SIOP Session 1- Overview 1

Vocabulary Progress Chart+ I understand even more about the term than I have been taught. I understand the term and am not confused about its meaning or usage.– I am not sure I understand the term, but I have some idea as to its meaning. I really do not understand the term at all.

Progress ChartColor the box to show your level of knowledge about

each termWrite each term below. + –

ELLESLL1/ L2SLAWIDAHLSSurface CultureDeep CultureMPISIOP

Vocabulary Progress Chart+ I understand even more about the term than I have been taught.

SIOP Session 1- Overview 2 I understand the term and am not confused about its meaning or usage.– I am not sure I understand the term, but I have some idea as to its meaning. I really do not understand the term at all.

Progress ChartColor the box to show your level of knowledge about

each termWrite each term below. + –

Terms to Know• Terms for Students:

– ELL- English language learner {or}– EL- English learner

SIOP Session 1- Overview 3– LEP- Limited Eng. Proficient (old term- still used on many forms)

• ESL- English as a Second Language (generally refers to programs, not students)• L1- first language• L2- second language• SLA- Second language acquisition

Who are our ELLs?Can these students be ELLs?• Shenya, who is a Russian exchange student• Andrés, who was born in the US; he speaks only English, but understands a few words of Spanish since

his abuelita lives with him. • Azucena, who is learning English for the first time as a 7th grader• Susana, whose parents encourage her to learn French; she practices counting to 10 in French each

morning at breakfast. • Cristóbal, who is a very social, very chatty student in both English and Spanish

Identification Process• The dreaded Home Language Survey• Important questions:

– Is there a language other than English in the home? – Is that language spoken ( ) more often or ( ) less often … than English?

• At enrollment, the HLS is completed. If the answer to question #1 (a language OTHER than English is spoken), we look at test scores.

• Test scores (if there is no score, the student is given a placement test)– Students test out with a WIDA score of 5.0 or higher, with a 4.5+ literacy score– Students who haven’t tested out are ELLs. They will be assessed each year until they obtain a

5.0 composite with 4.5 literacy.

English Language Learner Characteristics• L1 learners

– Silent (listening period)

SIOP Session 1- Overview 4– Predictable stages of development– “Motherese” is here-and-now speech;

• Would you talk to a baby about the American Revolution?

• Encouragement for speech production• Error correction as repeating speech• Gestures, real-life objects

• L2 Learners– Silent (listening period)– Predictable stages of development– “Foreigner speech” is here-and-now speech; – Gestures, real-life objects

• Needed for comprehension• L2 Learners have…

– Life experience/ world knowledge– Cognitively developed– Control over input (Huh? Can you repeat that?)– Experience learning language (L1)– Motivation- high or low?– Attitude- good or bad?– Personality- Nervous Nancy or Outgoing Olivia?

Practical Applicationsê Provide a language rich environment (words everywhere: labels, word walls, books available, model

good language habits)ê Scaffolding- give support with gestures, pictures, etc. ê Provide sentence structures that can be used in classê Do not force students to speak before they are readyê Play games and use interaction to motivate students and help them feel comfortable

Surface and Deep Culture• What are some indicators of culture? Give specific examples.

SIOP Session 1- Overview 5

Surface Culture• Food• Holidays/ Celebrations• Arts• History• Personalities/ Heroes

Deep Culture

Ceremony• Appropriate/expected behavior on particular occasions

– Weddings– Funerals– Religious rituals (baptism, confirmation)

Courtship and Marriage• Dating/Marriage expectations

– How long?– What is a date?– Proposal– Parent permission

Aesthetics• Consideration of what is beautiful in literature, art, dance and architecture• Is something handcrafted more beautiful than something manufactured?

Ethics• Principles such as honesty and morality

– What is cheating and what is working together?

SIOP Session 1- Overview 6

Family Ties• The physical and emotional bonds between a person and his/her family and friends. The people of

some cultures place great value on family ties and the extended family unit, including grandparents, cousins, aunts/uncles. – Reverence of ancestors– Parents being involved in adult children’s lives– Feeling of a tribe/family versus friends

Gestures and Kinesthetics• Nonverbal communication that includes the use of hands, eyes and body.

