1. Making Content Comprehensible for English Language Learners
SIOP Model
Sheltered Instruction for Academic Achievement
Bilingual/ESL Department

2. If You Didn’t Know????
25% dropout rate for English learners and higher (33%) for "Long-term English learners."
“73% of teachers have no EL professional development.”
59% of secondary school ELs are "Long-term English learners." (more than 6 years)
(Pearson, 2013)

3. The Challenges
Providing content area instruction that is accommodated to the needs of ELLs at all levels
Integrating academic language instruction into content area instruction
High expectations for academic success of ELLs in all content areas

5. Definition of Sheltered Instruction
A variety of strategies, techniques, and materials for making grade-level core curriculum (reading, science, social studies, math) more accessible for English Language Learners while at the same time promoting their English language development.

6. What is SIOP?
Purposefully teaching of the language necessary for English Language Learners to understand the content. But, these strategies are good for all types of learners.

7. The SIOP Model - The Eight Components of SIOP (Echevarria, Vogt, & Short, 2008)
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment

8. The SIOP Model
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
accommodates the distinct second language development needs of ELLs

9. The SIOP Model
contains key features for the academic success of ELLs, such as the:
inclusion of language objectives in every
lesson
development of background knowledge
acquisition of content-related vocabulary
emphasis on academic literacy practice
allows for some variation in classroom implementation

10. Making Content Comprehensible – LESSON PREPARATION
Ensuring rigor and relevance

11. Objectives clearly defined content objective (TEKS) write on board
state orally
clearly defined language objective
(ELPS)
write on board
state orally
*Students need to know what they will be learning and how they will be learning it

12. Objectives, objectives….
Content objectives are based on a…..
Standard – State/Common Core
They should include what concepts students will learn
Language objectives should include how students will learn the concepts
Four areas of language: reading, writing, listening and speaking

13. Objectives, objectives…
A “To Do” list or schedule is not an example of an objective
Objectives should be written in student friendly formats and create a clear understanding of what and how learning will occur

14. Content Objectives… Must guide teaching and learning
Are directly tied to the standards
Must guide teaching and learning
Are written in student-friendly language
Are written in terms of what students will learn or do
Must be stated simply, orally and displayed in writing in the classroom

15. Lesson Preparation Sample verbs for writing Content Objectives:
Identify
Solve
Investigate
Distinguish
Hypothesize
Understand
Select
Draw conclusions about

16. Content Objective Samples
Students will demonstrate knowledge of the life cycle of an amphibian.
Your job is to identify and describe areas of classification within a taxonomy.
You will classify words from your reading passage into homographs, homophones, or synonyms.

17. Now you Practice Writing a Content Objective for your Particular Discipline.

18. Language Objectives Are how students are going to learn the content.
Are directly related to what you want your students to know.
Are how students are going to learn the content.
i.e. how will they be learning the content
through reading, writing, speaking or
listening
Are written in student-friendly language
Are based on YOUR students’ needs and what they are working on
Must be stated simply, orally and displayed in writing in the classroom

19. Lesson Preparation Sample verbs for writing Language Objectives:
Listen for
Retell
Define
Find the main idea
Compare
Summarize
Write
Persuade
Rehearse
Illustrate
Label

20. Language Objectives…..
cover a range from process-oriented to performance oriented statements.
provide students with a chance to explore, practice and demonstrate mastery.
state what kind of learning will occur.
must be stated simply, orally and in writing.
provide meaningful activities that integrate lesson concepts with language practice opportunities – reading, writing, listening, and/or speaking, and are measurable.

21. How Do I Write a Language Objective?
Look at the content objective.
Determine which of the 4 domains of language (reading, writing, speaking, and listening) students will use to accomplish the objective.
Use your students’ levels of proficiency to assist you in developing appropriate language objectives.

22. Language Objectives
Reading – text, vocabulary lists, notes from board/overhead
Writing – vocabulary lists, notes, predictions, answers to comprehension questions, logs, journals, shared writing
Listening – to the teacher, to students, to CD’s, videos
Speaking – orally answering questions, discussion with partner, group members, Think-Pair-Share, safe, low risk learning environment

23. Language Objective Samples
Students will use sentence structure that compare and contrast word pairs to determine if the words are synonyms, homographs or homophones.
Your job is to read “The Metamorphosis: From Tadpole to Frog”.
With a partner, you will illustrate and label each stage of the life cycle of a frog using chart paper.

