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SIOP for Fine Arts. What Is siop ?. Discuss what you think SIOP is with the people at your table. Decide i n a one sentence description of the meaning. We will share our ideas with the group. SIOP. Sheltered Instruction Observation Protocol An approach to teaching ESL students

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SIOP for Fine Arts

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    1. SIOP for Fine Arts

    2. What Issiop? • Discuss what you think SIOP is with the people at your table. • Decide in a one sentence description of the meaning. • We will share our ideas with the group.

    3. SIOP • Sheltered Instruction Observation Protocol • An approach to teaching ESL students • Not a “program” to be implemented • 8 components • Takes years to become proficient

    4. The SIOP Model… • Is research based! • Is good for ALL students, not just LEP • Helps teachers teach content supported by language

    5. The SIOP Model (Echevarria, Vogt, & Short, 2008) • Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice & Application • Lesson Delivery • Review & Assessment

    6. Imagine the Potential Someone had a dream to get a degree in art from the Vienna Academy of Fine Arts. It was 1907. Here are some of the attempts in painted art...

    7. This young painter was not accepted at the Vienna Academy of Fine Arts…

    8. He was…

    9. He was… Adolf HITLER Imagine the potential…

    10. We never know who we are helping or Hindering… • We never know the impact of our attitude toward students • Our possible sarcasm, rejection, unbelief in them, or discouragement could lead to unwanted destinies • On the other hand, our possible belief in them, acceptance, and sincere encouragement could lead to remarkable destinies • Fine Arts teachers taking the time to learn how to help students learn could be a life changing event! Whose life are you going to change?

    11. Your impact • Think about the impact you have on our students • You may be the only person who sees the potential in our LEP students • You can make an important impact on their language development

    12. Essential Vocabulary • ESL • English as a Second Language • This describes the program • Does not describe the student • All students in program speak a first language other than English • Receive classroom accommodations • The school receives funding for each student in the ESL program

    13. Essential Vocabulary • LEP • Limited English Proficient • This describes the student • Not necessarily in the ESL program

    14. Essential Vocabulary • Monitored - First Year/Second Year • Was in the ESL program • Scored high enough on a set of exams to be exited from the program • Is monitored for two years after exiting by the ESL teacher • Receives NO accommodations • The school does not receive funding for these students

    15. Essential Vocabulary • Silent Period • 1 week to 1 year (but can depend on student) • The time when the student will not SPEAK English because s/he is absorbing as much as possible • Is not a choice the student makes • This is a psychological phenomenon • Many variables affect the silent period

    16. Language Skills • Listening • Speaking • Reading • Writing

    17. There are two goals of SIOP: Goal #1 • Make content comprehensible

    18. Goal #2 Develop content vocabulary (academic language for your content)

    19. Characteristics of many LEP Students in U.S. Secondary Schools • Historically enter US schools in the elementary grades • Now we are getting more students in high school, many with enough credits to be juniors and seniors their first year here • Some have limited or no reading/writing ability in first language (this is a HUGE problem for us high school teachers) • Most converse in English relatively competently in BICS (interpersonal communication) • Have weak English CALPS (academic vocabulary) • Poor vocabulary, grammar, and sentence structure • Read and write below grade level

    20. BICS and CALPS Is a student fluent if she can hold a conversation with you?

    21. What is BICS/CALP? BICS Basic Interpersonal Communication Skills i.e. day to day language 1-6 months (typically) CALP Cognitive Academic Language Proficiency i.e. content vocabulary 7-10 years for fluency!

    22. How can we help academically? Language Objectives and Word Walls

    23. Language Objectives Every teacher in this building is a reading teacher

    24. Language Objectives Students must learn the language of your content

    25. Language Objectives Using language objectives in our lessons equalizes access to the content

    26. LEP students can more easily master content when teaching practices incorporate strategies for language learning, like the use of language objectives Objectives

    27. Language Objectives Implementing language objectives provides equal access to the curriculum even if the students are not fluent in English

    28. How would you feel… If you were dropped in a school in India tomorrow and sent to school? What would you need in order to participate?

    29. Language Objectives • Outlines the language skill needed to make the content of the discipline comprehensible • Outline the language that students will need to learn and use to accomplish the goals of the lesson • Outline how students will accomplish the goal

    30. Language Skills 4 language skills teachers need to address: • Listening • Speaking • Reading • Writing

    31. Language Objectives LEP students need: • exposure to the language • opportunities to use the language • practice with the language • assessment of their language skills (Echevarria, Short, & Vogt, 2008)

    32. Ask yourself… How can I make grade level content comprehensible for my ELLs? What language do they need to learn ____? What can they do? How can they show their learning? What language do my students need to understand in order to learn the content?

    33. Language Objectives have 3 parts: Verb+ Topic + Support

    34. Creating a Language Objective – Step by Step

    35. Verbs are Powerful VERB = FORMATIVE ASSESSMENT (Differentiation) • How will the student demonstrate understanding? • Is the selected verb appropriate for the language level of my student? • Can this mode of communication (VERB) help students demonstrate what they TRULY know?

    36. Writing Language Objectives Sample Language Objective Frames Students will (function: active verb phrase with support statement) using (language target) . Students will use (language target) to (function: active verb phrase with support statement) .

    37. An alternate method A = Audience (who is your audience) B = Behavior (what will they do, the verb) C = Conditions (when will they do it) D = Degree (accuracy percentage) (you can place these in any appropriate order) EX: Following the class discussion, all 9th grade students CA will be able to tell a partner the six steps, in order, of B the decision making modelwith 100% accuracy. D

    38. Effectively written language objectives • Address the linguistic demands of the lesson • Focuses on high-value academic language that will help students in all contexts • Uses active verbs to name functions/purposes for using language in a specific student task • Specifies target language necessary to complete the task • Emphasizes development of speaking and writing skills without neglecting listening and reading

    39. Active Verb Bank to Name Functions for Expressive Language Tasks

    40. Word Walls

    41. Are not just for elementary students Are appropriate for ALL students, from resource to AP Are not a bunch of words slapped up on a wall Are not stagnant Should be referenced daily Should be accompanied by pictures or graphics Word Walls

    42. Word walls… provide an approach to meaningful teaching of vocabulary emphasize student engagement and higher level thinking skills build vocabulary, thereby improving reading comprehension and writing style reinforce understanding of subject-specific terminology with a focus on students internalizing key concepts provide visual cues for students encourage increased student independence when reading and writing

    43. Word Walls Mount the words with pictures or graphics on card stock and laminate them Use a wall area that is visible to all students Students need to be able to glance at the word wall from their desks while they are working Mount words on the wall in alphabetical order or group like words together Using alphabetical order makes it easier for students to skim the list and find words Make access to the words easy, e.g., use tape or tacks to mount the words so students can move individual words

    44. This is NOT a word wall! Angle Bisector Reflection Distance Formula Right Angles Sphere Supplementary Angles Hypotenuse Complimentary Angles Vertical Angles