the 8 components of siop

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The 8 Components of SIOP The 8 Components of SIOP Sheltered Instruction Observation Protocol SIOP Lesson Preparation * COs & LOs * Adapting the content * Materials Strategies * Opp ortunities to us e * Sca ffolding * HOT S Interaction *Cooperative Learning * Use of L1 * Wait Time *Feedback * Key concepts & vocabulary * Assess student comprehension Review & Assessm’t *Hands on mater ial * Activ ities to use n ew skill s *Appl y kn owledge Prac tice/Ap plicat n B u i l d i n g B a c k g r n d * Key vocabulary * Links to sts. experiences & “known & new”

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The 8 Components of SIOP. Lesson Preparation * COs & LOs * Adapting the content * Materials. Interaction *Cooperative Learning * Use of L1 * Wait Time. Strategies * Opportunities to use * Scaffolding * HOTS. Sheltered Instruction Observation Protocol - PowerPoint PPT Presentation

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Page 1: The 8 Components of SIOP

The 8 Components of SIOPThe 8 Components of SIOP

ShelteredInstruction

ObservationProtocol

SIOP

Lesson Preparation * COs & LOs * Adapting the content * MaterialsSt

rate

gies

* Opp

ortu

nities

to u

se

* Sc

affol

ding

* HOTS

Interaction

*Cooperative

Learning

* Use of L1

* Wait Tim

e

*Feedback* Key concepts

& vocabulary * Assess studentcomprehension

Review & Assessm’t

*Hands on

material

* Activities to

use new skills

*Apply knowledge

Practice/Applicat’n

Bu

ildin

g B

ackg

r’nd

* Key vocabulary* Links to sts.experiences &“known & new”

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We will be We will be talking about….talking about….

StrategiesStrategiesoror

Ways to Think,Ways to Think,

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InteractionInteraction……

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And And Practice/Application.Practice/Application.

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What do I know about…What do I know about…

Strategies?Strategies?

Interaction?Interaction?

Practice/ Application?Practice/ Application?

How does it help students learn?How does it help students learn?

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How often do I useHow often do I use……

Learning StrategiesLearning StrategiesInteractionInteraction

Practice/ApplicationPractice/Application

in my teaching?in my teaching?

Consistently? Sometimes? Rarely?Consistently? Sometimes? Rarely?

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Strategies, Interaction & Practice/Application

Objectives: PWBAT…

- define the term strategy

- list the steps on how to teach a strategy

- participate in interaction activities

- reflect on the interaction at your grade level or content area

- label types of practice/application

- select one or two activities from the packet that you would be willing to try in your classroom in the next few weeks

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Part 1Part 1 StrategiesStrategies

Teaching a student how to think!Teaching a student how to think!

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STRATEGIES: How we teach students to:STRATEGIES: How we teach students to:

access informationaccess information

make connectionsmake connections

assit in problem solvingassit in problem solving!!

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Let them get down and dirty with Let them get down and dirty with the content!the content!

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Use strategies that connect the Use strategies that connect the dots and follow the mental dots and follow the mental

pathways of your students.pathways of your students.Like….Like….

Graphic organizersGraphic organizers MnemonicsMnemonics GistingGisting PredictingPredicting Self-questioningSelf-questioning Determining importanceDetermining importance

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an examplean example … …VENN DIAGRAMVENN DIAGRAMA Strategy for Comparing and ContrastingA Strategy for Comparing and Contrasting

DifferentDifferent SameSame DifferentDifferent

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Teaching a StrategyTeaching a Strategy

1. Name it!1. Name it!

2. Take time to teach it!2. Take time to teach it!

3. Use easy, high-interest content to teach it! Show students how 3. Use easy, high-interest content to teach it! Show students how the strategy can be used. Specifically model it!the strategy can be used. Specifically model it!

4. Tell students what your brain is doing when you are using the 4. Tell students what your brain is doing when you are using the strategy.strategy.

5. Have students practice again and again and again!5. Have students practice again and again and again!

6. Have students apply the strategy to the content several times.6. Have students apply the strategy to the content several times.

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You will participate in a lesson full of You will participate in a lesson full of strategies later in this presentation!strategies later in this presentation!

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Part 2Part 2 InteractionInteraction……

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QuestionQuestion:: Name one way to improve your Name one way to improve your students’ academic learning?students’ academic learning?Answer:Answer:

Let them talk to you and to each other about the Let them talk to you and to each other about the content!content!

