SIOP

SIOP feature 8: links explicitly made between past learning and new concepts

* must make explicit connections between new learning and the material, vocabulary, and concepts previously covered in class.

teaching ideas fro building background

* read aloud * digital jumpstarts: preach a small group of students concepts, vocabulary, and processes prior to beginning a lesson. If you do it through technology, this allows students extra time on a computer. * insert method: give student copy of nonfiction article and have them read it together as partners. insert the following codes: a check mark indicates a concept that is already knows. questioner for concept that is confusing or not understood. exclamation mark is for something surprising/unusual. plus sing is idea that is new to students. *pretest with a partner: preview concepts and vocabulary that will be assessed *word clouds: you can create a template on Wordle.net. word clouds enable students to see key words, create headings, and provide prompts for discussion. *word sorts: students categorize previously introduced words/phrases into groups predetermined by the teacher. *contextualizing key vocabulary: One way to do this is read to them, and if they don't understand a word, pause and explain it using many examples. *vocab self collection strategy: Following the reading of a text, students self select several words that are essential to understanding content concepts. Teacher and students mutually agree on list oself collection words, and they are used and studied throughout unit * Word Wall: Key vocabulary is reviewed with a word wall where relevant content words are listed alphabetically. also displays content words related to unit. *four courier vocabulary charts: in one corner write the vocabulary word, in another draw a picture of the word, in another use the word in a sentence, and in the last have the definition. * Concept definition map: *cloze sentences: a sentence that has strong contextual support with one vocabulary word missing from the sentence. Have them figure out which word goes in the blank *word generation: write a word on the board and see what other words they can come up using that one. Ex: from -port they could make import, export, important, etc. *word study books: student made personal notebook contain frequently used words *vocab games: dictionary and scrabble *self assessment of level of word knowledge

SIOP feature 9: key vocabulary emphasized

* there is a powerful relationship between vocabulary and comprehension. Under this is academic vocab

differentiating ideas for multi level classes

* use a slower rate, clear enunciation, and simple sentence structure for beginning speakers *remember that you make a huge contribution to your students attitude toward school. *Allow students to provide differentiated responses to questions and assignments.

helpful sources of words for teachers of ELL

*Academic Word List by Averil Coxhead *on, two, and three tier words. 1. tier one words are common words, such as simple nouns, verbs, high frequency words, and sight words. 2. tier two words are similar to many of the words in the general academic vocabulary. Common found in school texts but not in general conversation. 3. tier three words are typically uncommon, found rarely in school texts except in particular contexts, such as a discussion of specific content related topics.

Content Concepts appropriate for age and educational background level of students

*It is inappropriate to use the curriculum materials and books from much earlier grades *Students with gaps in their educational backgrounds may be placed in newcomer programs that pull objectives and content concepts from earlier grades in order to provide the foundational knowledge the students need to perform grade level work successfully. *be mindful of concepts upper elementary and secondary ELL may already have learned through their life experiences or prior schooling *reflect on the amount of background knowledge needed to learn and apply the concepts, and plan ways to build or active their prior knowledge. *one way to build background is through mini lessons that precedes the regular whole class lesson. * work with ESL teacher to build background and vocabulary before ELL study the topic in the class

Content Objectives Clearly Defined

*Plan objectives that support school, or state content standards and learning outcomes. *Write lesson objectives (something taught in one or two lessons) and use student firefly language that suits the age levels in the class. *Write objectives in terms of student learning, not as an agenda item. *limit objectives to only one or two per lesson *Share objectives with students, orally and in writing * Review objectives at end of lesson to make sure students have mastered them -It's good for language and content teachers to collaborate closely as they prepare lessons. Bottom line: content objectives need to be written in terms of what students will learn or do; stated simply, orally and in writing, and tied to specific content standard

Langage Objectives Clearly Defined

*also incorporate lesson plan objectives that support students academia language development *an effective teacher needs to know how language is used in the content area in order to convey information and use and apply that info. *remember that acquiring a second language is a process *distinguish between receptive (listening and reading) and productive (speaking and writing) language *plan oral language practice *focus on function and form *the more exposure and time they have using academic language, the faster they will develop language proficiency. *assess language objectives to determine if students are making progress toward mastery. If possible, have them give answers in sentences on their levels. -First place to start is the state English language proficiency (ELP) standard. Also look at WIDA standards.

ways to monitor classroom speech

*avoid idioms, particularly with beginners. *employ paraphrasing and repetition to enhance understanding. *point out cognates to promote comprehension for students whose native langue has a latin base. *simplify sentence structures to reduce the complexity that some ELL find confusing.