24. Now you Practice Writing a Language Objectives for your Particular Discipline.

25. Remember Start small – one subject area Stay focused on standards
When beginning to write objectives…
Start small – one subject area
Stay focused on standards
Stay focused on student needs
Collaborate with colleagues
Refer to SIOP Resources
Visually post, and orally state objectives

27. How can I lessen the gap? How can I differentiate?
Adaptation of Content
Supplementary Materials

28. Adaptation of Content to all levels of student proficiency (B,I,A,AH):
Make texts accessible to all students without “watering down”
differentiating
same content objective,
different input/output/process
scaffolding
adjusting content to various learning styles and intelligences
Scaffolding will be mentioned more in “Strategies”

29. Examples of Adaptation of Content
Thinking Maps/Graphic Organizers – schematic visuals that help students grasp the “wholeness and parts” of a concept
Outlines – help students take notes in an organized manner
Highlighted Text – highlighted key concepts, important vocabulary and summary statement in text helps reduce stress yet maintains key concepts
Marginal Notes – notes in the margins help focus attention on important ideas, key concepts, key words and definitions or important supporting facts

30. Examples of Adaptation of Content
Taped Text – allows for multiple exposures to text which improves reading and understanding
Adapted Text – helps students get access to the same text, but with shorter, simpler sentences they can comprehend better
Leveled Study Guides – guides that accompany textbooks that may include: a summary of the text, leveled questions, important facts, etc…

31. Supplementary Materials
Use supplementary materials to make the lesson clear and meaningful
support core curriculum
make content concepts “concrete”:
tangible, visible, understandable
contextualize learning
make it real
support learning styles
support multiple intelligences
Contextualize learning: lectures and paper and pencil activities are often difficult for ELLs
Examples of supplementary materials:
1. hands-on manipulatives
2. realia (real objects)
3. pictures
4. visuals
5. multimedia
6. demonstrations
7. related literature
8. adapted text

32. Examples of Supplementary Materials
Hands-on manipulatives and realia – connects abstract concepts with concrete experiences and student’s own life
Pictures, Photos, Visuals – provide support for harder concepts
Multimedia – film clips, songs and chants, posters, computer games, etc… - related to concept solidify concepts into the students’ deep memory
Demonstrations – model step-by-step completion of tasks or model language to use with presentations – scaffolds and enhances learning
Related materials – leveled books both fiction and nonfiction that supplement the theme of what is being taught

33. Making Content Comprehensible – BUILDING BACKGROUND

34. Building Background 2) Bridge past learning to new concepts
1) Link concepts to students’ background experiences
Discuss students’ previous personal and academic experiences to help bridge meaning
2) Bridge past learning to new concepts
Integrate new information with what the learner already knows
3) Emphasize key vocabulary
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

35. Focus on Key Vocabulary:
contextualizing key vocabulary
vocabulary self-selection
personal dictionaries
content word wall
concept definition map
cloze sentences
word sorts
word generation
visual vocabulary
vocabulary through songs

36. What is Comprehensible Input?
Making Content Comprehensible – COMPREHENSIBLE IMPUT
What is Comprehensible Input?

37. 3 Features of Comprehensible Input
Clear explanation of academic tasks
Speech appropriate for students’ proficiency level
Variety of techniques used to make content concepts clear

38. Comprehensible Input Explanation of Academic Tasks Scaffolding
present instructions in a step-by-step manner and/or with demonstrations
peer modeling
Scaffolding
verbal scaffolding – paraphrasing, think-alouds, reinforcing contextual definitions
procedural scaffolding
explicit teaching modeling practicing applying
Increasing Independence

39. Comprehensible Input Questioning – using a variety of question types
Interaction
variety of grouping structures (partners, triads, teams, etc…)
vary group configurations from day to day
Wait time (effective teachers wait 20 seconds or more – ELLs may need longer than that)
Clarifying key concepts in first language – allow students to confer with each other, teacher, or para-professional in their native language about subject matter to support understanding

40. Comprehensible Input
Application of content and language knowledge (projects)
discussing and doing make abstract concepts concrete
reporting out orally (opportunity to practice English)
Integration of language skills – develop reading, writing, listening and speaking in an integrated manner
Review of key vocabulary – multiple exposures to new vocabulary
Assessment of lesson objectives using multiple methods

41. Making Content Comprehensible – STRATEGIES

42. Strategies
About Thinking!
Metacognitive
Thinking
Cognitive
Learning!
Active
Higher-Order
Questioning
Thinking!
Techniques
Independence!
Building
Scaffolding
Social/Affective
Interactive

43. Making Thinking Visible
From the video we viewed yesterday:
Think Puzzle Explorer (creates thinking, asking questions, collaboration, and exploring additional ideas and themes).
Explanation Game (establishes thought about a topic students want to know more about, makes students explain and provide evidence, and initiates discussions about alternatives and helps to answer the questions of why)

44. More Making Thinking Visible
Synthesizing information
Headlines (reflect on something that has already been done, what captures the aspect or core ideas, sharing ideas, and then invites further sharing by telling stories and making connections)
I used to think…Now I think (original thought and thoughts after experience or experience)

45. Metacognitive Strategies “thinking about your thinking”
predicting/inferring
self-questioning
monitoring/clarifying
evaluating
summarizing
visualizing

46. Cognitive Strategies “active learning”
previewing/rereading
establishing a purpose for reading
making connections
reading aloud
highlighting
taking notes
mapping information
finding key vocabulary
mnemonics

47. Social/Affective Strategies “interactive learning”
interaction/questioning
cooperative learning
group discussion/self talk
i.e.. think/pair/share

