Cummins Model of Academic Language

1. Cummins Model of Academic Language BICS Cognitively undemanding (Easy) • A. • Art, music, physical education • Following simple directions • Face-to-face discussions • C. • Phone conversations • Notes on refrigerator • Written direction Context embedded (Many clues) Context reduced (Few clues) CALP • B. • Demonstrations • Audio-visual assisted lesson • Science experiments • Social studies projects • D. • Reading a textbook • Explaining new, abstract concepts • Lecturing with few illustrations • Math concepts and applications Cognitively demanding (Difficult)

2. What is SIOP? Sheltered Instruction Observation Protocol Purposeful teaching of the language necessary for English Learners to understand content.

3. LESSON PREPARATION Ensuring rigor and relevance

4. Objectives Content Objectives Participants will be able to: • Explain the importance of including language and content objectives in lessons. • Adapt content to students’ proficiency levels. • Design and integrate meaningful activities into content areas. Language Objectives Participants will be able to: • Explain the importance of meaningful academic activities for all students

6. Why Language Objectives? Academic achievement requires academic language proficiency. Academic language proficiency involves the vocabulary, language patterns, and register specific to individual content areas. Academic language proficiency is developed through sustained content-based language instruction.

7. SIOP – ing a Lesson: Write Content Objectives that: will be read by students, for students will be easy for students to understand are given orally and in writing are tied to a specific grade-level content expectation (GLCE)

8. SIOP-ing a Lesson Write Language Objectives that: will be read by students, for students will be easy for students to understand are given orally and in writing are related to the tasks necessary to master the content objective

9. How can I lessen the gap?How can I differentiate? Use supplementary materials Adapt content

10. Supplementary Materials Support core curriculum make content concepts “concrete”: tangible, visible, understandable Contextualize learning make it real Support learning styles Support multiple intelligences

11. Examples of supplementary materials: hands-on manipulatives realia (real objects) pictures visuals multimedia demonstrations related literature adapted text

12. Adaptation of Content to all levels of student proficiency by: differentiating same content objective, different input/output/process scaffolding adjusting content to various learning styles and intelligences

13. Examples of adaptation of content: Graphic organizers Leveled study guides Highlighted text Taped text Rewrite text Jigsaw reading Marginal notes Native language texts

14. Meaningful Activities Provide opportunities to experience what students are learning about Allows students to be more successful by relating classroom experiences to their own lives

15. Subject________________ Grade Level _____ Lesson Concept: (from GLCEs) Content Objective: Language Objective: Meaningful activities that help meet the above objectives (think supplementary materials, adaptations of content…)

16. BUILDING BACKGROUND

17. Objectives • Content • Recognize the importance of connecting students’ personal experiences to lesson concepts. • Identify strategies for linking past learning with new information. • Language • Examine text to determine key vocabulary for students to learn. • Incorporate a variety of vocabulary development activities into lessons.

18. Building Background 1) Link conceptsto students’ background experiences. 2) Bridge past learning to new concepts. 3) Key vocabulary emphasized.

19. 1) Link Concepts to Students’ Background Experiences Discuss students’ previous personal and academic experiences to help bridge meaning. Question students’ backgrounds to preview an upcoming topic. Following discussion, relate students’ input and directly apply it to the new concept.

20. Ways to Link Students’ Background Realia (REAL OBJECTS), Photos, and Illustrations: Teachers and/or students bring in “real items” to bring the new concept to life. Anecdotal Accounts: Teachers and students share personal experiences through oral, written or drawn explanations. Teacher may prompt through questioning.

21. 2) 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 and benefit from teacher’s explicitly modeling connections.

22. Ways to Bridge Past Learning to New Concepts KWL Chart: Have students individually or as a class create a KWL chart to refer back to throughout the unit. Questioning: Ask a simple question, “Who remembers what we did yesterday?” and solicit responses. Student Journals: Have students write or draw what they have learned in a journal or notebook.

23. 3) Key Vocabulary The most effective way to teach vocabulary is when it is presented in the context of new concepts, not in isolation. Students should be actively involved in their own vocabulary development and make it personal. Students should be immersed in a vocabulary- rich environment.

