Transcript Intro. To SIOP for
The SIOP Model for Elementary Classrooms with English Learners
Prepared for the SFSD by Marcia Gaudet and Suzanne Maxwell Content from Making Content Comprehensible for Elementary English Learners THE SIOP MODEL, Echevarria, Vogt, & Short, 2010
Content Learning Goals:
I can identify the 8 components of the SIOP model. I can reflect on student needs and how the SIOP model meets those needs.
Language Learning Goals:
I can listen to and read a story about two English Learners (ELs).
I can discuss and list 3 challenges for ELs in a classroom. I can list 3 SIOP features that help students overcome these challenges.
Think of a time when you were learning a new language. In one word, describe your experience. Write that word on a sticky note.
Sticky Note
Who are ELLs?
Who are ELL students in South Dakota?
◦ Refugee students - placed through the UN & Secondary refugee students (no financial help) ◦ ◦ ◦ ◦ Students who are immigrating on other types of visas: Ethiopia - Diversity visa, Mexico, etc.
Students born in the USA whose home language is other than English International students who have been adopted!
Students who are children of visiting professionals and higher ed students (studying at Augustana, etc.)
Where do ELLs come from?
In the SFSD there are over 61 languages from 67 countries
At the Immersion Center we are now seeing students from:
Iraq, Yemen (Arabic) Somalia,Kenya,Tanzania, Congo,Ethiopia, Burundi, Liberia, Ivory Coast Burma, Thailand, Nepal Mexico, Guatemala
What are Three Foundational Issues in ELL?
1. Acculturation
• Explicitly teach US study skills/behavior
2. Language Acquisition
• Teach content while teaching literacy • Context embedded/Adaptations for Lang.
3. Classroom Instruction that Works
• SIOP: Sheltered Instruction Observation Protocol
Federal Legislation: Lau vs. Nichols
(1974)
This was a lawsuit on behalf of Chinese students in San Francisco public schools.
The Supreme Court ruled that identical education does not constitute equal education under the Civil Rights Act.
“There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”
Federal Legislation: Equal Educational Opportunity Act
(1974)
Within two weeks of Lau vs. Nichols, Congress passed the Equal Opportunity Act.
“No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, national origin or by failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.”
We need to ensure that we are teaching our ELs GRADE LEVEL CONTENT while simultaneously increasing their ACADEMIC English proficiency!
Chapter 1, #2
For English learners, BICS is really just the tip of the iceberg!
CALP is what takes many years to develop and what is needed to obtain academic success!
Many teachers say…..”I don’t understand why my ELs aren’t doing well in my class. They can speak English just fine!”
BICS Basic Interpersonal Communication Skills
Conversational English used both inside and outside the classroom.
CALP Cognitive Academic Language Proficiency
Academic English required to be successful in grade level content classes.
“Playground” English Technical terms specific to content areas 1-3 years to fully develop Develops slowly; 4 -7 years depending on the individual and sociocultural factors
Examples of BICS & CALP
BICS…Social Language CALP…Academic English
Listening: Follows general classroom directions Speaking: Converses easily about social situations with peers and teachers. May speak English without an accent.
Reading: May decode reading material with ease, but may not comprehend what is read.
Writing: Can fill out school forms. Can find and copy the answers to questions in textbooks.
Listening: Can follow specific directions for academic tasks.
Speaking: Expresses reasons for opinions. Asks for clarification during academic tasks.
Reading: Reads academic materials with good comprehension.
Writing: Can write an essay supporting a point of view.
Turn and Talk
Cognitively Undemanding (Easy)
Cognitively Undemanding
A.
• Art, music, physical education
C.
• Phone conversations • Following simple directions • Notes on refrigerator • Face-to-face discussions • Written directions
Context-Embedded (Many Clues)
B.
• Demonstrations • Audio-visual assisted lesson • Science experiments Con
Context-Reduced (Few Clues)
D.
• Reading a textbook • Explaining new, abstract concepts • Lecturing with few illustrations • Social studies project • Math concepts and applications Cognitively Demanding
Cognitively Demanding (Difficult)
Where do these activities fit within the quadrants?
