1 / 35

SIOP Components and Features

May 7, 2011. SIOP Components and Features. SIOP Components and Features. 8 Components 30 Features. OVERVIEW. Content Objectives. Content Concepts. Adaptation of Content. LESSON PREPARATION. Language Objectives. Supplementary Materials. Meaningful Activities. Links explicitly made.

gyan
Télécharger la présentation

SIOP Components and Features

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. May 7, 2011 SIOP Components and Features

  2. SIOP Components and Features • 8 Components • 30 Features created by DVu

  3. OVERVIEW Content Objectives Content Concepts Adaptation of Content LESSON PREPARATION Language Objectives Supplementary Materials Meaningful Activities Links explicitly made BUILDING BACKGROUND Concepts explicitly linked Key Vocabulary Emphasized COMPREHENSIBLE INPUT Speech Appropriate for level Clear Explanation of Task Variety of Techniques STRATEGIES Students use learning strategies Scaffolding Techniques H.O.T.S Sufficient Wait Time INTERACTION Frequent Opportunities for Interaction Clarify Key Concepts Grouping Configuration support Language PRACTICE/ APPLICATION Hands on Materials/ Manipulatives Apply Content and Language knowledge Activities integrate Language Skills LESSON DELIVERY Content Objective supported Language Objective SUpported Student Engaged 90-100% Pacing REVIEW AND ASSESSMENT Review Key Vocabulary Review Key Concept Regular Feedback Assessment of Student Comprehension created by DVu

  4. SIOP Component 1: LESSON PREPARATION • Feature 1: Content Objectives Clearly Defined and Reviewed with Students • Feature 2: Language Objectives Clearly Defined and Reviewed with Students -They’re on the board. -Students can map out what they have to learn -They can perform a self-check • Instead of saying “Students will investigate and understand the basic needs and life processes of plants and animals”, post on the board “Identify parts of a tree. Tell what the parts do” created by DVu

  5. LESSON PREPARATION:Categories and Examples for Developing Language Objectives Consider these six categories as a starting point for generating a language objective 1. Key Vocabulary refers to the technical terms, concept words, and other words needed to discuss, read, or write about: An example objective is: Students will be able to define the terms chemical reaction, reagent, and physical change orally and in writing. 2. Language Functions refer to the ways students use language in the lesson. The lesson may call for students to describe, compare, or summarize. For example: Students will be able to formulate questions and generate hypotheses before conducting an experiment. 3. Language Skills are the reading, writing, listening, and speaking skills students need to learn. Students will be able to read and determine the main idea. (Reading) Students will draft a lab report. – (Writing) Students will explain how they came up with their hypothesis. – (Speaking) Students will learn how to pronounce and say out loud words with long /a/ sounds. – (Listening) created by DVu

  6. LESSON PREPARATION:Categories and Examples for Developing Language Objectives 4. Grammar or Language Structures can be taught when they are prevalent in the written or spoken discourse of the class. a. Students will he able to recognize the difference between imperative sentences (like those in lab directions) and declarative sentences (like those in their textbook). b. Students will be able to use adverbs of time in their lab report to describe observations. 5. Lesson Tasks are a source for language objectives as well. Teachers consider what language is embedded in a lesson assignment that could be pulled forth and turned into explicit instruction in language. • Students will be able to read and summarize a text passage with peers and then teach the main information to another student. • Students will be able to predict the ending of a story using available details in the passage. 6. Language Learning Strategies may include corrective strategies (e.g., reread confusing text), self-monitoring strategies (e.g., make and confirm predictions), prereading strategies (e.g., relate to personal experience), or language practice strategies (e.g., repeat or rehearse phrases, visualize). a. Students will be able to confirm their responses to text questions with a peer. b. Students will be able to represent data graphically. created by DVu

  7. ACTIVITY • Write down 3 Content Objectives and 3 Language Objectives based on any of the following topics: • Problem Solving Strategies (Math) • Life Cycle of a Frog (Science) • Geometry (Math) • The Vietnam War (Social Studies) Share your objectives with the class created by DVu

  8. Lesson Preparation… • Feature 3: Content Concepts Appropriate for Age and Educational Background SIOP teachers must carefully consider the content concepts they wish to teach and use district curriculum guidelines and grade-level content standards as guides. In SIOP classrooms, this entails ensuring that although materials may be adapted to meet the needs of English learners, the content is not diminished. When planning lessons around content concepts, consider the following: (1) the students' first language (LI) literacy, (2) their second language (L2) proficiency, (3) their reading ability, (4) the cultural and age appropriateness of the L2 materials, and (5) the difficulty level of the material to be read created by DVu

