siop for fine arts

SIOP FOR FINE ARTS

WHAT IS SIOP?

Discuss what you think SIOP is with the people at your table.

Decide in a one sentence description of the meaning.

We will share our ideas with the group.

SIOP

Sheltered Instruction Observation Protocol

An approach to teaching ESL students

Not a “program” to be implemented

8 componentsTakes years to become

proficient

Is research based!

Is good for ALL students, not just LEP

Helps teachers teach content supported by

language

4

THE SIOP MODEL…

THE SIOP MODEL (ECHEVARRIA, VOGT, & SHORT, 2008)

•Preparation

•Building Background

•Comprehensible Input

•Strategies

•Interaction

•Practice & Application

•Lesson Delivery

•Review & Assessment

Someone had a dream to get a

degree in art from the Vienna

Academy of Fine Arts. It was

1907. Here are some of the

attempts in painted art...

IMAGINE THE POTENTIAL

This young painter was not

accepted at the Vienna

Academy of Fine Arts…

HE WAS…

HE WAS…

Adolf HITLER

Imagine the potential…

WE NEVER KNOW WHO WE ARE HELPING OR HINDERING…

We never know the impact of our attitude toward students

Our possible sarcasm, rejection, unbelief in them, or discouragement

could lead to unwanted destinies

On the other hand, our possible belief in them, acceptance, and sincere

encouragement could lead to remarkable destinies

Fine Arts teachers taking the time to learn how to help students learn

could be a life changing event!

Whose life are you going to

change?

YOUR IMPACT

Think about the impact you have on our

students

You may be the only person who sees the

potential in our LEP students

You can make an important impact on

their language development

ESSENTIAL VOCABULARY

ESL English as a Second LanguageThis describes the programDoes not describe the studentAll students in program speak a first

language other than EnglishReceive classroom accommodationsThe school receives funding for each

student in the ESL program

ESSENTIAL VOCABULARY

LEPLimited English ProficientThis describes the studentNot necessarily in the ESL

program

ESSENTIAL VOCABULARY

Monitored - First Year/Second YearWas in the ESL programScored high enough on a set of exams

to be exited from the programIs monitored for two years after exiting

by the ESL teacherReceives NO accommodations The school does not receive funding for

these students

ESSENTIAL VOCABULARY

Silent Period1 week to 1 year (but can depend on

student)The time when the student will not

SPEAK English because s/he is absorbing as much as possible

Is not a choice the student makesThis is a psychological phenomenonMany variables affect the silent

period

LANGUAGE SKILLS

Listening

Speaking

Reading

Writing

T H E R E A R E T W O G O A L S O F S I O P : G O A L # 1

Make content comprehensible

GOAL #2

Develop content vocabulary (academic language for your

content)

C H A R A C T E R I S T I C S O F M A N Y L E P S T U D E N T S I N U . S . S E C O N D A RY S C H O O L S

Historically enter US schools in the elementary grades Now we are getting more students in high school, many with

enough credits to be juniors and seniors their first year here Some have limited or no reading/writing ability in first language

(this is a HUGE problem for us high school teachers) Most converse in English relatively competently in BICS

(interpersonal communication) Have weak English CALPS (academic vocabulary) Poor vocabulary, grammar, and sentence structure Read and write below grade level

BICS AND CALPSIs a student fluent if she can hold a conversation with

you?

WHAT IS BICS/CALP?

BICS Basic Interpersonal Communication Skillsi.e. day to day language1-6 months (typically)

CALP Cognitive Academic Language Proficiencyi.e. content vocabulary7-10 years for fluency!

HOW CAN WE HELP ACADEMICALLY?

Language

Objectivesand

Word Walls

LANGUAGE OBJECTIVES

Every teacher in this

building is a reading

teacher

Students must learn

the language of your

content

LANGUAGE OBJECTIVES

Using language

objectives in our lessons

equalizes access to the

content

LANGUAGE OBJECTIVES

LEP students can

more easily master

content when

teaching practices

incorporate

strategies for

language learning,

like the use of

language

objectives

Objectives

Implementing language objectives provides

equal access to the curriculum

even if the students are not fluent in English

LANGUAGE OBJECTIVES

HOW WOULD YOU FEEL…

If you were

dropped in a

school in India

tomorrow and sent

to school?

What would you

need in order to

participate?

Outlines the language skill needed to make

the content of the discipline comprehensible

Outline the language that students will

need to learn and use to accomplish the goals

of the lesson

Outline how students will accomplish the

goal

LANGUAGE OBJECTIVES

LANGUAGE SKILLS

4 language skills teachers need to address:

Listening

Speaking

Reading

Writing

LEP students need:

exposure to the language

opportunities to use the language

practice with the language

assessment of their language skills

(Echevarria, Short, & Vogt, 2008)

LANGUAGE OBJECTIVES

ASK YOURSELF…

How can I make grade level

content comprehensible for

my ELLs?