Stage
Level 1 Preproduction Level 2 Early Production Level 3 Speech Emergence Level 4 Intermediate Fluency
Characteristics of the student…
•Has minimal comprehension •Does not verbalize •Nods “yes” and “No.” •Draws and points •Has limited comprehension •Produces one or two word responses.
•Uses key words and familiar phrases.
•Uses present-tense verbs.
•Has good comprehension •Can produce simple sentences •Makes grammar and pronunciation errors •Frequently misunderstands jokes •Has excellent comprehension •Makes few grammatical errors
Time
0 – 6 months 6 months to 1 year 1 – 3 years 3 -5 years
Teacher prompt
•Show me… •Circle the… •Where is…?
•Who has…?
•Yes/no questions •Either/or questions •Who…..?
•What…?
•How many….?
•Why…?
•How…?
•Explain… •Questions requiring phrase or short-sentence answers.
•What would happen if…?
•Why do you think…?
•Questions requiring more than a sentence response Level 5 Advanced Fluency •The student has a near-native level of speech.
5-7 years •Decide if… •Retell… Chart taken from:
Classroom Instruction that works with ELLs
pg. 15
Level 6
Advanced Fluency
Sociolinguistic Development
Abstract language more accessible May need help with college essays
Level 5
Advanced Fluency 5 – 7 years
Level 4
Decontextualized, abstract vocab Intermediate Fluency 3 - 5 years
SD Exits ELs 4.8 Composite
2,000 receptive words 4.0 Read/Write 3 - 5 years to attain Level 3 7,000 receptive words Speech Emergence: 1 - 3 years 2-3 years to attain Often quiet, don’t ask questions
Level 2
Early Production: 6 months to 1 year 1,000 receptive words Level 1 1-2 receptive words Pre-Production: 0-6 months
Note: In America 6 year olds in English speaking homes have 10,000 to 24,000 words of English in 1 st grade when learning to read.
- 30 Features Grouped into 8 Components
heltered nstruction bservation rotocol
1.
2.
3.
4.
5.
6.
7.
8.
Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review & Assessment
How we serve ELLs in the SFSD
Level 4,5, & 6 ELL
Regular Content & Classrooms
SFSD Serving 1800+ ELLs
270+ Level 1 Immersion Programs All other ELL levels are served in ELL centerbase schools
Level 2 & 3 ELL
Regular Classrooms & Content
Level 1 ELL
Immersion Centers Elem – Pull-out/Push-in MS,HS - Sheltered • Elem: 10 ELL centerbase schools • Middle: 2 ELL centerbase schools • High School: 3 ELL centerbase schools
Feature 1 - Lesson Preparation
Content Objectives Language Objectives Content Concepts Appropriate for Age and Educational Background Supplementary Materials Adaption of Content to All Levels of Student Proficiency Meaningful Activities that Integrate Lesson Concepts with Language Practice Opportunities
Learning Objectives are Essential
1. They guide both teaching and learning in a classroom. 2. You need to have both content and language learning goals.
3. They are the foundation of a lesson. 4. They should be written in kid friendly language, posted and reviewed with students.
5. Attainment of the objectives should be assessed and reviewed with the students at the end of the lesson.
Content Learning Goals… Language Learning Goals…
describe what the students will be learning come from grade level content standards describe how the students will demonstrate their knowledge build students’ academic language proficiency in each subject area
Examples of Content and Language Objectives Content Learning Goals:
(what they will learn)
Language Learning Goals…
(how they will demonstrate their knowledge through reading, writing, listening and speaking)
1.
Students will be able to identify specific landforms on a map of South America. 1.
Students will be able to identify reasons for why the Boston Tea Party happened. 1.
Students will be able to identify an author’s purpose for writing a text. 1.
Students will be able to present an oral report about one landform and its influence on a country’s history.
1.
Students will be able to write a paragraph to persuade other colonists to help take part in the Boston Tea Party.
1.
Students will be able to orally justify their answer using this sentence starter…
The author’s purpose for writing this text was to _______ the reader. I know this because the text is ______.
Feature 2 – Building Background
Concepts are Linked to Students’ Background Experiences Links Explicitly Made Between Past Learning and New Concepts Key Vocabulary Emphasized
Building Background Knowledge
How is building background knowledge different from activating background knowledge? o
TURN AND TALK using this sentence frame...
