Transcript Document

Welcome to SIOP!
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MIX to MUSIC
– State your name and share a special talent you have.
Mix to Music
- State your name and share who is in your family
Mix to Music
- Share a fun thing you did this weekend
Mix to Music
- What does the acronym SIOP stand for and what is
SIOP’s Motto
Mix to Music
- Back to your seats, stand at your chair
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SIOP
Sheltered Instructional Observation Protocol
Lesson Preparation
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Content Objectives
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You will be able to identify and design objectives that
are aligned to state standards.
You will be able to incorporate supplementary materials
to meet the needs of English Learners.
Language Objectives
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Write language and content objectives for your
students.
Discuss advantages for writing, displaying, and sharing
both objectives with students.
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Think/Pair/Share
Think about the content and language
targets you will be learning today.
 Pair with your shoulder partner.
 Share tell your partner the objectives you
will be learning about and what you think
they mean.
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Compliment each other…
“Thank you for sharing!”
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Lesson Preparation
1. Content Objectives
2. Language Objectives
3. Appropriate Content Concepts
4. Supplementary
Materials
5. Meaningful Activities
6. Adaptation of Content
Using SIOP Protocol
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How can EL’s meet targets?
State
Standard
s/GLE’s
Meaningful
Activities
Content
Concepts
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Think/Pair/Share
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Think about what ‘pieces’ are the most
challenging for you to implement currently in
your own classroom.
Pair with your shoulder partner.
Share what is your most challenging ‘piece’ and
why.
Compliment and Sparkle praise when you are done.
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Effective SIOP lessons require carful
planning with specific content and language
objectives.
 Written and stated in simple student-friendly
language.
 Age and proficiency appropriate.
 May need to be limited to 1 or 2 per lesson.
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Objectives need to be clear and measurable!
Objectives need to be displayed for students!
Objectives need to be reviewed with students!
Students should be able to articulate content
and language objectives with explanations.
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It has been found!
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When EL learners are provided with specific
information about what they will learn and their
expectations, their understanding of CONTENT
concepts is enhanced!
When they are they are provided with specific
information about how they are developing
knowledge of English during each lesson, their
English proficiency is enhanced.
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Content Objective
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Written from the State standards and/or GLE’s.
Use “Students will be able to…” ~ SWBAT
Age and Proficiency appropriate.
Will be assessed at the end of the lesson/unit.
Standard:
Students will be able to investigate and understand the basic
needs and life processes of plants and animals.
Content Objective Example:
Students will identify parts of a tree and their functions.
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Verbs for Content Objectives
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Identify
Solve
Investigate
Distinguish
Hypothesize
Create
Select
Draw conclusions about
…..
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Rally Robin
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Each shoulder partner will share one thing
you have just learned about content
objectives.
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Write
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Write one content objective for your
students.
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Language Objective
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What students are expected to show.
– Action, demonstration, read, write, listen, speak
– Key content vocabulary, language skills, tasks,
Objective Example:
You will be able to label the parts of a tree and explain what
each part does.
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Language Objective Verbs
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Listen for
Retell
Define
Find the main idea
Compare
Summarize
Rehearse
Persuade
Write
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RallyRobin
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Each shoulder partner will share one thing
you have just learned about language
objectives.
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Write
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Write one language objective for your
students.
Group/Share
One person will read their language objective. (spinner)
Each member will provide feedback using the talking chips.
The next person (clockwise) will share theirs.
Each member will provide feedback using the talking chips.
Cheese Grater Cheer when everyone in the group has gone.
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Content
Concepts
Student
Background
Meaningful
Activities
Materials may be adapted, but the content
is not diminished.
 Teachers must consider:
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Students first language and literacy skills
Students second language and proficiency
Students reading ability
Cultural and age appropriateness of L2 materials
Difficulty level of material to be read
Background experiences necessary to learn the
materials.
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Enlarged, Adapted Text
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Helps L1 learners focus attention on the most important information.
Focus on 3-5 bolded vocabulary words
Use highlighters
Draw pictures for vocabulary and conceptual understanding; these serve
as reminders as well as mnemonics for remembering key information.
Alternate Materials
Use an assortment of stimulating ‘props’
Pictures, authentic maps, videos, personal
collections, real objects, internet, clip art,
etc…
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Group Rally Robin
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Brainstorm a list of alternate materials you can
use for your content area
Share one idea of alternate materials you can use
for your content area.
Add any ideas to your list if you don’t have
them.
Continue until everyone’s ideas are shared.
Roller Coaster Cheer when your group is done.
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Success through scaffolding
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Students are moving from dependence on
the teacher to independence!
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Concept is explicit ~
Followed by modeling ~
Grouping configurations ~
Independence!
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EL learners need to know:
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– How to identify what is helpful
– How to ask for assistance
– How to self-assess
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Task Analysis/Backward Planning
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Used to ensure that instruction leads to student success on the final
assessment of a lesson’s content and language objectives.
Assessment is predetermined to focus on objectives providing an
environment for success.
SIOP Planning Flow Chart
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Create an overview of the entire unit.
Scope and Sequence of both Language and Content Objectives.
Planning SIOP Lesson Plans
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SIOP strategies shared today
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Content and Language Objectives
Enlarged, Adapted Text
Alternate Materials
Success through Scaffolding
Task Analysis or Backward Planning
Cooperative Group Strategies shared today:
Mix to Music
Think/Pair/Share
Talking Chips
Think/Write/Group Share
Rally Robin
Group Rally Robin
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THANK YOU for sharing this hour
with us! Your participation is
appreciated!
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Homework:
– Try one of the strategies or cooperative group
activities we have demonstrated today with
your students.
– Briefly write about the experience and be
ready to share next Monday.
COWBOY PRAISE!
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