Transcript Language Objectives - SiopForMISD
SIOP FOR FINE ARTS
WHAT IS SIOP?
Discuss what you think SIOP is with the people at your table.
Decide in a one sentence description of the meaning.
We will share our ideas with the group.
SIOP
Sheltered Instruction Observation Protocol An approach to teaching ESL students Not a “program” to be implemented 8 components Takes years to become proficient
4
THE SIOP MODEL…
Is research based!
Is good for ALL students, not just LEP Helps teachers teach content supported by language
THE SIOP MODEL
( E C H E VA R R I A , V O G T, & S H O RT, 2 0 0 8 ) • Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice & Application • Lesson Delivery • Review & Assessment
IMAGINE THE POTENTIAL
Someone had a dream to get a degree in art from the Vienna Academy of Fine Arts. It was 1907. Here are some of the attempts in painted art...
This young painter was not accepted at the Vienna Academy of Fine Arts…
HE WAS…
HE WAS…
Adolf HITLER Imagine the potential…
W E N E V E R K N OW W H O W E A R E H E L P I N G O R H I N D E R I N G … We never know the impact of our attitude toward students Our possible sarcasm, rejection, unbelief in them, or discouragement could lead to unwanted destinies On the other hand, our possible belief in them, acceptance, and sincere encouragement could lead to remarkable destinies Fine Arts teachers taking the time to learn how to help students learn could be a life changing event!
Whose life are you going to change?
YOUR IMPACT
Think about the impact you have on our students You may be the only person who sees the potential in our LEP students You can make an important impact on their language development
ESSENTIAL VOCABULARY
ESL
English as a Second Language This describes the program Does not describe the student All students in program speak a first language other than English Receive classroom accommodations The school receives funding for each student in the ESL program
ESSENTIAL VOCABULARY
LEP
Limited English Proficient This describes the student Not necessarily in the ESL program
ESSENTIAL VOCABULARY
Monitored - First Year/Second Year
Was in the ESL program Scored high enough on a set of exams to be exited from the program Is monitored for two years after exiting by the ESL teacher Receives NO accommodations The school does not receive funding for these students
ESSENTIAL VOCABULARY
Silent Period
1 week to 1 year (but can depend on student) The time when the student will not SPEAK English because s/he is absorbing as much as possible Is not a choice the student makes This is a psychological phenomenon Many variables affect the silent period
LANGUAGE SKILLS
Listening Speaking Reading Writing
T H E R E A R E T WO G OA L S O F S I O P : G OA L # 1
Make content comprehensible
GOAL #2
Develop content vocabulary (academic language for your content)
C H A R A C T E R I S T I C S O F M A N Y L E P S T U D E N T S I N U . S . S E C O N D A R Y S C H O O L S Historically enter US schools in the elementary grades Now we are getting more students in
high school
, many with enough credits to be juniors and seniors their first year here Some have limited or no reading/writing ability in first language (this is a HUGE problem for us high school teachers) Most converse in English relatively competently in BICS (interpersonal communication) Have weak English CALPS (academic vocabulary) Poor vocabulary, grammar, and sentence structure Read and write below grade level
BICS AND CALPS
Is a student fluent if she can hold a conversation with you?
WHAT IS BICS/CALP?
BICS
Basic Interpersonal Communication Skills i.e. day to day language 1-6 months (typically)
CALP
Cognitive Academic Language Proficiency i.e. content vocabulary 7-10 years for fluency!
H O W C A N W E H E L P A C A D E M I C A L LY ?
Language Objectives
and
Word Walls
Every teacher in this building is a reading teacher
Students must learn the
language of your content
Using language objectives in our lessons equalizes access to the content
Objectives
LEP students can more easily master content when teaching practices incorporate strategies for language learning, like the use of language
objectives
Implementing language objectives provides
equal access to the curriculum
even if the students are not fluent in English
HOW WOULD YOU FEEL…
If you were dropped in a school in India tomorrow and sent to school?
What would you need in order to participate?
