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Siop presentation schnee
- 1. SIOP ® Model Components Preparation Building Background Comprehensible Input Strategies Interaction Practice Lesson Delivery Assessment adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 2. Objectives Participants will:Explore how the SIOP Model is more than just good teaching Be able to incorporate SIOP approaches and strategies into lesson preparation and delivery Participants will: Compare and contrast SIOP and best teaching practices verbally Write notes on strategy components they can use in their classrooms adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt Content Objectives Language Objectives
- 3. SIOPing a Lesson:adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt Write Content and Language Objectives that: will be read by students, for students will be easy for students to understand are given orally and in writing are related to the tasks necessary to master the content objective
- 4. SIOP ® Model Components Preparation Building Background Comprehensible Input Strategies Interaction Practice Lesson Delivery Assessment adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 5. Building BackgroundLink concepts to students’ background experiences. Bridge past learning to new concepts. Emphasize key vocabulary. adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 6. Multiple Meanings What subject area might you find these words used with different meanings? What can the teacher do to help clarify content-specific vocabulary? adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt Face Tree Cone Plane
- 7. How many wayscan you say… adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt + - X add subtract multiply divide plus minus times quotient and less product over together few a factor gozinta combine take away by
- 8. Math 4 divided into 2= 4 divided by 2= adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt or English Problem
- 9. adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.pptLet students create a Picture Dictionary. Post new vocabulary words. Make students accountable for vocabulary!! Pre-teach, Point Out, Practice,& Perpetuate Teach KEY Vocabulary
- 10. Create and USE Word Walls adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 11. Add pictures adaptedfrom: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 12. Focus on rootwords adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 13. Put it ina public place! adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 14. SIOP ® Model Components Preparation Building Background Comprehensible Input Strategies Interaction Practice Lesson Delivery Assessment adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 15. 3 Features of Comprehensible Input Clear explanation of academic tasks. Speech appropriate for students’ proficiency level. Variety of techniques used to make content concepts clear. adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 16. Modify Text adaptedfrom: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt Rewrite key passages Delete unnecessary information Use audio versions of text
- 17. Mark important conceptson worksheets and notes. Teach Highlighting/Underlining Use sticky notes on texts, novels, etc. Modify Text adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 18. SIOP ® Model Components Preparation Building Background Comprehensible Input Strategies Interaction Practice Lesson Delivery Assessment adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 19. adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.pptLearning Strategies Metacognitive Thinking About Thinking! Cognitive Active Learning! Social/Affective Interactive Learning! Questioning Techniques Higher-Order Thinking! Scaffolding Techniques Building Independence!
- 20. Metacognitive Strategies “thinkingabout thinking” GIST Rehearsal Strategies Graphic Organizers Comprehension Strategies: Prediction Self Questioning Monitoring Determining Importance Summarizing adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 21. Metacognitive Strategies “thinkingabout thinking” Predicting/Inferring Self-questioning Monitoring/Clarifying Evaluating Summarizing Visualizing adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 22. Cognitive Strategies “activelearning” Previewing/Rereading Establishing a purpose for reading Making connections Reading aloud Highlighting Taking notes Mapping information Finding key vocabulary Mnemonics adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 23. SQP2RS adapted from:http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 24. Scaffolding Techniques ParaphrasingUsing “think-alouds” Reinforcing Contextual definitions adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 25. Social/Affective Strategies “interactivelearning” Interaction/questioning Cooperative learning Group discussion/self talk i.e.. Think/Pair/Share adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 26. SIOP ® Model Components Preparation Building Background Comprehensible Input Strategies Interaction Practice Lesson Delivery Assessment adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 27. adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.pptInteraction Offer frequent opportunities for interaction Use a variety of grouping configuration Use wait time Use native language support when necessary Jigsaw and Think-Pair-Share are very powerful for the language learner
