sheltered instruction observation protocol - world view · interactive mind maps. ......
TRANSCRIPT
Provide an overview of SIOP’s components and features.
Demonstrate key SIOP-based instructional strategies that facilitate comprehensible input and accessibility of content material for ELs (on par with their native English-speaking peers)
Sheltered Instruction Observation Protocol
Sheltered Instruction
Observation Protocol
Researched lesson components that are proven to support students’
academic and language needs!
A researched model of shelteredinstruction for LEP students:
A means for making grade-level academic content more accessible for LEP students while at the same time promoting their English language development.
Center for Applied Linguistics (CAL)
Sheltered Instruction Observation Protocol
Lesson Preparation
Building Background
InteractionPractice and Application
Lesson Delivery
Review and Assessment
Comprehensible Input
Strategies
8 Components30 Features
Change in perspective…
◦ Content AND Language Objectives
◦ 8 components guide instruction of best practices for Els
◦ Meaningful activities that incorporate the 4 language domains:
Listening Speaking Reading Writing(Thinking)
◦ 90-100% Student Talk◦ 90-100% Student engagement
What makes SIOP so different?
Form 8 groups In groups discuss features of your component using
the handout View the video clip to analyze the teacher’s lesson
for evidence of the features of your component!
Discuss findings and prepare for your share out. Choose a spokesperson to share your observations
with the group!
Building Background
Interactions
Lesson DeliveryComprehensible Input
Strategies
Practice and ApplicationLesson Preparation
Review and Assessment
http://www.teachertube.com/video/the-greatest-teacher-6171
Clearly DefinedContent Objectives
Content Concepts Appropriate Supplementary
Materials
Adaptation ofContent
PlanMeaningful Activities
Clearly DefinedLanguage Objectives
Link to Students’
Background Develop KeyVocabulary
LinkPast + NewLearning
Content Language School Language Multiple Meanings
Why do we need to build background knowledge?◦ Schemata cannot be presumed◦ Need to provide key vocabulary/language needed to
understand topic we will present◦ Need to show /teach students techniques for connecting
new information to prior knowledge they DO have
Example: What background knowledge did the commercial designers expect the viewers to have?
Required Background KnowledgeTurn to a partner & discuss
“One of the most important variables with learning is a student's prior knowledge. By tapping into what students already know, teachers help with the learning process. This is because learning is relating the new information, or concepts, to what we already know. Activating prior knowledge is like preparing the soil before sowing the seeds of knowledge.”
Cummins
Consists of agree/disagree statements. Designed to activate prior knowledge, arouse
curiosity, and foster thinking. Helps the brain become more receptive to the
new information. Identifies preconceptions students may have
about topic. Reflects major concepts, events, feelings or
conflicts in lesson. Give an initial exposure to related
vocabulary/terms
Building Background Techniques
Prior Knowledge Topic Survey: Climate ChangeInstructions:
Respond to each statement twice: once before the lesson and again after reading it. Write A if you agree with the statement. Write B if you disagree with the statement Response Before Lesson Response After Lesson
Carbon dioxide is not the only contributing gas towards climate change
The climate change scenario is not new began as long agoas the Industrial Revolution in 1760Rising temperatures in the climate are good for yourhealth
Stronger storms are an example of the effects of climate changeThe hole in Earth’s ozone layer is getting larger
Creating less fuel emissions
Video clips www.wingclips.com Visuals, visuals, visuals http://www.pdclipart.org/
http://www.clker.com/ Brainstorming ◦ Post-It Throwdown http://www.edudemic.com/three-techniques-
brainstorming/◦ Mindmapping http://www.edudemic.com/three-techniques-
brainstorming/◦ Google docs https://youtu.be/gqsDYRSK0OI◦ Padlet https://padlet.com◦ AnswerGarden https://answergarden.ch
Pre-reading activities – pre-teach key vocab, research topic info, interviews with peer-experts etc
Class discussion https://todaysmeet.comhttps://app.letsrecap.com/login
Vocabulary Knowledge
Students need to know at least 90to 95% of the words they read ifthey are going to comprehend thetext.
The ability to define a word
The ability to recognize when to use a word
Knowledge of its multiple meanings
The ability to decode and spell a word
Covers by Nikki Giovanni
Glass covers windowsto keep the cold away
Clouds cover the skyto make a rainy day
Nighttime coversall the things that creep
Blankets cover mewhen I’m asleep
*By permission of author Nikki GiovanniTaken from ReadWorks.org
Let’s Practice!
Glass windows Covers, to cover Clouds Sky Rainy, rain, to rain Nighttime To creep Blankets Asleep, to sleep
Coversby Nikki Giovanni
___ ____ ____to keep the cold
away____ ____ the ___
to make a ____ day_____ _____all the things that creep ______ ____ me
when I’m ____
Synonyms: tornado –whirlwind, funnel cloud, spout
Multiple Meaning Words: radicalMath or Science
a radical is the square root sign.Social Studies
a radical is someone who does not conform. Language Arts
A radical idea is an idea that is innovative, perhaps strange or on the “cutting edge.”