Outlines the language skill needed to make the content of the discipline comprehensible Outline the language that students will need to learn and use to accomplish the goals of the lesson Outline how students will accomplish the goal
LANGUAGE SKILLS
4 language skills teachers need to address:
Listening
Speaking
Reading
Writing
LEP students need: exposure to the language opportunities to use the language practice with the language assessment of their language skills (Echevarria, Short, & Vogt, 2008)
How can I make grade level content comprehensible for my ELLs?
ASK YOURSELF…
What language do they need to learn ____?
What can they do?
How can they show their learning?
What language do my students need to understand in order to learn the content?
LANGUAGE OBJECTIVES HAVE 3 PARTS:
+ Topic +
CREATING A LANGUAGE OBJECTIVE – STEP BY STEP 1 st
Choose a
topic 2 nd
Choose a
verb
Is the verb appropriate for his/her level of language?
How do I want to assess their knowledge?
3rd
Choose a method of
support.
How can I help them understand the vocabulary?
VERBS ARE POWERFUL
VERB = FORMATIVE ASSESSMENT (Differentiation)
How will the student demonstrate understanding? Is the selected verb appropriate for the language level of my student?
Can this mode of communication (VERB) help students demonstrate what they TRULY know?
WRITING LANGUAGE OBJECTIVES
Sample Language Objective Frames
Students will (function: active verb phrase with support statement) using (language target) .
Students will use (language target) to (function: active verb phrase with support statement) .
AN ALTERNATE METHOD
A = Audience (who is your audience) B = Behavior (what will they do, the verb) C = Conditions (when will they do it) D = Degree (accuracy percentage) (you can place these in any appropriate order) EX: Following the class discussion, all 9 th grade students
C A
will be able to tell a partner the six steps, in order, of
B
the decision making model with 100% accuracy.
D
EFFECTIVELY WRITTEN LANGUAGE OBJECTIVES
Address the linguistic demands of the lesson Focuses on high-value academic language that will help students in all contexts Uses active verbs to name functions/purposes for using language in a specific student task Specifies target language necessary to complete the task Emphasizes development of speaking and writing skills without neglecting listening and reading
A C T I V E V E R B BA N K TO NA M E F U N C T I O N S F O R E X P R E S S I V E L A N G UA G E TA S K S
Word Walls
Are not just for elementary students Are appropriate for ALL students, from resource to AP Are not a bunch of words slapped up on a wall Are not stagnant Should be referenced daily Should be accompanied by pictures or graphics
WORD WALLS…
provide an approach to meaningful teaching of vocabulary emphasize student engagement and higher level thinking skills build vocabulary, thereby improving reading comprehension and writing style reinforce understanding of subject specific terminology with a focus on students internalizing key concepts provide visual cues for students encourage increased student independence when reading and writing
WORD WALLS
Mount the words with pictures or graphics on card stock and laminate them Use a wall area that is visible to all students Students need to be able to glance at the word wall from their desks while they are working Mount words on the wall in alphabetical order or group like words together Using alphabetical order makes it easier for students to skim the list and find words Make access to the words easy, e.g., use tape or tacks to mount the words so students can move individual words
THIS IS NOT A WORD WALL!
Angle Bisector Reflection Distance Formula Right Angles Sphere Supplementary Angles Hypotenuse Complimentary Angles Vertical Angles
Group like words together
STRATEGIES
How do you work with language in your classrooms?
How can you make it comprehensible?
How do I develop content vocabulary?
STRATEGIES
pbworks.com
SIOPforMISD
TIPS
T – Total participation: can everyone understand & respond?
I – Incorporate academic vocabulary: if they don’t use it with you, they won’t use it!
P – Promote language and literacy: students must read and write using the academic vocabulary to be literate.
S – Scaffolding all language levels: what are you doing to support their learning until they can be independent?
7 S T E P S T O B U I L D I N G A N I N T E R AC T I V E L A N G UAG E R I C H C L A S S R O O M Step One: You MUST do this first!
Teach the students what to say when
they don’t know what to say.
STEP ONE
What should we teach students to say when they don’t know what to say?
• • • • • • • Can I tell you what I do know?
Could you please rephrase or say that another/different way?
May I please have some more information?
May I have some time to think?
Would you please repeat the question?
Where could I find more information about that?
