Transcript (SIOP) Model - SiopForMISD

Sheltered Instruction Observation Protocol
SIOP
SIOP
The Sheltered Instruction Observation
Protocol (SIOP) Model
is a research-based and validated
instructional model that has proven
effective in addressing the academic
needs of English learners throughout
the United States.
SIOP
The SIOP Model consists of 8 interrelated components:
Lesson Preparation
 Building Background
 Comprehensible Input
 Strategies
 Interaction
 Practice/Application
 Lesson Delivery
 Review & Assessment

It’s the everyday language
needed for daily, social
interactions
It’s the language students need to
think critically, understand and learn
new concepts, process complex
academic material, and interact and
communicate in academic contexts.
BICS
L1 – Primary Language
L2 – Second Language
CALP
Common Underlying Proficiencies
(CUPS)
BICS VS. CALPS
BICS VS. CALPS
RESEARCH PROVES THAT…

ELLs need to learn 17 new academic words
per day in order to catch up to same grade
peers

That equates to ~3000 new words per school
year

How many new words did your students learn
in class today?
OWNING A WORD
How many times must
a student interact
with a word in order
to “own” the word?
OLD RESEARCH
24 times
NEW RESEARCH
85 times!
DO THE MATH!
3000 new words per school year
X
85 interactions per word =
255,000 word interactions
with NEW academic words
per year
THIS IS CATCH UP…NOT KEEP UP!
???
How many NEW academic words
did your students say in class
today?
How many times and ways did
they interact with it/them?
Is it any wonder that
our ELLs struggle
and fail at school !?
WANT TO KNOW A SECRET?
It’s
not just the ELLs
Special Education
Low SES
At risk
BEFORE WE GO ANY FARTHER…
http://tinyurl.com/zcwyycp
OBJECTIVES
Our objectives today:
 Content: I can coach my team on ways to
prepare for my ELLs that will improve the
students’ access to the content.

Language: I can explain why SIOP is not a
gimmick, but a way of thinking and teaching
that will support all learners academically and
linguistically.
CONTENT & LANGUAGE OBJECTIVES
Why do we need language
objectives?
Brainstorm…and share!
WHY LANGUAGE OBJECTIVES?

Academic achievement requires academic
language proficiency.

Academic language proficiency involves the
vocabulary, language patterns, and register
specific to individual content areas.

Academic language proficiency is developed
through sustained content-based language
instruction.
SUCCESS VS. FAILURE
What is the single BEST
predictor of academic
success or failure?
SUCCESS VS. FAILURE
Level of academic
vocabulary
WRITING LANGUAGE OBJECTIVES
Take time to think, plan, select, and connect:

Language objectives should be stated clearly
and simply in student friendly language.

Ask yourself what are my students doing today
to develop their language skills in reading,
writing, listening, speaking, thinking ?

Tell them and show them…post and talk about
them
ABILITY LEVELS


Write an objective that all students should
attain based on the content concepts in the
lesson, but adjust the intended outcomes to
match the students’ ability levels.
(Some students may master the language objective by
the end of the lesson; others will reach mastery at
some point after practice)
WHAT???
Does this mean I need to
have several different
language objectives for
one class?
LANGUAGE OBJECTIVES

NO! You only need one language objective

Understand that not all students will be able to
master the objectives at the same time on the
same day or in the same way

You DO need to know your students’ ability
levels (i.e. IPT, TELPAS, etc.) in order to plan
your lessons
IMPORTANT TO REMEMBER

It is also important to not equate low language
proficiency with limited cognitive ability

Make sure that the language objectives you
create reflect tasks that fall on the higher end
of Bloom's Taxonomy and use verbs (e.g., orally
justify) accordingly.

Explicitly teach the academic words they need
to understand the objective.
WHERE TO START

Decide what key vocabulary, concept words, and
other academic words students will need to know
in order to talk, read, and write about the topic of
the lesson.

Those words might be taught as a language
objective.

They should include technical terms, such as
ecosystem, and terms like distribution that have
different meanings across content areas (i.e.
polysemous words).
HOW MANY WAYS CAN YOU USE….?
Bar
Measure
Strike
HOW MANY WAYS CAN YOU USE….?
Bar: 36
Measure: 38
Strike: 88
WHERE TO START

The ELPS!

Consider the language functions related to the
topic of the lesson

For example, will the students describe,
explain, compare, or chart information
WHERE TO START

Think about the language skills necessary for
students to accomplish the lesson's activities.
WHERE TO START

Identify grammar or language structures
common to the content area.

For example, many science textbooks use the
passive voice to describe processes. Passive
voice is very difficult for ESL students to
understand.
The test tube was carefully smelled.
WHERE TO START

Consider the tasks that the students will
complete and the language that will be
embedded in those assignments.

If students are working on a scientific
investigation together, will they need to explain
the steps of the procedure to one another?

The language objective might focus on how to
explain procedures aloud.
WHERE TO START

Explore language learning strategies that lend
themselves to the topic of the lesson.

For example, if students are starting a new
chapter in the textbook, the strategy of
previewing the text might be an appropriate
language objective.
LET’S PRACTICE
Language Objective Frames

Student will (function: action verb phrase)
using (language target).

Students will use (language target) to (function:
action verb phrase).