24. 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. Four Corners Vocabulary: Gives the students the opportunity to identify, illustrate, define and contextualize a vocabulary word.

25. COMPREHENSIBLE INPUT What is Comprehensible Input?

26. Objectives

27. 3 Features of Comprehensible Input Clear explanation of academic tasks. Speech appropriate for students’ proficiency level. Variety of techniques used to make content concepts clear.

28. STRATEGIES The SIOP Model

29. Goals Students will reach independence in the understanding and application of key concept(s) Teachers will assist all students in becoming strategic thinkers who possess a variety of approaches for solving problems, comprehending complex texts, and remembering information.

31. Metacognitive Strategies“thinking about thinking” Predicting/Inferring Self-questioning Monitoring/Clarifying Evaluating Summarizing Visualizing

32. Cognitive Strategies“active learning” Previewing/Rereading Establishing a purpose for reading Making connections Reading aloud Highlighting Taking notes Mapping information Finding key vocabulary Mnemonics

33. Social/Affective Strategies“interactive learning” Interaction/questioning Cooperative learning Group discussion/self talk i.e.. Think/Pair/Share

34. Teacher Behaviors • The Big Picture • Building Background • Self-Correcting • Self-Evaluation • Peer Interaction • Imitation • Native Language Resources

35. A Model of Scaffolding

36. Strategies • Graphic Organizers • Comprehension Strategies • Rehearsal Strategies • GIST • PENS • SQP2RS • Mnemonics Surveying (scanning the text) Questioning (teacher guided, students generate questions) Predicting (stating 1-3 things learned based on their questions) Reading (searching for answers and confirming predictions) Responding (answering questions and formulating new ones for the next section) Summarizing (oral or written summary of key concepts) • Prediction • Self-questioning • Monitoring • Determining importance • Summarizing Preview ideas Explore words Note words in a complete sentence See if the sentence is correct • Summarization Process • Main Idea • Topic Sentences A memory system often involving visualization and or acronyms Please Excuse My Dear Aunt Sally • Flash cards • Underlining • Note-taking

37. INTERACTION

38. The Interaction Component includes Four Items: • Interaction • Grouping Configurations • Wait Time for Student Responses • Clarify Key Concepts in L1

39. Content Objectives How do interactive activities meet the needs of ELs? Become familiar with different grouping patterns Provide adequate wait time for ELs Consider appropriate use of L1 (native language)

40. Language Objectives Use interaction to promote language development Reduce teacher talk, and increase EL talk Examine the role of native language

41. Activity One Discuss with your group: “How does interaction benefit ELs?” For example, interaction “encourages elaborated responses”

42. Compare Your Ideas • Increases use of academic language • Improves quality of student talk • Encourages elaborated responses • Provides “oral rehearsal” • Helps individualize instruction • Encourages reluctant learners to participate • Allows for written interaction with dialogue journals • Promotes a positive social climate

43. Group Configurations Individual work Partners Triads Small groups of four or five Whole group

44. Homogenous / Heterogeneous Gender Language proficiency Language background Ability

45. How Group Members are Selected Random Voluntary Teacher assigned

46. Roles in the Group • Group recorder • Materials Collector • Reporter • Final Copy Scribe • Illustrator • Time keeper • Cheerleader • Facilitator / Monitor • Messenger

47. Activity Three Read the teaching scenario about Mrs. Lantero and score her lesson using the SIOP rubric for interaction. Group roles include reader, recorder, facilitator/monitor, and reporter.

48. Do You Give Students Wait Time? Do you complete their sentences? Do you call on a different student before the first student has a chance to respond? Do you answer the question before the students?

49. Why Wait? ELs need time to translate, often in their head. Wait time varies by culture. ELs need additional time to formulate the phrasing of their thoughts, because they are processing ideas in a new language.

50. Wait Time Strategies Allow students to write down their answers while waiting for other students to respond. Build in wait time, “On the count of 3 we will all respond.” Use “50-50,” giving students a choice between two possible answers Use “phone a friend,” allowing students to ask for help.