- 28. SIOP ® Model Components Preparation Building Background Comprehensible Input Strategies Interaction Practice Lesson Delivery Assessment adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 29. Practice Provide practiceopportunities for students to apply content and language objectives Use hands-on activities, manipulatives Integrate reading, writing, speaking, and listening adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 30. SIOP ® Model Components Preparation Building Background Comprehensible Input Strategies Interaction Practice Lesson Delivery Assessment adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 31. adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.pptLesson Delivery Content objectives covered Appropriate pacing Language objectives covered Student Engagement/Active participation 90% of the time
- 32. SIOP ® Model Components Preparation Building Background Comprehensible Input Strategies Interaction Practice Lesson Delivery Review/Assessment adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
- 33. Assessment adapted from:http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt Review key concepts and vocabulary Provide a variety of pathways for students to demonstrate mastery of knowledge and skills Provide feedback regularly on student output
- 34. Assessment of LessonObjectives Total Physical Response Thumbsup/thumbs down Response boards Stand up/sit down Number Wheels A/B/C/D Cards adapted from: http://documents.cms.k12.nc.us/dsweb/Get/Document-15092/30minSIOPoverview.ppt
Editor's Notes
- #2 The first component of the SIOP is Preparation One very important piece of Preparation is the use of Language Objectives. We believe in modeling the model so… Click for next slide
- #3 Click for Content Objectives Header. Mention that all T’s are used to doing this. Click for Language Objectives Header. Ask what they think this may look like? Is it something they already do? Explain that you are modeling the model by presenting the learners with the Content AND Language objectives. A very important feature of SIOP is the development and use of both kinds of objectives. Actually this is the feature that sets SIOP apart from “Just good teaching.” So, what are we going to do today? Click for Content Objectives Have P read each objective out loud as it comes up Comment as you feel necessary Click for Language Objectives Have P read each objective out loud as it comes up Point out how the two are closely related Tell P that you will come back to these objectives at the end of the presentation to see if they were accomplished. Click for next slide
- #4 Refer to chart on bottom of p.3 for examples of content objectives and corresponding language objectives. Go over based on time and need. Comment that you will revisit this many times in the future and that EVERYTHING that you do in preparation and throughout the lesson is based on these objectives. Click for next slide
- #5 Ask if Building Background is the same as Activating Prior Knowledge Have P show thumbs up if they think it is the same, thumbs down if not and wiggle the thumb if they don’t k now. Ask why they responded the way they did. It is NOT because you cannot activate what is not there! So what can you do? Click for next slide
- #6 Point out slide in handouts on p.4 Get participants involved through hand gestures. Click for feature Read Feature #1 – Model creating a link with thumb and pointer finger interlocking as a chain. Have participants copy creating a link with hands and reading aloud feature. Click for feature Read Feature #2 – Model creating a bridge sweeping your hand over your head from back to front symbolizing a bridge from past to new. Have participants copy action and read aloud feature. Click for feature Read Feature #3 – Model turning an imaginary key. Have participants copy action and read aloud feature. Repeat and Review as a group all 3 features using hand gestures. Note: Throughout the presentation the presenter may want to refer back to these gestures while introducing each feature in detail. Click for next slide
- #7 Pictures show automatically Ask P what word they think ELL’s would know for each picture. Hint that 1 st one is face by gesturing with your hand around your face. Click to reveal word 1. Click to reveal word 2. Hint that 3 rd one is just the cone by saying that it is the part you hold. Click reveal word 3. Click to reveal word 4. Click for Question 1. Math specifically Click for Question 2. What can you do? Discuss Click for next slide
- #8 Chart will show Ask P to call out words that describe the first symbol ( OR divide room into 4 groups and have each group list for 1 symbol then share out) Click to fill in table Comment that these are some of our answers Calculator will fade away revealing “gozinta” (like 6 gozinta 12 2 times) Say this is one of my favorites and ask what it means and why we included it. Our students HEAR this so we need to make the connection for them. Click for next slide
- #9 Click for text to appear Ask out loud if it is an English or Math problem Wait quietly for participants to ponder Answer is BOTH Discuss how these little words stump even our native speakers and are some of the last things the ELLs understand Click for next slide
- #10 Header will show Brainstorm ways to do this before showing our suggestions Click for 4 examples to appear (Optional) If possible have SIOP vocab posters around – point them out Ask How do you keep Ss accountable? Click for next slide
- #11 Words show. Click for picture Even if you teach in High School , the color coding concept can be used – think about how! You can color code words with multiple meanings that are used across curriculum. Black for spelling, red for math. Blue will be added for SS. Build little by little not all at once! Click for next slide
- #12 Pictures with the words comes up Add pictures Have Ss do the work As Ss understand words, remove them 1 by 1 Continue to refer to the empty space when using the word. By test time all are down but what will Ss do? (Look at wall- visualize – brain connections) Our word walls need to be ALIVE and Dynamic. Click for next slide
