3/23/2018

ENGLISH LANGUAGE
LEARNERS & THE
SIOP MODEL

I am Marsha Foster Payne

This is my professional development presentation for LIST
5362.

June 15, 2017

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ENGLISH LANGUAGE
LEARNERS
What do we know about them and how
they learn?
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4,600,000*
English Language Learners in Public Schools
In 2014-2015

200,000*
Increase in ELL Population since 2013-
2014

15.5*
% of TX Students Identified as ELL
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* "The Condition Of Education - Participation In Education - Elementary/Secondary - English Language Learners In Public Schools -
Indicator March (2017)". Nces.ed.gov. N.p., 2017. Web. 15 June 2017.

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WHAT DO WE KNOW ABOUT ENGLISH

LEARNERS?

English Language Learners are students whose first language is not

English. These students may have limited English proficiency. Teachers
working with them require specific training to address their particular
needs.

English Language Learners have “diverse educational backgrounds,

expectations of schooling, socioeconomic status, age of arrival, personal
experiences . . . and parent education levels and proficiency in English”
(5).
· Vogt, MaryEllen; Short, Deborah J.. Making Content Comprehensible for English Learners: The SIOP Model (SIOP
Echevarria, Jana; 5
Series) (Page 4).· Pearson Education. Kindle Edition.
·

SIX CHARACTERISTICS OF ELLs

Their diverse characteristics can be divided into six different areas.

ENGLISH KNOWLEDGE FIRST LANGUAGE KNOWLEDGE EDUCATIONAL BACKGROUND

May have different exposures
to social and academic English,
a variety of levels of familiarity
with the Roman alphabet and
numbers, different spoken
and/or written proficiencies in
English, and English could even
be the ELLs third or fourth
language learned.
Students have different levels Some may have on-grade level
of proficiency in their first schooling in their home country
language. They may have or in U.S. schools, in their first
different strengths and language and/or in English.
weaknesses in first language Others may have partial
literacy. schooling or no schooling at all
in their first language and/or in
English. Still others may be
long-term English learners.

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SIX CHARACTERISTICS OF ELLs (continued)

SOCIOCULTURAL, EMOTIONAL, OTHER EDUCATIONAL ISSUES POSITIVE FACTORS

& ECONOMIC FACTORS
Some of these factors include
their poverty level, how often
they move/change schools or
miss classes, whether or not
they have been exposed to
trauma, violence, abuse, and
other stress-causing situations,
their status as a refugee or
immigrant, and their parents’
educational backgrounds.
Issues that influence student These include the student’s
success are if the student is oral language and literacy skills
also served by the special in their first language, their
education or gifted and cultural knowledge stores, and
talented programs, whether the their life experiences.
students and is receiving Tier 2
or Tier 3 (RTI) Interventions, if
the student is a migrant or has
been misclassified or
reclassified as an ELL or exited
from the ESL program.
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NEEDS OF ENGLISH LEARNERS

▰ English Language Development (ELD) in order to transfer what they

learned in prior schooling to what they are learning in English.
▰ Time to become accustomed to school routines and expectations
▰ Identification as Special Ed, if appropriate
▰ Additional (Tier 2 or Tier 3) services to improve reading instruction.
▰ Emotional support in cases of trauma, neglect, abuse, tragedy, poverty,
etc.

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CULTURAL INFLUENCES OF ENGLISH LEARNERS

▰ Cultural funds of knowledge, or the vast stores of

information exclusive to their heritage, cultural background
and traditions
▰ Life experiences
▰ Sociocultural, emotional, and economic factors
▰ Immigrant or migrant status

SIGNIFICANCE OF TOPIC

▰ ELLs are the fastest growing student population (3).

▰ “Academic programs are typically not well established;
sheltered curricula and appropriate resources are not
readily available; and, most important, many teachers are
not trained to meet the needs of these second language
learners” (4).
▰ School evaluations are tied to performance of ELLs;
however, ELLs are tested before they are proficient (9).
▰ An enormous achievement gap exists between ELL and non-
ELL students (10-11).
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Echevarria, Jana; Vogt, MaryEllen; Short, Deborah J.. Making Content Comprehensible for English Learners: The SIOP Model
(SIOP Series) (Page 4). Pearson Education. Kindle Edition.

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CONTENT & LANGUAGE

STANDARDS
What are they?

