ANTICIPATION GUIDE

2. ANTICIPATION GUIDE

3. Introduction To SIOP Define SIOP and introduce 8 components Language Acquisition Why SIOP? SIOP research What it looks like

4. Introduction to SIOP • Content Objectives: • I can define Sheltered Instruction Observational Protocol and why it’s important. • I can understand the research that supports this model and how it affects language acquisition. • Language Objectives: • I can discuss my role as an ESL • teacherand the impact of SIOP • on instruction.

5. Introduction To SIOP Define SIOP and introduce 8 components Language Acquisition Why SIOP? SIOP research What it looks like

6. What is SIOP? Do you notice key themes? An approach for teaching grade-level academic content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.

7. “TPR”

8. Components of SIOP • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/ Application • Lesson Delivery • Review/ Assessment

9. Introduction To SIOP Define SIOP and introduce 8 components Language acquisition SIOP? SIOP research What it looks like

10. Introduction to SIOP Model Video SIOP • Provide content area instruction that is accommodated to the needs of ELLs at all levels. • Integrate academic language instruction into content area instruction. • High expectations for academic success of ELLs and ALL students in all content area.

11. Introduction To SIOP Define SIOP And introduce 8 components Language acquisition SIOP research SIOP? What it looks like

12. Taking A Closer Look Taking a Closer Look • Well-planned lessons • Time-on-task • Use of student background knowledge and experience • Variety of delivery modes • Grade-level content • Checks for understanding • Use of higher-order thinking skills • Explicitly stated lesson objectives

13. Introduction To SIOP Define SIOP And introduce 8 components Language acquisition SIOP? SIOP research What it looks like

14. Research says….. The SIOP Model can be viewed as an instructional model and as a tool for training and evaluating educators who work with ELLs. Several studies have found that participation in professional development and the continued use of observations, rating rubrics, or checklists similar to those used with SIOP have increased teachers’ use of targeted instructional techniques such as SI (Crawford et al., 2008; Friend et al., 2009; Gibbons, 2003; Giouroukakis et al., 2011).

15. Students with SIOP-trained teachers participated in the (SIOP) PD program with summer institutes, follow-up workshops, and on-site coaching. SIOP-trained teachers made statistically significant gains in their average mean scores for oral language, writing, and total proficiency on the state assessment for English language proficiency, compared to the comparison group of English learners (Short, Fidelman, & Louguit, 2012) • Similar SIOP studies across K-12 classrooms in various content areas including math and science classrooms performing better when SIOP implemented with high fidelity than those that did not implement SIOP.

17. North Carolina ELLs by Language 2009-2010 Spanish 123,841 Chinese 3,761 Hmong 3,622 Vietnamese 2,530 Arabic 2,331 Korean 1,731 French 1,478 Russian 1,259 Hindi 1,074 Gujarati 808

18. Growth of Hispanics 1990s Growth Of Hispanics • USA = 60 % • NC = 400% • Alamance County = 1,200% * Hispanic K-12 enrollment Growth in ABSS went from 3% to the current 20% of the total student population

19. ABSS ESL/LEP Totals ABSS Home Languages 2013 Approximately 4,878 ESL Students Approximately 2,200 LEP Students • Spanish 92% (4504) • Vietnamese 1% (51) • Laotian 1% (47) • Chinese 1% (41) • Gujarati 1% (26) • Arabic 1% (25) * 42 different home languages in ABSS

20. THINK/PAIR/SHARE • Identify and describe your various roles as an ESL at your school. • Of these roles which do you feel is the most important? • What impact will this have on your ESL students?

21. Introduction To SIOP Define SIOP and introduce 8 components Language Acquisition SIOP? SIOP research What it looks like

22. Language Acquisition ❝To have another language is to possess a second soul.❞ ‒Charlemagne

23. Time Spans for Language Acquisition 1 to 3 years English Language Learners Native English Speakers 7 to 10years BICS Social Language CALP Academic Language Source: James Cummins (1984) and Virginia Collier (1987)

24. Social vs. Academic Language Social LanguageAcademic Language Open the door, please. Would you like to get a coke? At what time do we go home? Tell me what you liked about the movie. Do you want to play? Define mammal. Compare and contrast Saturn and Jupiter. Paraphrase the paragraph. What is the main idea of this paragraph? Write a summary for your story.

25. Social vs. Academic Language Social LanguageAcademic Language • Simpler language. • Usually face-to-face, small number of people, informal setting. • Precise understanding is seldom required. • Many opportunities to clarify. • Technical vocabulary. • Often lecture-style communication or reading a textbook; little situational context. • Precise understanding and precise explanation is required. • More difficult to clarify.

26. Attitudes And Motivation Anxiety Self-Esteem FACTORS AFFECTING SECOND LANGUAGE ACQUISITION Native Language Age

27. What Did You Learn? • Content Objectives: • I can define Sheltered Instruction Observational Protocol and why it’s important. • I can understand the research that supports this model and how it affects language acquisition. • Language Objectives: • I can discuss my role as an ESL teacher and the impact of SIOP on instruction.

