This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.

1. SIOP REFRESHER
Meeting the Needs of our ELLs
September 2014
Carla Huck and Beth Amaral
SIOP Instructional Coaches
Danbury High School

2. Objectives:
Participants will be able to:
*examine their prior knowledge of second language
acquisition and correct any misconceptions.
*learn five key research-based principles of second
language instruction
*identify specific instructional strategies to enhance
content and language learning for ELLs in their classes.

3. Directions:
Work with your group to sort and classify the
statement strips on your graphic organizer.
http://www.online-stopwatch.com/eggtimer-countdown/

4. True or False?
We have 256 ELLs at Danbury High School.

5. FALSE We have 423 ELLs

6. True or False:
The emotional state of the learner can
interfere with the acquisition of English.

7. TRUE
Anxiety can block the learner’s ability to
process information.
This is called the affective filter.
Speaking a new language requires that the student takes
risks.

8. True or False:
All children learn a second language in the
same way.

9. FALSE
Second language acquisition is directly impacted by a child’
s linguistic and cultural rearing, as well as social class
differences.
The most significant variable in how quickly ELLs reach
grade-level norms is their level of literacy in their native
language. Some students were well-educated in their
native countries, while others are students with interrupted
formal education (SIFE).

10. True or False:
The more time English Language Learners
spend soaking up English in the classroom, the
more quickly they will learn the language.

11. FALSE
Language is not “soaked up.”
The learner must understand the communication that is
conveyed by teachers.
This is called comprehensible input.

12. True or False:
Until students learn English, there is no point in
trying to teach them content area subjects.

13. FALSE
Secondary students have the greatest likelihood of
achieving educational success if they receive appropriate
English language and content instruction simultaneously.
(SIOP)
In the study of content, students interact in English with
meaningful material that is grade/age appropriate and
relevant to their schooling.

14. Everything you always wanted to know
about language acquisition. . .
but were afraid to ask
or
didn’t know who to ask!

15. Receptive language precedes production.
Listening before speaking.
Reading before writing.
ELL students
will usually pass
through a silent
phase.

16. Basic Interpersonal Social Skills (BICS) take
one to two years to acquire.
face to
face
high
frequency
words
simple
sentence
structures familiar
content

17. Cognitive Academic Language Proficiency
(CALP) takes 5 or more years.
formal
writing
abstract
and
limited
context
low
frequency
vocabulary
longer, more
complex
sentences

18. Cultural references and idioms confuse.
● Washington is kicking the can down the road.
● Buying Bitcoin is like stepping into the Wild West.
● There were too many strings attached.
● The rain is coming down in buckets.
● Let’s nip this in the bud.

19. Long sentences confuse.
The amount of electronic waste generated globally last year
is enough to fill 100 Empire State Buildings and represents
more than 15 pounds (6.8 kilograms) for every living
person, according to the U.N. Environmental Program.
Much of that e-waste is exported to developing countries
like India and Kenya in the form of used goods, where it
ends up in landfills or is burned, putting lead, arsenic and
mercury into the environment. Two sentences and 73
words.
(StarTribune, Aug. 23)

20. WHAT CAN
WE DO?

21. Principle 1. Focus on academic language, literacy, and
vocabulary: Teach the language and language skills
required for content learning.
Present, review, and summarize Content AND Language objectives in every
lesson
Choral reading/pronunciation of vocab by entire class
Use simplified language, present tense sentences, limit idioms and enunciate
clearly
Word walls, sentence frames, word banks, word sorts
Frequent comprehension checks-- NOT “Do you understand?” or “Any
Questions?”

22. PEOPLE
GEORGE
WASHINGTON
THOMAS
JEFFERSON
THOMAS PAINE
KING GEORGE
PAUL REVERE
WEAPONS
MUSKETS
RIFLES
KNIVES
BAYONETS
ISSUES
RIGHTS TO BEAR
ARMS
TAXATION
SELF
GOVERNANCE
FREEDOM OF
RELIGION
CANNONS DEMOCRACY

25. Principle 2. Link background knowledge and culture to
learning: Explicitly plan and incorporate ways to
engage students in thinking about and drawing from
their life experiences and prior knowledge.
Make connections to students’ background knowledge from their own
experiences. Ask them how things were done in their home countries.
Use anticipation guides, KWL charts, culturally relevant readings, and peer
support in the native language
Highlight key vocab, use cognates and teach word parts

26. http://spanishcognates.org/

27. Two ways to activate prior knowledge for a
unit on natural disasters and make
predictions
K W L
What do we know?
(What types of natural
disasters do you remember
from your own country?)
(Can you name a natural
disaster that you have seen
on tv or in a movie?)
What do we want to
know?
What have we learned?

