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2. Popcorn SIOP stands for __________ ________ ________ ________. SIOP includes _______ total components. Each component supports the success of ________ learners. SIOP places emphasis on ________ objectives. _________ supports SIOP as an effective model of instruction for ALL students, especially _______ students. It integrates __________ language instruction with content area instruction. When preparing lessons, teachers should include __________ materials and plan __________ activities. ________ _______ is essential before teaching new concepts. __________ can be problematic for ELLs. It is important to use appropriate speech, clearly explain tasks and use a variety of techniques to increase __________ __________. Overall ________ supports academic success for all students. CLOZE ACTIVITY HANDOUT

3. Comprehensible Input Appropriate Speech A Variety of Techniques Used Clear Explanation of Academic Tasks

4. Comprehensible Input Content Objectives: • I can identify the Comprehensible Input component of SIOP and the three features of this component. • I can discover ways to make content comprehensible. Language Objectives: • I can evaluate and revise an academic task to make it comprehensible for ELL students. • I can share techniques used to increase comprehensible input. • German Coastguard

5. CoMPRehensibleInput Appropriate Speech A Variety of Techniques Used Clear Explanation of Academic Tasks

6. Appropriate Speech Always, Sometimes or Never Directions: 1. Number 1 – 12 on a sticky note. 2. Read each characteristic for appropriate speech from the next slide. 3. Write A for always, S for sometimes, and N for never according to how often you use each characteristic.

7. Appropriate Speech 7. Use shorter subject-verb sentences 8. Avoid idioms 9. Clarify pronouns 10. Paraphrase often 11. Repeat and have students repeat 12. Use cognates when possible 1. Face students 2. Pause Often 3. Adjust speed 4. Increase wait time 5. Consider language proficiency 6. Monitor level of vocabulary

8. Comprehensible Input Appropriate Speech A Variety of Techniques Used Clear Explanation of Academic Tasks

9. To The Point Clear Explanation of Academic Tasks In groups of 2 assign each person a role. One being the teacher and one being the student. The Teacher will read an academic task only one time. The Student will have to listen and complete the activity. Students: What did you understand? Now with your partner revise the academic task so that is more comprehensible. Use the chart paper and other materials provided. Share your revision with the group.

10. Clear Explanation of Academic Tasks • Step by step directions • Give oral and written directions • Include visuals with demonstrations • Repeat language and routines • Ask students to summarize the steps and demonstrate for other students • Set a time limit • Circulate • Model the activity • Be exact, short, and complete • Use action verbs in the command form Explaining Writing

11. Comrpehensible Input Appropriate Speech A Variety of Techniques Used Clear Explanation of Academic Tasks

12. Ideas for Teaching ELLs with the SIOP Model Mrs. Amin • What is the lesson about? • What techniques are used to make the lesson understandable? • What could make the lesson more comprehensible? • Did hearing it multiple times in the same context increase understanding? Mrs. Amin Video Grognet,Allene, Judith Jameson, et al. Enhancing English Language Learning in Elementary Classrooms. Video. Washington D.C: Center for Applied Linguistics and Delta Publishing Company, 2000. Use a Variety of Techniques

13. Use a Variety Of techniques to make content comprehensible • Use gestures, body movements, and facial expressions • Use pantomime and dramatization • Use realia (real things), photos, pictures, and drawings • Model the finished product • Breakdown complex tasks into manageable steps (Chunk and Chew) • Use videos prior to beginning a lesson/unit • Use multimedia and technology • Use recorded text • Use graphic organizers Turn and talk to a partner about a previous lesson you taught. How could you incorporate more techniques to improve comprehensible input?

14. Comprehensible Input Do you know? Content Objectives: • I can identify the Comprehensible Input component of SIOP and the three features of this component • I can discover ways to make content comprehensible. Language Objectives: • I can evaluate and revise an academic task to make it comprehensible for ELL students. • I can share techniques used to increase comprehensible input.

