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Sheltered Instruction Observation Protocol (SIOP)

Sheltered Instruction Observation Protocol (SIOP). Building Background. Objectives. Content Identify strategies for linking concepts to students’ background experiences, bridging past learning to new concepts, and emphasizing key vocabulary. Language

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Sheltered Instruction Observation Protocol (SIOP)

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  1. Sheltered Instruction Observation Protocol (SIOP) Building Background Public Schools of Robeson County October 6-7, 2009

  2. Objectives Content Identify strategies for linking concepts to students’ background experiences, bridging past learning to new concepts, and emphasizing key vocabulary. Language Discuss and share cultural differences. Discuss and share building back-ground strategies with peers. Public Schools of Robeson County October 6-7, 2009

  3. ELLDemographics • Nearly one of every 5 students entering U.S. schools speaks a language other than English. • One in 10 is born outside the U.S. (2000 Census) Hola! • One in 3 school children is from an ethnic or racial minority group. Public Schools of Robeson County October 6-7, 2009

  4. "Learning to speak another's language means taking one's place in the human community.  It means reaching out to others across cultural and linguistic boundaries.  Language is far more than a system to be explained.  It is our most important link to the world around us.  Language is culture in motion.  It is people interacting with people." •     Sandra Savignon  Communicative Competence: Theory  and Classroom Practice.   Reading, MA Addison Wesley, 1983, p. 187 . Public Schools of Robeson County October 6-7, 2009

  5. The Culture Quiz Please complete the culture quiz. Public Schools of Robeson County October 6-7, 2009

  6. SIOP Vocabulary ELL’s English Language Learners Public Schools of Robeson County October 6-7, 2009

  7. SIOP Vocabulary (con’t) ESL English as a Second Language Public Schools of Robeson County October 6-7, 2009

  8. SIOP Vocabulary (con’t) LEP Limited English Proficiency Public Schools of Robeson County October 6-7, 2009

  9. The 8 Components of SIOP Preparation Building Background Comprehensible Input Strategies Interaction Practice Lesson Delivery Assessment Public Schools of Robeson County October 6-7, 2009

  10. BUILDING BACKGROUND Public Schools of Robeson County October 6-7, 2009

  11. Building Background 1) Link conceptsto students’ background experiences. 2) Bridge past learning to new concepts. 3) Key vocabulary emphasized. Public Schools of Robeson County October 6-7, 2009

  12. Inside Outside Circle Make a list of 5 ways you connect past learning to new concepts in your classroom. Public Schools of Robeson County October 6-7, 2009

  13. Discuss students’ previous experiences Question students’ backgrounds Use pictures and allow students to sketch. Show a video clip Following discussion, relate students’ input and directly apply it to the new concept. Realia, photos, illustrations Anecdotal accounts Ideas for Linking to Students’ Background Public Schools of Robeson County October 6-7, 2009

  14. Linking Background • “Teachers of English learners need to be aware that what may appear to be poor comprehension and memory skills may in fact be a lack of experience or a failure to activate background knowledge assumed by a message or text” (Bransford, 1994) • as quoted in Echevarria, Vogt, and Short, Making Content Comprehensible 3rd Edition, p. 56. (emphasis added) Public Schools of Robeson County October 6-7, 2009

  15. What Do You See? Public Schools of Robeson County October 6-7, 2009

  16. Bridge Past Learning to New Concepts Integrate new information with what the learner already knows. Build a bridge from previous learning to new concepts for students to cross over. Not all students have the ability to make connections on their own. These students benefit from teacher’s explicitly modeling and connections. Public Schools of Robeson County October 6-7, 2009

  17. Why Do We NEED to Build Students’ Background? • One of the biggest ways we can help students build their own background is through… READING!!! • Studies show that students that participate in long term SSR (7 mo. to one yr.) moved from the 50th percentile to the 81st percentile in comprehension! Public Schools of Robeson County October 6-7, 2009

  18. Restate the following: The authors book was rather sesquipedalian. Clinching the piece before the end of the volation nonplused us to say the least. Public Schools of Robeson County October 6-7, 2009