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What are the Benefits of INTERACTIONWhat are the Benefits of INTERACTION??

Stimulates the brainStimulates the brain Increases motivationIncreases motivation Creates non-threatening/productive Creates non-threatening/productive

atmosphereatmosphere Provides more processing timeProvides more processing time Increases attentionIncreases attention

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There are three types of interaction in the classroom:

Teacher to Student

Student to Teacher

Student to Student

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An example of interaction activity is…

The One-Minute Mindstorm

You will have one minute to list all the thoughts that come to mind when I say_________________ to a partner. The partner records your list.

At the end of the time, a set of partners will read aloud their lists. Any items appearing on any other partner’s list must be crossed off. The remaining responses are counted to determine the winner.Topic:

Bail-Out

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Another interaction activity is…Another interaction activity is…Talk a Mile a MinuteTalk a Mile a Minute – Directions: – Directions:- Pair up with someone sitting close to you.Pair up with someone sitting close to you.

- Partners sit so they face each other, but one must have their back Partners sit so they face each other, but one must have their back to the screen.to the screen.

- The teacher will state the topic, saying: “These are things The teacher will state the topic, saying: “These are things associated with…”. Time begins.associated with…”. Time begins.

- The partner facing the screen will then give clues for the visuals or The partner facing the screen will then give clues for the visuals or words on the screen. They may use gestures or describe the item words on the screen. They may use gestures or describe the item but may not name it.but may not name it.

- The other partner must guess the answer and try to get all seven The other partner must guess the answer and try to get all seven items in one minute.items in one minute.

- Partners trade places and try again.- Partners trade places and try again.

Ready??Ready??

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1 2

6

5

3

4

7

World War II

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Math Terms

14/16

1/33/4

6/12

1

65

32

7

4

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Part 3Part 3 Practice/ApplicatioPractice/Applicationn

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By using the By using the Practice/Application ofPractice/Application of

reading,reading,

writing,writing, speaking,speaking, and and listening,listening,

students can make abstract students can make abstract concepts become more concepts become more

concrete!concrete!

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A Sample lessonA Sample lesson

As you participate in this lesson, check to As you participate in this lesson, check to see if there is any evidence of the use ofsee if there is any evidence of the use of… …

. Learning Strategies. Learning Strategies

. Interaction. Interaction

. Practice/Application. Practice/Application

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Essential QuestionEssential Question……

What physical characteristics do animals What physical characteristics do animals use for protection?use for protection?

((This lesson will beThis lesson will be

taught using varied taught using varied

learninglearning

strategiesstrategies.).)

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How do we teach this How do we teach this question?question?What physical characteristics do animals use What physical characteristics do animals use for protection?for protection?

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……..

The The BeginningBeginning - - Setting the StageSetting the Stage

The The MiddleMiddle-- Engaging with theEngaging with the ContentContent

The The EndEnd-- Assessing the Assessing the ContentContent

……to answer this essential questionto answer this essential question..

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The Beginning of the Unit…The Beginning of the Unit…

1.1.Arizona State StandardArizona State Standard

2.2.Content and Language ObjectivesContent and Language Objectives

3.3.Building BackgroundBuilding Background• Relating to students’ own livesRelating to students’ own lives • Making connections to academic knowledgeMaking connections to academic knowledge• Introducing key vocabulary by utilizing Introducing key vocabulary by utilizing

learning strategieslearning strategies

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We begin with…We begin with…1. 1. Arizona State StandardsArizona State Standards:: Students will use different learning strategies to Students will use different learning strategies to comprehend text.comprehend text.

Students will explain how organisms have defensive behaviors.Students will explain how organisms have defensive behaviors.

2. 2. Content Content ObjectivesObjectives: : SWBATSWBAT--1. define scientific vocabulary terms by creating vocabulary cards1. define scientific vocabulary terms by creating vocabulary cards

2. assess the validity of responses by using an Anticipation Reaction 2. assess the validity of responses by using an Anticipation Reaction Prediction Guide about cockroachesPrediction Guide about cockroaches

3. create who, what, where and when questions by using the “right-3. create who, what, where and when questions by using the “right- there” questions formatthere” questions format

4. predict the meaning of the text by using a scanning and 4. predict the meaning of the text by using a scanning and predicting sheetpredicting sheet

5. explain how cockroaches use warning systems for protection5. explain how cockroaches use warning systems for protection

