Teaching English
Language Learners:
SIOP
Presenters:
Karen Beatty & Janis Sawatzky
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Our Objectives
● CONTENT
o Participants will connect the features of SIOP Model to
effective content and language instruction for English
learners.
● LANGUAGE
o Participants will develop a SIOP related lexicon.
o Participants will orally and in writing respond to
questions identifying their views on promoting content
and language development
AGENDA
● Warm-up
● Second Language Acquisition
● SIOP – Overview
● Feedback
● KAHOOT Quiz & PRIZES
An ELL
Student’s
language
development is
like this picture
because?
BICS=
basic intercommunication skills
CALP=
A student can
have both social
& academic
language.
cognitive academic
language proficency
How long does it take
for an ELL vs. a Native
English speaker to
become proficient?
time required to achieve age
appropriate proficiency
2 years
Social Language
(BICS)
Level of proficiency
Level of proficiency
Native English Speakers:
English Language Learners:
5-7 (up to 10) years
Academic Language
(CALP)
Cognitively Undemanding (BICS)
ContextEmbedded
Face to face
conversation
Phone
conversation
Following simple
directions
A
Copying notes
Written Directions
C
B
Demonstration
D
Writing essay
Lab experiment
New and abstract
concepts
Video lesson
Lecture w/o
visuals
ContextReduced
Cognitively Demanding (CALP)
What is
SIOP® Model of
Sheltered Instruction
Learning
Strategies
Background
Information
Cooperative learning
Multiple Intelligences
Redesigned
Curriculum
Differentiated
Instruction
Writers Workshop
Reading Initiatives
SIOP: Sheltered Instructional Observation
Protocol
8 Components
30 Features
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Check the time!
Review & Assessment
Review
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Lesson Preparation
Background
Building
Comprehensible
Input Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
Lesson Planning
making content comprehensible by using
content & language objectives
How often do you display your
content (lesson) objectives?
allow students to
know WHAT they are
learning and HOW
they will learn it.
MATCH UP
work together to match the
content objectives to a language
objective
WHY?
In common language, students understand the academic language
functions & skills required to participate in the lesson and
understand the content.
(Echevarria, Short, & Vogt, 2008).
Background Building
making content comprehensible by using
activities to activate student schemas
As you move through content, physically move it
and bring student attention back to previously
learned content.
Read & Fill in the blanks!
The questions that p____ face as they raise ch____
from in_____ to adult life are not easy to an____.
Both fa_____ and m______ can become concerned
when health problems such as co________ arise
any time after the e___ stage to later life. Experts
recommend that young ch____ should have plenty
of s_______ and nutritious food for healthy growth.
B_____ and g_____ should not share the
same b_______ or even sleep in the same
ro____. They may be afraid of the d____.
How Did You Do?
The questions that poultrymen face as they raise chickens
from incubation to adult life are not easy to answer. Both
farmers and merchants can become concerned when health
problems such as coccidiosis arise any time after the egg
stage to later life. Experts recommend that young chicks
should have plenty of sunshine and
nutritious food for healthy growth.
and geese should not share the
barnyard or even sleep in the same
roost. They may be afraid of the dark.
Comprehensible Input
making content comprehensible by using
appropriate speech & giving clear and
explicit instructions
What is one thing
the instructor did
that made her
lesson more
comprehensible?
What an ELL
student might
hear...
Good morning class.
Today we are going to
study… math class. It’s
difficult… going to need
everyone’s… Open your
books to page one
hundred… top of the
page… Today’s lesson…
your book, in math…
two… cylinder… book…
rectangle and two
circles… cylinder
What was actually said:
❖ Good morning, class. Today we are going to study
something brand new in math class. It’s difficult, so I’m
going to need everyone’s undivided attention. Open your
books to page one hundred seventy-two. At the top of the
page is the word “net.” Today’s lesson is about net. As it
says in the definition in your book, in math, net is twodimensional model. The net of a cylinder is shown in your
textbook. Does everyone see the rectangle and two
circles? That is the net of the cylinder.
**note the importance of Chalk Talk or written instructions
How to support?
Explain the tasks
● present written instructions step-by-step, with
demonstrations or imagery
Scaffold students
● paraphrase, think-alouds, reinforcing, contextual
definitions, total physical responses (kinesthetic
activities)
Strategies
making content comprehensible by
scaffolding tasks & using questions/tasks
that promote higher-order thinking skills
Metacognitive
strategies
-
-
explicitly teaching
strategies to learn
awareness, reflection,
& interaction
Cognitive
Language
strategies
Learning
-
“I” statements in the
new curriculum
-
organizing
information & selfregulating
Examples: predicting,
inferring, monitoring, clarifying, evaluating ,
determing importance,
summarizing &
syntehsizing, visualizing
Examples: previewing,
making connections,
mnemonics,
highlighting, taking
notes, reading aloud,
mapping, identifying
key vocab
-
increase progress in
speaking &
understanding the new
language
-
Examples: reading
skills, word patterns,
components of words,
grouping/classifying
words, pictures &
gestures to
communicate & more
WHY?
ELLs focus their mental energy on learning the language therefore
it’s difficult to focus on HOW they are learning.
Try this...
Create a short sentence with a partner discussing what you did last night but
you can not use the letter ‘n’.
Interaction
making content comprehensible by
providing interactions to use their L2
while still allowing students to use their
L1 to clarify concepts
Information Gap Task: Partners were given labels (words).
Partner A & B received separate pieces of the landforms.
Two-Way Information Gap Task
Practice & Application
making content comprehensible by
providing hands-on materials & by
integrating all language skills [Reading,
Writing, Listening, Speaking]
Students read the story with the teacher (L), read their own
letter page (R), wrote a response letter (W), & shared with a
partner (S).
Lesson Delivery
making content comprehensible by
supporting content & language objectives
with students engaged 90-100%
Review & Assessment
making content comprehensible by
reviewing key vocabulary & content
concepts and using a variety of
assessment techniques
As a final task, students were asked to create a sequence for
making a snowman using transition words.
WEBSITE
more information & resources online, including support for refugees found at
sd35ell.ca
Let’s review!