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Copy of Copy of SIOP for Secondary Educators-1
Transcript of Copy of Copy of SIOP for Secondary Educators-1
the person to your RIGHT. What do you predict you will be learning about SIOP? So, we are going to be discussing 8 components and 30 features of the SIOP model But, before we do,
lets look at some
that affect second
language acquisition. Motivation &
Attitude If a real-valued function ƒ is continuous on a closed interval [a, b], differentiable on the open interval (a, b), and ƒ(a) = ƒ(b), then there exists a c in the open interval (a, b) such that
f ' (c) = 0 Now, imagine that you drive a car and average 50 miles per hour (mph). Let's say that you are going exactly 50 mph for at least one moment during your drive. Think about it. Your AVERAGE speed can’t be 50 mph if you go slower than 50 the whole way-- or if you go faster than 50 the whole way. So, to average 50 mph, either you go exactly 50 for the whole drive (impossible because you start at 0 mph), or you have to go slower than 50 for part of the drive and faster than 50 at other times. So, at some point, your speedometer goes past 50 mph, and for at least one instant, you’re going exactly 50 mph. AGE Access to Language Whan that aprill with his shoures soote
The droghte of march hath perced to the roote,
And bathed every veyne in swich licour
Of which vertu engendred is the flour;
Whan zephirus eek with his sweete breeth
Inspired hath in every holt and heeth
Tendre croppes, and the yonge sonne
Hath in the ram his halve cours yronne,
And smale foweles maken melodye,
That slepen al the nyght with open ye
(so priketh hem nature in hir corages);
Thanne longen folk to goon on pilgrimages,
And palmeres for to seken straunge strondes, What did you use to figure out what the Canturbury Tales was talking about? You don't get the full knowledge,
you can pick out a few words...
what would have helped you understand it more? Personality Rolle's Theorem says that a smooth function must have a stationary point somewhere between them. Personality An outgoing student will learn faster
when growth is from beginning to
intermediate, but grows at the same rate as
an introvert from intermediate to advanced. If a student is academically proficient in his/her first language (L1), then they have a better chance of being academically strong in his/her second language (L2). The knowledge is there,
the teacher just has to tap into it.
Knowledge=Knowledge! Level and Type
of first language proficiency Quality of Instruction In order to thrive, children must have occasional jutifal. If there is too much
rain, jutifals may die. If conditions are too dry, there will be problems with jutiful
production. There will be serious results if jutiful are unavailable. Jutiful are most
available in the U.S. during the summer. Who do you think can most easily learn a new language? Intelligence What is a blue tick? an Appalachian hound dog What is the most
successful method for catching catfish? Electrofishing What is a Hanna Bata? A runny nose (in Hawii) What is Jan Ken Po? A game played in Korea
(like rock, paper, sissors) Is it IQ? Or is it a cultural bias thing? Disability You can't be autistic in spanish, but not in English. Which of these 8 factors that affect
second language acquisition do you have the most influence over? Write your answer on a post-it, then crumple it up and put it in the center of the table. Take 3 minutes to do the SIOP self assessment found in the front pocket of your binder. The person who was born closest to July 5th will grab a crumpled paper and read it to the group....the others will do the same in a clockwise direction. Use the sentence frames to complete a sentence:
Some features that I do daily are...
Some features that I do occasionally are...
One feature that I never do is... Share what you wrote with a person who has similar shoes on today. Sometimes professional development helps you evaluate your own teaching methods.
Make plans to do the "Occasionally's and Never's" more! what is SIOP? SIOP is...a framework for consistently and systematically designing well prepared, well delivered lessons. SIOP is...using content and language objectives to
build background knowledge thus making content comprehensible. SIOP is....strategies that are crucial for second language learners to learn content presented in English. SIOP has 8 components:
Practice and Application
Review and Assessment Imbedded within the
8 components are 30 features. Features 1 & 2
1. Content Objectives Clearly Defined, Displayed and Reviewed with Students
2. Language Objectives Clearly Defined, Displayed and Reviewed with Students SIOP component #1
Lesson Preperation Some vocabulary to review before we start:
MCC Take a few moments to peruse through your binder. Do you see any words you'd like defined? What is a content objective? It is a statment that explains what
each student will be able to do by
the end of your lesson. Our Content Objectives for today:
*You will be able to list characteristics of
English learners that may influence
their success in school
*You will be able to explain the features
and components of the SIOP model Our Language Objective for today:
*You will be able to develop a lexicon related to SIOP We use the TEKS to write kid friendly content objectives. Using Cummins' quadrants think
of an instructional task or activity that would fall into Quadrant D.
