Making Content Comprehensible for English Language Learners SIOP Model Sheltered Instruction for Academic Achievement Bilingual/ESL Department
Transcript
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SIOP Model Sheltered Instruction for Academic Achievement
Bilingual/ESL Department
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If You Didnt Know???? 25% dropout rate for English learners and
higher (33%) for "Long-term English learners." 73% of teachers have
no EL professional development. 59% of secondary school ELs are
"Long-term English learners." (more than 6 years) (Pearson,
2013)
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The Challenges Providing content area instruction that is
accommodated to the needs of ELLs at all levels Integrating
academic language instruction into content area instruction High
expectations for academic success of ELLs in all content areas
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Definition of Sheltered Instruction A variety of strategies,
techniques, and materials for making grade-level core curriculum
(reading, science, social studies, math) more accessible for
English Language Learners while at the same time promoting their
English language development.
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What is SIOP? Purposefully teaching of the language necessary
for English Language Learners to understand the content. But, these
strategies are good for all types of learners.
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The SIOP Model - The Eight Components of SIOP (Echevarria,
Vogt, & Short, 2008) Preparation Building Background
Comprehensible Input Strategies Interaction Practice &
Application Lesson Delivery Review & Assessment
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The SIOP Model shares many features recommended for high
quality instruction for all students, such as: cooperative learning
strategies for reading comprehension emphasis on the writing
process differentiated instruction accommodates the distinct second
language development needs of ELLs
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contains key features for the academic success of ELLs, such as
the: inclusion of language objectives in every lesson development
of background knowledge acquisition of content-related vocabulary
emphasis on academic literacy practice allows for some variation in
classroom implementation The SIOP Model
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Ensuring rigor and relevance
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clearly defined content objective (TEKS) write on board state
orally clearly defined language objective (ELPS) write on board
state orally Objectives *Students need to know what they will be
learning and how they will be learning it
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Objectives, objectives. Content objectives are based on a..
Standard State/Common Core They should include what concepts
students will learn Language objectives should include how students
will learn the concepts Four areas of language: reading, writing,
listening and speaking
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Objectives, objectives A To Do list or schedule is not an
example of an objective Objectives should be written in student
friendly formats and create a clear understanding of what and how
learning will occur
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Content Objectives Are directly tied to the standards Must
guide teaching and learning Are written in student-friendly
language Are written in terms of what students will learn or do
Must be stated simply, orally and displayed in writing in the
classroom
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Lesson Preparation Sample verbs for writing Content Objectives:
Identify Solve Investigate Distinguish Hypothesize Understand
Select Draw conclusions about
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Content Objective Samples Students will demonstrate knowledge
of the life cycle of an amphibian. Your job is to identify and
describe areas of classification within a taxonomy. You will
classify words from your reading passage into homographs,
homophones, or synonyms.
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Now you Practice Writing a Content Objective for your
Particular Discipline.
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Language Objectives Are directly related to what you want your
students to know. Are how students are going to learn the content.
i.e. how will they be learning the content through reading,
writing, speaking or listening Are written in student-friendly
language Are based on YOUR students needs and what they are working
on Must be stated simply, orally and displayed in writing in the
classroom
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Lesson Preparation Sample verbs for writing Language
Objectives: Listen for Retell Define Find the main idea Compare
Summarize Write Persuade Rehearse Illustrate Label
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Language Objectives.. cover a range from process-oriented to
performance oriented statements. provide students with a chance to
explore, practice and demonstrate mastery. state what kind of
learning will occur. must be stated simply, orally and in writing.
provide meaningful activities that integrate lesson concepts with
language practice opportunities reading, writing, listening, and/or
speaking, and are measurable.
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How Do I Write a Language Objective? 1. Look at the content
objective. 2. Determine which of the 4 domains of language
(reading, writing, speaking, and listening) students will use to
accomplish the objective. 3. Use your students levels of
proficiency to assist you in developing appropriate language
objectives.
