This document outlines an agenda for a professional development session on using the Sheltered Instruction Observation Protocol (SIOP) model to plan effective lessons for English learners. The session objectives are to examine the SIOP components and discuss how language objectives can develop English proficiency. Participants are divided into groups to participate in vocabulary matching and self-assessment activities related to the SIOP model. The document also provides an example lesson using Chamorro language to help participants experience being language learners.
1. EFFECTIVE LESSON = EFFECTIVE TEACHER
SIOP FOR ELs AND ALL
An Introduction
Daniel L. Perez Elementary School Professional Development
November 4, 2014 7:45 AM – 11:30 AM
Dr. Arlene Diaz, Sra. Antonia Salas, Mrs. Femelyne Wesolowski
First Presented by Marie Benito, Ana Camacho-Andersen, Femelyne Wesolowski
“Using the SIOP (Sheltered Instruction Observation Protocol) Model” ESL Conference
University of Guam HSS September 10, 2011 8:30 am-10:30 am
2. Groups
Agnes Castillo, Bobbie
Ada, Candida Aldaca,
Christine Cruz, Gregorio
Blas, Jeanalyn Benavente,
Star Taitano, Yolanda
Rosal
Benita Lizama, Bobbie
Arevalo, Maryjane
Mercado, Geraldine
Castro, Rosita Cruz,
Shirleen Yabut, Vaughn
Baisa
Jana Mendiola, Janice
Evangelista, Jolinie
Somera, Kimberly
Laguana, Maria Herrero,
Petronilla Olpindo, Serna
Galzote, Victor Dayday
Ana Salgado, Bertha
Manibusan, Clara
Mendiola, Dolores Rojas,
Elizabeth Taijeron, Laura
Kho, Ronnisha Quintanilla,
Stephanie Cruz
Cheryl Platon , Dallas
Taijeron, Jessica Taman,
Josephine Camacho,
Mary Saralu, Richard
Fernandez, Tamar
Quintanilla
Carmen Peneranda,
Cynthia Rowland,
Dominica Rivard, Irene
Preuc Rosemarie Lara,,
Ruby Dorion, Sara Corpuz,
Valerie San Nicolas
Geraldine Quitano, Jenna
Chung, Jerney Mendiola,
Josephine Medler,
Kimberly Flores, Lea
Sardon, Maria Eata,
Maxine Quintanilla
Claire Santos, Jamie
Fegurgur, Jerika Audije,
John Reyes, Nora
Quintanilla, Sharon Yutuc,
Shiela Demapan, Toni
Taitano
Ace Cruz, Elizabeth
Patubo, Ha’ani Quinata,,
Mikellyn Cruz, Monique
Finona-Xu, Sara Martinez,
Steven Taijeron, Valerie
Guerrero
Christian Bias, Debra Dela
Cruz, Janice Quintanilla,
Michele Reyes, Nora
Perez, Vanessa Pinaula,
Victor Blas, Vivian Cruz
4. Welcome & Meeting Norms
• Mind the Technology
• Actively listen to self & others
• Participate with mind & heart
• Ask clarifying questions
• Help your neighbor
• Celebrate
5. PARTICIPANT OBJECTIVES
CONTENT OBJECTIVES:
With a colleague/colleagues:
1. I will examine the
components and features
of SIOP as an instructional
framework for planning
and teaching English
language learners
2. I will learn how culture and
experience are expressed
through language
LANGUAGE OBJECTIVES:
With a colleague/colleagues:
1. I will discuss with my
group how language
objectives can focus
instruction to develop
English language
proficiency for English
language learners
HOMEWORK
1. I will use one feature of
the SIOP Model [at the
HOTS level] for one
lesson during 2nd quarter
7. SIOP – Definition & Development
Researchers & Developers
The SIOP Institute http://siop.pearson.com
8. Video:
Helping English Learners Succeed:
An Overview of the SIOP Model
Development and Use
8 Components
9. EVOLUTION OF SIOP
Background on
English Learners
Content Area and ESL
Standards
Standards-Based
Reform
Assessment,
Accountability, and
Academic Literacy
Changes in
Instructional Practice
for Language Teaching
Sheltered Instruction
The Sheltered
Instruction
Observation Protocol
(SIOP)
The SIOP Model
Getting Started with
the SIOP Model
10. SIOP
Sheltered Instruction Observation Protocol
a scientifically validated model of sheltered
instruction
