NC SIOP Reunion :

Making Sheltered Instruction

Operational

Joanne Marino, NC DPI ESL/Title III Consultant jmarino@dpi.state.nc.us

ELD SCS

ELD SCS

Our focus today…

1) Overview of the SIOP model

2) Literacy Instruction in the Sheltered Classroom

3) Getting Administrative Buy-in

4) Language Objectives

5) “Simplified” English

Part 1: Overview of the SIOP Model

• Lesson Preparation• Building Background• Comprehensible Input• Lesson Delivery• Learning Strategies• Interaction• Practice and Application• Review / Assessment

Part 4: Language Objectives:

Why are they necessary? What do they look like?

NC LEP Students K-12

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The Literacy Challenge

• 30% of all secondary students (6-12) read proficiently

• 11% of secondary Hispanic students read at grade level

• 14% of secondary of Afro-American students read at grade level

• 4% of 8th-grade LEP students scored proficient on the reading part of the National Assessment for Educational Progress.

Short, D and Fitzsimmons, S. (2007) Double the Work, Alliance for Excellent Education, Carnegie Corporation, New York.

Ma and Pa Kettle

Math Lesson

Content Language

What is the relationship?

Lesson PreparationLesson

Preparation

Objectives

Content Concepts

Content Language

Supplementary Materials

Adaptation of Content

Meaningful Activities

Sheltered Instruction•Safe place •Protection

from the language demands of mainstream instruction which is beyond the

comprehension of English language learners

Teach Content and Language Objectives

• Link literacy instruction with content instruction– Relevant

• Develop academic language– Vocabulary

– Sentence patterns

– Learning strategies

Language Objectives are language demands of the content class

Language functions /school language (define, describe, explain, classify, compare, summarize, …)

Language structures (questions, past tense, writing a sentence, writing a paragraph)

Academic vocabulary (discipline-specific, high-use words, word forms)

Academic Vocabulary SampleUnit on Revolutionary War

Discipline-specific• colony, colonist• Patriot• Loyalist• Stamp Act• traitor

High-Use Words (in all subjects and grades)• independence, independent• to protest, a protest• impact• perspective• signify, significance,

significant, significantly

2.01 Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities.

Language Objectives answer the question…

“What language do students need to complete the assigned task?”

vocabularysequence

cause and effect

past tensetext type

lab report narrative

Steps to identify language needed for content

• Identify key science/math/social studies terms

• Review all texts for additional words students need to know (Adequate reading comprehension depends on knowing 90-95% of the words in a text [Nagy & Scott, 2000]) – Select words with multiple meanings (state,table…)

• Determine questions to be formulated• Identify text structure (cause/effect, sequence,

comparison…)

ELD Standards help shape Language Objectives…

“Where are the learners relative to the language expectations?”

novice

“What strategies will help make this language accessible?”advance organizers

use of cognates

cooperative groups

developing some experience

TESOL Standards TESOL Standards The WIDA ELP StandardsThe WIDA ELP Standards

Standard 1—Social and Instructional Language– English language learners communicate in English for Social

and Instructional purposes in the school setting.

Standard 2— Language of Language Arts– English language learners communicate information, ideas and

concepts necessary for academic success in the content area of Language Arts.

Standard 3—Language of Math– English language learners communicate information, ideas and

concepts necessary for academic success in the content area of Math.

Standard 4—Language of Science– English language learners communicate information, ideas and

concepts necessary for academic success in the content area of Science.

Standard 5— Language of Social Studies– English language learners communicate information, ideas and

concepts necessary for academic success in the content area of Social Studies.

A Model Performance Indicator (MPI)

Explain uses of information about math operations using realia or manipulatives

support / scaffold

Teaching strategy

languagecontent

NC ELP SCS under RevisionGrades 6-8 Standard 5: Academic and Content Language – The learner will use content-specific vocabulary, English language functions and cognitive processes in a variety of academic contexts and across language domains [speaking, listening, reading, and writing] to achieve the goals of the NC SCS in all content areas, including English Language Arts, Mathematics, Science, and Social Studies.

Objective 5.02 (Mathematics) The learner will develop academic and content language to recognize, describe, model, compute and solve problems by exploring grade-level content applicable to number and operations, measurement, geometry, data analysis and probability, and algebra

Entering/Novice Low

Beginning/Novice High

Developing/ Intermediate

Low

Expanding/Intermediate

High

Bridging/Advanced

Superior

NL 5.01 using basic content vocabulary with non-verbal or pictorial representation, given extensive support.