– Avoiding eye contact- respect or distrust?– Touching the top of a person’s head as a way to show

disrespect– Standing close to someone when you talk to them

Space and Proxemetrics• Attitudes about oneself in relation to the physical environment and to others within that environment

Grooming and Presence• Behavior and appearance as related to voice quality, gait, poise, hair style, cosmetics, dress, laughter,

and smiling– In some cultures, loud speech and laughter in public can be considered unseemly

Ownership• Property ownership, individual rights and loyalty

Precedence• Customary manners toward older/younger people and peers

Religion• Attitudes about the divine and supernatural, and the impact they have on one’s daily life

Concepts of Time• Tardiness/ Promptness

– Business appointments– Social visits– Parent teacher conferences

Taboos• Culturally unacceptable behaviors

– PDA, promiscuity, dress– Superstitions: Unlucky 13, walking under a ladder, breaking a mirror, spilling salt, stepping on a

crack on the sidewalk, jinx, knock on wood– Body noises

Values• Freedom, honor, cleanliness, cruelty, education

– Bathing daily vs. acceptable body smells

SIOP Session 1- Overview 7The T Word- Testing and ELL Students

NCLB (2001)• NCLB mandates yearly testing for ELL students in order to track progress.

• What is a Criterion-Referenced Test?

Criterion-Referenced Tests (CRTs) Norm-Referenced Tests (NRTs)Based off of a set criteria (standards) Normed: Winners and losers

Examples: – EOIs, OCCTs – Shockingly, the lesser of two evils

Examples: – IQ tests, SAT, GRE

WIDA• World-Class Instructional Design and Assessment• Standards = CRT

Terms to Know• WIDA- World-class Instructional Design and Assessment

– Standardized assessment given to all ELLs once a year due to NCLB (2001)– WIDA is also a company with standards for ELLs

• WIDA Access Placement Test (W-APT)– Placement test given to ELLs upon arriving in the district (any time of year)

• WIDA Access for ELLs (Access)– Annual test given to all ELLs per NCLB until they test out. – These take place in the spring.

• Student scores- Levels 1-6

SIOP Session 1- Overview 8

• In Oklahoma, a student is considered proficient when they score – 5.0+ composite AND– 4.5+ literacy (50% reading, 50% writing)

SIOP Session 1- Overview 9

WIDA Access Testing• Students take WIDA Access tests each spring. • The test they take is determined by their grade level cluster (K, 1-2, 3-5, 6-8, 9-12)• AND by their proficiency level from last year:

– Tier A (beginner)– Tier B (intermediate)– Tier C (advanced)

• Topics Covered:– Social and Instructional Language– The language of Math– The language of Science– The language of Social Studies– The language of Language Arts

• Skills of Language:– Listening– Speaking– Reading– Writing

Skill of Language Listening Speaking Reading WritingGrade Cluster K 1-2 3-5 6-8 9-12Tier A B CTopic Social Language Arts Science Math Soc Studies

WIDA Access Samples

Sample 1

SIOP Session 1- Overview 10Skill of Language Listening Speaking Reading WritingGrade Cluster K 1-2 3-5 6-8 9-12Tier A B CTopic Social Language Arts Science Math Soc Studies

SIOP Session 1- Overview 11

SIOP Session 1- Overview 12Sample 2

Skill of Language Listening Speaking Reading WritingGrade Cluster K 1-2 3-5 6-8 9-12Tier A B CTopic Social Language Arts Science Math Soc Studies

SIOP Session 1- Overview 13

WIDA Access Sample Items: www.wida.us Assessment Access for ELLs Sample Items (on the right)

SIOP Session 1- Overview 14

SIOP Session 1- Overview 15

SIOP Session 1- Overview 16

SIOP Session 1- Overview 17

SIOP Session 1- Overview 18Entering: Students who have a Composite 1.0-1.9 Emerging: Students who have a Composite 2.0-2.9Developing: Students who have a Composite 3.0-3.9Expanding: Students who have a Composite 4.0-4.9Bridging: Students who have a Composite 5.0-5.9