All learners have background knowledge which has been Building background knowledge is different from activating background knowledge because…..
o Connecting current learning to previous learning is activating prior knowledge. o However, some ELs have little, to no prior knowledge about a topic. Therefore brainstorming about it or doing a KWL chart may not be helpful. o It is critical that teachers use techniques to build their knowledge of a topic and fill in the gaps.
Beach Ball Share Out
Interventions for When Students Lack Background Knowledge Needed for Academic Success
1. Pre-Teach Vocabulary Words!
o Teachers should select vocabulary terms that are CRITICAL for understanding a text or concept.
o These words should be presented using both linguistic and nonlinguistic representations. o Students should have multiple meaningful interactions with the words.
Interventions Continued……
2. Provide meaningful and relevant experiences
for students. The quality of an experience enhances the likelihood of it being stored in the permanent memory. o o o o Bring in realia or use supplemental materials (Google images) Show a movie or video clip prior to teaching a lesson (Learn360 videos) Take field trip Use picture books to introduce students to new information
Interventions Continued……
3. Introduce a conceptual framework which will allow students to build their background knowledge.
o Use graphic organizers to help students understand key ideas o Preview the text with students, focusing on key ideas o Link present learning to past learning
Feature 3 – Comprehensible Input
Speech Appropriate for Students’ Proficiency Levels Clear Explanation of Academic Task A Variety of Techniques Used to Make Content Concepts Clear
Comprehensible Input: Nonlinguistic Representation
Words alone cannot convey meaning to ELLs.
Nonlinguistic representation help ELLs.
Nonlinguistic representations include real objects, pictures, pictographs, diagrams, physical models, video clips, recorded sounds, gestures, and movement.
Seeing is remembering.
Maisha ya kipepeo
Demale anajaalia ya wazima kwamba alikuwa yai mbolea na wa kiume.
Hatches ya yai katika vidogo larba.
Ya larva anakula na kukua kiasi kubwa. The larva inaona yenyewe na aina twig na nje ngumu shell. A kikamilifu-grown wazima kipepeo anaibuka kutoka chrysalis.
Wazima kuishi kwa muda mfupi tu. Wao hawawezi kula; wao kunywa tu kupitia stra yao kama cirkel proboscis. Watakuwa kuruka, mate, na kuzaliana.
Kipepeo Lifecycle Metamorphosis ya Butterfly ya Rouanez wote yai yai Yai hatches katika larva vidogo (kiwavi) Watu wazima wa kike aliandika kwamba alikuwa yai fertilzed na wa kiume kiwavi ya kula na kukua kiasi kubwa kiwavi ya kujishikiza jani la na aina ngumu nje shell Kija ni Pupa Watu wazima kuishi kwa muda mfupi tu A butterfly kikamilifu mzima anaibuka kutoka chrystalis ya Ndani ya Chrysalis mabadiliko ya kiwavi katika kipepeo
Feature 4 – Strategies
Ample Opportunities Provided for Students to Use Learning Strategies Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding A Variety of Questions or Tasks That Promote High-Order Thinking Skills
Strategies
Cognitive Strategies:
• Rereading • Highlighting • Reading Aloud • Taking Notes • Talking to Someone • Finding Key Vocabulary • Mapping Information
Metacognitive Strategies:
• Predicting/Inferring • Self-Questioning • Monitoring/Clarifying • Evaluating • Summarizing • Synthesizing • Visualizing
Activities that build these strategies:
SQP2RS: Survey, Question, Predict, Read, Respond, Summarize A framework used for teaching content with expository text Graphic Organizers
Feature 5 – Interaction
Frequent Opportunities for Interaction Grouping Configurations Sufficient Wait Time Clarify Concepts in L1
Ways To Get Students Interacting:
Inside/Outside Circle
Think-Pair-Share
Gallery Walk
Beach Ball Share
Mulling to Music
Thumbs Up/Thumbs Down
Carousel Brainstorming
Fist of Five
Give One, Get One
A study done by Stahl & Clark found that students who knew that they WEREN’T GOING TO BE CALLED ON during vocabulary instruction RECALLED FEWER WORDS than students who knew that they might be called on in class.