NH 5.01 using basic content vocabulary with simple words and phrases, given extensive support.

IL 5.01 using expanded content vocabulary in phrases and simple sentences, given extensive support.

IH 5.01 using expanded content vocabulary with simple sentences in discourse, given moderate support.

A 5.01 using extensive content vocabulary in a variety of sentence structures in discourse, given occasional support.

S 5.01 using extensive content-specific vocabulary in expanded discourse, primarily independently.

Both WIDA/TESOL and Revised NC ELD SCS highlight academic language

and levels of supportExplain uses of information about math operations using realia or manipulatives

using expanded content vocabulary with simple sentences in discourse, given moderate support.

Sample MPI for

ELP WIDA Standard #3 (Language of Mathematics)

Speaking Domain

Grade cluster 6-8

WIDA ELP Level 4

NC ELD SCS

Objective 5.02 (Mathematics)

IH 5.01

Language objectives are embedded in content objectives

To determine the language objective consider the content

objective or the task assigned to master the content objective

Math / Grade 31.01 Develop number sense for

whole numbers c. Compare and order

Language: vocabulary & patterns• greater, greatest • less, least • equal to• x is {greater / less } than y.• x is the {greatest / least} number in the series.• x is equal to y.

Contentnumber sense for whole numbers

Objectives

• CONTENT1. Order numbers from

least to greatest.

2. Use <, >, or = to make each sentence true.

• LANGUAGEExplain to a partner why

your statements are true using a number line. Use these sentence patterns:

• x is {greater / less } than y.

• x is equal to y.

Content Objective:Today we will be comparing and ordering whole numbers.

Language Objective:In small groups, we will use the phrases less than and greater than to compare and help us order numbers.

Lesson Preparation Features

Content and Language Objectives

Math SCS 1.01/ Grades 4-8

• 4: Compare and order rational numbers

• 5: Compare and order rational numbers

• 6: Compare and order negative rational numbers

• 7: (1:02) Describe the effect of operations on size

• 8: Compare and order real numbers

Science / Grade 32.01 Observe and describe the properties of soiI: color, texture,

capacity to hold water

Language: vocabulary & patterns•sedimentation, particles, rocks, minerals•sand, silt, clay •fine, medium, coarse

•Sequence: first, second, third…

ContentSoil properties

Content Objective 2.01 student-friendly

• Students will describe the properties of soil and what causes them to settle at different rates (using a soil profile).

Language Objective student-friendly

• Students will sequence the steps of sedimentary rock formation in writing.

Modification: Have the steps written for students and have them use time and order words to put them in the correct order.

• Students will retell the steps of sedimentary rock formation.

Modification: Have students -work with a partner-use a visual/notes

Science / Grade 74.07 Explain the effects of environmental influences

(smoking, alcohol, drugs, diet) on human health

Language: vocabulary & patterns• One consequence of ________is ____________• _______ leads to/causes _____________.• _______ increases the risk of ______________.• ______ are more likely to ___________ than

__________.

Content Effects of environment

Content Objective: Explain the effects of smoking on human health.

Language Objectives:• Explain to a partner the effects of smoking.

One consequence of smoking is ___________.Smoking leads to _____________.Smoking causes _____________.Smoking increases the risk of _____________.Smokers are more likely to ___________ than

nonsmokers.

• In the reading, highlight the effects of smoking.

Social Studies / Grade 8

2.01 Trace the events leading up to the Revolutionary War and

evaluate their relative significance in the onset of hostilities.

Language: vocabulary & patterns• sequence• cause & effect • evaluate

ContentRevolutionary War

Objectives

CONTENT• Complete a timeline

listing the events leading up to the Revolutionary War.

LANGUAGE• In the reading,

highlight the colonial action in blue and the British reaction in red.

• Explain to a partner your timeline. Use the words first, second, then to show sequence.

ObjectivesCONTENT

• Select the 3 most significant events which led to the Revolutionary War.

LANGUAGE• In writing, summarize the

3 most significant events which led to war._______ was the most

significant event because _________________.

The significance of _____cannot be overstated. It _________.

________ was also significant because _________.

Visual Arts / Grade 85.03 Compare and contrast

relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.