- #13 All come up Use Picture, word, root word and derivatives to build vocabulary, especially with speakers of Latin based languages. Click for next slide
- #14 All appears Put the word wall in a public places for ALL students to see. Announce a word and meaning each week and have them use it! Ask if anyone uses the 4 quadrants for vocabulary. Fold a paper in 4 and explain that each quadrant can be used for 1) word 2) definition 3) native language or synonym, etc 4) example, sentence, picture of word in context. Ss or pairs can each have 1 key word to research, make 4 q then share with class AND post as word wall! Great student buy in! Click for next slide
- #15 Say Comprehensible Input is the next component and may be one that we don’t think about purposefully as we design and deliver our lessons yet it is ESSENTIAL for our ELLs. Click for next slide
- #16 Point out guidelines for CI on bottom of p. 4. State that the guidelines on the handout given fall into one or more of the 3 features on the slide. Ask how can you assure clear explanation – support oral with written, pictures, step by step modeling, etc. Model the speech appropriate talking really fast, talk loudly and then explain that ELL students are not hard of hearing. Variety included modifying text. Click for next slide
- #17 Adapting text is time consuming and I don’t know about you but I don’t have time to take everything home and rewrite it for EVERY level in my class! Often the important information is contained in the introduction and conclusion of a piece. Cut the rest out for ELL’s – photocopy what they should read or cover what they should not read to make it less overwhelming. Get community volunteers to make recordings for Ss to listen to at home. Can use higher level Ss for this as well but be sure to CHECK ALL of the tape before distributing it! Click for next slide
- #18 One way to keep higher level Ss engaged is to have them mark the important concepts or teach the lower levels how to do it. If you have a class set of books, have a few of them highlighted for lower level Ss Click for text to highlight Ask if you give a S a highlighter, what will they highlight (EVERYTHING) have to invest time in teaching the skill or use higher level ss to determine what is Key and do highlighting after T checks. If not allowed to mark in books, use erasable highlighters or Click for sticky notes to wobble Teach Ss how to use stickies for notes in text. ( I use my Korean example here) Click for next slide
- #19 Strategies – Point out they are for the T to use and for the Ss to learn how to learn on their own Click for next slide
- #20 Ask P if they know the difference between Metacognitive, cognitive and Social/Affective Strategies and WHY they are important for the 2 nd language learner. Definitions are given in each box. Discuss briefly on this slide and more in depth in the following slides. Click for next slide
- #21 Gesture: Point to your head! Have group practice this learning strategy Handout p.5 Metacognitive Strategies involve: Purposefully monitoring our thinking Matching thinking and problem solving strategies to a particular learning situation Monitoring through self-questioning Self-correcting Studies show explicit instruction in metacognitive strategies directly increases reading comprehension Click for next slide
- #22 Gesture: Point to your head! Have group practice this learning strategy Handout p.5 Metacognitive Strategies involve: Purposefully monitoring our thinking Matching thinking and problem solving strategies to a particular learning situation Monitoring through self-questioning Self-correcting Studies show explicit instruction in metacognitive strategies directly increases reading comprehension Click for next slide
- #23 Gesture: Open a pretend book & Scan with your finger! Have group practice this learning strategy! Handout p.5 These strategies need to be taught explicitly to reinforce development of comprehension skills. Cognitive Strategies will: Help students organize information they need to learn through a self-regulated process Used by learners when they physically and or mentally manipulate materials Used by learners when they apply a specific technique to a learning task Click for next slide
- #26 Gesture: Make a circle with your arms in front of you. Open the circle from your chest outwards to suggest interaction! Have group practice this learning strategy Handout p.5 Interaction with both native speakers and other ELLs is crucial to the development of English language skills. There are many ways to create interaction in the classroom as will be discussed in the Interaction Component. This component involves: Sharing and discussing learned knowledge with peers. Using peer knowledge to clarify confusing points. Click for next slide
- #27 Interaction: Most teachers say they use various types of interaction in their classes. Based on numerous classroom observations the predominant type of interaction is unfortunately teacher to whole group! Click for next slide
- #29 Just like a child learning to walk falls and gets back up to try again with much encouragement from those around him, a language learner needs a safe environment in which to test the new language. Click for next slide
- #31 It doesn’t matter how well you prepared id your delivery does not reflect it. Click for next slide
- #33 Ask if we have done any assessment during this presentation. YES – stand up/sit down, thumbs up, verbal responses, etc. Remind them that you must carefully choose the assessment you use. When asked to stand up the first time it was defeating! Assessment MUST be ongoing! Click for next slide
- #34 Discuss as needed Response boards: For the floating teacher try the “poor man’s white board” a sheet protector with a white page in it – put in a note book and off you go! Click for next slide