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Language Objectives Reading text, vocabulary lists, notes from
board/overhead Writing vocabulary lists, notes, predictions,
answers to comprehension questions, logs, journals, shared writing
Listening to the teacher, to students, to CDs, videos Speaking
orally answering questions, discussion with partner, group members,
Think-Pair-Share, safe, low risk learning environment
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Language Objective Samples Students will use sentence structure
that compare and contrast word pairs to determine if the words are
synonyms, homographs or homophones. Your job is to read The
Metamorphosis: From Tadpole to Frog. With a partner, you will
illustrate and label each stage of the life cycle of a frog using
chart paper.
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Now you Practice Writing a Language Objectives for your
Particular Discipline.
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Remember When beginning to write objectives Start small one
subject area Stay focused on standards Stay focused on student
needs Collaborate with colleagues Refer to SIOP Resources Visually
post, and orally state objectives
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Adaptation of Content Supplementary Materials How can I lessen
the gap? How can I differentiate?
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Adaptation of Content to all levels of student proficiency
(B,I,A,AH): Make texts accessible to all students without watering
down differentiating same content objective, different
input/output/process scaffolding adjusting content to various
learning styles and intelligences
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Examples of Adaptation of Content Thinking Maps/Graphic
Organizers schematic visuals that help students grasp the wholeness
and parts of a concept Outlines help students take notes in an
organized manner Highlighted Text highlighted key concepts,
important vocabulary and summary statement in text helps reduce
stress yet maintains key concepts Marginal Notes notes in the
margins help focus attention on important ideas, key concepts, key
words and definitions or important supporting facts
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Examples of Adaptation of Content Taped Text allows for
multiple exposures to text which improves reading and understanding
Adapted Text helps students get access to the same text, but with
shorter, simpler sentences they can comprehend better Leveled Study
Guides guides that accompany textbooks that may include: a summary
of the text, leveled questions, important facts, etc
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Supplementary Materials Use supplementary materials to make the
lesson clear and meaningful support core curriculum make content
concepts concrete: tangible, visible, understandable contextualize
learning make it real support learning styles support multiple
intelligences
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Examples of Supplementary Materials Hands-on manipulatives and
realia connects abstract concepts with concrete experiences and
students own life Pictures, Photos, Visuals provide support for
harder concepts Multimedia film clips, songs and chants, posters,
computer games, etc - related to concept solidify concepts into the
students deep memory Demonstrations model step-by-step completion
of tasks or model language to use with presentations scaffolds and
enhances learning Related materials leveled books both fiction and
nonfiction that supplement the theme of what is being taught
Building Background 1) Link concepts to students background
experiences Discuss students previous personal and academic
experiences to help bridge meaning 2) Bridge past learning to new
concepts Integrate new information with what the learner already
knows 3) Emphasize key vocabulary The most effective way to teach
vocabulary is when it is presented in the context of new concepts,
not in isolation Students should be actively involved in their own
vocabulary development and make it personal Students should be
immersed in a vocabulary-rich environment
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Focus on Key Vocabulary: contextualizing key vocabulary
vocabulary self-selection personal dictionaries content word wall
concept definition map cloze sentences word sorts word generation
visual vocabulary vocabulary through songs
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What is Comprehensible Input?
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3 Features of Comprehensible Input Clear explanation of
academic tasks Speech appropriate for students proficiency level
Variety of techniques used to make content concepts clear
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Comprehensible Input Explanation of Academic Tasks present
instructions in a step-by-step manner and/or with demonstrations
peer modeling Scaffolding verbal scaffolding paraphrasing,
think-alouds, reinforcing contextual definitions procedural
scaffolding explicit teachingmodeling practicingapplying Increasing
Independence
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Comprehensible Input Questioning using a variety of question
types Interaction variety of grouping structures (partners, triads,
teams, etc) vary group configurations from day to day Wait time
(effective teachers wait 20 seconds or more ELLs may need longer
than that) Clarifying key concepts in first language allow students
to confer with each other, teacher, or para- professional in their
native language about subject matter to support understanding
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Comprehensible Input Application of content and language
knowledge (projects) discussing and doing make abstract concepts
concrete reporting out orally (opportunity to practice English)
Integration of language skills develop reading, writing, listening
and speaking in an integrated manner Review of key vocabulary
multiple exposures to new vocabulary Assessment of lesson
objectives using multiple methods
Strategies Metacognitive Thinking About Thinking! Cognitive
Active Learning! Questioning Techniques Higher-Order Thinking!
