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![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](https://image.slidesharecdn.com/effectivelessoneffectiveteachernovember42014teachers-141210081839-conversion-gate01/85/Effective-lesson-effective-teacher-november-4-2014-teachers-5-320.jpg)
![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](https://image.slidesharecdn.com/effectivelessoneffectiveteachernovember42014teachers-141210081839-conversion-gate01/85/Effective-lesson-effective-teacher-november-4-2014-teachers-51-320.jpg)
![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](https://image.slidesharecdn.com/effectivelessoneffectiveteachernovember42014teachers-141210081839-conversion-gate01/85/Effective-lesson-effective-teacher-november-4-2014-teachers-54-320.jpg)
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Effective lesson=effective teacher november 4, 2014 teachers
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.
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Effective lesson=effective teacher november 4, 2014 teachers
- 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
- 3.
- 4. Welcome & MeetingNorms • 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
- 6. SIOP SHELTERED INSTRUCTION OBSERVATION PROTOCOL
- 7. SIOP – Definition& Development Researchers & Developers The SIOP Institute http://siop.pearson.com
- 8. Video: Helping EnglishLearners 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 InstructionObservation 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
- 11. SIOP CITW LESSONPREPARATION 7. Setting Objectives & Providing Feedback BUILDING BACKGROUND KNOWLEDGE 1. Identifying Similarities & Differences COMPREHENSIBLE INPUT 5. Nonlinguistic Representations STRATEGIES 9. Questions, Cues, & Advanced Organizers INTERACTION 6. Cooperative Learning PRACTICE AND APPLICATION 2. Summarizing & Note-taking 4. Homework & Practice LESSON DELIVERY 8. Generating & Testing Hypotheses REVIEW AND ASSESSMENT 3. Recognizing Effort & Providing Recognition
- 12. SIOP The Big8 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 DOEDistrict 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?
- 16. SIOP & Teachers Protocol Supervisory Tool Evaluation Tool Model Instructional Planning & Implementation
- 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.
- 19. SIOP & ELs Academic Literacy
- 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%
- 23. DLP 10.21.14 Language= 715 K=103 1st 2nd 3rd 4th 5th TOTAL 10 Chamorro 7 7 6 3 9 32 20 English 49 51 48 67 57 272 32 Ilocano 2 5 2 2 11 35 Tagalog 15 21 21 18 29 104 37 Visayan 2 1 3 39 Other Filipino Lang. 1 4 1 1 3 10 41 Mandarin 0 42 Cantonese 0 45 Other Chinese Lang. 1 1 50 Korean 0 60 Vietnamese 0 70 Carolinian 1 1 1 3 71 Chuukese 17 19 22 22 20 100 73 Kosraean 1 2 1 4 74 Marshallese 1 1 75 Palauan 1 1 3 5 76 Pohnpeian 3 7 5 4 4 23 77 Yapese 1 1 2 80 Japanese 1 1 99 Other Languages 1 1 2 TOTAL LANGUAGE 1 97 118 106 121 131 574
- 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 SecondLanguage Acquisition LI L2 Culture Language Identity Background Experience
- 26.
- 27.
- 29.
- 31. ACTIVITY: How doeseach 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.
- 32.
- 33. SIOP Component 4: Strategies (Learning) Metacognitive Cognitive Socio-Affective
- 34.
- 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- 6categories 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&LObjectives 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
- 41.
- 42.
- 43. ACTIVITY: Match COto LO Pg. 48 Participant Book Share within Groups
- 44. TEACHING Chamorro language Learners
- 45. SIOP Lesson bySra. 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
- 46.
- 47. Reflection Howcan I relate my experience to what my ELs experience in my classroom?
- 48. Review & WrapUp 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 Witha 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 Witha 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 SiYu’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’sTaxonomy & 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
Editor's Notes
- #2 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
- #3 10 groups of 7 or 8
- #4 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
- #5 Reference: Pearson Education, Inc. (2009). SIOP Training for Teachers: Participant Workbook. Boston, MA: Pearson Education, Inc. p. 14.
- #6 Content objectives – what student will learn Language objectives – how student will practice the English language in their listening, speaking, reading, writing skills
- #7 Acronym = abbreviation formed from the initial components of a word or phrase
- #8 Jana Echevarria MaryEllen Vogt Deborah Short Source: The SIOP Institute http://siop.pearson.com
- #9 Dr. Arlene Diaz Development & Use – 5 minutes
- #10 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
- #11 Teacher Knowledge of Instructional Tasks, Knowledge of Content Topic, Knowledge of English
- #12 How CITW and SIOP fit together Source: Marzano’s (Nine) High-Yield Strategies http://www.palmbeachschools.org/qa/documents/Handout5-MarzanoHighYieldStrategies.pdf
- #13 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
- #14 How SIOP and the DOE fit together
- #15 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.
- #16 Personal Reflection
- #17 Protocol & Model
- #18 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)
- #19 REQUESTED USE 4] lesson planning and delivery system (3rd edition, p. 15)
- #20 EL – English language Learners
- #21 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
- #22 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
- #23 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
- #24 574 students have HLS Need HLS for 103 Kindergarten students
- #25 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?
- #26 Dr. Arlene Diaz
- #27 BICS – Basic Interpersonal Communication Skills = social, everyday language
- #28 CALP – Cognitive Academic Language Proficiency
- #29 Retrieved October 31, 2014 from http://www.joanwink.com/scheditems/Cummins-ppt.pdf
- #30 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/
- #31 Retrieved October 31, 2014 from http://www.joanwink.com/scheditems/Cummins-ppt.pdf
- #32 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
- #33 Retrieved October 31, 2014 from http://www.joanwink.com/scheditems/Cummins-ppt.pdf
- #35 Graphic Organizer Training conducted SY2012-2013?
- #36 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.
- #37 Retrieved from https://graniteschools.instructure.com/courses/764048/pages/content-and-language-objectives
- #38 Retrieved from https://graniteschools.instructure.com/courses/764048/pages/content-and-language-objectives
- #39 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
- #40 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
- #41 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
- #42 Retrieved from Language Objectives: The Key to Effective Content Area Instruction for English Learners By: Jennifer Himmel (2012) http://www.colorincolorado.org/article/49646/
- #43 Retrieved from Language Objectives: The Key to Effective Content Area Instruction for English Learners By: Jennifer Himmel (2012) http://www.colorincolorado.org/article/49646/
- #44 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
- #45 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?
- #46 Sra. Salas Teach in Chamorro
- #47 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
- #48 Personal Reflection
- #49 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?
- #53 Optional
- #54 Thank you.
- #55 Start with LOTS Be HOTS