SIOP Training for Cleveland County Day 3 7/23/2010

1. SIOP Training for Cleveland CountyDay 3 7/23/2010 Leticia M. Trower

2. Find your Match From 99 Ideas and Activities for Teaching English Learners with the SIOP Model, Vogt & Echevarria 2008 • Do not show your card to anyone else • You may not read what is on your card to anyone – you may only describe it • At the signal, stand up and try to find someone whose card “matches” yours • Pairs can be synonyms, a word and its definition, a question and answer, or a concept and a list of examples • When you find your partner, trade cards and then sit down

3. Tickets In • I am still struggling with… • Lesson plan/pulling it all together 5 • HOTS 3 • I learned… • Specific techniques/ideas/activities 3 • Lesson planning 4

4. Tickets In • I appreciated… • Role-play • Interacting with my colleagues 4 • Reminder to tell students they can use learning strategies on their own • The presenter • The pace • Activities 2 • Modeling • I am excited about… • Using the SIOP Model in my classroom 9 • Specific techniques/strategies 3 • Spreading the word about SIOP to all teachers • SIOP benefitting ALL students 2

5. Knowledge: tell, list, describe, relate, locate, write, find, state, name What happened after...?How many...?Who was it that...?Can you name the...?Describe what happened at...?Who spoke to...?Can you tell why...?Find the meaning of...?What is...?Which is true or false...?

6. Comprehension: explain, interpret, outline, discuss, distinguish, predict… Can you write in your own words...?Can you write a brief outline...?What do you think could of happened next...?Who do you think...?What was the main idea...?Who was the key character...?Can you distinguish between...?What differences exist between...?Can you provide an example of what you mean...?Can you provide a definition for...?

7. Application: solve, show, use, illustrate, complete, examine, classify Do you know another instance where...?Could this have happened in...?Can you group by characteristics such as...?What factors would you change if...?Can you apply the method used to some experience of your own...?What questions would you ask of...?From the information given, can you develop a set of instructions about...?Would this information be useful if you had a ...?

8. Analysis: analyze, compare, contrast, categorize, explain, examine, separate… Which events could have happened...?I ... happened, what might the ending have been?How was this similar to...?What was the underlying theme of...?What do you see as other possible outcomes?Why did ... changes occur?Can you compare your ... with that presented in...?Can you explain what must have happened when...?How is ... similar to ...?What are some of the problems of...?Can you distinguish between...?What were some of the motives behind...?What was the turning point in the game?What was the problem with...?

9. Synthesis: create, invent, compose, predict, plan, construct, design… Can you design a ... to ...?Why not compose a song about...?Can you see a possible solution to...?If you had access to all resources how would you deal with...?Why don't you devise your own way to deal with...?What would happen if...?How many ways can you...?Can you create new and unusual uses for...?Can you write a new recipe for a tasty dish?can you develop a proposal which would...

10. Evaluation: judge, select, choose, decide, justify, debate, verify, argue… Is there a better solution to...Judge the value of...Can you defend your position about...?Do you think ... is a good or a bad thing?How would you have handled...?What changes to ... would you recommend?Do you believe?Are you a ... person?How would you feel if...?How effective are...?What do you think about...?

11. Content Objectives You will be able to… • Plan an activity in which students practice and then apply content and language knowledge • Analyze the level of implementation of Lesson Delivery features in a videotaped lesson • Identify the steps you will take to begin to implement the SIOP Model, anticipated challenges, possible solutions, and desired support

12. Language Objectives You will be able to… • Present your Practice and Application activity orally to the group • Summarize key points about Review and Assessment on chart paper • Write a lesson plan that includes all 30 features of the SIOP model

13. Practice and Application What’s the difference between practice and application?

14. Practice and Application • Hands-on materials or manipulatives provided for students to practice using new knowledge • Activities provided for students to apply content and language knowledge in the classroom • Activities integrate all four language skills (i.e., reading, writing, listening, and speaking)

15. Guided Practice • How much material should be practiced at one time? • How long should a practice period last? • How often should students practice? At your tables, discuss these questions and write your answers on your handout.

16. Relevant, Meaningful Practice • On page 139, read about the piano teacher • Two paragraphs, beginning with “Some years ago” • Afterwards, read Madeline Hunter’s answers to the questions about guided practice and compare them to your own

17. Hands-On Materials / Manipulatives • Chart paper • Students themselves • Timeline • Vocabulary sort • Find your match • Sentence strips • Index cards

18. Activity In groups of three… • Choose a topic, skill, or comprehension strategy that you teach in your classroom • Create an activity in which students • Practice the skill / strategy first • Then apply it in a new situation • Some ideas: songs, role-plays, posters, demonstrations, interviews, videos, projects Plan a way to present or demonstrate your activity to the whole group. Your presentation should take 2-3 minutes.