teaching ideas for strategies

*digital storytelling: combines old and new literacies as students speak, write, and create a multimedia text consisting of still images and a narrated soundtrack. effective digital stories combine seven elements: point of view, dramatic question, emotional content, economy, pacing, the gift of voice, and soundtrack. *directed reading thinking activity: throughout the reading of a story, the teacher and students stop periodically and contemplate predictions about what might follow logically in the next section of the text. *SQP2RS (squeepers): 1.sruvey 2.question 3.predict 4.read 5.respond 6.summarize *GIST (generating interactions between schemata and texts): this summarization procedure assists students in getting the gist from extended text. *graphic organizers *reciprocal teaching: predicting, questioning, clarifying, summarizing *question and answer relationships. *pre questions: have students write their own research questions before they use the internet to find info to steer rather than surf *questioning the author: question asking to help them construct meaning while they read

Things to remember about teaching learning strategies

*many ELL who have been well schooled in their own language probably have developed a variety of learning strategies that they can talk about once the learn the English terms for them. Know your students educational backgrounds *many strategies transfer to learning in the new language. *Common Core State Standards require that students adapt their communication in relation to audience, task, purpose, and discipline. *Remember that having students identify and label strategies is not the end goal. Instead, the desired outcome is for students to engage in a variety of learning strategies while they're reading, listening, writing, speaking, and working with other students. *The ultimate goal is for students to develop independence in self monitoring and self regulation through practice with peer assisted and student centered strategies. *we want them to do more than recite strategies, but actually use them.

SIOP feature 12: a variety of techniques used to make content concepts clear

*use gestures, body language, pictures, and objects to accompany speech. *provide a model of a process, task, or assignment. *preview material for optimal learning. * allow students alternative forms for expressing their understanding of information and concepts. *use multimedia and other technologies in lessons *provide repeated exposures to words, concepts, and skills. *For teenagers, be succinct. instruction should be straightforward and given one at a time *use graphic organizers effectively. *audiotape texts for greater comprehension

teaching ideas for comprehensible input

*using an electronic tablet application, record step by step instructions for completing a task or project. * use sentence strips: students can write an event on a sentence strip, then sequence the strips to retell a story *Prior to reading a passage of information text, show a brief video clip hat reinforces the content objective and complements the reading assignment *spell difficult words or math formulas to the tune of BINGO or another song while clapping out each letter, number, or symbol. *visuals are important for remembering information.

SIOP feature 15: a variety of questions or tasks that promote higher order thinking skills

-Krathwohl's taxonomy 1. Remember 2.Understand 3.Apply 4.Analyze 5. Evaluate 6. Create Web's Depth of Knowledge Level 1: recall: recall fact, information, or procedure level 2: skill/concept: requires both comprehension and subsequent processing of text level3: strategic thinking: requires reasoning, developing a plan or a sequence of steps, some complexity, and more than one possible answer level 4: extended thinking: requires thinking and processing multiple conditions of the problem

SIOP feature 7 : concepts explicitly linked to students background experiences

-Teachers should activate students background explicitly and provide linkages from their experiences to key concepts. * Include techniques in lessons such as chapter previews or anticipation guides. * Recognize that students from culturally diverse backgrounds may struggle with work not written in their L1 and that they have different experiences * If som ELL have little or no prior knowledge on a tropic, brainstorming names, terms, and places will be unhelpful. It is critical that teachers build background using techniques that fill the gaps.

SIOP feature 14: scaffolding techniques consistently used, assisting and supporting student understanding

-assistance provided by by a teacher is called scaffolding. -gradual release of responsibility is manifested when teachers use the practices: *emphasize the role of personal choice *motivate students strategy use by showing how appealing them improves comprehension *highlight role of prior knowledge activation and connection in learning * mentally model to make thinking transparent to students *provide guided independent practice -another way to gradually release responsibility is through "I do, we do, you do."

lesson planning

-clearly state the content objectives each day -Language objectives should be clearly defined. I

academic vocab

-content vocab: subject specific. Students need them to understand lesson concepts but are generally low frequency words. -general academic vocabulary: cross curricular academic terms (circumstances, impact, observe), transition words and logical connectors (However, because, next), and language function words (compare, persuade). -word parts: roots, prefixes, and suffixes.