28. Anticipation Guide
Agree or Disagree?
Before reading After reading
Hurricanes cause the most damage of any type of natural
disaster in the United States.
Insurance companies should not be held responsible for
covering damage to homes and businesses from natural
disasters.
People should be able to rebuild their homes in the same
places even though the location is commonly in the path of
hurricanes.
The U.S. Government must refit all buildings and highways
that are earthquake-prone.

29. Principle 3. Increase comprehensible input and
language output: Make meaning clear through visuals,
demonstrations, and other means and give students
multiple opportunities to produce language.
Use realia, models, artifacts; BrainPop or Learn Zillion and videos with
frequent checks for comprehension, GIST, guided notes
Ask for completion -- fill in the blank sentences with word banks; sentence
starters; cloze passages; multiple choice (3 choices, no “a & b” or “all of the
above/none of the above” as options)
Use shorter/adapted texts with lower reading level

32. BrainPOP!
id: danbury hs
pw: popstar
(workshop
teaser. . .
Nov. 10th)

34. Stop and Jot -- with a timer
Many times in classrooms, discipline problems
can be attributed to students not knowing what
they’re supposed to be doing. What are some
ways a teacher can avoid student confusion
about academic tasks?

35. Principle 4. Promote classroom interaction: Engage
students in using English to accomplish academic
tasks.
Students benefit from discussions, clarification and problem-solving with peers
Pairs: Think/Pair/Share, Turn and Talk, Reciprocal Teaching
Small group activities: Jigsaw, cubing, 4 corners, roundtable
Interactive: Stations, gallery walk

37. Cubing
Six levels of
questions
discussed in
a group
Three sets of
cubes used in
this class to
differentiate
according to
language
proficiency

38. Jigsaw Activity
3 groups of 5 become “experts” in
different aspects of gluten; return to
base groups to teach each other.

39. Principle 5. Stimulate higher order thinking and the use
of learning strategies: Explicitly teach thinking skills
and learning strategies to develop ELLs as effective,
independent learners.
Teach students how to highlight important vocab, main ideas and details in
readings (MODEL / Think Aloud)
Use student vocabulary glossaries-- charts for each unit
Provide specific note-taking templates, such as Cornell Notes, THIEVES
Use graphic organizers to collect and organize information before writing

42. Keep your expectations high. . .
focus on what students CAN DO

43. Roundtable
Think of an upcoming lesson you will be teaching.
Identify one or more strategies that you will
incorporate to further support your ELLs’ content
and language acquisition.
Write your answer in one section of the circle and
then pass paper to the right.

44. Closure
Did we meet our objectives?
*Please complete the brief survey you will
receive from us via e-mail.
Contact us: huckca@danbury.k12.ct.us
amarae@danbury.k12.ct.us

45. Works Cited
Clark, S. (2014). Writing Strategies for Science. Huntington Beach, CA: Shell Education
Publishers.
Echevarria, J., Vogt, M.E. & Short, D. (2010). Making Content Comprehensible for Secondary
English Learners: The SIOP® Model. Boston: Allyn & Bacon.
Levine, L. N., Lukens, L. & Smallwood, B. A. (2013). The GO TO strategies: Scaffolding options
for teachers of English language learners, K-12. For Project EXCELL, a partnership between
the University of Missouri- Kansas City and North Kansas City Schools, funded by the US
Department of Education, PR Number T195N070316.
Zwiers, J., O’Hara, & Pritchard, R. (2014). Common Core Standards in Diverse Classrooms:
Essential Practices for Developing Academic Language and Disciplinary Literacy. Portland, ME:
Stenhouse Publishers.