What language do they need to

learn ____?

What can they do?

How can they show

their learning?What language

do my students need to

understand in order to learn the

content?

LANGUAGE OBJECTIVES HAVE 3 PARTS:

Verb + Topic + Support

CREATING A LANGUAGE OBJECTIVE – STEP BY STEP

VERBS ARE POWERFUL

VERB = FORMATIVE ASSESSMENT (Differentiation)

How will the student demonstrate understanding?

Is the selected verb appropriate for the language level of my student?

Can this mode of communication (VERB) help students demonstrate what they TRULY know?

WRITING LANGUAGE OBJECTIVES

Sample Language Objective Frames

Students will (function: active verb phrase with

support statement) using (language target) .

Students will use (language target) to (function:

active verb phrase with support statement) .

AN ALTERNATE METHODA = Audience (who is your audience)

B = Behavior (what will they do, the verb)

C = Conditions (when will they do it)

D = Degree (accuracy percentage)(you can place these in any appropriate order)

EX:

Following the class discussion, all 9th grade students

C A

will be able to tell a partner the six steps, in order, of

B

the decision making model with 100% accuracy.

D

EFFECTIVELY WRITTEN LANGUAGE OBJECTIVES

Address the linguistic demands of the lesson

Focuses on high-value academic language that

will help students in all contexts

Uses active verbs to name functions/purposes for

using language in a specific student task

Specifies target language necessary to complete

the task

Emphasizes development of speaking and writing

skills without neglecting listening and reading

ACTIVE VERB BANK TO NAME FUNCTIONS FOR EXPRESSIVE

LANGUAGE TASKS

Word Walls

Are not just for elementary

students

Are appropriate for ALL

students, from resource to AP

Are not a bunch of words

slapped up on a wall

Are not stagnant

Should be referenced daily

Should be accompanied by

pictures or graphics

Word

Walls

WORD WALLS…

provide an approach to

meaningful teaching of

vocabulary

emphasize student

engagement and higher level

thinking skills

build vocabulary, thereby

improving reading

comprehension and writing

style

reinforce understanding of

subject-specific terminology

with a focus on students

internalizing key concepts

provide visual cues for

students

encourage increased

student independence when

reading and writing

WORD WALLS

Mount the words with

pictures or graphics on card

stock and laminate them

Use a wall area that is

visible to all students

Students need to be able to

glance at the word wall from

their desks while they are

working

Mount words on the wall in

alphabetical order or group

like words together

Using alphabetical order

makes it easier for students to

skim the list and find words

Make access to the words

easy, e.g., use tape or tacks to

mount the words so students

can move individual words

THIS IS NOT A WORD WALL!

Angle Bisector

Reflection

Distance Formula

Right Angles

Sphere

Supplementary

Angles

Hypotenuse

Complimentary

Angles

Vertical Angles

This is a word wall!

Needs

pictures

!

Group like

words together

STRATEGIES

How do you work with language in

your classrooms?

How can you make it comprehensible?

How do I develop content vocabulary?

STRATEGIES

pbworks.com

SIOPforMISD

TIPST – Total participation: can everyone understand & respond?

I – Incorporate academic vocabulary: if they don’t use it with

you, they won’t use it!

P – Promote language and literacy: students must read and

write using the academic vocabulary to be literate.

S – Scaffolding all language levels: what are you doing to

support their learning until they can be independent?

7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH

CLASSROOM

Step One: You MUST do this first!

Teach the students what to say

when they don’t know what to

say.

STEP ONE

What should we teach students to say when they don’t

know what to say?

• Can I tell you what I do know?• Could you please rephrase or say that

another/different way?• May I please have some more information?• May I have some time to think?• Would you please repeat the question?• Where could I find more information about that?• May I ask a friend? (use sparingly!)

STEP ONE CONT.

When a student is asked a question, he has two options and two

options only

Answer the questionor

Ask for help, then respond

7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH

CLASSROOM

Step Two

Have students speak in

complete sentences.

STEP TWO

Why do we ask students to

speak in complete sentences?

Discuss with your table and

group.

STEP TWO

Why do we ask students to speak in complete

sentences?Roving Paragraph (example)

Students should practice speaking in complete sentences in my class because…

In addition…

Also…

Finally…

7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH

CLASSROOM

Step Three

Randomize and rotate

responses.

STEP THREE

Why should we randomize and rotate when

calling on students?

In your group, brainstorm ways you can

randomize and rotate calling on students.

Create at least three CREATIVE ways to do it!

Share with the group

7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH

CLASSROOM

Step Four

Use Total Response Signals to

pull everyone’s brain back into

the lesson.

Step Four

Use Total Response Signals

Ask a specific question and expect an answer

i.e. Which color is a primary color? Hold up one

finger for blue or two fingers for purple.

