Things to Think About from the SIOP Model

1. Things to Think About from the SIOP Model Introduction & Content Objectives

2. OBJECTIVE for Today: • Content Objective: • I will be able to tell what SIOP means and name the 8 Components of SIOP. • Language Objective: • I will write a content objective.

3. PARTNERS BB = “Buddy Buzz”

4. TICKET OUT THE DOOR • You have been given a piece of paper. • Write your name at the top of it. • Write your CONTENT OBJECTIVE. • Give the “ticket” to Sister Johnson before you leave.

5. SAMALA • He can talk pretty well with his friends in English, but school work is hard. Only Science class makes sense to him. • He wonders why his Science class is easier for him to understand than his English class.

6. BB: Why is Sione’s Science class easier for him to understand? Sister Vimahi English Brother Takelo Science • T: stood 12 min. talking— • S: tried to understand • T: wrote numbers on board, kids got out books • S: got out his book and matched 1stpage number on board • S: Sound out words on the page 1 by 1 (knew some, but it didn’t make sense) • T: “Keep quiet!” • S: “Why is this class so hard?” • T: “Watch as I model the experiment.” • S: worked with friends to do the same experiment. • T: “Always look at the pictures first.” • S: liked science bk—pictures, drawings • T: “Write words in your personal science dictionary. • S: knew words in his own picture dictionary • T: “It’s okay to ask someone at your table.”

7. LDS Schools in the South Pacific • We want students like Sione to be successful in school and beyond. • Such success will allow him to… • “…become a light unto the world and an ensign unto the nations that others seeing their good works may be led to glorify Thee, the Lord.” • DEDICATORY PRAYER OF LIAHONA • By Elder LeGrande Richards • Dec. 1, 1953

8. READING, WRITING & ORAL LANGUAGE SKILLS are… • NEEDED by ELLs so they can do…. • Mathematical Reasoning • Science Skills • History Concepts… • The relationship between literacy proficiency and academic achievement rises as grade levels rise.

9. PROBLEM: Teaching Techniques • INCONSISTENT • From • CLASS TO CLASS

10. SIOP = SIOP • Sheltered Instruction • Observation Protocol (written procedural method)

11. What is Sheltered Instruction? (SI) Teach grade level content to English Learners • --use strategies that will help them understand • --while they are developing English language skills Teachers use the scaffolding process— • --adjust speech • --adjust instructional tasks • --provide background information and experiences

12. A SCAFFOLDING

13. SCAFFOLDING=Teachers providing support so ELs can participate at their own levels of proficiency • Prompting • Paraphrasing a response • Providing clues • Showing visuals • Providing an outline OR graphic organizer • Writing words—keep posted for students to see and refer to

14. What is the OP of SIOP? OBSERVATION PROTOCOL • Written list of teaching features • Used for observing teachers

15. SIOP Terminology 1. SIOP Model = lesson planning and delivery system 2. SIOP Protocol = the instrument used to observe, rate, and provide feedback on lessons

16. SIOP Class Goal: PREPARE TEACHERS TO… • Teach content effectively to English learners WHILE • Developing the students’ language ability BB: Without looking, tell your partner what “SIOP” means.

17. SIOP = Sheltered Instruction Observation Protocol • “If you are going to rate our lessons based on the protocol, shouldn’t we use it to plan our lessons?”

18. 30 FEATURES Divided into 8 COMPONENTS

19. The SIOP Model of Sheltered Instruction Lesson Delivery Compre-hensible Input

20. Can you NAME the 8 COMPONENTS of SIOP? • Practice NAMING the 8 COMPONENTS of SIOP. • Be prepared to NAME the 8 COMPONENTS to the class. • Come up with a mnemonic device.

21. The SIOP Model of Sheltered Instruction Lesson Delivery Compre-hensible Input

22. SIOP Model Self-Assessment DAILY? OCCASIONALLY? NEVER?

23. OBJECTIVE for Today: • Content Objective: • I will be able to tell what SIOP means and name the 8 Components of SIOP. • Language Objective: • I will write a content objective.

24. SIOP Course of Study • Syllabus • Assignments • Assignment to bring to next class 50 POINTS!

25. Why write OBJECTIVES? When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

26. COMPONENT 1: Lesson Preparation • Feature 1:Content objectives clearly defined, displayed, and reviewed with students • Carefully planned objectives with specific content for each lesson let students know precisely what they will do and learn.

27. AT THE BEGINNING OF LESSON • BB: • Why would it be good to let students know precisely what they will learn and do?

28. Write Simple, Clear OBJECTIVES • Write lesson objectives—something that can be learned and taught. • Use student friendly language—personal: “I” • Keep it simple—what students will learn or do.

29. Checklist: Evaluate My Objective • Is it observable? • Is it student friendly—written in language the student can understand? • Is it related to the key concept of the lesson? • Do I have a plan to assess student progress?

30. Checklist: Evaluate My Objective • Is it observable? • Is it student friendly—written in language the student can understand? • Is it related to the key concept of the lesson? • Do I have a plan to assess student progress? I will solve word problems using a two-step process.

31. Checklist: Evaluate My Objective • Is it observable? • Is it student friendly—written in language the student can understand? • Is it related to the key concept of the lesson? • Do I have a plan to assess student progress? I will be able to identify specific land forms on a map of South America.

32. Checklist: Evaluate My Objective • Is it observable? • Is it student friendly—written in language the student can understand? • Is it related to the key concept of the lesson? • Do I have a plan to assess student progress? I will use descriptive adjectives to write sentences about the characters of the story.

33. Checklist: Evaluate My Objective • Is it observable? • Is it student friendly—written in language the student can understand? • Is it related to the key concept of the lesson? • Do I have a plan to assess student progress? • I will be able to describe in writing the setting, the three parts of the story plot, and the names of the characters.

34. Examples of OBJECTIVES over Several Days I will recognize similes in text. I will be able to discuss the functions of similes. I will write three similes. I will write a paragraph that describes a setting using similes.

35. Write your own CONTENT OBJECTIVE At the bottom…. Write a CONTENT OBJECTIVE in your content area. Be prepared to share your objective with the class.

36. Checklist: Evaluate My Objective • Is it observable? • Is it student friendly—written in language the student can understand? • Is it related to the key concept of the lesson? • Do I have a plan to assess student progress? (Fix your objective to meet this checklist.)

37. OBJECTIVE for Today: • Content Objective: • I will be able to tell what SIOP means and name the 8 Components of SIOP. • Language Objective: • I will write a content objective.

38. TICKET OUT THE DOOR • Write your name at the top of your paper. • Write your CONTENT OBJECTIVE on it. • Give the “ticket” to Sister Johnson before you leave.

39. NEXT CLASS • What do you need to do and bring? • BINDER PORTFOLIO ORGANIZED • 50 Points!!!

40. Thank you for your participation.