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SIOP

Book Talk for Making Content Comprehensible for English Learners: The SIOP Model
by

Cristina Pellmann

on 5 October 2013

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Transcript of SIOP

What does SIOP really mean?
THE SIOP MODEL
Content and Language Objectives together


Best practice for ALL students.



Serves a Tier 1 intervention for ALL students in RtI model
The SIOP Lesson Plan: Creating Objectives
Need Content and Language object for every lesson.
Must be written in student friendly language, displayed in writing, reviewed with students orally and be observable.
Supplementary Materials:
Frequently used
Allow students to see, hear, feel, perform and participate
Make connections and construct personal meaning
Background Knowledge
1)Personal Experience

2)Previous Learning

3)Key Vocabulary
Adapted Content:
Graphic Organizers
Outlines
Leveled Study Guides
Jigsaw Activities
Just the Facts, M'am:
Only 4% of English Language Learners (ELLs) and 20% of former ELLs achieve a score of Proficient or Advanced on NAEP.
ELLs are 3 time more likely to drop out
Over 180 languages represented in ELLs across nation (39 in School District of Waukesha)
Increasing population, ever more mainstreamed
ESL Models:
SIOP
Pullout Model, taught by ESL staff




Language taught explicitly, can be mainstreamed.
Sheltered Instruction Observation Protocol

1) Protocol – way to observe classroom

2) Model – way to lesson plan
Content Based ESL

Sheltered Instruction –
cooperative learning, connections, slower speech, visuals, etc.
explicitly teach functional language skills
Academic Literacy and Content Literacy
Language needed to succeed in academic setting.
Prerequisite for learning the content.
Novel material for all students, but especially ELLs.
Often complex and content specific.
“English learners must develop literacy skills for each content area in their second language as they simultaneously learn, comprehend, and apply content area concepts through their second language.” (Echevarria, 2008, 11)
Synthesis:
How are Academic Literacy and Content Literacy related? Can relevant vocabulary be the content knowledge or is content knowledge more than just vocabulary?
Considerations for language objective:
How will the teacher/text use language?
What will class discussion be like?
What are the language demands of the activities?
What language forms will they encounter?
(Passive voice, persuasive, imperative (lab directions) vs. declarative (textbook) etc.)
1) Content Words
(key vocabulary, terms and concepts)
2) Process/Function Words
(Justify opinion, state conclusion, etc.)
3) Words / Word Parts that Teach English Structure
(affixes and roots, etc.)
Tiered Vocabulary
Tier 1 – common, high frequency words

Tier 2 – common in academics, across content areas, but not socially

Tier 3 – uncommon, particular to subject matter
Probably know in L1 but not always L2
Need to be explicitly taught to ALL students
Do not focus on these
Evaluate:
How does the SIOP model fit within the many other practices that we are to include in our instruction? It is just one more plate to juggle? It is mutually exclusive to other lesson planning formats?
Cooperative Learning
Highlighted/Marginal Notes in Text
Taped Text
Adapted Text
Native Language Text
Ideas also in our Text:
Additional SIOP Ideas:
Instructional Practices
Word Study Books
Integrate language skills (work in one domain develops all the others)
Comprehensible Input
speak slowly, repetition, enunciation, paraphrase,
avoid idioms
, succinct, increase pauses,
Use gestures, body language and facial expressions
generously
Be aware of
complexity of speech

(subject- verb-object, avoid extra clauses,
speak in short phrases)
Clear, ordered directions both
orally
and
written
modeled and demonstrated whenever possible.
Model through
“think-alouds”
during lesson
Strategies
Application:
Think of a struggling student you
encounter during your day.

How might comprehensible input
make a difference?
Ideas we Know
Something New to Me
Mnemonics
SPQR
Graphic Organizers
DRTA
Picture
Walks
Word Sorts,
Word Walls
Vocabulary Games
Picture Walks
Language Experience Approach
Cloze Activities
Concept Maps
Adopted Text
Demonstrations
Realia
Related Literature
Techonology
Hi-Lo Readers
Hands-on Manipulatives
Visuals
Pictures
Kinesthetics
Multimedia
Gettin' the GIST
Generating Interactions
between
Schemata and Texts
1) Read together
2) Underline/Highlight
10 most important words
3) Write a summary together
using as many of those words
as possible.
Analyze:
What parts of this model do you
already include in your instruction?
Are there any other features that
you might be able to easily incorporate
into your current teaching style?
Full transcript