Feature 6 – Practice/Application
Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge Activities Provided for Students to Apply Content and Language Knowledge Activities Integrate All Language Skills
Fun Ways For Students To Practice What They Have Learned:
I Have, Who Has
Concept Vocabulary Puzzles
Memory Game
Jeopardy
I Have, Who Has Example: I have cullet.
Who has a word that means to throw something through the window?
Flyswatter
Feature 7 – Lesson Delivery
Content Objectives are Clearly Supported by Lesson Delivery Language Objectives are Clearly Supported by Lesson Delivery Students are Engaged 90% – 100% of the Time Pacing of the Lesson Should be Appropriate for Students’ Ability Level.
Feature 8 – Review & Assessment
Comprehensive Review of Key Vocabulary Comprehensive Review of Key Content Concepts Regular Feedback Provided to Student on Their Output Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson.
Reteach Develop Lesson Using Assessment, Standards and SIOP Model Teach Lesson Make Adjustments to Improve Student Comprehension Review Key Concepts and Vocabulary Assess Student Comprehension and Student Work
The Story of Graciela and Jocelyn
“Hola Prima,” called Graciela to her cousin, Jocelyn, on the playground “Ayuda con mi tarea!” Graciela asked her cousin for help with a homework assignment. “Cúal es el problema?” replied Jocelyn. Graciela went on to explain that she had to write a paper about recycling. She had to write an action plan, but she didn’t know what an action plan was.
The two girls are cousins from Central America who entered fourth grade in Bray Elementary School together seven months earlier. They were placed in different classes in this suburban setting, but because the fourth grade science teachers all did the same projects, Jocelyn knew how to help her cousin.
Jocelyn’s Classroom
She explained that they had already started to work on that project. They had looked through the trash can in the lunchroom and found many things that could be recycled. They are creating a bulletin board with vocabulary and pictures about recycling. They had watched two videos, one about neighborhood families recycling and one about a recycling plant. They were going to make paper the next day. “We have to make a poster with our partner telling why it is important to recycle,” Jocelyn told her cousin. “We made a list in class of reasons and I decided to try to stop pollution in the sea. Ms. Sylvan showed us two posters from last year’s class. Then she bookmarked some websites for me to look at. Some of them are in Spanish and you can listen to people talking about pollution and recycling. “What did you do in class?”
Graciela’s Classroom
Graciela explained that one day the teacher had talked to them for a long time about what recycling is and why it is important. “She told us to take notes when she talked, but it was hard. She talked too fast and she didn’t write anything on the board. Then we read a few pages in our science textbook and answered questions yesterday. Today she gave us this sheet and told us to start writing our ideas.” Graciela showed her cousin the assignment:
Think of a recycling project. What needs to be improved in your school or town? Write an action plan proposing the school board or the town council take steps to alleviate the problem or introduce a new program.
Jocelyn shook her head slowly as she looked at the paper. “I know what we can do. Let’s go ask Ms. Sylvan. She just came out of the cafeteria.”
Elbow Partner
Turn to your neighbor and tell them: 1. What helped Jocelyn to be successful with the recycling project? 2. What made it hard for Graciela to be successful with the recycling project?
+ or – Beach Ball Sharing
Directions: We are going to toss the ball around the room. When you catch the ball look to see which symbol is facing you, this will determine what information you share with the group.
+
Tell what helped Jocelyn to be successful with the recycling project. Something that helped Jocelyn to be successful with the project was that……..
Tell what made it hard for Graciela to be successful.
Something that made it hard for Graciela to be successful with the project was that……..
Musical Share - Mulling to Music
• When the music starts, stand up and begin filing back and forth through the rows towards the top row. When you reach the top row, make your way down to the front row and begin again. • When the music stops, turn and find the person closest to you. Share your answers to these two questions: 1.
Share 3 challenges that ELs face in the classroom? 1.
Share 3 SIOP features that could help the student overcome those challenges? Continue walking when the music begins again.
What Helps Me Learn (Hear from the students themselves)
Content Learning Goals:
I can identify the 8 components of the SIOP model. I can reflect on student needs and how the SIOP model meets those needs.
Language Learning Goals:
I can listen to and read a story about two English Learners (ELs).
I can discuss and list 3 challenges for ELs in a classroom. I can list 3 SIOP features that help students overcome these challenges.