Welcome

1. Setting Up the SIOP Classroom Welcome Introductions July 23 Stough Elementary

2. Objective I can use answer cardsto correctly answer questions: • Are you an English teacher? • Is it important to model correct use of academic language in the classroom?

3. Which is more important?LanguageorContent?

4. How are language and content connected? Academic language proficiency is needed in order to obtain academic achievement and content needs language in order to be processed.

5. Bottom Line… In order for students to achieve academically and exhibit that learning on large scale, high stakes assessment, they MUST master academic language.

6. Common Core: ELA (English Language Arts) READING SPEAKING AND LISTENING Reading text of increasing Developing skills to participate complexity to develop in academic discussions and critical analysis based on present new learning. evidence. WRITING LANGUAGE Write narrative, informational and Convention, knowledge of argumentative texts support by language and vocabulary evidence. extending across reading, writing, speaking and listening.

7. So….We are all English teachers!

8. Objective Review I can use answer cardsto correctly answer questions: • Are you an English teacher? • Is it important to model correct use of academic language in the classroom?

9. SIOP At A Glance

10. Objective I can use a SIOP Lesson Plan Checklistto identifyfeatures of a SIOP lessonand make commentsto my partner using my Say Something bookmark.

11. What does SIOP mean? S heltered I nstruction O bservation P rotocol

12. Terminology ELL LEP English Language Learner Limited English Proficient ESL Receive English as a Second Language services.

13. How do we Identify LEP Students? • HLS (Home Language Survey) • W-APT Testing (initial placement and reclassification) • ACCESS (annual testing) • LEP Teams • LEP Plans

14. What is SIOP? SIOP is a framework of instructional best practices that teachers use to develop language as they deliver content.

15. Who needs SIOP? LEP BOTH SWD Need language development English not native language. Native English speakers Need many practices to learn new concepts Need explicit and intentional teaching

16. ppppp Think about it….. How do educators support these students’ instructional needs in the general classroom? ? ESL Pull out, Resource LEP General classroom

17. Lower the Affective Filter! Create an atmosphere that lowers anxiety and promotes motivation and self-confidence. Tips to Lower the Affective Filter: • Know your students • Encourage and praise • Value culture, language, beliefs • Pronounce names correctly • Employ Buddy System • Involve students in the class • Don’t call attention to mistakes • Have fun with your students

18. SIOP Lesson Checklist • Read the features of each SIOP Component. Check the ones that you feel are most important. • Which features would lower the affective filter in your classroom? • Be prepared to “Say Something.”

19. Objective Review I can use a SIOP Lesson Plan Checklist to identifyfeatures of a SIOP lesson and make commentsto my partner using my Say Something bookmark.

20. English Language Proficiency LevelsandCan Do Descriptors

21. Objective I can use WIDA Can Do descriptors and ACCESS Test scoresto discussactivities and assessments that are appropriate for students of varying language proficiency levels.

22. Language Domains LISTENINGSPEAKING READING WRITING

23. Common Core: ELA (English Language Arts) READINGSPEAKINGAND LISTENING Reading text of increasing Developing skills to participate complexity to develop in academic discussions and critical analysis based on present new learning. evidence. WRITINGLANGUAGE Write narrative, informational and Convention, knowledge of argumentative texts support by language and vocabulary evidence. extending across reading, writing, speaking and listening.

24. TeacherReport Demographic Information About the Student Student’s Scale Score by Domain Student’s ELP Level by Domain Student’s Scale Composite Scores Student’s Composite Scores Student’s Speaking Performance by Standard Student’s Comprehension by Standard Student’s Writing Performance by Standard Description of the ELP Levels

25. 6 5 REACHING BRIDGING 4 EXPANDING 3 DEVELOPING 2 BEGINNING 1 ENTERING The WIDA English Language Proficiency (ELP) Scale EMERGING

26. Think-Pair-ShareWIDA Flipbook With your partner, read and sort the language “Can Do” descriptor labels. Place the labels under the appropriate language proficiency levels on the chart.

28. Table Talk • With your partner, discuss some of the ways you can use this flipbook in your class. • Discuss some of your students….where do they fall according to the descriptors? • How can you use the WIDA descriptors to differentiate instruction?

29. Compare & Contrast Pictures Describe Partner(s) Label Summarize Books Draw

30. Objective Review I can use WIDA Can Do descriptors and ACCESS Test scores to discuss activities and assessments that are appropriate for students of varying language proficiency levels.

31. Evaluate a SIOP Lesson Watch for ways that the teachers: • Make content comprehensible to all students • Reduce student anxiety Take notes using a circle map.

32. Objective I can watch a video,take notesusing a circle map, and evaluate a SIOP lesson.

33. Objective Review I can watch a video, take notes using a circle map, and evaluate a SIOP lesson.

34. Objective After watchinga slideshow, I can sharean idea fordisplaying objectivesin my classroom.

35. Language Objectives Made Easy ! Follow this framework: Language function + content + support

36. Language function + content+ support You will identifyarithmetic patterns in given sets of numbers with a partner.

48. Objective Review After watching a slideshow, I can share an idea for displaying objectives in my classroom.

49. A Closer Look at SIOP Features • Supplementary Materials • Adaptation of Content

50. Learning the Hows and Whys of Supplementary Materials