District #6SIOP Trainer of Trainers

June 26-29, 2006

Welcome

Who’s in the room? Building teams represented Grade level Number of years in education

Why are we here? Consistent model for instruction We can’t do it alone We want what’s best for kids

Day 1 Objectives

CONTENT Participants will become familiar with the SIOP®

Model. Participants will engage in practice with Lesson

Preparation component of the SIOP®. LANGUAGE

Participants will begin to develop a SIOP® -related lexicon.

Participants will discuss sources of language objectives, issues in second language acquisition, and implementation strategies for sheltered instruction.

Overview of SIOP® Resources

Making Content Comprehensible for English Learners by Jana Echevarria, Mary Ellen Vogt and Deborah J. Short pg. 200-The protocol pg. 209-Abbreviated protocol Chapter layout

Training Manual notebook pg. 7-Treasure Hunt

Define sheltered instruction Simultaneous roundtable

Overview of the SIOP®

8 components 30 features

Making sense of terms (manual pg. 23) The difference between SDAIE and SIOP® is

that SDAIE is a collection of strategies and the SIOP® is a scientifically validated model

A visual representation (manual pg. 29) Read “A Model for Sheltered Instruction” pgs.

13-16 of book

Research Base

7 year (1996-2003) partnership with Center for Research on Education, Diversity, & Excellence (CREDE) Identify key practices for SI Examine the effects on students’ academic literacy, and Develop professional development

5 years of collaboration with teachers to develop the protocol

Validity and reliability study found that the SIOP instrument is a highly reliable and valid measure of sheltered instruction (Guarino, et. al., 2001)

Research Results

1997-1998 comparison of ELLs with trained SIOP teachers and those not Used a narrative prompt scored using the

Illinois Measure of Annual Growth in English (IMAGE)

Positive results for SIOP classes 1998-1999 comparison

Used an expository prompt Graphs on pg. 33 of manual

BREAK!!!!

Let’s take a 15 minute break

Overview of 8 components

Strategy brainstorm Video Strategy Sort Check for understanding (pg. 39 of manual)

Second Language Acquisition

Knowledge of second language acquisition provides the foundation for the SIOP® model The process The circumstances or reasons for learning a

second language Social and Academic Language Factors that affect language acquisition

Cummins’ quadrant model of Language learning

Agree or Disagree?

1. A child acquires its first language primarily by imitating adults.

2. The process of acquiring a second language is more similar to the process of acquiring the first language than it is different.

3. The best way for a child to learn English in school is to control the vocabulary, syntax, and sequence of grammatical structures that the child is exposed to.

4. Oral fluency in English is a strong indicator that an ELL will succeed in the classroom.

A few more...5. Once a student has learned the language of

instruction, his problems in the classroom are largely over and he should be able to handle academic assignments with little difficulty.

6. Placing a child learning English in a mainstream classroom will ensure that she will spend enough time in English to learn the language quickly.

7. An initial “silent period” can benefit the ELL because it allows him an opportunity to process and decode the new language.

8. Good teachers should suggest to the parents of a child learning English that the parents speak English at home.

Summary of Language Acquisition

The child learns language by unconsciously generating rules, perhaps to fill and innate blueprint (Chomsky).

His errors often indicate that learning is taking place.

He learns language in meaningful, supportive, and communicative settings.

He understands more than he can say. He will require a lot of time to become fluent.

Circumstances for learning L1 vs. L2 Learned at home Learned by infants and

toddlers Learned in order to

communicate with loved ones

Largely and unconscious process

Not time pressure to learn Must learn developmental

concepts as well as language

Learned at school, work All ages, often times older Communicate with community,

work, could be to communicate with loved ones, succeed in the US, job marketability

Very conscious, structured, learned not acquired, stressful, ongoing, use it or lose it, never becomes your L1

Pressure of a timeframe, social and academic

Transfer developmental concepts to L2 for older

Stages of Language Acquisition

Pre-production “Silent Period”, 500 word receptive vocabulary

Early production Limited comprehension, one or two-word responses,

1000 word receptive vocabulary Speech Emergence

Good comprehension, errors in grammar, simple sentences, 3000 word receptive vocab.