May I ask a friend? (use sparingly!)
STEP ONE CONT.
When a student is asked a question, he has two options and two options only
Answer the question
or
Ask for help, then respond
7 S T E P S T O B U I L D I N G A N I N T E R AC T I V E L A N G UAG E R I C H C L A S S R O O M
Step Two
Have students speak in complete
sentences.
STEP TWO
Why do we ask students to speak in complete sentences?
Discuss with your table and group.
STEP TWO
Why do we ask students to speak in complete sentences?
Roving Paragraph (example) Students should practice speaking in complete sentences in my class because… In addition… Also… Finally…
7 S T E P S T O B U I L D I N G A N I N T E R AC T I V E L A N G UAG E R I C H C L A S S R O O M Step Three Randomize and rotate responses.
STEP THREE
Why should we randomize and rotate when calling on students?
In your group, brainstorm ways you can randomize and rotate calling on students.
Create at least three CREATIVE ways to do it!
Share with the group
7 S T E P S T O B U I L D I N G A N I N T E R AC T I V E L A N G UAG E R I C H C L A S S R O O M Step Four
Use Total Response Signals to pull
everyone’s brain back into the lesson.
7 S T E P S T O B U I L D I N G A N I N T E R AC T I V E L A N G UAG E R I C H C L A S S R O O M Step Four
Use Total Response Signals Ask a specific question and expect an answer i.e. Which color is a primary color? Hold up one finger for blue or two fingers for purple.
STEP FOUR
Some helpful hints!
Wait for EVERYONE to signal before moving on. This reinforces the expectation that everyone must respond or say something.
Compliment those who are not responding quickly for “waiting so they can …think, think of a great answer, consider everything they know about the questions, etc.” Use the signal that works for your class, you may need different signals for different classes.
S T E P F O U R : W H A T A R E S O M E T O T A L R E S P O N S E S I G N A L S T R A T E G I E S ?
Written Responses
Hold up a paper Write Boards Personal Chalk Boards Answers on Cards
S T E P F O U R : W H A T A R E S O M E T O T A L R E S P O N S E S I G N A L S T R A T E G I E S ?
Ready Responses
Hands in the air when ready Hands down when ready Thinker’s Chin (hand on chin when ready) Stand when you are ready Sit when you’re ready Put your pen on your paper when ready Put your pen down when you’re finished All eyes on teacher Heads down
S T E P F O U R : W H A T A R E S O M E T O T A L R E S P O N S E S I G N A L S T R A T E G I E S ?
Making Choices
Open Hand / Closed Hand Thumbs Up / Thumbs Down / Thumbs Sideways Pens Up / Pens Down Number/Letter Wheel (Laminated circle with 1-5 on one side and A-D on other) Green Card / Red Card Move to the Corner Move to the Spot You Agree / Disagree with
S T E P F O U R : W H A T A R E S O M E T O T A L R E S P O N S E S I G N A L S T R A T E G I E S ?
Ranking Rank with your fingers Rank with your arm (the higher, the better) Line up according to response Knocking / Clapping / Cheering
7 S T E P S T O B U I L D I N G A N I N T E R AC T I V E L A N G UAG E R I C H C L A S S R O O M Step Five
Use visuals and vocabulary strategies
that support your objectives.
S T E P F I V E : V I S UA L S A N D VO C A BU L A RY
Texts & Visuals
Anticipation Guides
Advance Organizers
Backwards Book Walk Chunking Input
Concept Attainment Graphic Organizers
Hi-Lo Readers
Manipulatives Nonlinguistic representation Scanning
Visual literacy frames
Visuals/Video
S T E P F I V E : V I S UA L S A N D VO C A BU L A RY
Lists and Activities
Affixes, roots, and cognates
Close Sentences
Expert / Novice Fluency Workshop Homophones/Homograph Sort
Learning Logs List / Sort / Label
Self-Assessment of Word Knowledge Word Analysis Word Generation Word Sort Word Study Books
Word Walls
S T E P F I V E : V I S UA L S A N D VO C A BU L A RY
General Stems
Used for multiple lessons and units Contain functional classroom vocabulary Examples: In my opinion… One reason could be… I agree/disagree with ___ because….
