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SIOP

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by

Connie Monroe

on 4 April 2011

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Transcript of SIOP

SIOP
Sheltered English Observation Protocol Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Review and Assessment 1. Content Objectives 2. Language Objectives 3. Content Concepts are Appropriate 4. Supplemental Materials 5. Adaptation of Content 6. Meaningful Activities Clearly Defined, Displayed, and Reviewed with Students... ELPS: Clearly Defined, Displayed, Reviewed with Students to both Age and Educational Background...
What are their educational backgrounds? What prior knowledge do they have? Manipulatives, Realia, Pictures, Visuals, Multimedia, Demonstrations, Related literature, Hi-Lo readers, Adapted Text Remember Cummins' Quadrants
and adding Context Clues to make it
easier... Adapt the Content: Graphic organizers, outlines, leveled study guides, highlighted text, taped text, adapted text, jigsaw text reading, marginal notes, native language text Lessons should be purposeful, meaningful, and authentic.
"Why do I need to learn this?" 7. Concepts are linked to background experiences 8. Links made between past learning and new concepts 9. Key vocabulary is Emphasized 10. Speech Appropriate students' proficiency level 11. Clear explanation of the academic tasks 12. A Variety of Techniques used to make concepts clear 13. Ample opportunitites
to use learning strategies 14. Scaffolding techniques
assist and support 15. Variety of questions which promote
higher-order thinking 16. Opportunities for interaction
and discussion 17. Grouping supports language
and content objectives 18. Sufficient Wait Time 19. Opportunities for students to
clarify key concepts in native language 20. Hands-on materials or manipulative
to practice the new content 21. Activities to apply content
and language knowledge 22. Activities to integrate language skills 23. Content Objectives supported by delivery 24. Language objectives
supported by delivery 25. Students engaged 26. Pacing of the lesson 27. Comprehensible Review of vocabulary 28. Comprehensible review of content 29. Feedback to students 30. Assessment Remember the importance of prior knowedge. Your ELL students may have different background schemata and associations so that your mainstream examples might not work. Find out what experiences they have had to build upon. Link back. Forshadow forward. Remember:
Content Words.
Process / Function words
Words (and word parts) that teach English Structure
Remember to:
Introduce,
Write
Repeat
Highlight (emphasize) Consider: Rate of enunciation and also the complexity of the speech. Be careful about idioms. Use cognates. Simple sentence structures. You know you want the same thing.
Careful explanations
Good directions
Clear expectations Use multiple techniques such as modeling, visuals, hands-on, gestures, body language, etc.
Remember that ELL students have learning styles too. Students should be using learning strategies (and metacognition) to enhance their learning. You need to support this practice and provide opportunities for practice. Scaffolding strategies include:
graphic organizers, pre-reading predictions, think-alouds, demonstrations, extra examples, paraphrasing, etc. Decrease support as they build independence and skill. Remember Bloom's Taxonomy? There are several strategies which encourage questioning and higher-order thinking. Not only oral interaction. Interact through journals, technology, music, partners, ... There are many ways to group students. Consider your objectives and what will have the maximum effect. ELL students need even more wait time. Allow 50-50 or phone a friend options. when possible and appropriate Hands-on materials add context
and support learning styles.
Remember foldables. Discussing versus doing.
Doing helps you remember better
(and see the relevence). Don't forget your language
objective. Your practice activities should incorporate that as well.
Think about reading, writing, listening, and speaking. Go back to your language objective. What did you ask them to do? Make sure you teach and model that skill. Make sure they know the objective and stay on course. Your goal is at least 90 % of the period on task. It takes practice and efficient teacher planning and behavior. Search for the balance between too easy and overwhelming. Keep their interest without drowning them. Routines and short activities can help. Vocabulary doesn't happen overnight after one introduction. of course... They need to know if they are on target... Back to the objectives...
Did they reach the content objective?
Did they reach the language objective? Assess to gather information on their performance. This does not need to be formal. It does not always need to be an evaluation (graded). Consider multiple ways to assess and grade appropriate to the ELL. What? A comprehensive model of instruction for teachers working with ELLs. The 8 components are based on research. SIOP Model: The lesson planning and delivery system.
SIOP Protocol: The instrument used to observe, rate, and provide feedback to teachers. Sheltered Instruction:
Taught by content area teachers rather than ESL specialists
For students with all levels of English proficiency
Students learn content while their language development is supported.
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