Consider:operation – table – product – power –problem – area –
round
Word Families: by concept, by sound, by topic, by prefix etcgraph-plot-axis herd-heard rain-snow-wind preorder-precede
4-square chart Word Wall Personal vocabulary
lists – google docs, wikis, google sites
What-I-Know-Sentences (self reflection, check understanding) “I know that fructose is…….”
Word families Word maps/Concept
maps Practice, Practice,
Practice!
What is the language of…
InquirySummarizingInformingComparing/Contrasting SequencingClassifyingAnalyzingPredicting/HypothesizingPersuading/Justifying
Understanding Language FunctionsThe WIDA Standards in the Classroom
Based on the evidence in the story so far, we believe______ because…
I understand what you are saying, but I would like to emphasize…
This is a good point. However, I believe the evidence shows that…
Although some people claim that… The advantages of _____ outweigh the
disadvantages of ______.
*Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12
I believe that one reason for their ____ was_____.
There were political, social, and cultural motives for…
Even though the textbook says the cause was_____, I believe it was _____.
The most likely reason for _____ was _____. Had a significant influence on… That was a result of…
*Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12
We need to figure out exactly what the targeted answer should include.
Let’s break it down into parts. First… Information that we need to solve this problem
is… because… There are different ways to solve this problem The best solution is… because… I predict that… I don’t think this information is important
because…
Learning Strategies
Scaffolding Techniques
Higher-OrderQuestioning
& Tasks
Strategies FeaturesC
ogni
tive
Lang
uage
Met
acog
nitiv
e
Frequent Opportunities for Interaction
Sufficient Wait Time
Clarify Key Concepts
in L1
Interaction Features
GroupingConfigurations
Directions:1)Interview a partner about a session he/she attended at the conference today. Share your experience too.
2)Share your 1st partner’s information with a 2nd
partner &, once again, yours too.
REFLECTIONSo, how much more do you know about today’s
sessions at the conference than you knew before? How much content-specific language (about the conference) did you practice?
www.classtools.net - Google docs (doc, sheets, slides, forms)
Random name selector
http://www.twiddla.com/
https://bubbl.us/Interactive mind maps
http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom
- Partner information gap activities (Student A/Student B)
- Jigsaw reading and sharing- Four corners- Journals/blogs- Numbered heads together- Round robin/roundtable- Surveys & interviews
Interactive whiteboard
Hands-on Practice
with New Knowledge
Application of New
Knowledgein New Ways
Practice & Application Features
Activities Integrate
All Language Skills
Involve short, structured activities
Have the end goal in mind when planning
Present instructions in a few sequential steps (orally and in writing) and MODEL!
More than comprehensible input
Targeted output that focuses on the content, concepts and language of the lesson.
Practice in both listening and discussing important content concepts
Opportunities to read and write about content information.
James Madison
-3 branches
-bicameral Congress
-population based
NEW JERSEY PLANVIRGINIA PLAN
small state plan
-equal voting
-group executive
-promoted state’s rights
COMPROMISES
-Great Compromise
House
Senate
-3/5 Compromise
-Slave Trade Compromise
CIVICS & ECONOMICS,
SLHS, Nov.2007Burnett/Wilkes
- Intro vocab and info about carbs (for example) – note-takingenergy polysaccharides monosaccharidesglucose starch fructosecellulose glycogen
- Demo foodstuffs/products containing carbs
Gap-filling informational text (guided practice)
Carbohydrates are organic molecules that ___________ carbon, hydrogen, and oxygen. Cells ________ these molecules for energy.The simplest sugars ____________ monosaccharides.GLUCOSE
Glucose is a monosaccharide. Plants __________ glucose during the process of photosynthesis. Plants _______ energy from the sun, water, and carbon dioxide to make glucose.FRUCTOSE
Fruits _______ sweet because they contain fructose. Fructose is also a monosaccharide. The complex sugars___________ polysaccharides.Examples ________ starch, cellulose, and glycogen.
_________________________________________________Use these VERBS to complete the paragraphs:
produce are called make store taste include
Biomolecules Groups of 3, use a maximum of 15 key words
related to your assigned biomolecule and design a graphic organizer to show what you know about the topic.
Include verbs/function words to connect the vocabulary words
Share the graphic organizer with the class.
More Examples of Practice & Application of Content & Language
Knowledge
Physical Science, June 2008Crowley/Wilkes
http://letsrecap.com/ Using Recap 0.47
http://getkahoot.com (http://kahoot.it or play)
www.popplet.com www.breakingnewsenglish.com www.piktochart.com Book Creator App
https://youtu.be/M0J9ptwcGLw 1.29
Book/Text/Concept Trailers – App ChatterPix Kids ChatterPix Kids
Support Content Objectives
During Lesson
Promote StudentEngagement
Pace Lesson Appropriately
SupportLanguage Objectives
During Lesson
Lesson Delivery Features
Review KeyVocabulary
Review KeyContent Concepts
On-going Authentic
Assessments
ProvideRegular
Feedback
Review & Assessment Features
Word/Phrase
Sentence
Discourse
• General, specific, transitional, and technical language
• Words and phrases with multiple meanings• Formulaic and idiomatic expressions • Collocations, nuances, and shades of
meaning
• Types and varieties of grammatical structures (syntax=structure and semantics=meaning)
• Conventions, mechanics, and fluency• Match of language forms to
purpose/perspective
• Amount of speech/written text • Structure of speech/written text • Density of speech/written text• Organization and cohesion of ideas
(thinking) • Variety of sentences and sentence types
What is the language of…
InquirySummarizingInformingComparing/Contrasting SequencingClassifyingAnalyzingPredicting/HypothesizingPersuading/Justifying
Understanding Language FunctionsThe WIDA Standards in the Classroom
Based on the evidence in the story so far, we believe______ because…
I understand what you are saying, but I would like to emphasize…
This is a good point. However, I believe the evidence shows that…
Although some people claim that… The advantages of _____ outweigh the
disadvantages of ______.
*Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12
Student-oriented: telling what students will do rather than what the
teacher will do.
Descriptive of learning outcomes: It is the
learning outcome, not the learning activity that
are described in LO.
Clear & understandable: LO are explicit, using a
clearly stated action/process verb
Observable: LO indicate what behavior(s) demonstrate that
students have mastered the objective.
Adapted from Ruslana Westerlund, WIDA
Characteristics of Effective Language Objectives
Language Functions (tied to the WIDA Features of Academic Language)
What language do the students use to “get to the learning” on a daily basis? And, what does the academic language that surrounds your intended content-based outcomes (evidences) look like? Sound like?Which domains of language are tied to students’ outcomes (evidences)?
Content Stems
These come from the North Carolina Standard Course of Study(Common Core and Essential Standards).
Topics/themes/language skills (*Think about the language demands within the topic/theme—what will the students encounter?)
Language Supports
What will you have in place to be sure all proficiency levels “swim in the pool” with the content-based lesson? How will students be supported to get to the discourse level?
*Remember, it’s better to have more supports in place than students need. They will learn to feel comfortable using them when needed! Too few=DANGER ZONE
Content Objective: understand the impacts of hurricanes on the environment and life in general.
Language Objective: We will write a paragraph using at least five sentences to summarize the impacts of hurricanes and life in general. We can use sentence starters, a graphic organizer, pictures, and a word bank. We can also work with a partner.
Content Objective: understand the impacts of hurricanes on the environment and life in general.
L: We will use the words hurricanes, eye of the storm, coastal community, and tropical in at least two complex sentences to elaborate on the impacts of hurricanes on the environment and life in general. We can use pictures, work in our small groups, and use sentence starters.
Content Objective: understand the impacts of hurricanes on the environment and life in general.
L: We will use descriptive language to write two paragraphs to describe the impacts of hurricanes on the environment and life in general. We can work in our table teams, use an illustration, and our “paragraphs posters.” We can also use our science journals.
What from the objective will you look for as “evidences” of students’ learning?
How will you measure descriptive language? What will you look for from their
paragraphs? What kinds of language within the
paragraphs measure their knowledge on the impacts of hurricanes?
Human Language ObjectivesLanguage Feature (word/phrase, sentence, discourse)
Language Function
Content Stem
Everyone at the table looks at the color-coded cards. Put your heads together to create language objectives. *You can trade cards with other tables if you want to “swap out”
How does this level of specificity with language objectives shape students’ academic language development? *think about the connections between content and language.How does it promote student-centered ownership within the process?
*Have another person “label” the elements of your language objective. They should be able to identify:
Language Domain(s)Language Feature (word/phrase, sentence, discourse)Language FunctionContent StemSupport
Academic language is crucial for school success (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006).
ELs best acquire English when language forms are explicitly taught and when they have many opportunities to use the language in meaningful contexts (Goldenberg, 2008).
Analysis of the language demand of the task, paired with stated purposes about written and verbal language production, resulted in higher levels of achievement for ELs.
(Echevarria, Short, & Powers, 2006)
Reflect and Tell a partner
one thing you learned from this session.
one thing you plan to share from this session.
one thing you will try out from this session.
one thing you won’t forget about this session, and why.
Provide an overview of SIOP’s components and features.
Demonstrate key SIOP-based instructional strategies that facilitate comprehensible input and accessibility of content material for ELs (on par with their native English-speaking peers)
SIOP Model SeriesSIOP **VIRTUAL** Facebook Party
@SIOPModel https://siop.pearson.com http://getkahoot.com (make a game)◦ htpps://kahoot.it (play a game)
www.uniteforliteracy.com www.edudemic.com www.emergingedtech.com
Deborah Wilkes, Cumberland County Schools
www.wiktionary.orgA wiki-based open content dictionary. Research words and make own wikdictionary http://vocabla.com/
Create vocab lists for your students to practice online or via app http://lingro.com
Type in a website address on the Lingro website and it instantly turns the website into a clickable dictionary that translates text in 12 languages. Words can be saved to a word list. http://www.wordhippo.com/
An all-in-one reference tool: defines a word, provides a meaning, provides a word that is opposite, pronounces a word, provides rhyming words, places the word in many different contexts, and translates the word. Whew!