Download
1 / 55
580 likes | 753 Vues
Sheltered Instruction Observational Protocol. SIOP Bridget Bordelon October 2012. Objectives. Content objective: I can understand the eight components of SIOP. Language objective: I can tell a partner three things I’ve learned about SIOP.
E N D
Sheltered Instruction Observational Protocol SIOP Bridget Bordelon October 2012
Objectives Content objective: I can understand the eight components of SIOP. Language objective: I can tell a partner three things I’ve learned about SIOP. Sentence frame: One thing I learned about SIOP is ____.
Quilt • Take 2 or 3 post-its • On each post-it write something you think you know about SIOP OR write a question you have that you think will be answered today • As a table/group make a quilt of your post-its on the colored paper
What is SIOP? • SIOP is a researched basedmodel of instruction for English learners, but benefits all learners • SIOP promotes concurrent teaching and learning of both language and content. • SIOP presents the best practices for Sheltered Instruction (teaching content to language learners while promoting English language development). • Promotes Best Practice for all students. • The eight components of the SIOP Model enhance language acquisition through interaction and the meaningful use of language.
The 8 Components • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment
Academic Language “Academic Language is the set of words, grammar, and organizational strategies used to describe complex ideas, higher-order thinking processes, and abstract concepts.” (Zwiers, 2008) Essentially, academic language is the language of the classroom. Teachers and students use it to learn new knowledge and skills, share information, and describe abstract ideas.
Academic Language • BICS- Basic Interpersonal Communication Skills • 6 months to 2 years to develop • Social or Playground Language • CALP-Cognitive Academic Language Proficiency • 5 to 7 years to reach native speaker levels • Formal or Academic Language • Often lack academic vocabulary at home (perhaps even in their native language)
BICS CALP
“It is no wonder that ELLs will often read an entire page in their texts and not have a clue what they just read. They’ve mastered the decoding, but not being able to understand the “in between” words has rendered the text incomprehensible. Worse yet, during their several years in English-speaking schools, they’ve grown accustomed to reading without understanding, so that the lack of comprehension really does not cause them the same annoyance or reason to complain that it would for a native English speaker.” (Himmele & Himmele, 2009)
Cummin’s Model of Academic Language • Context-Embedded • Many clues provided for learners to access information • Context Reduced • Learner must rely on language to access information • Cognitively Undemanding • Language required is social and not specialized • Cognitively Demanding • Learner must have enough background knowledge to scaffold new ideas that are academically challenging
Lesson Preparation • Content Objectives- what the students will learn/do • Language Objectives- the reading, writing, speaking, and listening activities that will occur during the lesson • Supplementary Materials- visuals, graphs, models, graphic organizers, etc • Content Concepts- appropriate for age and educational background • Adaptation of Content- modify to students’ proficiency levels • Meaningful Activities- integrate lesson concepts with opportunities to practice the language
Objectives • Language Objectives • Content Objectives vs. • Content objectives focus on the material and subject matter students will learn. • What • Language objectives have to do with how students will use languageto learn the content by speaking and writing. • How
Language Considerations for Language Objectives • Key Vocabulary: technical terms, content words, and other words needed to discuss, read, or write about the topic of the lesson. (For example, if students are comparing, they would need to be able to use the words both, are similar, in comparison) • Grammar or Language Structures: explicitly taught when they are prevalent in the written or spoken discourse of the class (For example, questioning patterns, past or future tense verbs, paragraph writing, pronoun usage, sentence formation, root words, prefixes, suffixes) • Language Skills: the reading, writing, listening and speaking skills students need to learn. (For example, reading for the main idea, identifying a speaker’s point of view, explaining a solution, scanning for details)
Using Objectives • Include at least one language objective for each content objective • Post objectives in a visible location • Start and end each lesson with the objectives • Objectives may be written in student friendly language appropriate for your grade level: • Students will be able to (SWBAT) • Students will (SW) • I can…
Objective Examples • Math (grade 1): • CO: I can find the sum of one digit numbers. • LO: I can tell a friend what the sum of one digit numbers will be. • SF: The sum of ____ plus ___ is____. • Math (grade 5): • CO: I can distinguish prime and composite numbers. • LO: I can explain why a number is prime or composite. • SF: ___ is (prime/composite) because it has ___ factors.
Building Background • New concepts directly linked to students’ prior experiences • Make explicit connections for students • Some students will have NO prior knowledge • Examples: camping, ballpark, colonial America, holocaust, science fair, clam shells
Building Background • Links explicitly made between past learning and new concepts • Make connections between material already covered by you • Make connections between this year and previous year if you know it was taught • Example: writing a how-to paper
Building Background • Key vocabulary emphasized • Introduce • Write in sentences • Repeat out loud • Highlight in text • Visual clues • Multiple meanings • Sentence frames with the words • REPETITION!
Building Background Activity • Look at the 4 words and think about what they mean to you. • busking • milo • noodling • menudo • Jot down your ideas for each word.
Comprehensible Input: Speech Appropriate for Proficiency Level • Rate and enunciation • Use slower speech rate (for beginning level ELLs) • Use pauses • Enunciate clearly • Vocabulary (brick and mortar words) • Sentence Structure • Subject-verb-object sentences for beginning ELLs • Reduce or eliminate embedded clauses • The next thing when you’re done is to read silently. • Avoid idioms • Paraphrase • Repetition • Research says repetition strengthens connections in the brain
Comprehensible Input: Clear Explanation of Academic Tasks • Present instructions step-by-step • Model or demonstrate • Show example of finished product • Oral instructions accompanied by written ones Instructions with prepositional phrases or dependent clauses may be confusing for ELLs: “Before you read the story, complete your vocabulary review.”