Language: vocabulary & patterns• X is ______ while y is _________.• X is different from y in that _______• Both x and y are __________________.• X is more _____________ than y.

Content Works of art

Content Objective: Compare Medieval and Renaissance

paintings

Language Objective:Write an art critique using comparative

sentence structures.

• X is ______ while y is _________.• X is different from y in that _______• Both x and y are __________________.• X is more _____________ than y.

Biology2.02 Investigate and describe the structure and functions of cells…

Language: vocabulary & patterns• The _____ consists of ___________.• The ____ is made up of __________________.• The _____ includes the _______________. • The function of the _____ is to _________.• The _____ serves to ___________.• The _____ acts/serves as a ___________.

Content cells: structure

function

Content Objective: Identify the structure of a cell.

Language Objectives:• Explain to a partner the structure of a cell.

The _____ consists of ___________.The ____ is made up of __________________.The _____ includes the _______________.

• Label cell parts on a diagram.• Complete a cloze text describing the structure of a

cell.

Content Objective: Compare the structure of an animal cell with the

structure of a plant cell.

Language Objective:Language Objective:Describe the structure of plant and animal cells to a

partner using the comparative form. Both plant cells and animal cells contain _______.A plant cell contains a nucleus. An animal cell also

contains a nucleus.Plant cells contain vacuoles, whereas animal cells often

do not have vacuoles.Plant cells contain vacuoles. Animal cells, however,

often do not have vacuoles.

Verbs for Language Objectives

Write…….

Read with a partner…….

Think………

Listen……...

Read……….

Discuss………

Retell…….

Language Acquisition: An Interdependent Process

Identify Content and Language Objectives

Matching Activity

• Pair content and language objectives

• Name what the student will do and how it will be done

Lesson Preparation Features

A Closer Look at ObjectivesFind the LCM (lowest common multiple) of 2 or more numbers.

Write the steps used to solve the problems.

Classify solids and their parts.

Justify orally your classification system to a small group.

Round 4-digit numbers to the nearest 10 or the nearest hundred.

Explain your answer to a partner using a number line.

Write Language Objectives Activity

Grade 6 Math: 5.03: Solve simple (one- and two-step) equations or inequalities.

Content Objective: Solve two-step equations (3x-

10=14)

Language Objective:

Possible Language Objectives

1. Explain to a partner how to solve two-step equations. Use key vocabulary: first, second, then, combine like terms, isolate the variable, inverse operations.

2. Use commands to state the steps in solving two-step equations as your partner does them.

3. Write in your journal how to isolate the variable in a two-step equation.

Create a sample of language objectives

Identify objective’s components Isolate key vocabulary and sentence

patterns Incorporate 4 language skills: RWLS

Maria might say

“Fast food does bad stuff to you.”

Guide students to use scientific phrasing…

“ Research indicates that a diet of fast food can have negative impacts on a person’s physical and mental health including weight gain, skin problems, and mood swings.”

What can the ESL teacher do?

• Collaborate with the content teacher

• Teach the language of the content:Discipline specific High-use

• Explain how language works in the various content areas.

Explicit Focus on Discipline-Specific Ways English Works

• Content is constructed mainly in language• Each subject has its own ways of using language• Analyze and talk about language to help students see how

meaning is constructed in English in different subjects

– Look at information that has been left out and has to be recovered by the student to understand the passage.

– Provide tools for unpacking dense text• Identify sentence parts and their meaning

relationships• Examine time-markers and connectors• Recognize verb choices

How language makes meaning

• What ‘s going on in the text?

• What is the author’s perspective?– Look at the language choices an author

makes

• How is the text organized?– How is information introduced and referred

to?

Learning about languageHow does English work in science class? How does English work in history class?

A volcano’s structure or edifice is cone-shaped. It is more or less symmetric and is built by an accumulation of lava around the volcano’s central vent, an exposed opening on the earth’s surface.

Process: is cone-shapedParticipant: volcano’s edifice

Analyzing history text…

The Missouri Compromise passed in 1820.

Process: passed Participants: the Missouri Compromise Circumstances: in 1820

Learning History, Learning Academic Language,Mary J. Schleppegrell, Presented at the 2007 CREATE conference, October 2, 2007http://www.cal.org/create/events/CREATE2007/schleppegrell.html

We don’t need to dumb down the texts we use; instead

we need to unpack text systematically!

Keep the End in Mind!