that incorporates 30 teaching and learning strategies
KNOWLEDGE OF INSTRUCTONAL TASKS
to make grade-level content comprehensible
KNOWLEDGE OF CONTENT TOPIC
for English learners (ELs)
while developing their English language proficiency
KNOWLEDGE OF ENGLISH
12. SIOP The Big 8 Literacy Strategies
LESSON PREPARATION 8. Text and Media Complexity
Access
BUILDING BACKGROUND KNOWLEDGE 1. Vocabulary
COMPREHENSIBLE INPUT 7. Leveled Materials and
Digital, Multi-Media
Resources
STRATEGIES 5. Teacher & Student Questioning
6. Document, Technological, &
Quantitative Literacy Strategies
INTERACTION 2. Student Dialogue & Grouping
PRACTICE AND APPLICATION 3. Write to Learn
4.Graphic Organizers & Note Takers
LESSON DELIVERY
REVIEW AND ASSESSMENT
13. SIOP Guam DOE District Expectations
LESSON PREPARATION SMART Goals
GV Curriculum
BUILDING BACKGROUND KNOWLEDGE Professional Learning Communities
COMPREHENSIBLE INPUT
STRATEGIES
INTERACTION Classroom Walk-Throughs/Mini-observations
PRACTICE AND APPLICATION
LESSON DELIVERY
REVIEW AND ASSESSMENT Common Formative Assessments
14. ACTIVITY: SIOP MODEL
SELF ASSESSMENT – Part 1
Mark the box that most closely represents your
current teaching practice in the following areas:
1. LESSON PREPARATION
2. BUILDING BACKGROUND KNOWLEDGE
3. COMPREHENSIBLE INPUT
4. STRATEGIES
5. INTERACTION
6. PRACTICE AND APPLICATION
7. LESSON DELIVERY
8. REVIEW AND ASSESSMENT
15. ACTIVITY: SIOP Model
Self-Assessment – Part 2
Reflection Questions
How can I strengthen what I already practice?
What do I need to develop what I do not yet know or
what I am still learning?
17. SIOP as PROTOCOL
*An instrument of 8 main components and 30
features used to observe, rate, and provide
feedback on lesson fidelity to the SIOP model.
*A supervisory tool for
observation of consistent students’ response to
sheltered techniques
*A training model to teach
teachers effective sheltered instruction strategies
18. SIOP as MODEL
*An explicit model of sheltered instructional
techniques used to help
teachers plan and
deliver lessons that:
- Incorporate language objectives
and content objectives.
- Encourages meaningful use of the English
language through interaction and the study of
content.
20. Sheltered Instruction
Knowledge of English
English language proficiency
Listening, Speaking, Reading, Writing
Basic Interpersonal Communication Skills
Knowledge of the content topic
Cognitive Academic Language Proficiency
Knowledge of how the tasks are to be
accomplished
Basic instructional words
School culture words
Academic instructional words
21. What to Learn: Academic Literacy
Knowledge of English
Knowledge of the content
topic
Knowledge of how the tasks
are to be accomplished
(Short, 2002 as cited in Echavarria, Vogt, Short,
2008, p. 11)
22. DOE K-12
SY2013-
2014
ETHNICITY
# of K-12
Students
# of K-12
English
learners
DLP ES K-5
LANGUAGE
Chamorro 14,720 32
English 272
Filipino 6,678 128
Pacific
Islander
7,449 135
White Non-
Hispanic
194
Asian 469 2
CNMI 461 3
Other 784 2
Total 30,955 15,033 49% 302 / 612 49%
24. 27
students
9
English
Proficient
33%
18
English
Learners
67%
M 5 71 Chuukese
F 5 20
F 5 71 Chuukese
M 5 20
M 5 39 Other Filipino Language
F 5 20
F 5 35 Tagalog
M 5 35 Tagalog
F 5 77 Yapese
F 5 20
M 5 35 Tagalog
M 5 37 Visayan
M 5 71 Chuukese
F 5 76 Pohnpeian
M 5 10 Chamorro
M 5 75 Palauan
M 5 20
M 5 20
F 5 20
M 5 10 Chamoro
F 5 76 Pohnpeian
M 5 99 Other
F 5 20
M 5 10 Chamorro
M 5 71 Chuukese
M 5 20
F 5 71 Chuukese
25. Frameworks for
Second Language Acquisition
LI
L2
Culture
Language
Identity
Background Experience
31. ACTIVITY: How does each factor
affect 2nd language acquisition?
Write 1 way each factor affects 2nd language
acquisition. (Participant Book p. 25-26)
Share in your groups one of your responses.