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LanguageLanguage Objectives: Objectives:

SWBAT:SWBAT:1.1. Write sentences showing the correct meaning Write sentences showing the correct meaning

of vocabulary termsof vocabulary terms

2.2. Record and compare orally with a partner the Record and compare orally with a partner the anticipation/reaction and prediction guide anticipation/reaction and prediction guide responsesresponses

3.3. Write “right-there” questions and answersWrite “right-there” questions and answers

4.4. Write predictions of paragraphs within the Write predictions of paragraphs within the article “Why Roaches Rule”article “Why Roaches Rule”

5.5. Use adjectives when describing the warning Use adjectives when describing the warning systems of cockroachessystems of cockroaches

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1. 1. Think of a time when you Think of a time when you encountered a cockroach!.encountered a cockroach!.

2. Now, record an aspect of that 2. Now, record an aspect of that experience on a experience on a post-itpost-it. Place the . Place the post-itpost-it on a wall. Next, have a on a wall. Next, have a spokesperson in the class read aloud spokesperson in the class read aloud several of the several of the post-itpost-it statements. statements.

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What other kinds of interactions could What other kinds of interactions could take place with this Building take place with this Building Background Activity?Background Activity?

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The Key vocabulary below comes from the The Key vocabulary below comes from the reading “Why Roaches Rule.”reading “Why Roaches Rule.”

cockroachcockroach antenna-like sensorsantenna-like sensors predatorspredators cercicerci agileagile evadingevading detectdetect

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Select a word from the list and Select a word from the list and createcreate a a four-cornered vocabulary cardfour-cornered vocabulary card

1.1. cockroachcockroach- flat, brown insect which - flat, brown insect which infests kitchens and bathroomsinfests kitchens and bathrooms

2.2. antenna-like sensorsantenna-like sensors- something - something that gives a signalthat gives a signal

3.3. predatorpredator- an animal that kills other - an animal that kills other animals for foodanimals for food

4.4. cercicerci- tiny hairs on the tails of a - tiny hairs on the tails of a cockroach that measure wind speedcockroach that measure wind speed

5.5. agileagile- quick in movement, active- quick in movement, active6.6. evadingevading- escape from, avoid- escape from, avoid7.7. detectdetect- discover something- discover something

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wordword picturepicture

word in a sentenceword in a sentence definitiondefinition

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an example…____________________________________________________________an example…____________________________________________________________

Word

Predator

Word in a Sentence

The The predatorpredator lizard stalked lizard stalked the roach while it ate from the roach while it ate from the cats dish.the cats dish.

Picture

Definition of the word.

Animals who kill and eat other animals for food.

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What other types of What other types of interaction could take place interaction could take place with vocabulary cards?with vocabulary cards?

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The Middle of the Unit…The Middle of the Unit…

Engaging theEngaging the contentcontent

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The Middle of the Unit…The Middle of the Unit…

Learning Strategies and the TextLearning Strategies and the Text

1.Graphic Organizer-Label parts of the cockroach

2.Anticipation/Reaction Guide- based on opinions, concepts

and conflicts3.Prediction Guide- based on facts4.Scanning/Concept

Predicting- evidence to create ideas

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antennaantenna

cerci cerci

spiny legspiny leg

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1. Anticipation1. Anticipation//ReactionReaction GuideGuideBefore reading the article, decide whether you agree orBefore reading the article, decide whether you agree or

disagree with the statements below.disagree with the statements below.

Agree-DisagreeAgree-Disagree Agree – Agree – DisagreeDisagree

_____ _____ It is okay for a scientist to glue a cockroach _____ __________ _____ It is okay for a scientist to glue a cockroach _____ _____

between two wind-tunnel tubes then attach between two wind-tunnel tubes then attach electrodes to measure the nerve cells and electrodes to measure the nerve cells and

bombard them with wind!bombard them with wind!

_____ __________ _____ Cockroaches are smart and crafty.Cockroaches are smart and crafty. _____ _____ _____ _____

_____ _____ Cockroaches have a sophisticated _____ ___________ _____ Cockroaches have a sophisticated _____ ______

warning systemwarning system

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2. 2. Prediction GuidePrediction Guide((based on facts)based on facts)

PredictionPrediction VerificationVerification

Agree—Disagree Agree—Disagree Agree--DisagreeAgree--Disagree

____ ____ Cockroaches have two spiked tails _____ _____ ____ ____ Cockroaches have two spiked tails _____ _____ . which are covered with 200 hair-like . which are covered with 200 hair-like

antenna.antenna.

