulatives are beneficial for ELs because ___________. Crumple your post-it and throw it in the middle of your table. Each P picks and reads a post-it aloud and someone else paraphrases the statement.
Manips are beneficial because: Students have a greater chance of success, concepts are context-embedded while being cognitively challenging, relevant meaningful ways to practice new concepts, provides relevant teacher-student interaction.
Come together and ask these questions to the whole group.
How much material should be practiced at one time? SHORT MEANINGFUL AMOUNT
How long should a practice period be? SHORT- STUDENT EXERTS INTENSE EFFORT WITH INTENT TO LEARN
How often should students practice? NEW LEARNING: MASSED PRACTICED, OLDER LEARNING: DISTRIBUTED PRACTICE
How will students know how well they have done? GIVE SPECIFIC FEEDBACK
Go on to read, highlight Features 21 & 22 at your tables.

28. Practice and Application in Science
Video:
Dr. Deborah Short discusses the Practice and Application component. Practice and application should include hands-on materials or manipulatives, activities where new content and knowledge can be applied, and activities that incorporate all four language skills (reading, writing, listening, and speaking). Hope Phillips talks about her eighth- grade physical science lesson on Newton's First Law of Motion.
Use the protocol for Practice and Application to rate Hope’s lesson.

29. Numbered Heads Together
What class are you in?
How many features are in the Practice and Application component?
What adjustments can a teacher make to provide successful experiences for ELs as they read, write, listen, and speak about new information?
What can teachers do to alleviate the conflict between ‘covering the content’ and making it ‘accessible’ for ELs?
Activity on p. 179 of MCC4
Break into 3 or 4 groups. Number off 1-12.
Teacher asks a questions and members in a group work together to determine an answer. Each member knows the answer, but the teacher calls only one number and that individual responds.

30. Objectives – Day Two Content Objectives Language Objectives SWBAT:
Determine a gesture that matches a teaching technique
Identify learning strategies
Apply their understanding of SIOP features to classroom scenarios
Language Objectives
Use SIOP protocol to discuss model lessons
Use sentence prompts to describe learning strategies
Write about ways to promote student interaction
Discuss the features of Practice and Application
May need edit depending on Day One CO
1- Comprehensible Input Feature12-Variety of Techniques
2- Strategies with What Am I Brainteaser Activity
3- Numbered heads together as review of Practice and Application LO
1-Strategies Brainteaser Writing
2- Concept Definition Mar for Interaction
3-Read, highlight, discuss for P/A

31. Ticket to Leave: PIQ A Positive or Plus from the day
Something you found Interesting
Question(s) you still have
PIQ on a notecard: Plus/Positive features, Interesting, Questions