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Participants will be able to:

LTHS Institute Day January 9, 2011 Making Content Area Instruction Accessible to English language Learners (ELLs) presented by: John Cronfel Francisco Gamboa. Participants will be able to:. Content Objectives:

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Participants will be able to:

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  1. LTHS Institute Day January 9, 2011Making Content Area Instruction Accessible to English language Learners (ELLs)presented by: John Cronfel Francisco Gamboa

  2. Participants will be able to: • Content Objectives: -Identify the Sheltered Instruction Observation Protocol (SIOP®) Model and the 8 components -Distinguish the difference between content and language objectives • Language Objectives: -Write language and content objectives -Discuss the advantages of using the SIOP model

  3. What is the purpose of the Sheltered Instruction Observation Protocol Model (SIOP)? • Sheltered instruction is a means for making grade-level academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time promoting their English language development. • The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students.

  4. Authors • Jana Echevarria • Chair of the Department of Educational Psychology, Administration and Counseling at California State University, Long Beach. • Mary Ellen Vogt • Co-Director of the CSU Center for the Advancement of Reading and Professor at California State University, Long Beach. • Deborah Short • Director of the Language Education and Academic Development division at the Center for Applied Linguistics.

  5. Why do our ELL STUDENTS need modified instruction? • Persistent gap in academic achievement between Caucasian students and those from culturally and linguistically diverse groups: • Many teachers are underprepared to make content comprehensible for ELLs. • Few teachers trained to teach initial literacy or content-area literacy to secondary ELLs. • ELLs are tested in mathematics and reading under No Child Left Behind; and in 2007-08, tests in science have been added to the battery of assessments they must take.

  6. ELL students have two icebergs One for each language • Basic Interpersonal • Communication Skills • Entering • Beginning • Developing • Cognitive Academic • Language Proficiency • Expanding • Reaching • Bridging Conversant in L1 Conversant in L2 BICS BICS CALP CALP Academic Language Proficiency

  7. コンテンツの目的 学生は、単語および/またはトピック（例えば、騎士の侍）に関する概念を一致させることができるようになります 言語の目的 学生は、口頭でキー語彙を通信します。 学生は、ヨーロッパと日本の封建的システムに関連する語彙の正しいスペルと意味を識別します。

  8. Reaction? • 1. Traditional Lesson • Reflect on how much of the content you were able to grasp and how the experience impacted your motivation to learn.

  9. Europe and Japan Feudal Systems

  10. -Europe -Many powerful Kings -Catholic church played important role -based on agriculture -based on loyalty -smaller pop on top -higher pop on bottom -warrior class -Japan -One powerful Emperor --No religious reason to avoid suicide

  11. Reaction? • 2. SIOP Modified Lesson • Reflect on how much of the content you were able to grasp ? • What was the difference?

  12. Feudalism ExampleStudents will be able to: • Content Objective - Distinguish the different levels of both the Japanese and European Feudal systems -Draw conclusions about how the feudal system affected life in the middle ages • Language Objective • Compare in writing the differences between European and Japanese feudalism • Verbally define each person in the feudal pyramid

  13. “Find Your Match”

  14. SIOP Model (Sheltered Instruction Observation Protocol) • 8 Components, 30 teaching strategies • Best Practices…Effective Instruction for all students • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice & Application • Lesson Delivery • Review and Assessment

  15. SIOP® Model of Sheltered Instruction Learning Strategies Standards Flexible Grouping Differentiated Instruction Cooperative learning Writers Workshop Multiple Intelligences Reading First

  16. Teacher Preparation- Content Objectives • Teachers write clearly defined content objectives on the board for students. These objectives are reviewed at the beginning of a lesson and students should state at the end of the lesson whether the objectives have been met. • SIOP lessons are characterized by two sets of objectives that support and complement each other: content and language objectives. Content objectives are usually drawn from state standards for the content areas. They can be recognized by verbs related to knowledge of the content area, such as identify, analyze, rank, construct, graph, divide, solve, visualize, design. Teachers are often familiar with how to write content objectives before they learn about the SIOP Model.