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TYPES OF OBJECTIVES

CONTENT OBJECTIVES LANGUAGE OBJECTIVES

▰ “identify what students should ▰ “identify what students should know

know and be able to do in a
subject area for a given lesson.”
▰ “support school district and state
content standards and learning
outcomes”
▰ “guide teaching and learning in
the classroom” (326)
and be able to do while learning
English in a given lesson.”
▰ “support language development,
(vocabulary, functional language,
language skills in reading, writing,
listening and speaking, grammatical
knowledge, and language learning
strategies) (328)

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CONTENT
Students will be able to
OBJECTIVES
IDENTIFY the 5 basic
● Use student-friendly
language characteristics of
● Limit to 1 or 2 per lesson
● Share orally and in populations.
writing
● Review objectives at the
end of the lesson
● Use active verbs with
observable outcomes

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LANGUAGE Students will be able to

OBJECTIVES PREVIEW the chapter heading
● Reflect both process and to identify the topic as
performance
● Distinguish between population characteristics.
receptive and productive
language skills
● Include oral language Students will be able to
skills as well as listening
and speaking
PREDICT what they will learn
● Focus on function and about population
form
characteristics by turning
the heading into a question.

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SHELTERED INSTRUCTION
OBSERVATION PROTOCOL
The SIOP Model

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SHELTERED INSTRUCTION

Students receiving sheltered instruction work on development

of academic English while they are learning grade-level content.
Teachers provide students with extra support using
instructional techniques that make learning comprehensible to
students.

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THE SIOP MODEL

According to its creators, the Sheltered Instruction Observation

Protocol, or SIOP, “is a mechanism for helping students reach
high academic standards, and many of the features of SIOP are
reflected in the standards, such as the emphasis on speaking
and listening skills” (viii).
SIOP, which offers a method for preparing and implementing
sheltered instruction, is comprised of eight components.

Echevarria, Jana; Vogt, MaryEllen; Short, Deborah J.. Making Content Comprehensible for English Learners: The SIOP Model (SIOP 17
Series) (Page 4). Pearson Education. Kindle Edition.

“ Years of research have proven that students

in classrooms implementing the SIOP model
understand what is being taught and have
experienced success in learning grade-
level content while developing their
ability in English language skills.”

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Goldenberg, Claude. "Teaching English Language Learners: What the Research Does - And Does Not - Say" (2008). ESED 5234 -
Master List. 27. http://digitalcommons.georgiasouthern.edu/esed5234-master/27

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EIGHT COMPONENTS OF SIOP

LESSON PREPARATION BUILDING BACKGROUND COMPREHENSIBLE STRATEGIES

INPUT
Lesson planning should Help students make Teach learning strategies
include content and connections with Teachers should adjust to students, scaffolding
language objectives, background experiences their speech, model instruction, and
supplementary materials, and prior learning and academic tasks, and use promoting higher-order
and meaningful activities. develop their academic multimodal techniques to thinking skills.
vocabulary. enhance comprehension.

(continued on the next page) 19

EIGHT COMPONENTS OF SIOP (continued)

INTERACTION PRACTICE & LESSON DELIVERY REVIEW & ASSESSMENT

APPLICATION
Encourage students to Present a lesson that Review the key language
elaborate their speech Provide activities to meets the planned and content concepts,
and to group students practice and extend objectives and promotes assess student learning,
appropriately for language and content student engagement. and provide specific
language and content learning. academic feedback to
development. students on their output.

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BUILDING
BACKGROUND
❖ Concepts link to students’ backgrounds
❖ Past learning connects to present
learning
❖ Key Vocabulary is developed
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BENEFITS & EXAMPLE

▰ Allows students to make connections between what

they already know and what they are learning.
▰ Helps them to understand that previous learning is
related to current learning.
▰ One example is an Anticipation Guide.

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POPULATION CHARACTERISTICS
ANTICIPATION GUIDE
ANTICIPATIO
Do you agree that...
N GUIDE
EXAMPLE YES or NO
The number of males and females has
● Students are given a set no impact on population size.
of statements
● They read the YES or NO
statements and choose Populations with mostly young animals
to agree or disagree are likely to increase in size.
● This helps to stimulate
interest and establish a YES or NO
purpose for reading. Population density can be described at
random, uniform, or clumped.

YES or NO
Population ecology is the study of how
species interact with humans.
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UNDERSTANDING
KEY VOCABULARY
❖ Subject-specific vocabulary
❖ General academic vocabulary
❖ Word parts: roots & affixes
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BENEFITS & EXAMPLE

▰ Academic and subject-specific language is

especially difficult.
▰ Using visual aides promotes development of
academic language by offering students
interactive practice.
▰ One interactive, visual aide is the Four Corners
Vocabulary Chart.

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FOUR
CORNERS Word Definition
VOCABULARY
CHART
● Student-generated
● The student expereinces Context
the word in a variety of
Sentence Illustration
formats
● Illustrations make the
definition easier to
remember
● Can connect with prior
knowledge and learning
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FOUR
CORNERS n. The number of all
population of the organisms of
VOCABULARY the same group
CHART
EXAMPLE
If the population in
Plano gets any
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bigger we will need
more houses.