Intermediate Fluency (3-5 years) Excellent comprehension, complex and varied sentence

structure, 3000+ words

Role play

What’s it like to try to communicate while remembering the rules Chose one person in your group to start Begin by saying, “What I usually do each

morning.” Each participant, in turn will add a sentence BUT...none of you may use a word that

contains the letter “n”. Try to maintain normal conversational speed

Social and Academic Language

“ELLs should be kept in ESL classes until they know English, then they can join mainstream classes.” Discuss this statement with your small group. Brainstorm reasons why it doesn’t work.

The SIOP® model provides a framework for instruction that promotes content learning and English language development Integrated Instruction Social and Academic language can and should be

learned concurrently.

Social and Academic Language

ELLs will often appear to be fluent in English but in reality lack sufficient academic language proficiency and related skills to succeed in school.

Often is perceived as laziness Perhaps it is a lack of proficiency in academic

language. Language proficiency is the ability to use

language for both academic purposes and basic communicative tasks.

Social vs. Academic Language

Simpler (shorter sentences, vocabulary and grammar)

Usually face-to-face, small groups, informal

Precise understanding seldom required

Simple, familiar topics Non-verbal clues Multiple opportunities to

clarify

Factors that Affect L2 Acquisition

Manual page 55 Two of the most important characteristics that

affect the ease of difficulty of language development are the level of contextual support and the degree of cognitive demand Contextual support: Clues, often nonverbal,that

students use to gain meaning in a new language, “increase comprehensibility”, the environment (broad sense)

Cognitive demand: “brain strain”, level of difficulty of the content

Cummins’ Quadrant Model

C.

D.B.

A.

Cognitively Undemanding (Easy)

Cognitively Demanding (Hard)

Context Embedded(many clues)

Context Reduced(few clues)

Cummins’ Quadrant Model

In which quadrant would the following activities fit? Face-to-face conversation SAT test A-V assisted lessons Demonstrations Spelling lists Social Studies lesson with maps and photos Math word problems Academic lessons without props Social telephone conversation

Cummins’ Quadrant Model

The teacher’s role is NOT to make academic tasks less cognitively demanding, but to support their successful accomplishment by adding context, activating prior knowledge, and scaffolding the task for step-by-step success.

In other words...what can be done to take what is in quadrant D and move it to quadrant B?

Self-evaluation

Page 35, 37 of manual Building teams discuss strengths and

weaknesses of their staff.

LUNCH!!!

Take about 40 minutes

Lesson Preparation

Clearly defined content objectives for students

Clearly defined language objectives for students

Content concepts appropriate for age and educational background level of students

Supplementary materials used to a high degree, making lesson clear

Adaptation of content for all levels of student proficiency

Meaningful activities that integrate lessons

Lesson Preparation

Reproducible 3.4 Gallery walk What is the difference between content and

language objectives? Writing a language objective to support a

content objective (Reproducible 3.2) ELD standards Language function Language structure Vocabulary development

Lesson Preparation

Check your content and language objectives with a partner using the questions on Reproducible 3.3 (Manual pg. 17)

Video-Lesson Preparation Use reproducible 3.7

Practice rating Ms. Chen, Mrs. Hargroves , and Mr. Hensen in Ch. 2 of book

Manual pg. 75 and 77 are examples of a matrix to assist in developing language objectives

Building Team Discussion

Look through first three sections in manual Key points to cover with staff Highlight/note pages

Skim through pg. 43 of Making Content Comprehensible

Questions

Whole Group Debrief

Blank SIOP lesson template Bring materials for last day work-session

Elementary: Content standards Math, Science or Social Studies

Secondary Content standards Content area materials

Tickets out the door Something new or that was reaffirmed today Three key concepts from this section that I will share

with my staff Lingering question(s) around lesson preparation