  9. Lesson Preparation… • Feature 4: Supplementary Materials Used to a High Degree Information that is embedded in context allows English learners to understand and complete more cognitively demanding tasks Examples: 1. Hands-on manipulatives. microscopes for science to globes for social studies 2. Realia. Use real life objects 3. Pictures. Provide visual Support 4. Visuals. Transparencies. Overhead models, graphs, charts, timelines, maps, props and bulletin board displays. 5. Multimedia. Audio books, tape recordings, videos, internet 6. Demonstrations. Modeling provides visual support 7. Related Literature. 8. Hi-lo readers 9. Adapted Texts. created by DVu

  10. Lesson Preparation… • Feature 5: Adaptation of Content to ALL Levels of Student Proficiency • we must find ways of making the text and other resource materials accessible for all students without “watering down” the content • 1. Graphic Organizers • 2. Outlines • 3. Leveled study guides • 4. Highlighted texts • 5. Taped texts • 6. Adapted texts (see page 37) • 7. Jigsaw text reading • 8. Marginal notes • 9. Native Language Texts created by DVu

  11. Lesson Preparation… • Feature 6: Meaningful Activities that Integrate Lesson Concepts with Language Practice Opportunities • -students are more successful when they are able to make connections between what they know and what they are learning by relating classroom experiences to their own lives. created by DVu

  12. Activity • Let’s read page 40-43 and try to rate each teacher using the rubric found on page 42. created by DVu

  13. SIOP Component 2: Building Background • What is meant by activating prior knowledge? • What is meant by building background? • How do they differ instructionally? Feature 7: Concepts Explicitly Linked to Students’ Background Experiences Feature 8: Links Explicitly Made between Past Learning and New Concepts Feature 9: Key Vocabulary Emphasized (introduced, written, repeated and highlighted for students to see) created by DVu

  14. SIOP Component 2: Building Background • Vocabulary Instruction In a synthesis of twenty years of research on vocabulary instruction, Blachowicz & Fisher (2000) determined four main principles that should guide instruction: 1. Students should be active in developing their understanding of words and ways to learn them. Such ways include use of semantic mapping, word sorts (see Concept Definition Maps and developing strategies for independent word learning. 2. Students should personalize word learning through such practices as Vocabulary Self-Collection Strategy (VSS) (Ruddell, 2005), mnemonic strategies, and personal dictionaries. . created by DVu

  15. SIOP Component 2: Building Background 3. Students should be immersed in words by rich language environments that focus on words and draw students' attention to the learning of words. Word walls, personal word study notebooks and dictionaries, and comparing/contrasting words with the same morphemic element (e.g., photograph, photosynthesis, photogenic) aid students in recognizing and using the words around them. 4. Students should build on multiple sources of information to learn words through repeated exposures. Letting students see and hear new words more than once and drawing on multiple sources of meaning are important for vocabulary development created by DVu

  16. SIOP Component 3: Comprehensible Input Feature 10: Appropriate Speech for Students’ Proficiency Level Speech refers to rate and enunciation and complexity of speech. Feature 11: Clear Explanation of Academic Tasks created by DVu

  17. SIOP Component 3: Comprehensible Input • Feature 12: A Variety of Techniques Used to Make Concepts Clear • Use gestures, body language, pictures, and objects to accompany speech. • Provide a model of a process, task, or assignment • Preview material for optimal learning. • Allow alternative forms for expressing their understanding of information and concepts. Often ELs have learned the lesson's information but have difficulty expressing their understanding in English, either orally or in writing. • Use multimedia and other technologies in lessons. • Provide repeated exposures to words, concepts, and skills. • Use sentence strips. • Use graphic organizers effectively. • Audiotape texts for comprehension. created by DVu

  18. SIOP Component 4: Strategies • Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies 1. Metacognitive Strategies. The process of purposefully monitoring our thinking is referred to as metacognition (1) matching thinking and problem-solving strategies to particular learning situations (2) clarifying purposes for learning, (3) monitoring one's own comprehension through self-questioning, and (4) taking corrective action if understanding fails 2. Cognitive Strategies. Along with metacognitive strategies, cognitive strategies help students organize the information they are expected to learn through the process of self regulated learning • Previewing a story prior to reading, • establishing a purpose for reading, • consciously making connections between personal experiences and what is • happening in a story, • taking notes during a lecture, • completing a graphic organizer, • and creating a semantic map are all examples of cognitive strategies that learners use 3. Social/Affective Strategies. Learning can be enhanced when people interact with each other to clarify a confusing point. created by DVu

  19. SIOP Component 4: Strategies In teaching learning strategies, effective SIOP teachers employ a variety of approaches such as the following: • Mnemonics. PEMDAS, MVEMJSUNP, DMBSR • SQP2RS(Squeepers) - Survey, Question, Predict, Read, Respond, Summarize • GIST: Students and teacher read a section of the text and highlight concepts deemed most important • Rehearsal strategies: Flash cards, visual aids, note taking. Used when verbatim recall is needed • Graphic Organizers • Comprehension Strategies. Predict, self-questioning, summarizing, monitoring. • Directed Reading-Thinking Activity (DRTA) • (VIDEO on SQUEEPERS Chapter 5 module 2) created by DVu