Comprehensible Input: A Variety of Methods Used to Make Content Clear • Use gestures, body language, pictures, and objects • Provide a model of a process, task, or assignment • Preview materials for optimal learning • Allow alternative forms for expressing their understanding of information and concepts • Use multimedia and other techniques in lessons • Provide repeated exposures to words, concepts, and skills • Use sentence strips • Use graphic organizers effectively • Audio versions of texts for comprehension
Strategies “Learning strategies help students put information in a file drawer rather than a junk drawer.”
Strategies: Ample Opportunities Provided for Students to Use Learning Strategies
Strategies: Ample Opportunities Provided for Students to Use learning Strategies
Strategies Feature:Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding
Strategies Feature:3. A Variety of Questions or Tasks that Promote Higher-Order Thinking Skills
Why Interaction? Quantity & Quality Quantity • Research has found that teachers speak about 80% of the time. • In an hour lesson, if we are calling on students one at a time, each student would have about 6 seconds to practice and use academic language. • Extended over a whole day, that translates to about 30 seconds per student.
Why Interaction? Quantity & Quality Quality • Research has found that most student responses are limited to simple information-recall statements. This is especially true for ELLs. Research finds mainstream students are called on more frequently for responses that require academic language; ELLs are called on more frequently to answer fact-based display questions (Zwiers, 2005). • There is an inverse relationship between the frequency of teacher questions and the extent to which students share their own ideas and seek information (Woods, 1986). • Reading comprehension skills and writing skills are positively correlated with oral language proficiency (August & Shanahan, 2006 and Geva, 2006).
Interaction: Frequent Opportunities for Interaction and Discussion • Limit lectures to mini-lectures(about one minute per year for your students’ ages). • Encourage elaborated responses • Tell me more about that… • What do you mean by… • How do you know? • Why is that important? • Explain your thinking to your partner.
Interaction: Grouping Configurations Support Objectives • To maximize achievement, a balance is necessary between active and passive learning • Vary grouping configurations (whole group, small group, partners, individual assignments, random, voluntary) • Do not group exclusively by ability: a study found that the group- or track- students were in was as strong a predictor of academic achievement as language proficiency (Callahan, 2005). • Varying grouping structures increases the chance that a student’s preferred mode of instruction will be matched. • It is recommended that at least two different grouping structures be used during a lesson, depending on the activities and objectives of the lesson. • When should you use whole group, small group, and partner work?
Interaction: Sufficient Wait Time for Student Responses • Wait time varies by culture (from overlapping to minutes between utterances) • ELLs need additional time to process ideas in a new language and to formulate the phrasings for their thoughts. • Adequate wait time increases student discourse and more student-to-student interaction (Honea, 1982; Swift & Gooding, 1983; Tobin, 1987) • You may scaffold student responses: • give a choice between two answers • provide sentence frames to guide responses • allow students to ask a friend for help • All Hands Up: Ask all students to respond to a question. Give them time to think. Students raise their hands open palm if they know the answer or with a fist if they do not know the answer. Teachers may call on any student. A student with a closed fist may ask the teacher or another student a clarifying question. • What is the average wait time for a teacher when asking a question? A. 1.5 seconds B. 5.5 seconds C. 3 seconds
Interaction: Students Clarify in L1 • Best practice indicates that English learners benefit from opportunities to clarify concepts in their first language (L1). • Academic skills such as reading taught in the first language transfer to the second language (August & Shanahan, 2006). • Ideally, students should be allowed to have a concept or assignment explained in their L1 as needed. • Allow students to negotiate meaning of a concept in L1 with others in their language group.
Practice & Application • ELLs need multiple, daily opportunities to practice and apply what they are learning • Immediate practice increases retention • Teachers can assess students’ learning • Practice and application should be interspersed within each lesson(not just at the conclusion) • Both language and academic learning occur through language use in the classroom (Saville-Troike, 1984) • Oral and written practice increases language proficiency (Swain, 1985) • Quality of Input is important: ELLs use the language used to deliver the lesson in their interactions with peers and teachers (Saunders & O’Brien, 2006
P & A: Hands-on Materials and Manipulatives • Use manipulatives when possible • Math: base 10 blocks, unifix cubes, algebra tiles, rulers • Language Arts: letter tiles, sentence strips, personal word walls, pictures, graphic organizers • Science: models, dissections, collections • Manipulatives and hands-on materials reduce the language load for students • Kinesthetic activities • Example: Using arms to make angles
P & A: Apply Content and Language Concepts • Practice small, meaningful pieces of the lesson • Each practice should be short in duration so the student has to exert intense effort and make an intention to learn • Practice new learning with mass practice • Practice old learning with distributed practice • Students receive immediate feedback from the teacher or another student
P & A: Activities Incorporate all Language Skills • “It takes twenty-one (or more) times for an ELL to hear, say, read, and write a word for it to become a part of their vocabulary.” • “… the language processes- reading, writing, listening, and speaking- are mutually supportive.Although the relationships among the processes are complex, practice in any one promotes development in the others.”
Lesson Delivery: Content & Language Objectives Supported by Lesson Delivery • Clearly stated and posted content and language objectives provide specific learning targets for both teachers and students. • These content and language objectives are used at the end of a lesson to evaluate whether the desired learning has occurred. • Specific targets keep lessons focused (fewer tangents)
Lesson Delivery: Pacing Appropriate to Students Ability • Pacing refers to the rate at which information is presented during the lesson • The pace of the lesson depends on: • Lesson content • Level of students’ background knowledge • Pacing challenge: • Slow enough so that no students are “left in the dust” • Brisk enough to maintain students’ interest