48. Teacher Behaviors The Big Picture Building Background Self-Correcting
Self-Evaluation
Peer Interaction
Imitation
Native Language Resources

49. A Model of Scaffolding Teacher- Centered Teacher-Assisted
Peer-Assisted
Student-Centered
Lecture
Drill & Practice
Role Playing
Rehearsal Strategies
(repeated readings)
Direct Instruction
Discovery Learning
Peer Tutoring
Elaboration Strategies
(imagery)
Demonstration
Brainstorming
Reciprocal Teaching
Organizational Strategies
(graphic organizers)
Recitation
Discussion
Cooperative Learning

50. Strategies Graphic Organizers Comprehension Strategies
Rehearsal Strategies
GIST
PENS
SQP2RS
Mnemonics

51. Making Content Comprehensible – INTERACTION

52. Teacher comment: “My content is so packed that I can’t cover everything if I allow student talk. Lecture is the best way to ensure I’m where I need to be to complete all objectives before the test.”
Have tables discuss teacher comment, “My content is so pact that I can’t cover everything if I allow student talk. Lecture is the best way to ensure I’m where I need to be to complete all objectives before the test.”:

53. Opportunities for Interaction
Learning is more effective when students have an opportunity to participate fully – discussing ideas and information
2) Effective teachers strive to provide a more balanced linguistic exchange between themselves and their students – ELL students need to practice speaking
Interaction accesses the thought processes of another and solidifies one’s own thinking
Talking to others, either in pairs or small groups allows for oral rehearsal of leaning

54. Opportunities for Interaction
encourage more elaborate responses
vary grouping configurations (random, voluntary, teacher assigned)
whole group, flexible small groups, partners/triads
homogeneous/heterogeneous (gender, language proficiency, ability, etc…)
allow adequate wait time –
don’t allow yourself or other students to answer their questions
clarify concepts in L1 if needed – teacher or peers clarify concepts or use native text, dictionaries or other tools

55. Making Content Comprehensible – PRACTICE AND APPLICATION

56. Key Definitions:
“Practice” refers to the opportunities provided to English Language Learners to become familiar, analyze and/or experiment with content and language topics.
“Application” refers to the ways in which learners apply what they have learned in different contexts or situations.
Have a simple example at hand for each definition. Go over the definitions, and share your examples for each.

57. Practice and Application: Tools: Purpose:
Hands-on materials
and/or manipulatives
Language and content knowledge-rich activities
Language skills-integrated activities
For students to practice with new content knowledge
For students to apply
learning in the classroom
For students to develop reading, writing, listening and speaking skills

58. Making Content Comprehensible – LESSON DELIVERY
This is your introductory slide for the SIOP model component #7 – Lesson Delivery. It may be beneficial to remind participants that this is very similar to the Lesson Preparation component they have already seen.

59. LESSON DELIVERY FEATURES
Content Objectives should be clearly supported by the lesson delivery (stated orally - written on board for all to see)
Language Objectives should be clearly supported by the lesson delivery (stated orally - written on board for all to see)
Read to participants one at a time (slide is set up to have each line come in when ready) Give participants a copy of these features at the end of this model’s presentation. This will be Worksheet 1.

60. LESSON DELIVERY FEATURES
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)
Read to participants one at a time (slide is set up to have each line come in when ready) Give participants a copy of these features at the end of this model’s presentation. This will be Worksheet 1.

61. Making Content Comprehensible – REVIEW AND ASSESSMENT
2-3 minutes
Last component of SIOP. Review and Assessment are combined together in this component.
Total time minutes.
Review is emphasized more than Assessment in SIOP materials but both are covered in these slides.
What is Review/ Assessment --fair judgment of students' performance (key vocabulary and key content concepts) --informal or formal --individual or group --supportive and validating --authentic

62. Review Provide comprehensive review of key vocabulary
teach, review, assess, use
word study notebooks
content word walls
Supply comprehensive review of key content concepts
review content directly related to the objectives throughout the lesson
use graphic organizers as review
Regularly give feedback to students on their output
clarify
discuss
correct responses

63. Assessment - Evaluation
Assessment is “gathering and synthesizing of information concerning student learning”
Evaluation is “making judgments about students’ learning”

64. Assessment Informal Assessment
on-the spot, on-going opportunities to determine the extent of students’ learning
includes: teacher observations, anecdotal reports, informal conversations with students, quick writes

65. Assessment Authentic Assessment
application to real life – real life contexts
multi-dimensional
portfolios
student’s writings
taped pieces
interviews
videotapes
observations
projects
discussions
performances

66. Assessment (cont.)
includes multiple indicators to show competency of a content objective – use of a rubric
group responses
agree/disagree, true/false, yes/no index cards – happy face – sad face on a stick
thumb up - down
stand up – sit down
numbered wheels
dry erase response boards

67. English Language Learners
"If the child is not learning the way you are teaching, then you must teach in the way the child learns." - Rita Dunn