  20. SIOP Component 4: Strategies • Feature 14: Scaffolding Techniques Consistently Used, Assisting, and Supporting Student Understanding • Paraphrasing-restating a student's response in order to model correct English usage • Using "think-alouds"-carefully structured models of how effective strategy users think and monitor their understandings • Reinforcing contextual definitions • Providing correct pronunciation by repeating students' responses. • Slowing speech, increasing pauses, and speaking in phrases. created by DVu

  21. SIOP Component 4: Strategies • 1. Using an instructional framework that includes explicit teaching, modeling, and practice opportunities with others, and expectations for independent application • 2. One-on-one teaching, coaching, and modeling • 3. Small group instruction with children practicing a newly learned strategy with another more experienced student • 4. Partnering or grouping students for reading activities, with more experienced readers assisting those with less experience (Nagel, 2001) • TEACH-MODEL-PRACTICE-APPLY (Video Chap 5) created by DVu

  22. SIOP Component 4: Strategies • Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills • 1. Remember - a. Recognizing b. Recalling • 2. Understand - a. Interpreting b. Exemplifying c. Classifying d. Summarizing e. Inferring f. Comparing g. Explaining • 3- Apply a. Executing b. Implementing • 4. Analyze a. Differentiating b. Organizing c. Attributing • 5. Evaluate a. Checking b. Critiquing , • 6. Create a. Generating b. Planning c. Producing created by DVu

  23. SIOP RUBRICS • On page 211-229, examine the grading given in observing a SIOP classroom. created by DVu

  24. SIOP Component 5: Interaction • Feature 16: Frequent Opportunities for Interaction and DiscussionBenefits of having students actively engaged in interaction: • Brain stimulation. Interesting, engaging activities, including discussions, play • an important role in learning. • Increased motivation. • Reduced risk. The typical question-answer sessions where teachers call on students may be threatening to students, particularly those unprepared to respond. • More processing time. Students need time to process after learning. • Increased attention. Use of pairs or teams can heighten attention levels • (page 123 Lesson Plan) created by DVu

  25. SIOP Component 5: Interaction Feature 17: Grouping Configurations Support Language and Content Objectives of the Lesson - Individual work, group work, triad, cooperative learning Feature 18: Sufficient Wait Time for Student Responses Consistently Provided • Effective SIOP teachers allow students to express their thoughts fully without interruption. Feature 19: Ample Opportunity for Student to Clarify Key Concepts in L1 Not all SIOP classrooms use this and may have an NA score. This feature usually applies to bilingual classrooms created by DVu

  26. SIOP Component 6: Practice/Application Feature 20: Hands-on Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge -Whenever possible and appropriate, use hands-on materials for practice Feature 21: Activities for Students to Apply Content and Language Knowledge -Application can occur in a number of ways, such as clustering, using graphic organizers, solving problems in cooperative learning groups, writing journal, engaging in discussion circles Feature 22: Activities Integrate All Language Skills -Reading, Writing, Listening, and Speaking are complex cognitive language processes that are interrelated and integrated. created by DVu

  27. SIOP Component 7: Lesson Delivery • Feature 23: Content Objective Clearly Supported by Lesson Delivery • Feature 24: Language Objectives Clearly Supported by Lesson Delivery • Feature 25: Students Engaged Approximately 90%-100% of the Period • Feature 26: Pacing of the Lesson Appropriate to Students’ Ability Levels created by DVu

  28. Activity: Teaching Scenarios • Let’s Read page 157 -160 and evaluate the teachers’ use of SIOP Component 7. • Share your thoughts to the group. created by DVu

  29. SIOP Component 8: Review and Assessment Feature 27: Comprehensive Review of Key Vocabulary created by DVu

  30. SIOP Component 8: Review and Assessment • Feature 28: Comprehensive Review of Key Content Concepts One favorite wrap up technique of several SIOP teachers is Outcome Sentences. A teacher may post the following sentence starters: I wonder… I discovered…. I still want to know… I learned…. I still don’t understand… I still have a question about… I will ask a friend about… created by DVu

  31. SIOP Component 8: Review and Assessment • Feature 29: Regular Feedback Provided to Students on Their Output • Specific feedback is generally given orally or in writing, but teachers can also provide it through facial expressions and body language. created by DVu

  32. SIOP Component 8: Review and Assessment • Feature 30: Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson • This should be done as a constant comprehension check throughout the lesson. • (Video Chapter 9 Module 2) created by DVu

  33. Activity: Revision of Lesson Plans • After learning the SIOP Components and Features, let’s revise a lesson plan incorporating at least 3 SIOP components. created by DVu

  34. created by DVu

  35. created by DVu

More Related