Language Objectives - SiopForMISD

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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

• • • •

Boyd High School ESL Teacher / LPAC Chair [email protected]

469-525-5571