1. Jana Echevarria CABE 2016 Meeting the California Common Core Standards and ELA/ELD Framework: How SIOP Can Help Jana Echevarria, Ph.D. CABE 2016

2. Objectives (or Targets or Goals) Content: You will be able to... Compare Integrated ELD to the features of the SIOP Model. Incorporate meaningful, contextualized, academic vocabulary practice into literacy and content lessons. Language: You will be able to … Distinguish the difference between Designated ELD and Integrated ELD. Explain how SIOP can organize literacy and content instruction for English learners and other students in your classroom.

3. Characteristics of Highly Literate Individuals (CA Common Core Standards, 2013, p. 6) Highly literate individuals… Demonstrate independence Build strong content knowledge Respond to the varying demands of audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Are “broadly literate”

4. Resources for Teaching English Learners: SIOP

5. The SIOP Model: Quality Instruction for English Learners Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment

6. SIOP Published Research

7. The SIOP Model SIOP: How to Teach CCSS: What to Teach Academic Gains & Increased Language Proficiency

9. Overview of California ELA/ELD Framework (2015)

10. California ELA/ELD Framework (2015) Themes are woven throughout the Framework, cross-cutting the two sets of Standards: Meaning Making Language Development Effective Expression Content Knowledge Foundational Knowledge

11. ELA/ELD Framework Themes and SIOP Language development: Language proficiency, especially academic language, is crucial for learning. It is the medium of literacy and learning; it is with and through language that students learn, think, and express. Effective Expression: Students speak informally and formally as they participate in learning experiences, interact with texts, and collaborate to share understandings and work on projects. They engage in discussions regularly.

12. F Continuum of Conversational and Academic Language (Echevarria, Vogt & Short, 2017) Examples of various discourse patterns across the continuum Conversational Language Academic Language Discussing science procedures with a partner Reading grade-level expository textbooks Writing a research report using Internet and text resources Discussing a movie or book with friends Writing an email to catch up with an old friend Texting family about whereabouts Reading and taking notes from college lectures and readings From: Making Content Comprehensible for English Learners: The SIOP Model

13. ELA/ELD Framework Themes and SIOP Meaning Making: Essential for reading, writing, and oral communication; making content comprehensible; engaging in a range of activities. Content Knowledge: - Reciprocity is key: content knowledge helps build reading, writing, and language; and literacy skills and strategies help build content knowledge.

14. Literacy Developed Through Integrated and Designated ELD Integrated ELD: – SDAIE, sheltered instruction, content and language development. – SIOP is integrated ELD (and it supports Designated ELD)

15. California Reader: Alignment of ELA/ELD Framework and SIOP

16. Literacy Developed Through Integrated and Designated ELD Designated ELD – “Build into and from content instruction so that ELs develop the critical English language skills, knowledge, and abilities needed for rigorous academic content learning in English.” – Extends learning using same concepts, skills, and vocabulary – Provides intentional redundancy and multiple exposures

17. Literacy Developed Through Integrated and Designated ELD Students need about 12 production opportunities to “own” a word. Teach high-utility academic words that support academic success across multiple content areas, not just the comprehension of a specific text (Lesaux, 2011). Designated ELD scaffolds students’ participation in reading complex texts.

18. A California Department of Education Publication Improving Education for English learners: Research-Based Approaches Available at www.cde.ca.gov/re/pn/rc

19. For English Learners to be Successful with the ELA/ELD Standards ALL teachers must teach content concepts and academic English systematically and comprehensively to English learners.

20. SIOP Grade 4 Literacy Lesson: Integration of Language and Content Unit: Character Analysis (focus on character traits) CA Common Core Standards: – Key Ideas and Details: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

21. SIOP Grade 4 Literacy Lesson* (cont.) Day 1: Building Content Vocabulary  Content Objective: Students will use multiple sources to identify character traits.  Language Objectives: Students will describe characters’ traits. Students will explain how some nouns can become adjectives by adding a suffix. Students will orally present information about one character’s trait to the class. (*Vogt, Echevarria, & Short, 2010, pp. 84-85)

22. SIOP Grade 4 Literacy Lesson (cont.) Connections to Prior Knowledge and Background How would you describe yourself to another person? What words would you use? Model the process by describing yourself, using adjectives. Write them on the board as you say them. Ask students to turn to a partner and describe themselves to each other. Remind students to think of character traits (characteristics; describing words) that they learned during their character education program. After the partner share, write traits on board as students say them. Note how explicit these instructions are.

