PPT – The SIOP Model PowerPoint presentation | free to download - id: 3d6e2d-NzVjN
Publication details, including instructions for authors and learners, the Sheltered Instruction Observation Protocol (SIOP) Model, in one content area, sci -. ence. An Introduction to the SIOP Model Part 2 - PowerPoint PPT Presentation .. Facilitators: Erica Hilliker - Title: ELL Para Training Author: GLPS Last modified by: Meeting the Needs of English Language Learners: Cycle 4-LEP Student Success. Effective Teaching for ALL Students: The SIOP® Model Only author-approved training on the SIOP Model; Authors review and contribute to our trainings and.
If I break down my directions into a step-by-step process and show students a finished product, then my ELs will be better able to complete the assignment as expected. Just listening to or being immersed in English is not enough.
1 An Introduction to the SIOP Model Sheltered Instruction Observation Protocol. - ppt download
Students learning rigorous content material in a language they do not speak or understand completely require specialized teaching techniques to make the message understood. They require Comprehensible Inputor language that they can understand. Appropriate speech is particularly important as students try to meet Common Core listening and speaking standards in each grade level.
The CCSS asks students to comprehend information presented orally and to express their understanding in a variety of ways, such as recounting key ideas and details, and paraphrasing or summarizing the information presented. The way information is presented orally will have a significant impact on the degree to which ELs will be able to achieve these standards. We begin with Jasmine, followed by Salvador, and Michael. Explain that this video is from the Pearson PD toolkit that they have access to with the Making Content Comprehensible 4th edition text.
As you listen to these students identify the points that they make. Student Input Let's begin the Comprehensible Input component by hearing from English learners who were asked what teachers do that makes learning difficult. Notice the similarity of their responses.
The SIOP Model for Elementary Classrooms with English Learners - ppt download
What did the students say? Were there any patterns? List of ways to adjust teacher talk appears. Analyze your use of these subfeatures by: See explanation in MCC p. I will do a better job of remembering to pause especially for my level 1 ELs.
This connects to language objectives of section Possible responses: Have participants follow the instructions on this slide. Participants write ideas on a Post-it and then whole group share out. Presenter should write on chart paper the ideas that are shared out. Possible responses are below: Step by step directions Oral and written directions When writing instructions Be exact, concise, and complete Use action verbs in the command form list, identify, describe, define, name, explain, choose, show, choose, justify, predict Include visuals, model or demonstrate directions Show a finished product Additional ideas: Tells students to read the first 3 pages of their text to themselves to be discussed when they have finished.
Has students call out unfamiliar words as she writes them on the board. Asks students to look up assigned word in the glossary. She orally defines words not in the glossary.
1 An Introduction to the SIOP Model Sheltered Instruction Observation Protocol.
Orally reviews step-by-step instructions projected on a PowerPoint. Demonstrates instructions as he proceeds using a word bank and solicits peer interaction.
Provides a model and uses supports so that all domains l,s,r,w, thinking are addressed. Many of these are the same techniques we used when our own children or our brothers and sisters were babies and we were trying to get them to say a word. Amin What is the lesson about? What techniques are used to make the lesson understandable? What could make the lesson more comprehensible?
The YouTube clip is 5 minutes and 44 seconds. Amin teaching 2 versions of her lesson which is in Farsi. The first is without comprehensible input and the second using many techniques to make her lesson comprehensible.
In the first lesson there are about 10 second pauses at 1: In these 10 second pauses ask students how they are doing; remind them that only 1 minute 21 seconds have passed, then 2 minutes 21 seconds and 3 minutes 24 seconds.
What if they had to listen to this from 8: Lesson 2, with comprehensible input, begins at 3: Can stop after 1: Were you at the frustration level? What was the lesson about? Have the group identify techniques used to make lesson understandable.
The SIOP Model - PowerPoint PPT Presentation
Nichols, Congress passed the Equal Opportunity Act. In this segment, Deborah Short suggests that all teachers must effectively learn how to meet the academic and language development needs of students acquiring English. SIOP is way to achieve this!
