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Transcript of SIOP
Speech is appropriate for students' proficiency levels
Provide a clear explanation of academic tasks
Use a variety of techniques to make the concepts clear
Practice & Application
PRETEST WITH A PARTNER
(Vogt & Echevarria, 2008)
"We think the answer might be _________, because we learned __________."
"We don't know the answer to this question, but we do know that _______."
Teachers who use SIOP, engage students
in a variety of ways...
Provide students with ample opportunities to use learning strategies
Student Active Engagement
Using varied grouping configurations to support language and content objectives of the lesson
"Learning is more effective when students have an opportunity to participate fully" (Echevarria, Vogt & Short).
Provide frequent opportunities for interaction and discussion through questioning
Tell me more about that.
What do you mean by that?
How do you know?
What does that remind you of?
"Interaction accesses the thought processes of another and solidifies one's own thinking" (Echevarria, Vogt & Short).
Grouping students to support language and content objectives
Use minimum of 2 group structures per lesson.
Whole class group develops community and shared experience.
Small groups (triads, circle groups, fours, etc.) promote multiple perspectives and collaboration.
Pairs maximize practice opportunities and gives one-on-one assistance.
Ability, gender, or background grouping creates support.
Groups of mixed ability, gender, or background provides variety and support.
Providing sufficient wait time for student responses
Waiting 5 seconds for student responses has "pronounced changes in student use of language and logic as well as... attitudes and expectations" (Rowe, 1986, p. 43).
More responses (solicited and unsolicited)
More student questions
More student/student interaction
Increased student confidence
Clarification of key concepts in student's first language
"Best practice indicates that ELLs benefit from opportunities to clarify concepts in their native language" (Echevarria, Vogt & Short, p. 6).
Utilize bilingual aids, paraprofessionals and peer students.
Allow native language texts and dictionaries.
Use verbal and instructional scaffolding methods to support students in their acquisition of these strategies
Encourage critical thinking with questions and tasks that encourage application, analysis, or evaluation
From Pearson SIOP Model
Video from Pearson SIOP Model
This lesson delivery style is a great way to keep student engagement high, while also providing natural checks that prevent the teacher from overwhelming the students with too much information.
The lesson is presented in small "chunks," and following each of these, the class is given time- either individually, with partners, or in small groups- to mentally "chew" on the new material.
Preparing learners for learning
Content objectives are clearly defined, displayed, and reviewed with students
Language objectives are clearly defined, displayed, and rewviewed with students
Make Content Clear & Connect
Make it Meaningful
Know your students
Consider your students' previous educational backgrounds
Make it Meet Student Needs
Adapt content to meet student proficiency
Use graphic organizers, study guides, jigsaw reading etc.
Use supplementary material when needed to help foster understanding
Graphs, models, and other visuals can be tremendously beneficial
How to Make Language Comprehensible?
Avoid jargon with ELL's and make sure that all learning tasks are clearly defined
Monitor understanding-- use group assessment techniques such as:
Thumbs Up, Thumbs Down
Feature #27 & #28:
Write them repeatedly!
Act them out!
Put them in context!
"Chunk" lessons into smaller sub-sections and review before proceeding!
Link key points from sections!
Allow small groups or partners short discussion opportunities!
Develop ELL second language proficiency!
Paraphrase to correct English!
Feedback is delivered orally, written, with body language, and facial expression!
Use Regular Feedback
Review Key Concepts
Frequent reviews provide frequent informal assessments!
Determine understanding then reteach or proceed with new material!
Use multiple indicators and assessment sources (writing, discussion, projects, observations, etc.)
Observe trends with individuals.
Practice, Practice, Practice!
Make Concepts Relevant
Have students keep journals
Have students teach each other concepts
Play games to review content
Ask students to write test questions for their peers to answer
Abstract Concepts Need to be Tangible
Discussion (both small group and whole class)
Work with partners on a project
Making manipulatives, models, or other physical representations of a concept
Practice and Application in Action: Pearson Video
Making Content Comprehensible for English Language Learners
THE SIOP® MODEL
Echevarría, Vogt, & Short
September 30, 2013
ELL students have the highest drop out rates compared to language majority students.
Projections suggest “language minority students” will comprise over 40 percent of elementary and secondary students by 2030 (Thomas & Collier, 2001).
What do we know about ELLs?
The Sheltered Instruction Observation Protocol (SIOP) Model* is a research-based instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.
What is the SIOP Model?
Components of SIOP
There are 8 instructional components of the SIOP Model, composed of 30 featuresLesson Preparation
Practice & Application
Review & Assessment
Features of SIOP
Appropriate Content Concepts
Adaptation of Content
1. Describe what students will be learning
Clearly define content objectives by both stating them orally and writing them on the board
2. Describe how students will learn the content
Clearly define language objectives both orally and visually
Content concepts are appropriate for age and educational background
Supplementary materials used to a high degree
Planning Your Lessons
Students pair up and each pair is given a unit pretest. The students pass the pretest and a pencil back and forth between one another, taking turns reading the questions aloud and- after discussing potential responses together- writing down their answers. Students are encouraged to answer questions using templates that include:
FIVE-STEP VOCABULARY ACTIVITY
1. The teacher provides the definition of a novel vocabulary word.
2. The teacher creates a non-linguistic representation of the word while verbally identifying the most important aspects of the visual.
3. Students write or say their own definition of the word.
4. In pairs or small groups, students create their own non-linguistic representation of the word.
5. At a later point, the whole class returns to the teacher's visual to add or revise elements as the students deepen their understanding of the concept.
(Beck, McKeown, & Kucan, 2002)
Concepts explicitly linked to students' background experiences
Links explicitly made between past learning and new concepts
Key vocabulary emphasized
Provide your students with frequent opportunities for interaction & discussion
Consistent wait time for responses is provided
Ample opportunities for students to clarify key concepts in L1
Provide hands-on material and/or manipulatives for students to practice using content knowledge
Provide activities for students to apply content and language knowledge
Provide activities that integrate all laguage skills (reading, writing, listening, and speaking)
Content & Language objectives clearly supported by lesson delivery
Students are actively engaged 90-100% of the time
Pacing of the lesson is appropriate to students' abilitly levels
Features #23 & #24:
Chunk & Chew Strategy
Give a comprehensive review of key vocabulary and key concepts
Provide feedback to students regularly
Conduct assessments of comprehension and learning throughout