Transcript NABE2011 - Barrington 220

S.I.O.P.
The Sheltered Instruction
Observational Protocol:
Our School Wide Implementation
Joslyn Katz, 4th Grade Teacher
Nirda Derose, 4th Grade Bilingual Teacher
Julie Stott, Literacy/ELL coach
We teach at Sunny Hill Elementary School in
Carpentersville, Illinois.
What is S.I.O.P.?
• Initially created as an evaluation tool, it can serve as
a guide to highly effective instruction for ELLs.
• It includes 8 Components:
* Lesson Preparation
* Building Background
* Comprehensible Input
* Strategies
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Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Echevarria, Vogt, & Short, Making Content Comprehensible for English
Learners: The SIOP Model
Why We Moved to a
S.I.O.P. model…
• High percentage of ELL’s in school
(approximately 55%)
• Desire to keep students in classrooms
more often for Core Instruction
• Recognized S.I.O.P. to be effective
instruction design for ALL students
Our Journey with S.I.O.P.
1.
2005-2006: Optional S.I.O.P. class taught by Joslyn
before school.
2.
2006-2007: Principal asks a classroom teacher from
each grade level to join S.I.O.P. committee with the
expectation of learning and implementing
components. Julie takes on role of S.I.O.P. coach
and works with and supports group. We meet
monthly, discussing one component a month, and
begin cognitive coaching. Great success!
3.
2007-2008: Teachers are expected continue to
implement S.I.O.P., without coach.
4.
2008-2009: Whole staff training on S.I.O.P. from
Pearson.
5.
2009-2010: Trainer from Pearson visits classrooms
and provides feedback.
6.
2010-2011: Coaching role returns. Julie asks new
representative from each grade level to join as a
“Core Group”, along with other staff, to “reignite”
S.I.O.P. focus. Our focus this year is specifically on
Oral Language Development.
What We’ve Learned
• Support and ongoing staff development is
critical.
• Some form of accountability may be
necessary as ESL minutes are staterequired.
• An enthusiastic “Core Group” makes a big
difference!
• Nothing was more effective than Cognitive
Coaching.
• Sharing ACCESS data with staff to provide
evidence for instructional changes made an
impact.
• Using some staff meetings and Institute
Day for whole school work on S.I.O.P.
components was useful.
Practical Application
• Differentiated assignments
– Academic needs
– Language needs
• Multiple intelligences
– Easy integration through choice
– Address learning and language needs
• Clear, specific expectations!!!
SPELLING Connect Three – 4th Grade
Sort your words. Write each word in a
thoughtful question. You may
combine two words if it makes
sense.
Sort your words. Look up all 10
words in a dictionary. Write
each word and an antonym
for it. Group by heading.
ex: happy, sad
Write a persuasive commercial for any
product. It can be a real or
imaginary product. Be creative!
Use all 10 words.
Sort your words. Write an analogy for
each spelling word. Group by
heading.
ex: red is to apple like yellow is to
banana
Use spelling words in a meaningful
sentence. Use two words per
sentence. Correct
handwriting, spelling and
grammar count!
Sort your words. Look them up in a
dictionary. Write each word and a
a synonym for it. Group by
heading.
ex: dog, canine
Write and solve math story problems.
Write as many as you need to use
all 10 words.
Write a play or a poem using all 10
words.
Write a song. Be sure that it makes
sense! Include all 10 words.
Practical Application
• “I Can” Statements
– Student-friendly “Students will be able to…”
– Work for all content areas, grades, languages,
abilities
– Attach purpose to student learning, assessment
– Agendas
• Whole group
• Small group and centers
– Responses
• Copy into spirals for writing about reading, science, etc
Sample Agenda—Whole Group
• 9:00-9:50 Writers’ Workshop
I can describe emotions through the use of poetry.
I can compose a poem that includes at least one element of
figurative language.
• 9:50-10:40 Group 1: PE Group 2: LMC
• 10:40-11:30 Readers’ Workshop
I can infer the meaning of a narrative text.
I can analyze a narrative text by making an inference.
• 11:30-12:00 Guided Reading
I can appropriately apply reading and writing strategies.
I can clearly communicate my ideas.
• 12:00-12:20 Word Work
I can apply word solving strategies to learn new words.
I can ask questions to clarify my thinking.
Sample Agenda—Independent
• Independent Reading: I can independently read a book
at my level and write a response to my reading in my
reading log.
• Read to Someone: I can read to a partner and write a
response to my reading in my reading log.
• Compass Learning: I can complete at least 1 activity
with 80% accuracy or better.
• Write: I can write a letter with three paragraphs: an
introduction, a body, and a conclusion.
Writing Content and Language
Objectives
• Terminology
• Specificity
• Student-friendly
Recommendations for Starting
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Find a core group of enthusiastic teachers
Focus on one content area
Book study on S.I.O.P.
Introduce reflective discussion and observations
Possible cognitive coaching
Contact Information
Joslyn Katz, 4th Grade Teacher
[email protected]
Nirda Derose, 4th Grade Bilingual Teacher
[email protected]
Julie Stott, Literacy/ELL coach
[email protected]
http://ww2.barrington220.org/212620413102343853/site/default.asp?