____ ____ Cockroaches react to fast moving wind _____ _________ ____ Cockroaches react to fast moving wind _____ _____

currents.currents.

____ ____ Cockroaches know when to “chill out” or _____ _________ ____ Cockroaches know when to “chill out” or _____ _____

when to “scram.”when to “scram.”

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3. Scanning and Concept 3. Scanning and Concept PredictingPredicting

DirectionsDirections: : Have scanning and concept predicting sheet in Have scanning and concept predicting sheet in front of you! Draw a diagonal line across the first front of you! Draw a diagonal line across the first paragraph from the first word of the paragraph to the last paragraph from the first word of the paragraph to the last word in the next to last line.word in the next to last line.

The cockroach is a wily critter. Merely walk into a The cockroach is a wily critter. Merely walk into a room or try to swat one and chances are the roach will room or try to swat one and chances are the roach will race into a corner before you say “Gotcha!” Until race into a corner before you say “Gotcha!” Until recently, experts didn’t know what made the insect so recently, experts didn’t know what made the insect so crafty. Now scientists at the Research Institute in crafty. Now scientists at the Research Institute in Princeton, NJ, think they have the answer.Princeton, NJ, think they have the answer.

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Scanning and Concept PredictingScanning and Concept Predicting

Now, trace your finger across the line Now, trace your finger across the line and see what science words “pop and see what science words “pop out” at you. Words like out” at you. Words like thethe, , anan, , veryvery—are not considered science words. —are not considered science words. Words like Words like sensor sensor or or predatopredator are!r are!

Next write down Next write down threethree of the science of the science words from the paragraph about words from the paragraph about cockroaches on the scanning and cockroaches on the scanning and concept predicting sheet.concept predicting sheet.

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Scanning and Concept PredictingScanning and Concept Predicting

The cockroach is a wily The cockroach is a wily crittercritter. Merely walk . Merely walk into a room or try to swat one and chances are into a room or try to swat one and chances are the the roachroach will race into a corner before you say will race into a corner before you say “Gotcha!” Until recently, experts didn’t know “Gotcha!” Until recently, experts didn’t know what made the insect so crafty. Now scientists at what made the insect so crafty. Now scientists at the the ResearchResearch Institute in Princeton, N.J. think Institute in Princeton, N.J. think they have the answer.they have the answer.

Directions: Using your three words, complete the Directions: Using your three words, complete the concept prediction statement on the sheet.concept prediction statement on the sheet.

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Scanning and Concept PredictingScanning and Concept PredictingParagraph #1Paragraph #1

1._1._crittercritter__________________

2._2._researchresearch______________

33._._roachroach____________________

I predict this paragraph is about I predict this paragraph is about the research of athe research of a critter called a roachcritter called a roach..

Paragraph #2Paragraph #2

1._______________1._______________

2._______________2._______________

3._______________3._______________

I predict this paragraph is about________________I predict this paragraph is about________________

________________________________________________________________________________________

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Paragraph #2 Paragraph #2 Scan and concept predict this paragraph.Scan and concept predict this paragraph.

Intrigued by the insect’s Intrigued by the insect’s sophisticated warning system, sophisticated warning system, physicist (scientist who studies physicist (scientist who studies energy and matter) Dima Rinberg energy and matter) Dima Rinberg wanted to know whether the wanted to know whether the common cockroach can distinguish common cockroach can distinguish between wind currents produced by between wind currents produced by the shutting of a door for instance, the shutting of a door for instance, and of a predatory frog. “A and of a predatory frog. “A cockroach doesn’t just jump at any cockroach doesn’t just jump at any breeze,” says Dima Rinberg.breeze,” says Dima Rinberg.

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What type of interaction could What type of interaction could take place with these take place with these strategies?strategies?

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Benefits of Interaction with text Benefits of Interaction with text materialsmaterials

PRACTICE (builds language and content PRACTICE (builds language and content area knowledge)area knowledge)

Active (hopefully meaningful) engagement Active (hopefully meaningful) engagement in the content and language of the contentin the content and language of the content

PRACTICEPRACTICE PRACTICEPRACTICE

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4. Text-Explicit or “Right-There” 4. Text-Explicit or “Right-There” QuestionsQuestions

1. Read the paragraph.1. Read the paragraph.

2. Ask either a Who? 2. Ask either a Who?

What? Where? or When? What? Where? or When?

question from the paragraph.question from the paragraph.