7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH

CLASSROOM

STEP FOUR

Some helpful hints!

Wait for EVERYONE to signal before moving on. This reinforces

the expectation that everyone must respond or say something.

Compliment those who are not responding quickly for “waiting

so they can …think, think of a great answer, consider

everything they know about the questions, etc.”

Use the signal that works for your class, you may need different

signals for different classes.

STEP FOUR: WHAT ARE SOME TOTAL RESPONSE SIGNAL

STRATEGIES?

Written Responses

Hold up a paper

Write Boards

Personal Chalk Boards

Answers on Cards

STEP FOUR: WHAT ARE SOME TOTAL RESPONSE SIGNAL

STRATEGIES?

Ready Responses

Hands in the air when ready

Hands down when ready

Thinker’s Chin (hand on chin when

ready)

Stand when you are ready

Sit when you’re ready

Put your pen on your paper when

ready

Put your pen down when you’re

finished

All eyes on teacher

Heads down

STEP FOUR: WHAT ARE SOME TOTAL RESPONSE SIGNAL

STRATEGIES?

Making Choices

Open Hand / Closed Hand

Thumbs Up / Thumbs Down / Thumbs Sideways

Pens Up / Pens Down

Number/Letter Wheel (Laminated circle with 1-

5 on one side and A-D on other)

Green Card / Red Card

Move to the Corner

Move to the Spot You Agree / Disagree with

STEP FOUR: WHAT ARE SOME TOTAL RESPONSE SIGNAL

STRATEGIES?

Ranking

Rank with your fingers

Rank with your arm (the higher, the better)

Line up according to response

Knocking / Clapping / Cheering

7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH

CLASSROOM

Step Five

Use visuals and vocabulary

strategies that support your

objectives.

STEP FIVE: VISUALS AND VOCABULARY

Texts & Visuals

Hi-Lo Readers Manipulatives Nonlinguistic

representation Scanning Visual literacy frames Visuals/Video

Anticipation Guides Advance Organizers Backwards Book Walk Chunking Input Concept Attainment Graphic Organizers

STEP FIVE: VISUALS AND VOCABULARY

Lists and Activities

Self-Assessment of Word Knowledge

Word Analysis Word Generation Word Sort Word Study Books Word Walls

Affixes, roots, and cognates Close Sentences Expert / Novice Fluency Workshop Homophones/Homograph Sort Learning Logs List / Sort / Label

STEP FIVE: VISUALS AND VOCABULARY

Sentence StemsSpecific Stems Used with one lesson Contain low-frequency and

content specific vocabulary

Examples: In my opinion, Picasso

was a ____ artist because…

One reason the harmony doesn’t sound correct is…

I agree with Jane when she said _____ about the script because…

General Stems Used for multiple lessons

and units Contain functional classroom

vocabulary Examples:

In my opinion… One reason could be… I agree/disagree with ___

because….

7 STEPS TO BUILDING AN INTERACTIVE LANGUAGE RICH

CLASSROOM

Step Six

Have students participate in

structured conversation.

EFFECTIVE STRUCTURED CONVERSATION

Have one every day in every class

Language must be accessible (do they know what the words mean?)

Questions must be open ended

Questions should be on a topic they have knowledge of

Should be interesting to the students

Use specific sentences starters and target vocabulary

NO TEACHER CONTRIBUTIONS (take roll or something at this time)

STEP SIX

Three questions that will increase the W.I.T. and wisdom of your students’

responses in class…

Why do you think….?

Is there another…?

Tell me more about…

Students use only these stems at first when they are talking to a partner. They

need to then orally summarize what the partner said about the topic. At first it

is ok to ‘listen only’ if the student’s English level is low.

PREPARATION

Teachers state the content objectives Taken from the state or national standards What are the students going to learn or be able to do today?

Teachers state the language objectives Based on the four language components: Reading, Speaking,

Writing, Listening What language do you want the students to produce today?

The selected standards for the content and language are posted

so both the students and teachers are clear on the focus of the

lesson with the ultimate goal of the students mastering the

content while growing in academic English.

L A N G U A G E O B J E C T I V E S

Huh?

How in the world do I write

a language objective?

LANGUAGE OBJECTIVES

There are four components to language:

Reading

Writing

Listening

Speaking

IT’S EASY!

1. What are the students going to read about art today?

2. What are the students going to listen to, listen for, etc.

in your class today?

3. What are the students going to write about in relation

to your class today?

4. What are the students going to say during your lesson

today in relation to your class?

REFLECTION

• What did you learn today that will make a positive difference in your lesson delivery?

• What will you take to your classroom for immediate implementation?

SIOP TRAINER

Tina Kelman• Boyd High School• ESL Teacher / LPAC Chair• tkelman@mckinneyisd.net• 469-525-5571