Sentence Stems Specific Stems
Used with one lesson Contain low-frequency and content specific vocabulary Examples: In my opinion, Picasso was a ____ artist because… One reason the harmony doesn’t sound correct is… I agree with Jane when she said _____ about the script because…
7 S T E P S T O B U I L D I N G A N I N T E R AC T I V E L A N G UAG E R I C H C L A S S R O O M Step Six
Have students participate in structured
conversation.
E F F E C T I V E S T R U C T U R E D C O N V E R S A T I O N
Have one every day in every class Language must be accessible (do they know what the words mean?) Questions must be open ended Questions should be on a topic they have knowledge of Should be interesting to the students Use specific sentences starters and target vocabulary NO TEACHER CONTRIBUTIONS (take roll or something at this time)
STEP SIX
Three questions that will increase the W.I.T. and wisdom of your students’ responses in class… Why do you think….?
Is there another…?
Tell me more about… Students use only these stems at first when they are talking to a partner. They need to then orally summarize what the partner said about the topic. At first it is ok to ‘listen only’ if the student’s English level is low.
PREPARATION
Teachers state the content objectives Taken from the state or national standards What are the students going to learn or be able to do today?
Teachers state the language objectives Based on the four language components: Reading, Speaking, Writing, Listening What language do you want the students to produce today?
The selected standards for the content and language are posted so both the students and teachers are clear on the focus of the lesson with the ultimate goal of the students mastering the content while growing in academic English.
LANGUAGE OBJECTIVES
Huh? How in the world do I write a language objective?
LANGUAGE OBJECTIVES
There are four components to language:
Reading
Writing
Listening
Speaking
IT’S EASY!
1. What are the students going to read about art today?
2. What are the students going to listen to, listen for, etc. in your class today?
3. What are the students going to write about in relation to your class today?
4. What are the students going to say during your lesson today in relation to your class?
Bloom’s Taxonomy Action Verbs
Definitions Bloom’s Definition Knowledge
Remember previously learned information.
Verbs Comprehension
Demonstrate an understanding of the facts.
Application Analysis Synthesis Evaluation
Apply knowledge to actual situations. Break down objects or ideas into simpler parts and find evidence to support generalizations. Compile component ideas into a new whole or propose alternative solutions. Make and defend judgments based on internal evidence or external criteria. • • • • • • • • • • • • • • • • • • • Arrange Define Describe Duplicate Identify Label List Match Memorize Name Order Outline Recognize Relate Recall Repeat Reproduce Select State • • • • • • • • • • • • • • • • • • • • • • • • Classify Convert Defend Describe Discuss Distinguish Estimate Explain Express Extend Generalized Give example(s) Identify Indicate Infer Locate Paraphrase Predict Recognize Rewrite Review Select Summarize Translate • • • • • • • • • • • • • • • • • • • • • • • • Apply Change Choose Compute Demonstrate Discover Dramatize Employ Illustrate Interpret Manipulate Modify Operate Practice Predict Prepare Produce Relate Schedule Show Sketch Solve Use Write • • • • • • • • • • • • • • • • • • • • • • • • • • Analyze Appraise Breakdown Calculate Categorize Compare Contrast Criticize Diagram Differentiate Discriminate Distinguish Examine Experiment Identify Illustrate Infer Model Outline Point out Question Relate Select Separate Subdivide Test • • • • • • • • • • • • • • • • • • • • • • • • • • • • Arrange Assemble Categorize Collect Combine Comply Compose Construct Create Design Develop Devise Explain Formulate Generate Plan Prepare Rearrange Reconstruct Relate Reorganize Revise Rewrite Set up Summarize Synthesize Tell Write • • • • • • • • • • • • • • • • • • • • • • • • Appraise Argue Assess Attach Choose Compare Conclude Contrast Defend Describe Discriminate Estimate Evaluate Explain Judge Justify Interpret Relate Predict Rate Select Summarize Support Value
REFLECTION
• What did you learn today that will make a positive difference in your lesson delivery?
• What will you take to your classroom for immediate implementation?
SIOP TRAINER
Tina Kelman
• • • •