Scaffolding Techniques Building Independence! Social/Affective
Interactive Learning!
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Making Thinking Visible From the video we viewed yesterday:
Think Puzzle Explorer (creates thinking, asking questions,
collaboration, and exploring additional ideas and themes).
Explanation Game (establishes thought about a topic students want
to know more about, makes students explain and provide evidence,
and initiates discussions about alternatives and helps to answer
the questions of why)
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More Making Thinking Visible Synthesizing information Headlines
(reflect on something that has already been done, what captures the
aspect or core ideas, sharing ideas, and then invites further
sharing by telling stories and making connections) I used to
thinkNow I think (original thought and thoughts after experience or
experience)
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Metacognitive Strategies thinking about your thinking
predicting/inferring self-questioning monitoring/clarifying
evaluating summarizing visualizing
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Cognitive Strategies active learning previewing/rereading
establishing a purpose for reading making connections reading aloud
highlighting taking notes mapping information finding key
vocabulary mnemonics
Teacher comment: My content is so packed that I cant cover
everything if I allow student talk. Lecture is the best way to
ensure Im where I need to be to complete all objectives before the
test.
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Opportunities for Interaction 1) Learning is more effective
when students have an opportunity to participate fully discussing
ideas and information 2) Effective teachers strive to provide a
more balanced linguistic exchange between themselves and their
students ELL students need to practice speaking 3) Interaction
accesses the thought processes of another and solidifies ones own
thinking 4) Talking to others, either in pairs or small groups
allows for oral rehearsal of leaning
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Opportunities for Interaction encourage more elaborate
responses vary grouping configurations (random, voluntary, teacher
assigned) whole group, flexible small groups, partners/triads
homogeneous/heterogeneous (gender, language proficiency, ability,
etc) allow adequate wait time dont allow yourself or other students
to answer their questions clarify concepts in L1 if needed teacher
or peers clarify concepts or use native text, dictionaries or other
tools
Key Definitions: Practice refers to the opportunities provided
to English Language Learners to become familiar, analyze and/or
experiment with content and language topics. Application refers to
the ways in which learners apply what they have learned in
different contexts or situations.
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Practice and Application: Tools: Purpose: Hands-on materials
and/or manipulatives Language and content knowledge-rich activities
Language skills- integrated activities For students to practice
with new content knowledge For students to apply learning in the
classroom For students to develop reading, writing, listening and
speaking skills
LESSON DELIVERY FEATURES Content Objectives should be clearly
supported by the lesson delivery (stated orally - written on board
for all to see) Language Objectives should be clearly supported by
the lesson delivery (stated orally - written on board for all to
see)
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LESSON DELIVERY FEATURES Class time needs to be planned
efficiently - all aspects of student engagement should be
considered: well planned lessons clear explanations of academic
task or instructions appropriate amount of time to spend on
academic task strong classroom management opportunities for
students to apply learning in meaningful ways active student
involvement lesson design that meets the language and learning
needs of students Students should be engaged approximately 90-100%
of the time during the lesson (engagement minimizes boredom and
off-task behaviors) Pacing of the lesson should be appropriate to
the students ability level (brisk enough to maintain students
interest, but not too quick to lose their understanding)
Review Provide comprehensive review of key vocabulary teach,
review, assess, use word study notebooks content word walls Supply
comprehensive review of key content concepts review content
directly related to the objectives throughout the lesson use
graphic organizers as review Regularly give feedback to students on
their output clarify discuss correct responses
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Assessment - Evaluation Assessment is gathering and
synthesizing of information concerning student learning Evaluation
is making judgments about students learning
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Assessment Informal Assessment on-the spot, on-going
opportunities to determine the extent of students learning
includes: teacher observations, anecdotal reports, informal
conversations with students, quick writes
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Assessment Authentic Assessment application to real life real
life contexts multi-dimensional portfolios students writings taped
pieces interviews videotapes observations projects discussions
performances
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Assessment (cont.) includes multiple indicators to show
competency of a content objective use of a rubric group responses
agree/disagree, true/false, yes/no index cards happy face sad face
on a stick thumb up - down stand up sit down numbered wheels dry
erase response boards
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English Language Learners "If the child is not learning the way
you are teaching, then you must teach in the way the child learns."
- Rita Dunn