Sandra GB Iturbides, M.Ed. Maritza Abreu, M.Ed.. PLEASE TURN OFF OR SILENCE YOUR CELL PHONES. WRITE YOUR QUESTIONS ON POST IT NOTES AND PLACE ON PARKING.

SIOP WORKSHOP SERIES I

2013-14 Academic Year

Sandra GB Iturbides, M.Ed.Maritza Abreu, M.Ed.

PLEASE TURN OFF OR SILENCE YOUR CELL PHONES.

WRITE YOUR QUESTIONS ON POST IT NOTES AND PLACE ON PARKING LOT.

COMPLETE WORKSHOP EVALUATION IN MY LEARNING PLAN.

PARKING LOT

Desired Outcomes:

By the end of this session participants will:

Identify components of the SIOP Framework.

-Examine “learning strategies” as defined by the SIOP model.

TODAY’S OBJECTIVES

Sheltered Instruction Observation Protocol

What is SIOP?

http://www.youtube.com/watch?v=ZA3_PXs4CsQ&list=PLGMRgEw1y872579VczixD61ZDzI74nNfr

What do you know about SIOP?

In small groups, one individual writes a word or phrase that answers the question above.

This teammate passes the chart and the marker to the next person on their right to answer the question.

Each team member continues to do the same until all members of the team have had a chance to respond. Continue until the chart is filled.

•

Traveling Charts

An Interactive Instructional Framework

SIOP

LessonPreparation

Building Background

Comprehensible Input

Strategies

Interaction PracticeApplication

Lesson Delivery

Review Assessment

• Content Objectives• Language Objectives• Appropriate Concepts• Supplementary Material• Adaptation of Content• Meaningful Activities

Lesson Preparation

http://www.youtube.com/watch?v=o5xK5gP_Tbw&list=PLGMRgEw1y872579VczixD61ZDzI74nNfr

• Concepts Linked to Students’ Backgrounds• Links between Past Learning and New Learning• Developing Key Vocabulary

1. Subject Specific Vocabulary2. General Academic Vocabulary3. Word Parts: Roots and Affixes

Building Background

http://www.youtube.com/watch?v=ytXeEFCTMbg&list=PLGMRgEw1y872579VczixD61ZDzI74nNfr

ONE SIZE FITS ALL?

There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.“ Lau v. Nichols (1974)

• Appropriate Speech• Clear Explanation of Academic Tasks• A Variety of Techniques Used

1. Adjusting rate of speech and enunciation adapted to students’ English proficiency

2. Presenting instructions in a step-by-step manner

3. Clear expectations

Comprehensible Input

http://www.youtube.com/watch?v=mTnHonxao70&list=PLGMRgEw1y872579VczixD61ZDzI74nNfr

1. Learning Strategies• Cognitive• Metacognitive• Language Learning

2. Scaffolding Techniques

3. Higher-Order Questioning and Tasks

Strategies

htthttp://www.youtube.com/watch?v=rhYI3w5I0EA&list=PLGMRgEw1y872579VczixD61ZDzI74nNfr

1. Provide students with frequent opportunities for interaction. Practice!

2. Vary grouping configurations according to task, interests, and/or skills.

3. Allow sufficient wait time for students to respond.

4. Clarify concepts as you check for understanding.

Interaction

http://www.youtube.com/watch?v=GjOrFN6PEDg&list=PLGMRgEw1y872579VczixD61ZDzI74nNfr

PRACTICE/APPLICATION

1. Teacher Regulated“I do, you watch and

respond”Modeling

2. Teacher Assisted“We do together, I help

and respond”

3. Peer Assisted“We do together, I watch and help”

4. Student Regulated

“You do independently, I

watch and respond”

Explicit TeachingGuided PracticeCollaboration

Independent Application

• Support content objectives during lesson• Support language objectives during lesson • Promote student engagement • Pace lesson appropriately

The Common Core Sate Standards require that students “adapt their communication in relation to audience, task, purpose, and discipline.”

http://www.youtube.com/watch?v=GGFTlmJmdmw&list=PLGMRgEw1y872579VczixD61ZDzI74nNfr

Lesson Delivery

Plan content objectives

Plan language objectives

Address grade-level content

Use supplementary materials

Use adapted text Plan meaningful activities

with language practice

Support learning of content objectives

Support learning of language objectives

Promote student engagement

Pace lesson appropriately

Lesson Preparation Lesson Delivery

1. Review Lesson Objectives• Key Vocabulary• Key content concepts

2. Assess Lesson Objectives• Regular and timely feedback on student output• Assess student comprehension of objectives

Review and Assessment

http://www.youtube.com/watch?v=sXkCZcPGxwE&list=PLGMRgEw1y872579VczixD61ZDzI74nNfr

Name at least 4 components of the SIOP Framework.

Which of the components is your favorite and why?

Write a question that is still in your mind about SIOP.

EXIT SLIP

http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-Learning.aspx

http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html

http://www.nwea.org/blog/2013/classroom-techniques-formative-assessment-idea-number-ten/

http://www.myboe.org/portal/default/Content/Viewer/Content;jsessionid=67hkAyUo8WrtnzDQ3F4cJA**?action=2&scId=100028

http://www.youtube.com/watch?v=ZA3_PXs4CsQ&list=PLGMRgEw1y872579VczixD61ZDzI74nNfr

Note: This last link will offer 16 SIOP Video Series for each of the components

REFERENCES