35. SIOP Component 1:
Lesson Preparation
BEGIN WITH THE END
Objectives = Goals which direct Lessons & measure
Assessment
36. Content Objectives
A Content Objective identifies what students
should know and be able to do at the end of the
lesson and leads to assessment. It is linked to
engaging activities and to the learning outcomes.
37. Language Objectives
A Language Objective is a process-oriented
statement (action verbs) of how students will use
English with the content.
38. Language Objectives- 6 categories
Key Content Vocabulary
Technical terms, concept words
Language Functions
Ways language is use, e.g. describe, compare,
summarize
Language Skills
Listening, speaking, reading, writing skills
39. Language Objectives – 6 categories
Grammar or Language Structures
Parts of speech, types of sentences, paragraphs
Lessons Tasks
ex. What English words will be needed by the
student to accomplish the role of the materials
keeper in a cooperative group? Walk to the table
and get four magnifying glasses for your team
members
Language learning strategies
Corrective strategies (rereading text), self-monitoring
strategies (confirm predictions), pre-reading
strategies (look at pictures in text),
language practice strategies (repeat phrases)
40. Checklist for C&L Objectives
Observable
Suitable to age and level of students
Understandable to students
Related to key concept of lesson
Challenges student academic language growth:
LSRW
Ranges from LOTS to HOTS
Measurable for student progress during and after
lesson
45. SIOP Lesson by Sra. Salas
PD Content Objective: Experience a lesson from
the perspective of a second language learner
PD Language Objective: to describe orally their
experiences learning Chamorro language
concepts
47. Reflection
How can I relate my experience to what my ELs
experience in my classroom?
48. Review & Wrap Up
SIOP for ELs
Effective Instructional Planning for Effective Instructional
Delivery
49. CONTENT OBJECTIVES
With a colleague/colleagues:
1. I will examine the components and features of SIOP
as an instructional framework for planning and
teaching English language learners
2. I will learn how culture and experience is expressed
through language
50. LANGUAGE OBJECTIVES
With a colleague/colleagues:
1. I will discuss with my group how
language objectives can focus
instruction to develop English
language proficiency for English
language learners
51. LANGUAGE OBJECTIVES
With a colleague/colleagues:
Home Work: I will use one feature of
the SIOP Model [at the HOTS level] for
one lesson during 2nd quarter
52. DVD: Chapter 1
Introduction to Sheltered Instruction
Lela Alston Elementary School,
Phoenix, AZ
Kendra Morena, Teacher
Systematic, consistent, explicit lesson
preparation
use of best practices
Results with ELs means more practice,
more HOTS
53. Dangkulo Na Si Yu’os Ma’ase’
Maraming Salamat Po
Ke Kmal Mesulang Belau
Xiexie China
Kini So Chapur Chuuk
Mahalo Nui Loa Hawaii
Arigato gozaimashita Japan
Kamsahaminda Korea
Kulo Maluhlap Kosrae
Kommol tata Marshalls
Agyamanac Unay Philippines
Kalangen en Komwi Pohnpei
Dziekuje (chickwe) Poland
Fa’afetai tele Samoa
Muchas Gracias Spain
Kam Magar Yap
Thank you!
www.elite.net/~runner/jennifers/thankyou.htm
54. Sites for Bloom’s Taxonomy & DOK
Bloom’s Taxonomy Revised
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Educational Origami – explanation of Bloom’s Revised
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
A Model for Learning Objectives – rollover for samples
http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
Kathy Schrock’s Guide to Everything
http://www.schrockguide.net/bloomin-apps.html
Bloom’s Taxonomy of Learning Domains
http://www.nwlink.com/~donclark/hrd/bloom.html
Northern Illinois University Faculty
http://www.niu.edu/facdev/programs/handouts/blooms.shtml
Common Core ELA Standards & Objectives Guide – DOK Levels
http://www.tobink8.org/ANET2013/ANETCommonCoreELAStandardsandObjectiveGuide201
2.pdf
Depths of Knowledge with Mathematics]
http://static.pdesas.org/content/documents/DOK_Math_levels.pdf
Descriptors for Content Areas
http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.ht
m
Hinweis der Redaktion
We believe in SIOP as a second language learner and as a Second language teacher; puts what I do into place to make me a better teacher
Disclaimer: still learning; learn together
10 groups of 7 or 8
STRATEGY – write word on card and corresponding definition or full word on another card, word cloud on screen; students match words and definition at their group table
Reference: Pearson Education, Inc. (2009). SIOP Training for Teachers: Participant Workbook. Boston, MA: Pearson Education, Inc. p. 14.