15. Strategies Metacognitive (Thinking about Thinking) Cognitive (Active Learning) Social/Affective (Interactive Learning) Questioning Higher Order Thinking Scaffolding Building Independence

16. Strategies Content Objectives: • I can identify the Strategies component of SIOP and the three features of this component. • I can discover ways to implement and teach strategies that will assist student learning. Language Objectives: • I can discuss how strategies are used to read and comprehend text. • I can apply SQP2RS strategies and orally share strategies with the group. VIDEO Turn and Talk

17. Teach Strategies • ELLs focus mental energy on their developing language skills, not on developing independence in learning. • Therefore, provide opportunities for students to use a variety of strategies • Teach strategies explicitly • Model strategy using think alouds • Explain how, when, and why strategy used Assessing PK Activity

18. Strategies Metacognitive (Thinking about Thinking) Cognitive (Active Learning) Social/Affective (Interactive Learning) Questioning Higher Order Thinking Scaffolding Building Independence

19. Metacognitive Thinking about your thinking! • predicting/inferring • self-questioning • monitoring/clarifying • evaluating • summarizing • visualizing How often do you explicitly teach these strategies? How do you make these strategies more concrete?

20. ANCHOR STRATEGIES

21. ANCHOR STRATEGIES Do you currently have anchor charts in your classroom? What information do you include on your charts? Are they teacher made or student made?

22. Strategies Metacognitive (Thinking about Thinking) Cognitive (Active Learning) Social/Affective (Interactive Learning) Questioning Higher Order Thinking Scaffolding Building Independence

23. Cognitive Strategies Active Learning • previewing/rereading • establishing a purpose for reading • making connections • reading aloud • highlighting • taking notes • mapping information • finding key vocabulary • mnemonics Do you incorporate a variety of these strategies daily? Tell your neighbor how you have used or could have used one of these strategies in a lesson you have recently taught.

24. Questioning • Asking questions that promote critical thinking is yet another way that SIOP teachers can promote strategy use. • Remember that it is important to think of higher-order questions prior to the lesson delivery, as it is at times difficult to think of higher-order questions “on your feet.” Think about your questioning practices. What types of questions do you normally ask? How do these relate to Bloom’s Taxonomy? (Refer to Handouts)

25. Blooming Questions Directions: 1. Get with your partner. 2. Write a question that is appropriate for your target student. • Connect to grade level content. • What instructional strategy might be appropriate for that level of questioning? Think about the stage of language for your student and the cognitive level of questioning

26. SCAFFOLDING • Form of support to bridge the gap between students’ current abilities and the intended goal • Support is more complete during the initial stages of learning but is decreased as there is less need for guidance • Types: • verbal • Instructional • Procedural Refer to Handout

27. SCAFFOLDING Instructional SCAFFOLDING VERBAL SCAFFOLDING Paraphrasing Using “Think Alouds” Effective Use of Wait Time Use of songs, jazz chants, rhythm, and rhyme Purposeful use of synonyms and antonyms. Graphic Organizers Manipulatives Word Walls Labeled Visuals Realia Pictures/Graphs

28. Procedural Scaffolding Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and skills. Independent Work Student Independence Paired/ Small Partner Whole Group Class Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87. How does this relate to the Anatomy of A Lesson (AOL)

29. Procedural Scaffolding According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modeling and practice that provide procedural scaffolding. . Increasing Student Independence Apply Practice Model Teach Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

30. Scaffolding Activity Directions: Identify your targeted scaffolding activities. Share a description of your activities. Share examples of how you would use these in your own classroom.

31. How Do YOU Use Graphic Organizers? Graphic organizers help students classify ideas and communicate more effectively. They can be used in a variety of contexts and help students build connections, define relationships and strengthen concepts. They help the brain to think. Using the Chart paper at your table, draw one graphic organizer that you use during instruction. Share how you use it.

32. Strategies Metacognitive (Thinking about Thinking) Cognitive (Active Learning) Social/Affective (Interactive Learning) Questioning Higher Order Thinking Scaffolding Building Independence

33. Social/Affective Strategies Interactive Learning • interaction/questioning • cooperative learning • group discussion/self talk • i.e.. think/pair/share

34. SQP2RS: A Multi-step Reading Strategy(Echevarria, Vogt, & Short, pp.84, 92-93) Activity: Work together in a group. Use the SQP2RS strategy to read and learn about the SIOP strategies discussed in your book on pages 126-129. Summarize the text. Share your summaries. Think – Pair – Share • How was this different from your typical • reading experience? • How can this strategy help English language • learners be successful?

