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Transcript of SIOPize yourself...
Component #4: Strategies
Component #2: Building Background
Goal: For students to become more independent in self-monitoring learning strategies, which were first taught explicitly by the teacher.
Component #3: Comprehensible Input
...use speech that is appropriate to the students' language proficiency level.
Schema: a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information.
Sheltered Instruction Observation Protocol
Component #5: Interaction
ELL Students Need Practice Speaking
Component #6: Practice and Application
“For the things we have to learn before we can do them, we learn by doing them.”
-- Aristotle, The Nicomachean Ethics
Component #1: Lesson Preparation
Component 8: Review & Assessment
1) What was learned?
2) What wasn't?
3) How can we review & assess that effectively?
Component 7: Lesson Delivery
Content - what?
make purpose clear
point of evaluation
1) Lesson Prep.
2) Building Background
3) Comprehensible Input
6) Practice & Application
7) Lesson Delivery
8) Review & Assessment
Gradual Release of Responsibility Model
Content - what students will learn
Language - how students will learn
4 domains of language:
Explain to a peer what SIOP is, how it is used, and why it is valuable
Begin formulating plans to focus more on language modalities
Discuss the difficulties of learning in a second (or 3rd) language
Journal on ways you use or plan to use SIOP components in your classroom
Discuss your thoughts with a colleague
Restate the Components of SIOP
SIOP Introduction (Value)
SIOP overview (components & examples)
Individual Journal Reflecting
Discuss thoughts in pairs
Reflect on your learning today
Adaptation of Content
Simplify without watering down
Suitable for background
Music to reinforce content
Collaborative and Individual Components
Concepts must be directly related to the students' background experiences (personal, cultural, or academic)
1) Contextualize Key Vocabulary
2) Vocabulary Self-Selection
3) Personal Dictionaries or Glossaries
4) Content Word Wall
repeat more frequently
adjust speech as needed
The teacher should...
...explain academic tasks clearly
sequential step-by-step instructions
demonstrate when needed
allow students to explain to the group
paraphrase and repeat when necessary
restate student response
use "think aloud" strategies
reinforce contextual definitions by restating a term and giving its context or definition.
promote collaboration among students
ask open-ended questions for true discussion
Wait time (up to 20 seconds)
Clarifying key concepts in L1
Discuss and Do (hands-on)
Review Key Vocabulary
Create an "I wonder" chart
Previewing and predicting strategies
Relate summaries back to "I wonder" and predictions
The New Order
Prompt, question, and push for elaboration to
promote higher order thinking skills (Bloom's Taxonomy)
Illustrations of new learning
A gallery walk to respond to question or topic
Websites/student portfolios with reflection
Don't be a "Yes, teacher"- encourage elaboration
"Tell me more about that."
"What do you mean by...?"
"How do you know?"
"Why is that important?
Teacher reword: "In other words...is that right?"
Mix it up! - use at least 2 different grouping strategies each lesson!
Flexible small groups
Wait time... it takes time to digest!
Have more advanced students write answers first
Get rid of interruptions - let students think in peace
Clarify Key Concepts
Use first language when possible
Use native language texts, dictionaries, and word lists as tools
Cooperative Learning Ideas
Give each student a role!
The 7-Songs Historical Fiction Musical Project
What challenges do ELL face in your classroom?
How do you assist ELL to overcome them?
"[I do not] carry such information in my mind since it is readily available in books. ...The value of a college education is not the learning of many facts but the training of the mind to think." --Einstein
We just finished one very difficult project. I think we all learned much in this project, like cooperate. This time everyone have to get together and made a thing out. Different from before that we do something by ourselves, so cooperation is very important. I have more experience in presenting after this, it help me improve a lot. I also learned from my classmates. We got different work in this project, so I can see how and what others do to make their part perfect. After finishing this 7 song project, I found two things that I need to improve, first is the presenting part, it should be louder and more vivid; second is the analyzing part, I should do it more deep. I may try do these better next time.
Student Reflections on Project
multiple opportunities to practice
relevant, meaningful ways to practice a concept
"hands-on" experiences and concrete manipulatives.
divide content into meaningful short chunks
keep practice time short (10-15 minutes)
schedule frequent practice time
review material periodically
give immediate feedback
Students teach students
Integrate Language Modalities
Connections between abstract and concrete concepts are best made when language processes are incorporated and integrated during practice and application.
I enjoy having group project compare to single project. It separates the work and made us work together.
In quarter 3 what i like the most is the 7 Songs. The reason i said that i like the project 7 Song is because it is the only project that we as a class finish it together in one group. It amazes me that boys and girls don't normally talk is talking and working together for the first time.
Something new I have improved on this quarter is working with my peers. The Seven Songs Project allowed me to cooperate with my classmates. I have gotten closer to them and I'm more comfortable working together as a class. Also, since I was director of the project, I have become a much more neat and organized person. I can now organize my time and plan ahead to get things done in an orderly fashion.
Support Objectives Engagement Levels Pacing Adjustment
Language - how?
Give opportunities to use all 5 modalities
Quick enough to hold interest
Not so quick to hamper understanding
Effective levels: 90-100%
Activities related to material students will be tested on.
"off-task" activities minimized
Clear explanation of academic tasks
Appropriate timings for tasks
Active student involvement in planning and implementation of activities
Lesson Design meets language proficiency and needs of students
Review of Key Vocabulary
Relate new words to previously learned words with the same pattern or structure
Draw student attention to verb tense, part of speech, and sentence structure
Repeating and reinforcing language patterns so that learning words becomes automatic
One common system!
Review of Key Content Concepts
Before, During, After
Informal Summarizing: "Discuss with your partner the three most important things you have learned to this point."
Chunking of information: Lead students in a periodic review of information
Structured Review: Students summarize with partners or in small groups, listing key points
Linking review: Link the review back to content objectives to ensure a focus on essential concepts.
Final Review: Allow students to ask questions to clarify their understanding
Assessment of Learning
"the gathering and synthesizing of info RE student learning"
"making judgments about student learning"
Formative vs. Summative
on-the-spot & on-going
real life context
multidimensional (writing, interviews, drawings, observations, projects, group responses)
uses rubrics to define levels of learning
categorized or report card to indicate strength and weaknesses
What SIOP elements from this component do you currently use in your teaching?
What SIOP elements from this component do you want to use in future teaching?
What are you unsure of/disagree with?
Restate the 8 SIOP components and write your plan for adding the 5 modalities of language to your teaching!