  19. Answer: The author’s book was full of long words. Finishing the piece before the end of the flight surprised us to say the least. Public Schools of Robeson County October 6-7, 2009

  20. Defenestrate Public Schools of Robeson County October 6-7, 2009

  21. Echinated Public Schools of Robeson County October 6-7, 2009

  22. Purchase Public Schools of Robeson County October 6-7, 2009

  23. Restate the following: When the lights suddenly went out, I purchased the nearest thing; an echinated vine!  Such was my distress that I immediately defenestrated the plant. Public Schools of Robeson County October 6-7, 2009

  24. Restate the following: When the lights suddenly went out, I purchased the nearest thing; an echinated vine!  Such was my distress that I immediately defenestrated the plant. Public Schools of Robeson County October 6-7, 2009

  25. Cloze Sentences • When the lights went out, I ___________ the nearest object. It was an ________ vine. I was so surprised that I ________ the plant. Public Schools of Robeson County October 6-7, 2009

  26. Key Vocabulary • Content Words: • Spreadsheet, cell, rows, table, window • Process/Function Words: • Share with a partner, discuss, graph, list, classify, summarize, therefore, in conclusion • Words and Word Parts that Teach English Structure • Greek and Latin Roots • P. 60 Making Content Comprehensible 3rd Edition Public Schools of Robeson County October 6-7, 2009

  27. Key Vocabulary • Immerse students in a vocabulary-rich environment, BUT give them the tools to survive! • Idea: Use the14 word roots with clues to over 100,000 words! • Why not teach one per week? Public Schools of Robeson County October 6-7, 2009

  28. Video Akeelah and the Bee Public Schools of Robeson County October 6-7, 2009

  29. Key Vocabulary • Students should be actively involved in their own vocabulary development and make it personal • Idea: Have each student create a personal dictionary. http://www.cms.k12.nc.us/ • http://documents.cms.k12.nc.us/dsweb/View/Collection-2134 Public Schools of Robeson County October 6-7, 2009

  30. Comparing words As well as Too Similar to Sequencing First of all Finally Meanwhile Contrasting words However On the other hand Although Cause/effect Since Therefore As a result Resources to Help Students Public Schools of Robeson County October 6-7, 2009

  31. 3) Key Vocabulary Special clothes that show someone goes to a certain school. Special clothes that show someone belongs to a certain group. http://www.cms.k12.nc.us/ • http://documents.cms.k12.nc.us/dsweb/View/Collection-2134 Public Schools of Robeson County October 6-7, 2009

  32. 3) Key Vocabulary The most effective way to teach vocabulary is when it is presented in the context of new concepts, not in isolation. Describe the word Use multiple exposures TABLE?? http://www.cms.k12.nc.us/ • http://documents.cms.k12.nc.us/dsweb/View/Collection-2134 Public Schools of Robeson County October 6-7, 2009

  33. Ways to Teach Key Vocabulary Vocabulary Self-Selection: Encourage students to select vocabulary words that THEY feel are essential for their understanding. Word Wall: Display vocabulary words related to the new concept being taught. Cloze sentences: Strong contextual support When the lights went out, I ___________ the nearest object. Four Corners Vocabulary: Gives the students the opportunity to identify, illustrate, define and contextualize a vocabulary word. Public Schools of Robeson County October 6-7, 2009

  34. Four Corners for Vocabulary • Corner 1: Word • Corner 2: Picture • Corner 3: Definition • Corner 4: Sentence See following example Public Schools of Robeson County October 6-7, 2009

  35. 4 Corner/Frayer Model Example Public Schools of Robeson County October 6-7, 2009

  36. Picture Word and definition in native language Word and definition in English Vocabulary Triangles Public Schools of Robeson County October 6-7, 2009

  37. Create and USE Word Walls Public Schools of Robeson County October 6-7, 2009

  38. Add pictures Public Schools of Robeson County October 6-7, 2009

  39. Focus on root words Public Schools of Robeson County October 6-7, 2009

  40. Word Wall – focus on adjectives Public Schools of Robeson County October 6-7, 2009

  41. Put it in a public place! Public Schools of Robeson County October 6-7, 2009

  42. Key Features Public Schools of Robeson County October 6-7, 2009

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