It takes a whole village to raise a child. (African Proverb)

1. It takes a whole village to raise a child. (African Proverb) All educational personnel assume responsibility for the education of ESOL students. (TESOL’s Vision of Effective Education for All Students)

2. SIOP SHELTERED INSTRUCTION OBSERVATION PROTOCOL A PowerPoint presentation by Elena Chiaburu

3. SIOP--SHELTERED INSTRUCTION OBSERVATION PROTOCOL THREE MAIN SECTIONS: 1. PREPARATION 2. INSTRUCTION 3. REVIEW/ASSESSMENT

4. Content objectives: Participants will identify and/or review basic concepts of second language acquisition. Participants will gain an overview of the SIOP model and recognize the benefits of using it in their teaching. Language Objectives: Participants will discuss factors that affect second language acquisition and use the Cummins’ model of academic language to classify various classroom tasks. Participants will orally state what they believe to be the two most important components of the SIOP model in the context of their classroom and explain why. Content objectives: Participants will identify and/or review basic concepts of second language acquisition. Participants will gain an overview of the SIOP model and recognize the benefits of using it in their teaching. Language Objectives: Participants will discuss factors that affect second language acquisition and use the Cummins’ model of academic language to classify various classroom tasks. Participants will orally state what they believe to be the two most important components of the SIOP model in the context of their classroom and explain why. Objectives of this PD Content objectives: • Participants will analyze the six features of the LESSONPREPARATION component • Participants will apply these findings in their own teaching Language Objectives: • Participants will view and listen to a variety of media related to the topic • Participants will answer survey questions • Participants will discuss and summarize with their team the most applicable features of this component

5. SIOP--PREPARATION (Lesson planning process) 1. Clearly defined content objectives 2. Clearly defined language objectives 3. Content concepts appropriate for age and educational background level of students 4. Supplementary materials used to a high degree 5. Adaptation of content to all levels of student proficiency 6. Meaningful activities that integrate lesson concepts

6. SIOP—LESSON PREPARATION • Objectives • Content ObjectivesLanguage Objectives • Are WHAT students learn Are HOW students are going to learn • Taken from your standards • Based on your students’ needs • Refer to content your students • are expected to know by the • end of the unit Taken from CCSS for ELA and • literacy in History/Social Studies, • Science, and Technical Subjects • Source: SIOP

7. SIOP—LESSON PREPARATION Preparing Language Objectives for SIOP Lessons Determine key technical vocabulary, concept words, and other words needed to read or write about the topic of the lesson Consider the language functions students will use in the lesson (define terms, describe or explain, classify, compare, or summarize) Decide which language skills are needed to accomplish the lesson’s activities (e.g., Do students have to read for main idea? Are they asked to listen and give an opinion?) Identify possible grammar or language structure connections (questioning patterns, use of past or future tense, use of active or passive voice) Consider the tasks students need to complete Explore possible language learning strategies to share in the lesson (language of prediction or hypothesis, use of cognates, note taking)

8. SIOP—LESSON PREPARATION • Content concepts appropriate for age and educational background level of students • Include ways to activate ELLs’ prior knowledge • Perform a task analysis—what knowledge a student must possess in order to understand what is being taught • Lessen the gap between what a student knows and what s/he must learn by providing jump-start mini-lessons --review key concepts, introduce vocabulary, text “walk” through the reading material

9. SIOP--PREPARATION Supplementary materials Hands-on manipulatives Realia (real objects) Pictures Visuals Demonstrations Multimedia Related literature Adapted text Graphic organizers/Thinking Maps

10. SIOP--PREPARATION ADAPTATION OF CONTENT Ways to make the text and other resource materials accessible to students When do I use these approaches? pre-reading during reading after reading

11. ADAPTATION OF CONTENT GRAPHIC ORGANIZERS/THINKING MAPS Identify key concepts and relationships among them Provide students with visual clues Can be used as study guidesand note-taking

12. ADAPTATION OF CONTENT OUTLINES Teacher Prepared Outlines I. Note taking II. Scaffolded support III. A guide to reading and understanding the text

13. ADAPTATION OF CONTENT LEVELED STUDY GUIDES These are study guides designed specifically for diverse students’ needs. They are written differently, depending on students’ language and literacy development. See example of leveled anticipatory guide

14. ADAPTATION OF CONTENT HIGHLIGHTED TEXT Highlighted text reduces the reading demands while still maintaining key concepts and information. Reserve a few content textbooks for students acquiring English and/or for those with delayed literacy development. Highlight: Main Ideas Key concepts Important vocabulary Summary statements

15. ADAPTATION OF CONTENT TAPED TEXT Key portions or the entire text is recorded. Tapes should be available for both home and school learning center use.

16. ADAPTATION OF CONTENT ADAPTED TEXT Text adaptation involves rewriting selected sections of text that contain key concepts and information.

17. ADAPTATION OF CONTENT JIGSAW TEXT READING One or two members from each learning group come together to form a new group of “experts.” Each new “expert” group is assigned one section of the text to be read and then explained to their original group.

18. ADAPTATION OF CONTENT MARGINAL NOTES Notes can be duplicated on a handout that students can put alongside a page they are reading. Can be printed directly in the margin of the textbook pages. What to Include? • Hints for understanding the content • Key concepts • Key vocabulary and definitions

19. Thank you! Multumesc! Danke!