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Transcript of SIOP
for English Language Learners: The SIOP Model Introduction 1. Lesson Preparation 2. Building
Background 3. Comprehensible
Input 6. Practice/
Application 5. Interaction 4. Strategies 7. Lesson
Delivery Percentage of Schools with at Least 1 ELL
District of Columbia 56.5%
New York 78.5%
2007-2008 Schools and Staffing Survey (SASS)from the National Center for Education Statistics ? ? ?
The NCLB Challenge:
How do you increase English language proficiency,
while simultaneously keeping up with grade-level academic content?
? ? ? The number of English Language Learners (ELLs)
in U.S. K-12 schools continues to rise:
1. California 24.9%
2. New Mexico 21.2%
3. Nevada 20.4%
4. Texas 17.3%
2007-2008 Schools and Staffing Survey (SASS)
from the National Center for Education Statistics What is sheltered instruction?
What is SIOP?
(The Education Alliance: Brown University, 2012)
(Echevarria, Short, & Vogt, 2008) 8. Review &
Assessment Feature #1:
Content objectives are clearly defined, displayed, and reviewed with students
Language objectives are clearly defined,
displayed, and reviewed with students
*Simultaneous progress in both is essential
Content concepts are appropriate for age and educational background
*No diminished content
Supplementary materials used to a high degree
Realia: real-life objects
Adapted Text: NOT dumbed down text Feature # 10: Speech is Appropriate for Students' Proficiency Levels Feature # 11: Provide a clear explanation of academic tasks Feature # 12: Use a variety of techniques to make the content concepts clear Feature #5:
Adaptation of content to all levels of proficiency
Meaningful activities that integrate lesson concepts with language practice opportunities
*It's not the quantity of language activities, but the quality of the chosen activities Feature #7:
Concepts explicitly linked to students' background experiences
*Be careful of U.S. culture-specific stories, ideas, and explanations Feature #8:
Links explicitly made between past learning and new concepts
*Do not assume mastery of past learning - build a bridge graphic organizers scaffolded notes highlighted text taped text video preview chapter preview graphic organizer preview How do you ensure that the content is comprehensible for your students? -speak slowly and clearly, enunciating as needed
-avoid jargon or slang
-watch your tone of voice -Utilize step-by-step directions, models, or an example of the finished product to explain the activities or projects -Include visuals, multimedia presentations, models, and demonstrations in your lesson How do you promote the aquisition of learning strategies and higher order thinking skills? Feature # 13: Provide students with ample opportunities to use learning strategies Throughout the lesson, students should be learning and practicing meta-cognitive, cognitive, and social/affective strategies like: prediction, summarizing, review/re-reading, self-questioning and problem solving Feature # 14: Use verbal and instructional scaffolding
methods to support students
in their aquisition of these strategies Feature #9:
Key vocabulary emphasized
*Content and language addition knowledge fraction knowledge ability to add fractions Feature # 15: Encourage critical thinking with questions and tasks that encourage application, analysis, or evaluation Echevarria, J. , Vogt, M., & Short, D. (2008). Making content comprehensible for english learners. The SIOP model. Boston, MA: Pearson Education, Inc.
Vogt, M. & Echevarria, J. (2008). 99 ideas and activities for teaching english learners with the SIOP model. Boston, MA: Pearson Education, Inc. Echevarria, J. , Vogt, M., & Short, D. (2008). Making content comprehensible for english learners. The SIOP model. Boston, MA: Pearson Education, Inc.
Vogt, M. & Echevarria, J. (2008). 99 ideas and activities for teaching english learners with the SIOP model. Boston, MA: Pearson Education, Inc. How do you assist your students with learning and practicing their English speaking and writing skills? Feature # 16: Provide your students with frequent opportunities for interaction and discussion - Limit your lectures
-Consider using journals, whiteboards or technology to encourage sharing Feature # 17: Using varied grouping configurations to support language and content objectives of the lesson -Make use of cooperative learning techniques to provide students with the opportunities to interact with each other:
-Make sure that groupings are "well-thought out" and varied
-Encourage movement so that different interactions occur throughout the lesson Feature # 18: Consistent wait time
for student responses consistently provided Feature # 19: Ample opportunities for Students to Clarify Key Concepts in L1 Echevarria, J. , Vogt, M., & Short, D. (2008). Making content comprehensible for english learners. The SIOP model. Boston, MA: Pearson Education, Inc.
Vogt, M. & Echevarria, J. (2008). 99 ideas and activities for teaching english learners with the SIOP model. Boston, MA: Pearson Education, Inc.
-Make use of gestures and body language to fully explain the
content -Preview the lesson content with your students and also provide them with multiple opportunities to review the information throught out the lesson -Always use written directions so students can reference them throughout the activity Examples Include:
-One-on-one and small group teaching ELLs are now close to a quarter of the number of total students in four states. What is the ELL impact in our area, on the East Coast? SQP2RS
Students benefit from opportunities to practice, apply, and transfer new learning (Goldenberg, 2008). Practice and Application Students benefit from “well designed, clearly structured, and appropriately paced instruction; active engagement and participation (Goldenberg, 2008) Lesson Delivery Feature #30 conduct assessments of student comprehension and learning throughout all lesson objectives Family literacy programs
Provide parents with access to school information in their home language
Support community based advocacy programs
Invest in professional development for teachers
Support early intervention programs
Support after-school and summer learning opportunities Beyond the SIOP Model Strategies for Parent and Community Involvement Strengths & Weaknesses Strengths:
Empirically validated program
Provides ELLs with opportunity to learn content while developing English language skills
Provides teachers with a structured framework for lesson planning and the opportunity to teach to their strengths
Use of best practices and research-based strategies that are beneficial to all learners (Echevarria, Short, & Powers, 2006) Weaknesses:
Model must be implemented systematically and with fidelity for maximum student gains
Necessitates in-depth professional development and "peer coaching" (Varela, 2010), which is not feasible in all schools For more resources and information:
http://www.livebinders.com/play/play?id=594869 Feature #20 Provide hands-on materials and/or manipulatives for students to practice using content knowledge Feature #21 Provide activities for students to apply content and language knowledge Feature #22 Provide activities that integrate all language skills (reading, writing, listening, and speaking).
Feature(s) #23 & #24 Content and Language Objectives clearly supported by lesson delivery
Feature #25 Students are actively engaged 90-100 % of the time
Feature #26 Pacing of the lesson appropriate to Students ability level Students benefit from feedback on correct and incorrect responses, periodic review and practice, frequent assessments to gauge progress, and re-teaching when needed. (August & Shanahan, 2008) Review and Assessment
Feature(s) #27 & #28 Give a comprehensive review of key vocabulary and key concepts.
Feature #29 Provide feedback to students regularly on their output