35. Strategies What did you learn? Content Objectives: • I can identify the Strategies component of SIOP and the three features of this component. • I can discover ways to implement and teach strategies that will assist student learning. Language Objectives: • I can discuss how strategies are used to read and comprehend text. • I can apply SQP2RS strategies and orally share strategies with the group.

36. Interaction Opportunities for Interactions Clarifying Key Concepts In L1 Group Configurations Wait Time

37. Interactions Content Objectives: • I can identify the Interaction component of SIOP and the four features of this component. • I can explore how grouping can facilitate interaction. Language Objectives: • I can discuss ways to foster interaction. • I can reflect and elaborate on instructional conversations in my own classroom. • Present examples of cooperative learning activities that promote interaction and use of language among students. Turn and talk: Share an Activity that you have done in your classroom that required interaction VIDEO

38. Learning is more effective when students have an opportunity to participate, fully-discussing ideas and information.

39. Interaction Opportunities for Interactions Clarifying Key Concepts In L1 Group Configurations Wait Time

40. Instructional Conversations • An interactive approach–where there is more balance in student talk and teacher talk –is effective in promoting meaningful language learning opportunities for ELs. • Instructional conversations provide a context for learning in which language is expressed naturally through meaningful discussion. Sort Instructional vs. Typical Conversations

41. Contrast Typical Instruction with Instructional Conversations (I.C.) p. 124 Elem. SIOP • Typical Instruction • Teacher-centered • Exact, specific answers evaluated by the teacher • No extensive discussion • Skill-directed • Easier to evaluate • Check for understanding • Mostly literal level thinking and language use. • Instructional Conversation • Teacher facilitates • Many different ideas encouraged • Oral language practice opportunities using natural language • Extensive discussion and student involvement • Draw from prior or background knowledge • Student level of understanding transparent • Fewer black and white responses • Mostly higher level thinking and language use. Discuss similarities and differences between typical and instructional conversations.

42. Increases use of academic language Improves quality of student talk Encourages elaborated responses Provides “oral rehearsal” Helps individualize instruction Encourages reluctant learners to participate Allows for written interaction with dialogue journals Promotes a positive social climate Benefits on Interactions

43. Fostering Interaction Student-Student • Putting students in pairs, triads and small groups • Types of activities that encourage “table talk” • Literature circles, think-pair-share, jigsaw readings, debates, science or math experiments. Student-Teacher • Dialogue journals, pen-pals, blogging, email

44. Turn to your partner Volunteer your partner Explain a process to your partner Song lyric rewrites – content-based Choral reading, reader’s theatre, drama, charades Dialogue journals or e-pals Extended Responses Fostering Interaction Other Opportunities Turn and talk at your table and discuss ways you currently foster interaction. How can you encourage students to TALK more?

45. Extending Students’ Responses • Tell me more about that… • What do you mean by…..? • What else…. • How do you know……? • Why is that important? • What does that remind you of? “It is easy to imagine how students could become disinterested, passive learners in a class in which the teacher accepts minimal participation and does the majority of the talking.” HANDOUT

46. Type of group to set up Random Voluntary Teacher assigned Possible Group roles Group recorder Materials collector Reporter Final copy scribe Illustrator Timekeeper Cheerleader/facilitator Monitor Messenger COOPERATIVE LEARNING • Changing groups • Frequency • Management • Time & deadlines clear • Clear expectations

47. Information gap activities Jigsaw Four corners Numbered heads together Round robin/roundtable Questionnaires & interviews Three-step interview Literature study groups Writing headlines Science & math investigations Think-pair-share Cooperative Group Activities Do you currently use cooperative group Activities in your classroom? Which ones do you use?

48. Interaction Opportunities for Interactions Clarifying Key Conepts In L1 Group Configurations Wait Time

49. Benefits on Varied Grouping • When students are working in small-guided instruction groups, the teacher can easily differentiate to meet the students’ needs regarding: skill focus, language development, and/or assessment of the student’s progress. • Moving from whole group to cooperative groups or partners adds variety to the learning situation and increases student involvement in the learning process. • Diversifying classroom configurations - whole group, to small group, to pairs to individual work - allows students to learn new information, discuss it and process it.

50. Grouping Configurations Research Says…. • To maximize achievement, a balance is necessary between whole-group and small group learning in the classroom. • Organizing students into smaller groups for instructional purposes provides a learning context that whole-group teacher-dominated instruction doesn’t offer.