University of the Virgin Islands St. Thomas Campus SIOP:

Sheltered Instruction for Language Development in the ESL Classroom!

Dr. Migdalia Cruz de Arthurton Dr. John E. C. Hill

WHO ARE WE?

Dr. Migdalia Cruz de Arthurton

• • • Adjunct Professor at the University of the Virgin Islands in the School of Education.

Dr. Cruz Arthurton has been an educator for the past 36 years. She has been an English teacher, English Supervisor, Counselor, Program Coordinator and District Coordinator in the public school system.

Dr. Cruz Arthurton has presented in Guatemala, Barbados, Dominican Republic, St. Kitts and Puerto Rico.

Dr. John E. C. Hill • • • Dr. Hill is an Associate Professor at the University of the Virgin Islands in the School of Education.

Dr. Hill has been an educator for the past 35 years. He has been a Principal, an Associate Vice President of Academic Affairs, Dean of Under-Graduate School of Studies and Admission, and Dean of a number of Graduate Schools in several universities.

Dr. Hill has presented in the United States, Latin America, and the Caribbean.

Activity One

Our Objectives for this Workshop. . . • Content Objective: (WHAT) • You will be able to understand at least 2 grouping considerations

and

2 engagement strategies that you can use to increase interaction in your classroom Language Objective: (HOW) You will be able to share (speak) with a colleague about how you want to implement at least one of today’s strategies

SIOP Sheltered Instruction Observation Protocol

What is the SIOP Model?

A variety of strategies, techniques, and materials for making grade-level core curriculum (reading, science, social studies, math) more accessible for English language learners (ELL) while at the same time promoting their English language development.

The Eight Components of the SIOP Model • • • • • • • • Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment

Component 5

Interaction

What does SIOP say about Interaction?

 Frequent opportunities for interactions and/or discussion between teacher/student and among students that encourage elaborated responses about lesson concepts  Grouping configurations support language and content objectives of the lesson  Sufficient wait time for student response  Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

Interaction

Group Configurations and Activities Opportunities for Interaction Wait Time Clarify Concepts in L 1

Benefits of Interaction

• • • • • • • • Increases use of academic language Improves quality of student talk Encourages elaborated responses Provides “oral rehearsal” Helps individualize instruction Encourages reluctant learners to participate Allows for written interaction with dialogue journals Promotes a positive social climate

Cooperative Learning

• • Type of group to set up – Random – – Voluntary Teacher assigned Changing groups – Frequency – Management • Group roles – Group recorder – – Materials collector Reporter – – – – – – Final copy scribe Illustrator Timekeeper Cheerleader/facilitator Monitor Messenger

Grouping Configurations

 individual work  partners  triads  small groups of 4 or 5  whole group  homogeneous or heterogeneous  gender  language proficiency  language background  ability

Cooperative Learning Activities

• • • • • • Information gap activities Jigsaw Four corners Numbered heads together Round robin/roundtable Questionnaires & interviews • • • • • • Three-step interview Story summaries Literature study groups Writing headlines Science & math investigations Think pair share

Interaction Techniques for the Class room • • • • • Turn to your partner Foreheads in the middle Volunteer your partner Explain a process to your partner Choral reading, reader’s theatre, drama play • Another example: 2 lines w/ position, question (e.g., “There should be laws vs. no laws” & have lines face each other to discuss).

Activity Two: The Wright Family • How did this activity make you feel? What did your group do?

• Who can tell me what the story was about? Why or why not?

• If the goal was comprehension, what could I have done differently?

• Do our activities support learning outcomes?

Think About These Activities. . . .

• • • • • • • Building a device following written instructions Writing a thank you note Deciding on where to build a new park Writing and illustrating a story Retelling a story Deciding how to spend $50,000 won in the lottery Interpreting results of science experiments

Review Learning Targets… • Content Objective: (WHAT) • You will be able to understand at least 2 grouping considerations and 2 engagement strategies that you can use to increase interaction in your classroom Language Objective: (HOW) You will be able to share (speak) with a colleague about how you want to implement at least one of today’s strategies

Reference Echevarría, J., Vogt, M., Short, D. (2013). Making

content comprehensible for English

learners: The siop model. New York: Pearson Education Inc.