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COMPREHENSIBLE
INPUT
❖ Appropriate speech
❖ Clear explanations of academic tasks
❖ Variety of techniques used
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BENEFITS & STRATEGIES

▰ Use of special supports makes instruction understandable.

▰ Allows teachers to reach students at a variety of proficiency levels.
▰ One strategy for Comprehensible Input is differentiation.
▰ Another strategy, Gradual Increase of Student Independence, ensures
that all students understand academic tasks before attempting them
on their own.

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DIFFERENTIATION FOR MULTI-LEVEL CLASSES

Address the entire range of proficiency levels in your classroom so that all students
can be successful.

Speech Respectful Information

Modulation Tasks Delivery
● Slower rate ● Provide different ● Positive attitudes
● Clear pronunciation supports for enhance student
● Simple sentences different proficiency learning
levels ● Content delivered in
● Remember that multiple modalities
scaffolding content increases student
does not lessen rigor success, which
improves attitudes.
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RESPECTFUL TASKS ●
●
Use student-friendly language
Limit to 1 or 2 per lesson
INSTRUCTIONAL ● Share orally and in writing
● Review objectives at the end of the lesson
EXAMPLE ● Use active verbs with observable outcomes

ACADEMIC TASK DIFFERENTIATION 1 DIFFERENTIATION 2

Students will work
independently to read
the three remaining
sections on distribution,
sex ratio, and age
structure.
Students with limited
reading proficiency will
be given an adapted text
with fewer words and
more simple sentences.
This is a Tier 1
Intervention.
Students with very low
proficiency will be given
guided notes covering
the material in the text,
This is a Tier 1
Intervention.

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GRADUAL INCREASE IN STUDENT INDEPENDENCE (GISI)

This instructional strategy results in differentiated instruction as students may
receive reteaching and assistance as necessary.

EXPLICIT GUIDED COLLABORATIV INDEPENDENT

TEACHING PRACTICE E PRACTICE APPLICATION

The teacher The class works Students work in Students work

explains a together to pairs or small groups independently to
concept and understand the to understand the understand the
models an concept and perform concept and perform concept and
academic task. the academic task. the academic task. perform the
The teacher The teacher academic task. The
observes and asks observes and teacher observes
questions. assists. and responds.
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EXPLICIT TEACHING
I do; you watch and respond.

I will read the first

paragraph. As a group
we will briefly discuss
the main idea of
paragraph. Then I will
demonstrate how to TEACHER REGULATED
create a Four Corners
Vocabulary Chart with
the key vocabulary,
“population ecology.”

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GUIDED PRACTICE
We do together; I help & respond.

The students read the

selection about population
size and summarize it in
their digital notebooks. As a
class, we will discuss the
main idea of the paragraph.
Then as a class, we will work TEACHER ASSISTED
together to create a Four
Corners Vocabulary Chart
for the key vocabulary,
“population size (n)”. As
they work, I will observe and
step in with guidance or
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correction when necessary.

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COLLABORATIVE PRACTICE
You do together; I watch & help.
With partners, they read the
selection about population
density and summarize it in
their notebooks. They share
their summaries with their
partners and discuss the
main idea. Together they PEER ASSISTED
create a Four Corners Vocab
Chart for the key vocabulary,
“population density”. As
they work, I will walk around
and observe, assisting as
necessary.
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INDEPENDENT APPLICATION
You do independently; I watch & respond.
Students will work
independently to read the
three remaining sections on
distribution, sex ratio, and
age structure. In their
notebooks, they will write
down the main idea of the STUDENT REGULATED
paragraph. Then they will
create a Four Corners
Vocabulary Chart for each
key vocabulary term. As
they work, I will walk
around and observe them.
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REFERENCES

▰ “The Condition Of Education - Participation In Education - Elementary/Secondary -

English Language Learners In Public Schools - Indicator March (2017)".
Nces.ed.gov. N.p., 2017. Web. 15 June 2017.
▰ Echevarria, Jana; Vogt, MaryEllen; Short, Deborah J.. Making Content
Comprehensible for English Learners: The SIOP Model (SIOP Series). Pearson
Education. Kindle Edition.
▰ Goldenberg, Claude. "Teaching English Language Learners: What the Research
Does - And Does Not - Say" (2008). ESED 5234 - Master List. 27.
http://digitalcommons.georgiasouthern.edu/esed5234-master/27
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Any questions?

You can find me at

@TeachTechPayne & marsha.d.foster@email.me
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