session three: siop overview

8/8/2019 Session Three: SIOP Overview

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Session Two: Introduction to SIOP

SIOP OUTLINE


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DEMOGRAPHICS

Quick Facts. (2009). Retrieved September 02, 2010 from Stanislaus County of Education: http://www.stancoe.org/scoe/admin/public_info/quick_facts/quickfactslwelcome.htm.


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EL DIVERSITY

Student Profile Characteristics

1. Native US / Bilingually Schooled EL with primary language instruction /

support in academic content

2. Native US / English-only Schooled EL with limited primary language

instruction / support3. Overseas / Bilingually Schooled Parallel content in native language and

communicative English

4. Overseas / Native Language Only Parallel content in native language but no

communicative English

5. Overseas / No Formal Schooling

Content and Language deficit

Faltis, C. J., Ph.D. (1993). Programmatic and Curricular Options for Secondary Schools Serving Limited English Proficient Students.

[Editorial]. The High School Journal, 76, 172-181


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COMMUNICATIVE V ACADEMIC ENGLISHCommunicative English Academic English

1. Procedural Information 1. Content-Area Information

2. Interpersonal Communication 2. Conceptual Communication

3. Concrete Vocabulary 3. Abstract Vocabulary

4. Concrete Concepts 4. Abstract Concepts

5. Easier to Attain Fluency and

Communicative Competence

5. Challenging to attain in a first language


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CHALLENGES FOR ELS

Learning communicative English is difficult

Learning academic content is difficult regardless

of language Learning both simultaneously is very

burdensome

*Bilingual education for secondary students wasdesigned to be the solution


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THE ACADEMIC SETTING

Knowledge of Communicative English

Knowledge of Content-Area ProceduralKnowledge

Knowledge of Academic Content


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ACADEMIC LITERACY

L1 foundations transfer to L2 learning

L1 content transfers to L2 learning

Oral language development is necessary

EL accommodations are necessary

Explicit and deliberate and repeatedvocabulary instruction


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EL INSTRUCTIONAL PRACTICES

The Communicative Approach

Content-based ESL (Language > Content)

Sheltered Instruction (Language < Content)


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TURLOCK HIGH SCHOOL Go!


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SHELTERED INSTRUCTION OBSERVATION

PROTOCOL

Implementation in Regular Classroom

SIOP Model = lesson planning and deliverysystem

SIOP Protocol = the instrument used to observe,

rate, and provide feedback on lessons


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EIGHT SIOP COMPONENTS

Lesson Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice and Application

LessonD

elivery Review and Assessment


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TONIGHT

Read Chapter Two of SIOP

Feature One: Content objectives

Feature Two: Language objectives

Feature Three: Content concepts

Feature Four: Supplementary materials

Feature Five: Adaptation of content

Feature Six: Meaningful activities


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SIOP APPLIED TO THE OLD MAN AND THE SEA

An old man gets in a small boat and goes fishing on the ocean for

what might be his last trip (hes pretty old, remember). He catches

the fish of a lifetime and spends many pages bringing it in. It is so

big that he has keep it next to the boat. As he returns home, his

prize fish is attacked and destroyed by sharks. All that is left of his

wonderful fish is the skeleton. The old man sails one way and the

skeleton floats to another part of the island. Later, the skeleton

washes on shore and some tourists see it. They comment that a

storm must have killed the fish.


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FEATURE ONE: CONTENT OBJECTIVES

Content Objectives ClearlyDefined, Displayed, and

Reviewed with Students

3.6 Identify significant literary devices (e.g., metaphor,

symbolism, dialect, irony) that define a writer's style

and use those elements to interpret the work.

1.1 Create compositions that establish a controlling

impression, have a coherent thesis, and end with aclear and well-supported conclusion


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FEATURE ONE: CONTINUED

The bottom line for English learners is that

content objectives need to be written in terms of

what students will learn or do; be stated simply,

orally, and in writing; and tied to specific grade-

level content standards. Also, it may be necessary

to limit the content objectives to only one or two

per lesson to reduce the complexity of the learningtask.


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FEATURE ONE: SIOP OBJECTIVES

SWBAT identify metaphors and symbols

and use those elements to interpret the

work SWBAT state a coherent thesis in the

introduction of their composition


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FEATURE TWO: LANGUAGE OBJECTIVES

Language Objectives: ClearlyDefined, Displayed and Reviewed

with Students

Language Objectives = What students will experience, do, or

produce

ELD Language Objectives = Appropriate for students present

level + 1

ELD Standard 3.7 (Grade 9-10): Describe several literary

elements and techniques (e.g., figurative language, imagery,symbolism)


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FEATURE TWO: BLOOMS TAXONOMY

Literal Inferential Evaluative


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FEATURE TWO: LANGUAGE OBJECTIVES

SWBAT identify metaphors and symbols and use those

elements to interpret the work

SWBAT state a coherent thesis in the introduction of

their composition

SWBAT interpret specific symbols in the Old Man and

the extended metaphor

SWBAT construct a thesis statement for their metaphoressay


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FEATURE THREE: CONTENT CONCEPTS

Content Concepts Appropriate for Age and Background

Fluent decoding for independent comprehension

Comprehension strategies for literal, inferential, and evaluative

comprehension

Comprehension of narrative text schema

Understanding of literary symbols

Understanding of metaphors in literature

Understanding a thesis statement and academic form


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FEATURE FOUR: SUPPLEMENTARY MATERIALS

Hands on Manipulatives

Realia

Pictures

Visuals

Multimedia

Demonstrations

Related Literature

Hi-lo Readers

Adapted Text


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FEATURE FIVE: ADAPTATION OF CONTENT

Graphic Organizers

Outlines

Level Study Guides

Highlighted Text

Taped Text

Adapted Text

Jigsaw Reading

Paragraph Frames

Native Language Texts


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FEATURE SIX: MEANINGFUL ACTIVITIES

Meaningful Activities that Integrate Lesson Concepts with

Language Practice Opportunities

Graphic Organizer > Paragraph Frame > Paragraph One: Thesis

Integration of Reading, Writing, Listening, and Speaking

Group Work with Native Speakers andDefined Roles

Writing Process: Brainstorm, Draft, Edit, Revise, and Publish


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PLEASE CHECK BLACKBOARD

Posts > SIOP Features

Please post your SIOP features on the

Blackboard Forum each week (due beforeclass)

Presently I will leave the posts ungraded

session three: siop overview

Documents