24. Questions to Consider When Selecting Academic Vocabulary to Teach... What content vocabulary do students need to know to meet the content objectives in this lesson? How can I build my students’ knowledge of English word parts in this lesson? What are some cross-curricular words and terms I can teach or reinforce during this lesson?

25. Questions to Consider When Selecting Academic Vocabulary to Teach... What academic vocabulary do I want to hear and see my students use during this lesson ?

26. Categories of High-Utility Academic Vocabulary Academic Vocabulary for ________________________ (topic) Content Vocabulary: Subject Specific & Technical Terms 1 Word Parts: Roots & Affixes 3 General Academic Vocabulary: Cross-Curricular Terms/Process & Function 2 From: Making Content Comprehensible for English Learners: The SIOP Model

27. SIOP Grade 4 Literacy Lesson (cont.)  Discuss (2)  Summarize (2) 1 = Content vocabulary 2 = Cross-curricular vocabulary 3 = Word parts (roots & affixes)  Trait (1)  Proud (1)  Respectful (1)  Compassionate (1)  Generous (1)  Courageous (1)  Envious (1) Key Vocabulary for Cookies: Bite-Sized Lessons (Amy Rosenthal; HarperCollins Publisher)

28. SIOP Grade 4 Literacy Lesson (cont.)  Respectful (respect + ful) (3)  Compassionate (compassion + ate) (3)  Generous (root: gen = beget; of noble birth + ous) (3)  Courageous (courage + ous) (3)  Envious (envy + ous; y to i) (3) 3 = Word parts (roots & affixes) Language Objective: Students will explain how some nouns can become adjectives by adding a suffix.

29. Contextualizing Academic Vocabulary  Provide a variety of scaffolds, including context; i.e., introduce terms within meaningful sentences, not in isolation.  Pre-teach terms and explain them in ways that students can understand and relate to (with visuals; embedded definitions: “The colonists, people who came to the New World to live and prosper, were thankful for the help of those who arrived before them.”)  Show how academic vocabulary is used in authentic text (e.g., as the textbook).

30. 4-Corners Vocabulary Illustration (1) Sentence (3) Not surprisingly, Jake was very competitive, a trait he shares with many other athletes. Definition (2) A distinguishing quality or characteristic of a person Word (4) trait (Vogt and Echevarria, 2008, pp. 40-41)

31. 4-Corners Vocabulary Illustration (1) Sentence (3) Sam was respectful because he waited until Julia was done writing before he gave his information for the group poster. Definition (2) Feeling or showing respect; well-mannered; courteous Word (4) respectful (Vogt and Echevarria, 2008, pp. 40-41)

32. Discuss to talk with friends about something important Summarize to present the main points of a topic Contextualized Academic Vocabulary List

33. Implementing SIOP Features in Your Lessons Becoming a high-implementing SIOP teacher means you are consistently teaching content and academic language in every lesson, as suggested in the ELA/ELD Framework. Becoming a high-implementing SIOP teacher is a process, so be patient with yourself, as you work with one component at a time, over time. According to research on SIOP, SIOP does not disadvantage any students; instead, it has been found to advantage all students. A high-implementing SIOP teacher provides effective integrated ELD throughout the day, everyday, for all students. SIOP INTEGRATED ELD

34. Objectives (or Targets or Goals) Content: Are you able to... Compare Integrated ELD to the features of the SIOP Model? Incorporate meaningful, contextualized, academic vocabulary practice into literacy and content lessons? Language: Distinguish the difference between Designated ELD and Integrated ELD? Explain how SIOP can organize literacy and content instruction for English learners and other students in your classroom?

36. Selected References Echevarría, J., & Short, D. (2010). Programs and practices for effective sheltered content instruction. In California Department of Education(Ed.), Improving education for English learners: Research-based approaches (pp. 250–321). Sacramento, CA: CDE Press. Echevarria, J., Vogt, M.E., & Short, D. (2017). Making content comprehensible for English learners: The SIOP Model (5 th ed.). New York: Pearson. Short, D., & Echevarria, J. (2016). Developing academic language with the SIOP Model. New York: Pearson. Vogt, M.E., & Echevarria, J. (2008). 99 Ideas and activities for teaching English learners with the SIOP Model. New York: Pearson. Vogt, M.E., Echevarria, J., & Short, D. (2010). The SIOP Model for teaching English-Language Arts to English learners. New York: Pearson. Vogt, M.E., Echevarria, J., & Washam, M.A. (2015). 99 more ideas and activities for teaching English learners with the SIOP Model. New York: Pearson.