Content objectives – what student will learn
Language objectives – how student will practice the English language in their listening, speaking, reading, writing skills
Acronym = abbreviation formed from the initial components of a word or phrase
Jana Echevarria
MaryEllen Vogt
Deborah Short
Source: The SIOP Institute http://siop.pearson.com
Dr. Arlene Diaz
Development & Use – 5 minutes
PROBLEM with SHELTERED INSTRUCTION: inconsistent in delivery among teachers – buffet of strategies, techniques, professional development
RESEARCH: nationwide observation and interview of teachers in the ESL classroom
PROFESSIONAL LITERATURE: second language acquisition; second language development needs; effective teaching and learning practices
RESULTS: listing of 30 effective classroom practices arranged into 8 categories
Graphic created by Marie Benito, ESL teacher at Tamuning Elementary School 2009-2010
Teacher Knowledge of Instructional Tasks, Knowledge of Content Topic, Knowledge of English
How CITW and SIOP fit together
Source: Marzano’s (Nine) High-Yield Strategies http://www.palmbeachschools.org/qa/documents/Handout5-MarzanoHighYieldStrategies.pdf
How The Big 8 and SIOP fit together
Reference: Kuzminch, L. (2012, August 29). 21st Century Literacy & Learning: Part II. Retrieved November 3, 2014 from http://www.jfkislanders.com/docs/literacy/commoncore/LiteracyPartII.pdf
How SIOP and the DOE fit together
D = daily; O = occasionally; N = Never
Reference: Pearson Education, Inc. (2009). SIOP Training for Teachers: Participant Workbook. Boston, MA: Pearson Education, Inc. p. 37-38.
Personal Reflection
Protocol & Model
INITIAL USES:
1] research how well sheltered instruction is prepared and delivered consistently and effectively to record how well students learned both content and English language
2] supervisory tool so administrators know what to look for in the sheltered instruction classroom
3] training model to teach teachers in effective sheltered strategies (3rd edition, p. 15)
REQUESTED USE
4] lesson planning and delivery system (3rd edition, p. 15)
EL – English language Learners
English language learners are in the regular classroom & in the ESL Classes; in middle and high school, ESL classes are sometimes called sheltered English classes. In these sheltered classes, ESL teachers design instruction knowing the student’s
English language proficiency
How well the learner reads, writes, speaks, listens/understands
Academic language proficiency
Content vocabulary and concepts
Basic instructional words, e.g. color, cut, turn the page, draw a line
School culture words, e.g. desk, table, beaker, ruler
Academic instructional words, e.g. make an outline, compare and contrast two jungle animals
Knowledge of English
student is fluent in English; first language
Knowledge of how the tasks are to be accomplished
student is fluent in stateside school culture
Knowledge of the content topic
student can focus on learning subject area
Transition: In most regular classes,
students have a solid knowledge of English so that basic instructional procedures/tasks are fairly understandable so they can learn the content
But let’s take a look at how Guam’s classes look
BIG NUMBERS: 48% of total DOE student population from non-English background
51% of total DLPES population speak languages other than English
BIG QUESTION: For whom do we plan our lessons? Us – convenience, evaluation, program requirements; English speakers – English textbooks, all will have to learn English in the end. All true; the reality. Yes, we will be evaluated – so make it easy to teach and to observe use English text.
BUT when we test, how well do our Filipino, Pacific Islander, Asian students learn? Who is on the other side of the bell curve when we track the data?
LOOK at the SAT10 scores from the past year. Celebrate the success rate, but overall – in the big picture – where are we?
Reference
Guam Department of Education. (2011, November). Annual state of public education report: School year 2010-2011. Retrieved August 16, 2012 from https://docs.google.com/viewer?a=v&pid=sites&srcid=Z2RvZS5uZXR8cnBlfGd4OjZmMjM4OWQxYTgzMmRiMmU
Upi Elementary School. (2012, June 13.). Quarterly summary report: June 6, 2012. (unpublished document)
Parents and Children Talk. http://ftp.iza.org/dp1216.pdf
“Table 3 represents the distribution of students by ethnicity. In SY13-14, there were 30,955 locally funded
students enrolled in GDOE, representing at least 21 ethnic groups. The Commonwealth of the Northern
Mariana Islands (“CNMI”) includes students from Rota, Saipan and Tinian. Asians include the Japanese,
Chinese, Korean, Indonesian and Vietnamese ethnic groups. Pacific Islander includes Hawaiian, Samoan,
Kosraean, Pohnpeian, Chuukese, Yapese, Marshallese, Palauan, and Fijian. “Other” is comprised of
African American, Hispanic, American Indian-Native Alaskan, Unknown and Unclassified categories. “
ASPER 2013-2014 Retrieved on October 27, 2014 from https://sites.google.com/a/gdoe.net/gdoe/asper-school-report-cards
574 students have HLS
Need HLS for 103 Kindergarten students
Reverse is also true
Sometimes we have more English speakers than lote speakers, e.g. 5th grade class
BUT, do we just plan for the English? How about the lotEnglish speakers?