CALP is what takes many years to develop and what is needed to obtain academic success! They can speak English just fine! Follows general classroom directions Speaking: Converses easily about social situations with peers and teachers.
May speak English without an accent. May decode reading material with ease, but may not comprehend what is read. Can fill out school forms. Can find and copy the answers to questions in textbooks. Can follow specific directions for academic tasks.
Expresses reasons for opinions. Asks for clarification during academic tasks.Meet the SIOP® Model Authors
Reads academic materials with good comprehension. Can write an essay supporting a point of view. Art, music, physical education Following simple directions Face-to-face discussions C. Demonstrations Audio-visual assisted lesson Science experiments Social studies project D. Reading a textbook Explaining new, abstract concepts Lecturing with few illustrations Math concepts and applications Cummins believes that academic language activities can be grouped into four different categories.
Context-embedded quadrants on the left side provide many cues for the learner to access information realia, video, plays, illustrations Context-reduced quadrants on the right side learners must rely on language to access information lecture, reading a text, worksheets Cognitively Demanding: Synthesis and Evaluation Cognitively Undemanding: Knowledge and Comprehension Ideally, we want our students to be doing activities that fall into quadrant B, the activities are cognitively demanding, yet they take place within a context and the learning is concrete and not abstract as it is in quadrant D.
Our goal as educators is to convert quadrant D activities into quadrant B activities. Level 2 Early Production Has limited comprehension Produces one or two word responses. Uses key words and familiar phrases.
Level 3 Speech Emergence Has good comprehension Can produce simple sentences Makes grammar and pronunciation errors Frequently misunderstands jokes 1 — 3 years Why…?
Explain… Questions requiring phrase or short-sentence answers. Level 4 Intermediate Fluency Has excellent comprehension Makes few grammatical errors 3 -5 years What would happen if…?
Why do you think…?
Questions requiring more than a sentence response Level 5 Advanced Fluency The student has a near-native level of speech. A level 6 student is at grade level. Classroom Instruction that works with ELLs pg.
In America 6 year olds in English speaking homes have 10, to 24, words of English in 1st grade when learning to read. Focus on the content the student will learn. If a 2nd grade class is learning about the lifecycle of a butterfly, all students should be required to learn the information.
Simply having ELs color pictures of butterflies would not be age appropriate. You can enhance student learning with supplementary materials, it contextualizes the learning. All content needs to be adapted, but not diminished, so that it is comprehensible for all of the students Meaningful Activities: The more meaningful and relevant an activity it, the better chance there is of the students actually learning and retaining the information.
You need to have both content and language learning goals. They are the foundation of a lesson. They should be written in kid friendly language, posted and reviewed with students. Attainment of the objectives should be assessed and reviewed with the students at the end of the lesson.
Students will be able to identify reasons for why the Boston Tea Party happened. Students will be able to write a paragraph to persuade other colonists to help take part in the Boston Tea Party. Example 3 for language objective: A sentence starter is a way to scaffold students oral language and it ensures that they will be using the academic terms or language specific to the content.
- The SIOP® Model COMPREHENSIBLE INPUT
- The SIOP Model for Elementary Classrooms with English Learners
- An Introduction to the SIOP Model Part 2 - PowerPoint PPT Presentation
Language learners often need to hear a word or sentence structure multiple times before they feel comfortable using it on their own without support. Sentence frames will accelerate this process. Building background knowledge is different from activating background knowledge because…. All learners have background knowledge which has been acquired through school and life experiences.
Connecting current learning to previous learning is activating prior knowledge. However, some ELs have little, to no prior knowledge about a topic.
Therefore brainstorming about it or doing a KWL chart may not be helpful. It is critical that teachers use techniques to build their knowledge of a topic and fill in the gaps.
Taking a few minutes to jump-start their schema by finding out what they already know about a topic and then finding a way to connect their current learning to what they already know will help student better understand and recall what they will be learning. These words should be presented using both linguistic and nonlinguistic representations. Students should have multiple meaningful interactions with the words.