28. Lesson Preparation Clearly Defined Content Objectives Content Concepts Appropriate Clearly Defined Language Objectives Plan Meaningful Activities Adapt Content For Proficiency Levels Supplementary Materials

29. Lesson Preparation • Content Objectives: • I can identify Lesson Preparation as a component of • SIOP and the features of this component. • I can Identify properties of a language objective. • Language Objectives: • Given a content objective, I can write a language • objective using multiple properties of language • objectives.

30. ……thinking about your lesson plan, how does the anatomy of a lesson merge with SIOP? AOL SIOP What do you notice? Handout

31. Lesson Preparation Clearly Defined Content Objectives Content Concepts Appropriate Clearly Defined Language Objectives Plan Meaningful Activities Adapt Content For Proficiency Levels Supplementary Materials

32. Learning Objectives Are Essential! (Content and Language) WHY? They guide both teaching and learning in a classroom. They are the foundation of a lesson. SIOP classrooms have both content and language learning goals. 4. They should be written in kid friendly language, posted and reviewed with students. 5. Attainment of the objectives should be assessed and reviewed with the students throughout the lesson.

33. Content Learning Objectives • They describe WHATneeds to be learned in regards to content. • They should be written at the lesson level and should be taught and learned in one or two lessons. • They should be developed from the state standards,district essentials guide, common core. SCAVENGER HUNT

34. Language Learning Objectives • They build students’ academic language proficiency in each subject area • They describe HOW the students will • demonstrate their knowledge of a content • concepts through specific reading, writing, listening • and speaking strategies and activities. • Written to match proficiency • levels.

35. Language Learning Objectives Are….. Language Demands of the Content Class • Language functions /School language/Bloom’s (define, describe, explain, classify, compare, summarize, etc….) • Academic /Tiered Vocabulary (discipline-specific, word forms) • Language Domains/Meaningful interaction of school language through reading, writing, listening and speaking • Language Structure (if/then statements, types of sentences) Grammar (punctuation/capitalization) TAKE A MINUTE TO LOOK AT THE HANDOUT (Refer to Handout)

36. PROPERTY HUNTERS Directions: 1. Read each objective and determine the properties. 2. After determining the properties present, circle the language function, underline the content vocabulary and draw a box around the language domain. Turn and talk with your partner to discuss your answers.

37. Using the content objective, write a language objective using at least 3 properties. YOUR TURN • Turn and talk to your elbow partner. • Use Evaluation Checklist in handbook

38. Lesson Preparation Clearly Defined Content Objectives Content Concepts Appropriate Clearly Defined Language Objectives Plan Meaningful Activities Adapt Content For Proficiency Levels Supplementary Materials

39. Adaptation of Content • differentiating • same content objective, • different input/output/process • scaffolding • adjusting content to various learning styles and intelligences Reflection: Does it fit for ALL students? Evaluate your language objective.

40. ELP Standard 3: The Language of Mathematics, Summative Framework Adaptation of Content… Level 1: …from pictures and models Level 5: …from grade level text Can-Do Descriptors

41. FRAMEWORK CONVERSATIONS With your group, look at the Common Core Scaffolding Frameworks. How do you think these frameworks adapt content? What do you notice about the MPIs across language levels? How does this translate to day to day lesson planning?

42. Lesson Preparation Clearly Defined Content Objectives Content Concepts Appropriate Clearly Defined Language Objectives Plan Meaningful Activities Adapt Content For Proficiency Levels Supplementary Materials

43. Supplementary Materials Clear and Meaningful! Hands-on manipulatives - cubes, counter chips Realia – any real-life objects that pertain to the lesson Pictures – Google Image is a great resource Visuals - graphs, charts, timelines, props Multimedia - DVDs, learn360 video clips, tape recordings Demonstrations - modeling how to use the materials Related Literature - fiction and nonfiction picture books Hi-Lo Readers - books that are high interest but lower readability level. Adapted Text – rewriting text so that it is at a lower readability level but focuses on the same content.

44. Lesson Preparation Clearly Defined Content Objectives Content Concepts Appropriate Clearly Defined Language Objectives Plan Meaningful Activities Adapt Content For Proficiency Levels Supplementary Materials

45. Quick write conversations Use the handout and complete the sentence starter regarding meaningful activities. Once you have completed your part, sign your name and pass to the next person at your table. They will then elaborate on your point and sign their name.

46. Meaningful Activities… Link to background/past learning Emphasize key vocabulary Make concepts comprehensible Provide practice, application Provide genuine audiences and interaction Provide Language Practice: L, S, R, W, Thinking Motivate and engage (90/10) Plan Meaningful Activities

47. Lesson Preparation Clearly Defined Content Objectives Content Concepts Appropriate Clearly Defined Language Objectives Plan Meaningful Activities Adapt Content For Proficiency Levels Supplementary Materials

48. Concepts are Appropriate SIOP classrooms ensure that even when lesson materials may need to be adapted to meet the needs of English learners, the content is never diminished.

49. What Did You Learn? • Content Objectives: • I can identify Lesson Preparation as a component of • SIOP and the features of this component. • I can Identify properties of a language objective. • Language Objectives: • Given a content objective, I can write a language • objective using multiple properties of language • objectives.

50. Building Background Link to Students’ Background Bridge Past + New Learning Develop Key Vocabulary Content Language School Language Multiple Meanings