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SIOP for Specials

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Mary Lariviere

on 4 August 2016

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Transcript of SIOP for Specials

Goals, Objectives, Rationale
To provide rudimentary understanding of the components of SIOP.
To form professional connections with teaching counterparts on other campus.
To develop an understanding of the needs of ELLs on bilingual campuses.
To develop plans for incorporating components of SIOP into lessons.
SIOP Components
#1 - Lesson Preparation
Clearly defined
content objectives
for students
Clearly defined
language objectives
for students
Content concepts appropriate
for age and educational background level of students
Supplementary materials
used to a high degree, making the lesson clear and meaningful.
Adaptation of content for all levels of
student proficiency
Meaningful activities

that integrate lesson concepts with language practice opportunities for reading, writing, listening and/or speaking.
Implementation Planning
Content Area "Z" Charts:

Considering what we have learned, complete the "Z" chart on chart paper as a content area group.

You will have several minutes to complete.

Each content area should elect a presenter who will share the implementation plans with the whole group.
Humble ISD 2013-2014
Content Objectives:
The participant will demonstrate knowledge of the 8 components of SIOP.
The participant will collaborate with other-campus counterparts.
The participants will reflect on currently used practices that align to the SIOP model.
The participants will explore features of the SIOP model and consider the inclusion of those features in lesson delivery.
Language Objectives:
The participant will show knowledge of SIOP components by writing reflective entries in his/her presentation guide, and using the sentence frames:
I already incorporate features of this component in class by ____________.
One feature of this component on which I could use support is ____________.
______________ could be easily incorporated in my class by _____________________.
______________ would be more difficult to incorporate in my class because __________.
Content-like groups will orally present implementation plans using a graphic organizer.
Enrollment and BE in Humble
Bilingual Time Line
Language Acquisition Information.
#2 - Building Background
Concepts linked to
student background
Concepts linked to
past learning
Key vocabulary
#7 - Lesson Delivery
Content objectives
clearly supported.
Language objectives
clearly supported.
Students engaged
approximately 90%-100
% of the period.
of the lesson appropriate to students' ability levels.
#5 - Interaction
opportunities for interaction and discussion
between teacher/student and among students, which encourage elaborated responses about lesson concepts.
Grouping configurations
support language and content objectives
wait time
for student responses.
Ample opportunity for students to
clarify key concepts in L1
as needed.
#6 - Practice and Application
Hands-on materials and/or manipulatives
provided for students to practice using new content knowledge.
provided for students to apply content and language knowledge in the classroom.
Activities that integrate
all language skills
(reading, writing, listening, speaking).
#8 - Review and Assessment
review of key vocabulary.
review of key content concepts.
Regular feedback
provided to students on their output.
of student comprehension and learning of all lesson objectives
the lesson.
What do you know about SIOP??

1. I have been to SIOP training in the past, and feel that I use SIOP strategies to a high degree with my students.

2. I have attended SIOP training in the past, but I have not implemented many of the strategies.

3. I have heard of SIOP, but don't really know what it entails.

4. What is a SIOP anyway?

Decide which of these statements most closely aligns with your experience of the SIOP model.
Stand by the card that corresponds to the statement number you chose.
Discuss about your experience with SIOP with your group.
Write 3 questions you want to have answered during this session on the numbered poster.
Come back to your original seat when your group is finished.

SIOP Component Gallery Walk
In content groups, explore the component posters around the room. (3 minutes per poster)
Read Features
Discuss why the features are imoortant to ELLs with your group.
Place a colored dot on the continuum of expertise for each component. Think about how comfortable you feel with the implementation of each component or your current level of implementation.
If you have strategies or suggestions, write them on a post it and put it in the "Brag Box."
If you have question, write them on a post it and put it in the "Question Box."
Teaching Scenarios:
Read the teaching scenario assigned to your group.
Rate the teacher on Lesson Preparation using the rubric provided.
Consider what the teacher did well and what the teacher could do to improve.
Discuss in your small group
Share out to the large group.
What is a Language Objective?
Four Square Card:
Take two minutes to complete the 4-square card for language objectives.
Stand Up, Hand Up, Pair Up:
Stand up when you are finished.
Find a partner who is also standing up.
Share your language objective with your partner and discuss which language skills would be used and why this would be benificial to ELLs.
Share with three people.
Go back to your seat
#3 - Comprehensible Input
Speech appropriate
for student proficiency level
Clear explanation
of academic tasks
Uses a
variety of techniques
to make content concepts comprehensible.
Think, Write, Pair, Share:
After watching the video, what are 3 things the teacher did in the second lesson that helped make content comprehensible?
Why are you here?
Edit your free write: Consider the goals, objectives and information you now know about language acquisition to edit your freewrite.
Include the words: ELLs, language acquisition, and SIOP.
What activities have we done today that have built background and/or activated prior knowledge?
#4 - Strategies
Ample opportunities
provided for students to use learning strategies.
Scaffolding techniques
consistently used, assisting and supporting, student understanding.
variety of questions or tasks that promote higher-order thinking skills
Strategies Strategy:
Complete the graphic organizers provided to your group.
Elect a presenter to share the graphic organizer with the whole group.
Interaction Video:
While we watch the video on interaction, complete the Interaction Video Worksheet.
Think, Pair, Share at table.
Share with whole group.
Complete the Practice and Application Circle chart at your table and discuss.
Share with whole group.
What now:

Take a minute to fill out the session evaluation.
Please include ideas for follow-up that you would like to see.
As we watch a video on building background, think about what activities we have already done to build background about SIOP.
Take 3 minutes to review what we have learned by evaluating today's session using the self-assessment.
Full transcript