What could or should you do as the teacher to move that task into Quadrant B? Be ready to share your answer. You are 14 years old and have moved and now have to learn Arabic. To be successful, you must master "academic Arabic" which includes semantic and syntactic knowledge along with functional language use. Using Arabic, you, for example, must be able to read and understand the expository prose found in textbooks and reference materials, write persuasively, argue points of view, and take notes from teacher lectures or Internet sites. You must articulate your thinking skills in Arabic- make hypothesis and predictions, express analyses, draw conclusions, and so forth. In content classes, You must pull together your emerging knowledge of the Arabic language with the content knowledge you are studying in order to complete the academic tasks. You must also learn how to do these tasks- generate the format of an outline, negociate roles in cooperative groups, interpret charts and maps, and such. These three knowledge bases- knowledge of Arabic, Knowledge of content topic, and knowledge of how the tasks are to be accomplished- constitute the major components of academic literacy. Oh yea, and be
able to do all of
this as soon as possible!! Speaking of Lesson Prep, you kind of have to rethink your teaching style..."Who am I teaching this to?" We want to make high academic standards comprehensible by using strategies and techniques. What is a language objective? It is a statement that explains what each student will be able to do linguistically -tied to academic language- at the close of a lesson. We use the ELPS to write these. Why do we need content and language objectives?
Let's look at some good
Ideas for writing language
objectives. More examples of language objectives:
(by proficiency level)
*Recognize similies in a text
*Discuss the functions of similes
*Write 3 similes
*Write a paragraph that describes a setting using similes Language Objectives may focus on developing a students vocabulary.
Other lessons may on reading comprehension skills practice or the writing process.
Some may help students to brainstorm, outline, draft, revise, edit, or complete a text. Students also benefit from objectives that focus on functional
language use such as how to request information, justify opinions,
negociate meaning, provide detailed explanations, etc. Higher order thinking skills, such as articulating predictions
or hypotheses, stating conclusions, summarizing information,
and making comparisons, can be tied to language objectives too. One of the most important
things is that your language
objective should evolve from the
lesson topic and be a part of your
instructional plan. Use of materials, text,
and activities with ELL's SIOP Feature #2:
Building Background Knowledge Martin What does he look like?
How old is he? What is he
thinking about doing? Activate prior knowledge
& conceptualize key vocabulary Linking knowledge to prior learning Examples of materials and activities include:
Hands-on manipulatives, pictures, visuals, multimedia, demonstrationsd, jigsaw text reading, marginal notes Examples of how to adapt content:
leveled study guides
adapted text ELLs have to have knowledge
about the content topic (ie: American
Revolutionary War) As far as teaching vocabulary, select the ones that are
crucial for understanding the text or material. How many times do you think that new vocabulary word has to be introduced for a student to have that word as a part of his/her permanent lexicon? 12 Who remembers what we learned about ___________? How does that relate to our chapter? There is little benefit to selecting
twenty-five to thirty isolated vocabulary terms and asking ELLs
to copy them from the board and look up the definitions. Look at page
67 in your MCC Vocabulary knowledge correlates strongly with
acacemic achievement and reading comprehension If you are one of the ones
who thought you'd see an
automatic in the 911 "when
pigs fly," may we suggest
you duck? The kids with the biggest vocabulary do the best in school.
More words=more concepts
More concepts= able to answer more test questions well List-group-label
dog animals rabbit
pet crawl snake
table antelope cow
wild tiger tree
cat giraffe antelope Hold your pencil high in the air
if you'd like a 5 minute break. Hold your pencil down low to the floor if you'd like a 10 minute break! Tips for writing Objectives
-Consider the ELL's in your class
-Focus on the most essential part of the TEKS
-Consider the lesson or activity that will be taught, then decide how you want your ELL's to interact with English during that time, or as an extension of that time.
-Keep in mind the kinds of verbs that correlate best with TEKS, and the verbs that correlate best with ELPS.
-Remember: Language Objectives are always about listening, speaking, reading, or writing-- keep it simple! Laura: play DVD intro and stop
before Dr. Short Laura: resume at Dr. Short and finish introduction Predictions? Laura: play CD Rom, Ch 1, module 3 (all) Laura: DVD video start with Dr.
Short and stop after teacher has students read C&L objectives, pause it. Laura: resume DVD video
of teacher. Laura: CD rom Bkg. Knowledge, Module 1 Laura: CD, Bkg. Knowledge, Module 2