Dr. Arlene Diaz
BICS – Basic Interpersonal Communication Skills = social, everyday language
CALP – Cognitive Academic Language Proficiency
Retrieved October 31, 2014 from http://www.joanwink.com/scheditems/Cummins-ppt.pdf
Based on Shuy’s Iceberg Model
Reference: Fisher, J., and Perez, R. (n.d.). Understanding English through mathematics: A research-based ELL approach to teaching all students. Retrieved November 3, 2014 from http://www.tsusmell.org/downloads/Products/Resource%20Library/MELL_UnderstadingEnglishThroughMath.pdf. p. 10
Note: Appendix lists recommended practices for classroom instruction.
Picture Source: Shutterstock and Ocean and Its Parts http://gghs-paf-base-lhr.blogspot.com/
Retrieved October 31, 2014 from http://www.joanwink.com/scheditems/Cummins-ppt.pdf
Echevarria, J., Vogt, M., and Short, D.J. (2008). Making content comprehensible for English learners: The SIOP Model, 3rd Ed. Boston, MA: Pearson Education, Inc. p. 25-26
Retrieved October 31, 2014 from http://www.joanwink.com/scheditems/Cummins-ppt.pdf
Graphic Organizer Training conducted SY2012-2013?
3rd edition, p. 27 “An objective is not a by-product of an activity but the foundation of one.”
3rd edition, p. 24 “In effective instruction, concrete content objectives that identify what students should know and be able to do must guide teaching and learning. Also, it may be necessary to limit content objectives to only one or two per lesson to reduce the complexity of the learning task.”
Echevarria, J., Vogt, M., and Short, D.J. (2008). Making content comprehensible for English learners: The SIOP Model, 3rd Ed. Boston, MA: Pearson Education, Inc. p. 24, 27.
Retrieved from https://graniteschools.instructure.com/courses/764048/pages/content-and-language-objectives
Retrieved from https://graniteschools.instructure.com/courses/764048/pages/content-and-language-objectives
Echevarria, J., Vogt, M., and Short, D.J. (2008). Making content comprehensible for English learners: The SIOP Model, 3rd Ed. Boston, MA: Pearson Education, Inc. p. 29-30
Echevarria, J., Vogt, M., and Short, D.J. (2008). Making content comprehensible for English learners: The SIOP Model, 3rd Ed. Boston, MA: Pearson Education, Inc. p. 29-30
Echevarria, J., Vogt, M., and Short, D.J. (2008). Making content comprehensible for English learners: The SIOP Model, 3rd Ed. Boston, MA: Pearson Education, Inc. p. 31
Retrieved from Language Objectives: The Key to Effective Content Area Instruction for English Learners
By: Jennifer Himmel (2012) http://www.colorincolorado.org/article/49646/
Retrieved from Language Objectives: The Key to Effective Content Area Instruction for English Learners
By: Jennifer Himmel (2012) http://www.colorincolorado.org/article/49646/
Echevarria, J., Vogt, M., and Short, D.J. (2008). Making content comprehensible for English learners: The SIOP Model, 3rd Ed. Boston, MA: Pearson Education, Inc. p. 48
We want our English language learners (ELs) to achieve academic literacy as well as their native English speakers.
How can we better understand their learning experiences in our classrooms?
Sra. Salas
Teach in Chamorro
Dr. Diaz: SIOP is respectful to the learner’s level. We will learn about the lesson in Chamorro: Activating, engaging, stimulating new perspective of how to teach and how to relate content to personal learning and hopefully, to work with the students - in Teaching and in Tutoring – how to be more effective in their instructional delivery.
Picture Source: Guampedia. (2014, July 6). Images: Inafa’maolek: Striving for harmony. Retrieved November 3, 2014 from http://www.guampedia.com/inafamaolek/#Images
Personal Reflection
How well did I attend to the presentation?
What is one thing that confirmed what I know?
What is one thing new that I learned?
What is one thing I will apply?