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INTRODUCING THE SIOP MODEL
Transcript of INTRODUCING THE SIOP MODEL
Include a variety of assignments and activities that tap into the multiple intelligences of students.
Include projects, oral reports, written assignments, portfolios, performance-based assessments, hands-on and pictorial activities such as graphs, charts, illustrations, models, key concepts, etc.
Students are taught explicitly.
Students’ affective needs, cultural backgrounds, and learning styles are included.
What do SIOP Lessons Look Like?
Approach for teaching content to ELL students. It makes content comprehensible and promotes English language development. Also referred as SDAIE (specially designed academic instruction in English).
This course will be based on the professional development model that evolved from SIOP (Sheltered Instruction Observation Protocol).
FROM….. the content-based ESL approach which is used by language teachers based on thematic units. The main goal is to develop language by incorporating information from content area subjects. This approach has not been sufficient for ELL students to succeed academically.
TO…..Sheltered English Instruction, SDAIE, and SIOP. This approach is used by content teachers. The main goal is to develop content and language. Some techniques used are: cooperative learning, connections to students’ experiences, targeted vocabulary development, slower speech and fewer idiomatic expressions, use of visuals and demonstrations, and use of adapted texts and materials.
Changes in Instructional Practice for ELL Students
The research of the National Center for Research on Education, Diversity, and Excellence (CREDE) reached the same conclusions as the National Literacy Panel but they also found that:
Oralcy and literacy can be developed simultaneously.
ELL students need enhanced and explicit vocabulary development.
ELL students need instructional accommodations and support to fully develop their English skills.
Variety of educational and cultural experiences.
Represent 180 native languages.
Have had different schooling experiences.
Have different expectations about schooling.
Different socio-economic status.
Limited or full formal schooling.
Many are U. S. born and may only speak a language other than English at home.
Parents’ education levels and proficiency in English vary.
English Learner Diversity
90% of recent immigrants come from non-English speaking countries.
There were 5 million school age children identified as ELL in 2004-2005.
Hispanic students make up 75% of the ELL student population.
States with the most immigrant students: CA (35%), TX (11%), NY (11%), FL (7%), IL (5%), and NJ (4%).
Projections suggest “language minority students” will comprise over 40 percent of elementary and secondary students by 2030 (Thomas & Collier, 2001).
59% of adolescent ELL students live in families with incomes 185% below the poverty line compared to 28% of adolescents who live in English speaking homes.
89% of Hispanic middle and high school students read below grade level.
96% of 8th grade ELL students scored below the basic level in the reading portion of the NAEP (Nat’l Assessment of Educational Progress) test.
ELL students have the highest drop out rates compared to language majority students.
31% of all young ELL secondary do not complete high school even though some of them completed graduation requirements.
What were the differences between Javier’s teachers? What are the possible consequences for Javier in terms of learning content?
The SIOP Model: 8 Features to the Lesson Planning Process
What are some challenges of learning English?
The first instrument was drafted in the 1990’s.
In 1996, a SIOP model was created based on the instrument (See APPENDIX C).
In 2001, the SIOP instrument was confirmed to be a valid and reliable measure of the SIOP model.
The Sheltered Instruction Observation Protocol (SIOP)
Age appropriate knowledge of the English language is pre-requisite in the attainment of content standards.
Secondary school subjects require language use and cognitive skills that are more complex and specific.
The research of the National Literacy Panel on Language Minority Children and Youth concluded that:
ELL students benefit from oral language proficiency instruction.
ELL students benefit from reading instruction such as phonemic awareness, phonics, fluency, vocabulary, and text comprehension.
Oral proficiency and literacy in the student’s native language will facilitate development of literacy in English.
Home language experiences can contribute to English literacy achievement.
Introducing Sheltered Instruction
Making Content Comprehensible for
THE SIOP® MODEL
Echevarría, Vogt, & Short
Video: Introduction to the SIOP model