19. Let’s Get Planning! Using the sheet Creating a SIOP Lesson: Practice and Application, continue to build a lesson plan from the objectives you wrote this morning

20. Lesson Delivery • The best laid plans…

21. Lesson Delivery • Content objectives clearly supported by lesson delivery • Language objectives clearly supported by lesson delivery • Students engaged approximately 90-100% of the period • Pacing of the lesson appropriate to students’ ability level

22. How Do You Keep Students Engaged? • What challenges do you face? • What are some solutions?

23. SIOP & Student Engagement With a partner… • Review the 30 features of the SIOP Model on pages 228-229 • Which features increase student engagement?

24. Pacing The challenge: Not so fast that students don’t understand; not so slow that students lose interest. • Know your students • Differentiate • Use routines • Never waste a minute!

25. Lesson Delivery Video

26. Lesson Delivery Video • How were the content objectives supported by lesson delivery? • How were the language objectives supported by lesson delivery? • How did the teacher promote student engagement? • Were students engaged 90-100% of the period? • What did the teacher do to ensure that the pacing of the lesson was appropriate for her students?

27. Let’s Get Planning! Using the sheet Creating a SIOP Lesson: Lesson Delivery, continue to build a lesson plan from the objectives you wrote this morning

28. Review and Assessment • When does assessment occur? • When do you review information?

29. Which Comes First? When you plan a lesson, what is the first thing you do?

30. Review and Assessment • Comprehensive review of key vocabulary • Comprehensive review of key content concepts • Regular feedback provided to students on their output (e.g., language, content, work) • Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson

31. Stay and Stray • Number off 1-5 • Read about your assigned topic: • Feature 27 (pp. 168-170) • Features 28 and 29 (pp. 170-171) • Feature 30 (p. 171 and top of 172) • Group Response Techniques (p. 172, “Assessments can be…” to the end of the Number 1-3 for Self Assessment activity on p. 174) • Assessment Adaptations (middle of p. 174, “As teachers plan…” to end of p. 175)

32. Stay and Stray cont’d • In your group, record the key points from your reading on chart paper • Be prepared to present this information to your colleagues • At the signal, the group members that are called stray to the next poster • Group members who stay share their information with new members

33. NC State Guidelines • Testing accommodations must be documented • Decisions are made on a case-by-case basis • No blanket statements, such as “All ELLs will receive all testing accommodations that they are eligible for” • Decisions must be made by a team that includes the ESL teacher and the content teacher • Parents must be informed of testing decisions

34. Eligibility for Testing Accommodations • Your ESL teacher has information as to which students are eligible for which testing accommodations • Test coordinators can also answer questions about LEP students and test accommodations • Test accommodations must be used routinely in the classroom

35. WHY are LEP students eligible for testing accommodations? The purpose of testing accommodations for ELLs is to level the playing field and allow for moreaccurate assessment of content knowledge

36. Let’s Get Planning! Using the sheet Creating a SIOP Lesson: Review and Assessment, continue to build a lesson plan from the objectives you wrote this morning

37. Complete Your Lesson Plans • Using your notes about all eight components of the SIOP Model, create a complete lesson plan that you can use when you return to your classrooms • You may use any format for your lesson plan

38. Share Your Lesson Plan • Find a shoe partner • Partner A: Share your lesson plan • Partner B: Using pp. 228-229, check off every SIOP feature that is present in your partner’s lesson plan • Discuss, then switch roles and repeat

39. Action Plan • What will you do between August 2010 and January 2011 to begin your SIOP implementation? • What resources will you use? • What challenges do you anticipate? • How could you address those challenges? • What further SIOP support would you like from your district? Make one copy for yourself, and one copy to turn in.

40. Further Resources • www.freewebs.com/leticiatrower • This powerpoint, with notes • Links to other sites • Sample lesson plans • Charlotte-Mecklenburg SIOP Resources: • www.cms.k12.nc.us • Departments • E-H • ESL • ESL Student Education Resources • SIOP • 99 Ideas book • Contact Aristela Torres

41. More Resources • www.siopinstitute.net • SIOP books available for purchase • SIOP lesson plan templates to edit • www.cal.org/siop • Articles, lesson plans, research, materials available for purchase • Google • SIOP lesson plan template • SIOP lesson plan • Bloom’s Taxonomy • Bloom’s Taxonomy question stems • www.carolinatesol.org • Nov 11-14, Hilton Head SC

42. Relay Race • Only one marker per group • Stay behind the line until the marker is in your hands • Complete the chart as fast as you can!

43. Did we meet our Content Objectives? You will be able to… • Plan an activity in which students practice and then apply content and language knowledge • Analyze the level of implementation of Lesson Delivery features in a videotaped lesson • Identify the steps you will take to begin to implement the SIOP Model, anticipated challenges, possible solutions, and desired support

44. Did we meet our Language Objectives? You will be able to… • Present your Practice and Application activity orally to the group • Summarize key points about Review and Assessment on chart paper • Write a lesson plan that includes all 30 features of the SIOP Model

45. Ticket out the Door Thank you for your time! Please complete the following four sentences on a sticky note on your way out the door: SIOP TRAINING: I expected… I got… I was surprised… I still want to know…