examples of differentiated instrction

-differentiated sentence starters: converts the practice of using teacher developed level questions into sentence starters that the students might use orally or in writing. 1. begin with essential question of a lesson. 2. write questions at a variety of levels of difficulty for each question. 3. convert the question into sentence starters. 4. post the questions and have the students respond. -leveled study guides: write guides to accompany assigned text or a units topics specifically for diverse students needs and their stages of language and literacy development -highlighted text: start by reading highlighted sections, and as confidence and ability increases, start reading unmarked text.

differentiating ideas for multi level classes

-first step: know your students; their literacy skills both in English and their native language, their schooling backgrounds, their learning styles and multiple intelligences. -second: consider three in your lesson students will need some differentiated instruction. When you introduce new content? when they must perform a task? when you are checking for comprehension?

examples of supplementary materials and resources

-hands on manipulatives -Realia: real life objects that enable students to make connections to their own lives. EX: play money for unit on money -pictures and visuals -multimedia: good sources are discoveryeducation.com, pbs.com, nationalgeographic.com -demonstrations -related literature: use a wide variety of fiction and nonfiction for support -hi-lo readers and thematic sets chapter summaries -adapted text: w/out diminishing the content concepts, a piece of text can be adapted to reduce the reading level demands.

concepts explicitly linked to students background experiences

-include techniques in lessons such as chapter previews or anticipation guides. As the build learning, they build repertoire of background experiences from which to draw -recognize that students from culturally diverse backgrounds may struggle with compression because their schemata doesn't match those of the culture for which text was written. -Acknowledge that emigrants have different experiences that the majority culture in the US. Culture has an impact on reading comprehension.

meeting the needs of students through learning strategies.

-planning and goal setting -tapping prior knowledge -asking questions -making predictions -visualizing -making connections -summarizing -monitoring -clarifying -reflecting and relating -evaluating

teaching ideas for lesson prep

-presenting objectives to class: get students involved in thinking about the objectives. don't just write on board. -Number 1,2,3 for self assessment of objectives: Students are asked to diagnose their knowledge about a topic and then take some responsibility for learning new info during the lesson. 1. I understand the concept. 2. it looks familiar. 3. I dont know this. -Jigsaw text reading: This process scaffolds the learning of ELL because in both groups they are working with others to understand text. -Graphic organizers: can provide conceptual clarity for info that is difficult to grasp. help students identify key content concepts and make relationships among them. can be used before, during, or after reading. EX: Venn diagrams, story or text maps, timelines, discussion webs, word webs, thinking maps, flow charts. -outlines: equip students with a form of note taking while reading dense portions of text. -audio supported text: help convey new info to students, scaffolding their understanding of the main concepts.

SIOP feature 13: ample opportunities provided for students to use learning strategies

1. cognitive learning strategies: help students organize the information they are expected to learn through the process of self regulated learning. directly related to individual learning tasks and are used by learners when they mentally or physically manipulate material. EX: preview chapter before reading, take notes or outlining, read aloud for clarification, etc. 2. metacognitive learning strategies: process of purposefully monitoring our thinking. implies awareness, reflection and interaction. EX: predicting and inferring, summarizing, making mental images, etc. 3. Language learning strategies: consciously use a variety of strategies to increase their progress in speaking and comprehending the new language. EX: applying basic reading skills, purposefully grouping and labeling words, paraphrasing, etc.

academic vocab

1. content vocabulary-subject specific and technical terms: key words and terms associated with a particular topic being taught. EX: revolutionary war: redcoats, democracy, patriots, etc. 2. general academic vocabulary-cross curricular terms/process and function: words students must learn because they are used in all academic disciplines. -cross curricular terms: describe relationships (friendship, conflict, encounter) and actions (describe, argue, measure). Help illustrate information and are used to speculate. -langauge processes and functions: what we want to do with language- he kind of info we convey or receive and the tasks we engage in that require language to accomplish. Ex: discuss, support, questions, explain, etc. 3. word parts: roots and affixes: word parts that enable students to learn new vocabulary.

framework of vocabulary instruction for ELL and NES in high poverty schools

1. provide rich and varied language experiences 2. teaching individual words 3. teaching word learning strategies 4. developing students word consciousness -provide student friendly definitions -povide examples of use -prompt students to create examples using the word

Teaching academic vocab

1. students should be active in developing their understanding of words and ways to learn them. 2. students should personalize word learning through such practices as Vocabulary Self- Collection Strategy, mnemonic strategies, and personal dictionaries. 3. Students should be immersed in words in rich language environments that focus on words and draw students attention to the learning of words. 4. students should build on multiple sources of information to learn words through repeated exposures.