SIOP Session 1- Overview 19

SIOP Session 1- Overview 20

Score Analysis

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6 Perez David S WIDA 9-12 20130531 300 5 3.4 4.5 2.5 3.1 3.48 Federico Arturo S WIDA 9-12 20130531 333 5 4.5 4.2 3 3.4 3.87 Gutierrez Yanira S WIDA 9-12 20130531 302 5 6 4.9 2.9 3.4 3.96 Juarez Marie S WIDA 9-12 20130531 322 4.8 2.9 2.9 3.3 3.1 3.38 Ramirez Cristian S WIDA 9-12 20130531 298 5 4 4.9 2.1 2.9 3.38 Marquez Jose S WIDA 9-12 20130531 227 2.1 2.4 1.6 2.6 1.9 1.97 Herrera Liliana S WIDA 9-12 20130531 346 5 4.5 5 3.9 4.2 4.36 Soto Melanie S WIDA 9-12 20130531 289 3.7 3.5 4 3.2 3.4 3.57 Acevedo Cesar S WIDA 9-12 20130531 229 5.2 4.2 1.6 1.8 1.7 1.98 Flores Jorge S WIDA 9-12 20130531 337 5 4.6 5 4.2 4.4 4.56 Crespo Perla S WIDA 9-12 20130531 269 4 2.8 1.9 2.8 2.4 2.77 Barron Sergio S WIDA 9-12 20130531 244 6 3 1.7 1.9 1.8 2.3

*Note: Names are ficticious

Discuss with your group: 1. It is important to know that all skills of language develop at different rates, but the 4 domains should not be

extremely far apart. When we see students with very high listening/speaking skills and very low literacy skills, it becomes a concern, and behavior issues can arise. Would you have concerns about any of the students listed above? What modifications could you make for them?

2. Using the Can-Do Descriptors, what modifications could you make for Jose, Jorge and Arturo? How could you differentiate the same activity for all 3 students?

3. If all of these students were in the same grade and in your class, ones would you target the most?

4. Which would you target the most in Reading?

SIOP Session 1- Overview 21

Plot the WIDA scores of one or more students below:

Student: 1-Entering 2-Beginning 3-Developing 4-Expanding 5-Bridging 6

1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

Listening

Brid

ging

Speaking

Reading

Writing

Literacy

Composite

Student: 1-Entering 2-Beginning 3-Developing 4-Expanding 5-Bridging 6

1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

Listening

Brid

ging

Speaking

Reading

Writing

Literacy

Composite

Student: 1-Entering 2-Beginning 3-Developing 4-Expanding 5-Bridging 6

1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

Listening

Brid

ging

Speaking

Reading

Writing

Literacy

Composite

SIOP Overview 22Sheltered Instruction

• Authors: – Echevarria – Vogt– Short

• Developed in 2000• Best practices + what is best for ELL students

• Sheltered Instruction- methods of teaching ELLs in the content area• Observation Protocol

– Teacher observation instrument/ research based• LCS trainings will focus on SI (not OP). • Sheltered Instruction- methods of teaching ELLs in the content area• Observation Protocol

– Teacher observation instrument/ research based• LCS trainings will focus on SI (not OP).

• A means for making grade-level academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time promoting their English language development.

• The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students.

• An approach that can extend the time students have for getting language support services while giving them a jumpstart on the content subjects they need for graduation.

• SIOP is divided into sections/ chapters• Each chapter has 3-6 indicators of instruction that are specific to that topic.

SIOP Overview 23

SIOP Overview 24

• Join a professional organization (usually $10-20 per year) to get connected to other teachers like you!– OKTESOL- Oklahoma Teachers of English to Speakers of Other Languages

• http://www.oktesol.com/ -also on Facebook – OABE- Oklahoma Association of Bilingual Education

• Find them on Facebook – OKNAME- Oklahoma Association of Multicultural Education

• http://okamevoices.ning.com/

• Our Contact Information– Andrew Rose

ajrose@okcps.org – Jamie Buckmaster

jlbuckmaster@okcps.org

References• Echevarria, J., Vogt, M. E., Short, D. (2008). Making Content Comprehensible for

English Learners: The SIOP Model (3rd Ed.). Boston: Allyn & Bacon