3. Place your finger on the 3. Place your finger on the

answer to the question.answer to the question.

These are called “right-there”These are called “right-there”

questions because you canquestions because you can

place your finger place your finger right thereright there

on the answer.on the answer.

4. Students can write one 4. Students can write one

question per paragraph.question per paragraph.

5. Students can answer5. Students can answer

each other’s questions.each other’s questions.

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An example of a “Right-There” question…An example of a “Right-There” question…

QuestionQuestion: What is a physicist?: What is a physicist?

Intrigued by the insect’s Intrigued by the insect’s sophisticated warning system, physicist sophisticated warning system, physicist ((scientist who studiesscientist who studies energy and matterenergy and matter) ) Dima Rinberg wanted to know whether Dima Rinberg wanted to know whether the common cockroach can distinguish the common cockroach can distinguish between wind currents produced by the between wind currents produced by the shutting of a door for instance, and of a shutting of a door for instance, and of a predatory frog. “A cockroach doesn’t just predatory frog. “A cockroach doesn’t just jump at any breeze,” says Dima Rinberg.jump at any breeze,” says Dima Rinberg.

Answer: A physicist is Answer: A physicist is a scientist who studies a scientist who studies energy and matter.energy and matter.

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Still the middle ofStill the middle of

the unit…the unit…

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5. 5. AnticipationAnticipation//Reaction GuideReaction GuideAfter reading the article and using the strategies, state After reading the article and using the strategies, state

whether you still agree or disagree.whether you still agree or disagree.

Agree-DisagreeAgree-Disagree Agree – DisagreeAgree – Disagree

_____ _____ It is okay for a scientist to glue a cockroach _____ __________ _____ It is okay for a scientist to glue a cockroach _____ _____

between two wind-tunnel tubes, then attach between two wind-tunnel tubes, then attach electrodes to measure the nerve cells and electrodes to measure the nerve cells and

bombard them with wind!bombard them with wind!

_____ __________ _____ Cockroaches are smart and crafty.Cockroaches are smart and crafty. _____ _____ _____ _____

_____ _____ Cockroaches have a sophisticated warning _____ __________ _____ Cockroaches have a sophisticated warning _____ _____

system.system.

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Adding Interaction.. Adding Interaction..

As easy as As easy as comparing comparing responses responses with a with a partner or…partner or…

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..any of the following interaction ..any of the following interaction activities.activities.

Four CornersFour Corners JigsawJigsaw Think-Pair-ShareThink-Pair-Share Three-Step InterviewThree-Step Interview Round RobinRound Robin Three-minute ReviewThree-minute Review Numbered HeadsNumbered Heads Team Pair SoloTeam Pair Solo Circle the SageCircle the Sage PartnersPartners Add your own:Add your own:

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Did we do these????Did we do these????End with…End with…

1. 1. Arizona State StandardsArizona State Standards:: Students will use different learning strategies Students will use different learning strategies to comprehend text.to comprehend text. Students will explain how organisms have defensive behaviors.Students will explain how organisms have defensive behaviors.

2. 2. Content Objectives:Content Objectives: SWBATSWBAT: :

1. 1. define scientific vocabulary terms by creating vocabulary cardsdefine scientific vocabulary terms by creating vocabulary cards

2. assess the validity of responses by using an anticipation reaction 2. assess the validity of responses by using an anticipation reaction guide about cockroachesguide about cockroaches

3. create who, what, where and when questions by using the “right- 3. create who, what, where and when questions by using the “right- there” questions formatthere” questions format

4. predict the meaning of the text by using scanning and predicting 4. predict the meaning of the text by using scanning and predicting sheetsheet 5. explain how cockroaches use warning systems for protection5. explain how cockroaches use warning systems for protection

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The end of the unit…The end of the unit…Assessing the ContentAssessing the Content

Students could….Students could…. Complete a cloze testComplete a cloze test Complete a graphic organizerComplete a graphic organizer Select two of the strategies Select two of the strategies

used in class and recreate used in class and recreate them.them.

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The 8 Components of SIOP: what we have The 8 Components of SIOP: what we have covered so far.covered so far.

ShelteredInstruction

ObservationProtocol

SIOP

Lesson Preparation

Stra

tegi

es

Interaction

Review & Assessm’t

Practice/Applicat’n

Bu

ildin

g B

ackg

r’nd

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