three types of scaffolding

1. verbal scaffolding: use prompting, questioning, and elaboration to facilitate students movement to higher levels of language proficiency, comprehension, and thinking -paraphrasing: restating a students response in another form to clarify and model correct English usage -using think aloud: carefully structured models of how effective strategy users think and monitor their understandings. -reinforcing contextual definitions: -providing correct pronunciation by repeating students responses - slowing speech, increasing pauses, and speaking in phrases -eliciting more language and information from students 2. procedural scaffolding: -using an instructional framework that include explicit teaching, modeling, and guided and independent practice opportunities -One on one teaching and modeling -small group instruction with children practicing a newly learned strategy with another more experienced student -partnering or grouping students for reading and content activities with more experienced readers assisting those with less experience 3. instructional scaffolding: provides ELL with access to content and language concepts -graphic organizers that are used as a preceding tool to prepare students for the content -models of completed assignments

Supplementary materials used to a high degree, making the lesson clear and meaningful

Because lessons centered on pencil and paper activities are difficult for ELL, try to plan for supplementary materials that will enhance meaning and clarify confusing concepts. Students can see, hear, feel, perform, create, and participate in order to make connections and construct persona, relevant meanings. Use technology. Use materials that are culturally responsive to their backgrounds.

Writing Content and Language Objectives

Objectives are what we want the student to learn, and each needs explicit attention. An objective is not a by product of an activity, but the foundation of one. When stating objective at beginning of class, revise it and use kid friendly language. Maybe even add a visual along with it. Once you state standard, plan the lesson and determine a language objective. EX: in science lesson, he read The Giving Tree and had them act out the science words in that book. Write objectives that all students should attain based on the content concepts in the lesson, but adjust the intended outcomes to match the student's ability levels.

Language Structures or Grammar

Pay attention to the language textures in the written or spoken discourse of class and teach students the structures that are widely used. This category might offer the opportunity to teach some grammar that will really advance the students' language proficiency

meaningful activités that integrate lesson concepts with language practice opportunities for reading, writing, listening, and speaking.

To the extent possible, lesson activities should be planned to promote language development in all skills while English learners are mastering content objectives. They are more successful when they are able to make connections between what they know and what they are learning by relating classroom experience to their lives.

adaption of content to all levels of student proficiency

We can't water down texts, but we also can't expect ELL to learn all content info by listening to lectures. If they are literate in their native language, texts written in that language may be used. For students who aren't literate, native language broadcasts, podcasts, audio books, etc., can be used. -summarize the text to focus on the key points of info: may be an outline, bullet points, graphic organizer, etc. -Elaborate the text to add info: embed definitions of difficult words or provide more background info.

Four categories for generating language objectives

academic vocabulary language skills and functions language structures or grammar language learning strategies

SIOP feature 11: clear explanation of academic tasks

extremem importance of providing clear explanations of teachers expectations for lessons, including delineating the steps of academic tasks. - to see how clear you are being, you could write out directions you would give your students for completing a task and ask a colleague to follow them. See if they are clear based on their feedback.

First component of SIOP:

lesson planning

ch 4 COMPREHENSIBLE INPUT

making a message understandable for students

Language Learning Strategies

provides a way for teachers to give students resources to learn on their own. May include corrective strategies (EX: reread confusing text), self monitoring strategies (make and confirm predictions), preceding strategies (relate to personal experience, visualize), or language practice strategies (repeat or rehearse phrases, imitate a native speaker).

language skills and functions

reflects the ways students use language in the lesson. ELL need direct instruction in language skills along with opportunities to practice. The skills taught need to link to the topic of the lesson. They need instruction here as well, particularly in ways to articulate their descriptions or comparison or predictions

SIOP feature 10: speech appropriate for students proficiency levels

speech refers to 1. rate and enunciation and 2. complexity of speech. the first addresses how the teacher speaks and the second refers to what is said -at the beginning, students benefit when teachers slow down their rate of speaking. -6 different levels of English proficiency reflected by WIDA: 1. entering. 2. beginning. 3. developing. 4. expanding. 5. bridging. 6. reaching.

key vocab emphasized

vocab development for ELL is strongly related to academic achievement. systematic and comprehensive vocabulary is necessary for ELL because: -content area texts that students must read include very sophisticated vocabulary -reading performance tests given to ELL rely on wide ranging vocabulary knowledge; -ELL vocabulary instruction must be accelerated because they are learning English later than their native speaking peers; -ELL acquisition of deep understandings of word meaning is challenging. include words that are critical for understanding the text and a variety of ways for students to learn, remember, and use those words.