  17. Teacher Preparation – Language Objectives • Teachers should write clearly defined language objectives on the board for students at the beginning of a lesson. Students state at the end of the lesson whether the objectives have been met. • Language objectives address the language needed to engage with the academic content, perform classroom tasks, and achieve the content objectives. They are related to the language skills. Listening, speaking, reading, and writing (for example: read, write, listen, list, tell, discuss, journal, record, persuade, debate, draft), key vocabulary, language functions or ways students use language in the lesson, grammar or language structures, and language learning strategies.

  18. Creating Objectives Verbs for Content Objectives Verbs for Language Objectives • Identify • Solve • Investigate • Hypothesize • Create • Select • Draw conclusions about • Listen for • Retell • Define • Find the main idea • Compare • Summarize • Rehearse • Persuade • Write

  19. Supplemental Materials • Hands on manipulatives • Realia • Pictures • Multimedia • Demonstrations • Related literature • Adapted texts

  20. Adaptation of Content • Graphic organizers • Outlines • Leveled study guides • Highlighted text • Taped text • Adapted text • Jigsaw • Margin notes • Supplemental native language texts

  21. SIOP Lesson Plan Template 2 (first half only) • Standards: 16.B.3c (W) Identify causes and effects of European Feudalism • Theme: Political Structures/Government • Lesson Topic: Comparing European and Japanese Feudalism • Content Objective - Distinguish the different levels of both the Japanese and European Feudal systems -Draw conclusions about how the feudal system affected life in the middle ages • Language Objective • Compare in writing the differences between European and Japanese feudalism • Verbally define each person in the feudal pyramid • Learning Strategies: Small group matching activity, manipulation of visuals, Venn diagram • Key Vocabulary: Emperor/King, Noble/Daimyo, Samurai/Knight, Peasant/Peasant • Materials: Matching Cards and Pyramid Picture Frame

  22. LOCO • Let’s practice creating a Language Objective and a Content Objective. • Alone or with a partner, create a language and content objective using a recent lesson for your classroom. • Be prepared to share with the whole group.

  23. Questions or Reactions? • 3. How might you adapt your lessons to target ELL language development?

  24. True or False? Sheltered Instruction cannot be used in classes that contain both English language learners and native English speakers False! Sheltered Instruction can be used in all classes that contain ELLs. What do you think?

  25. True or False? Sheltered Instruction is the same as high quality instruction for native English speakers. False! Language is gained faster while learning content because the language is contextualized and used in meaningful ways. What do you think?

  26. True or False? Language development classes should be separate from content classes for ELLs to learn best. False! Language is gained faster while learning content because the language is contextualized and used in meaningful ways. What do you think?

  27. True or False? In Sheltered Instruction classes, teachers integrate ESL standards. True! National, state, and district ESL Standards are excellent sources of language objectives for Sheltered Instruction classes. What do you think?

  28. In conclusion… • The SIOP (Sheltered Instruction Operation Protocol) Model is useful in reaching all students but particularly ELL students because it allows for the addition of language objectives that open their understanding of the content.

  29. Participants will be able to: • Content Objectives: -Identify the Sheltered Instruction Observation Protocol (SIOP®) Model and the 8 components -Distinguish the difference between content and language objectives • Language Objectives: -Write language and content objectives -Discuss the advantages of using the SIOP model

  30. Useful Websites EverythingESL.Net • http://www.everythingesl.net/inservices/using_siop_model_08621.php.php • Provides an overview and outline of the SIOP Model • Includes related links to many articles and tools for content area instruction • Helpful for teachers who are not familiar with the SIOP Model or need tools for content area instruction

  31. Useful Websites • http://www.cal.org/siop/ or www.siopinstitute.net • Provides a historical perspective of the SIOP model and current news related to the topic • Provides shopping links for professional development resources • Includes sample lesson plans for content area teaching including science and social studies • This website is useful for teachers attempting to improve their own professional development using the SIOP Model

  32. Other Online Resources The Illinois Resource Center (www.thecenterweb.org) The IL State Board of Education (www.isbe.net) The World-class Instruction Design & Assessment (www.wida.us)

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