SIOP Day 3 Continuing PD

• USE IT! Feel confident to try! • Study Groups/PLCs/TLCs • SIOP Training Workshops • Co-planning/ Co-teaching • Culturally Responsive Teaching • Demonstration Lessons • Coaching/Mentoring • Focused Class Visits/Peer Observations • SIPs • Structured Discussions (Quarterly Conversations, book study, online forums)

SIOP Day 3 Review & Assessment

• Does my assessment match my students’ language proficiencies? • What am I doing to modify for those proficiency levels?

SIOP Day 3 Lesson Delivery

What have I done/would like to do to adapt my lessons: Size: Adapt the number of items Time: Adapt the period allotted to task Input: Adapt the method of delivery Output: Adapt the way learner responds Difficulty: Adapt skill level or problem type Participation: Adapt student involvement Level of Support: Increase interaction with learner Alternate Goals: Adapt the outcome or the expectations Substitute Curriculum: Use different materials and product goal

SIOP Day 3 Practice and Applications

• What kinds of hands-on practice have my students experienced? • What kind of hands-on practice would you like to add? Think about your last 90 minutes of instruction with your students. Estimate how many minutes your students spent: • Listening • Speaking • Reading • Writing What activities did they do to practice and apply these language skills? What skills were the students measuring for each other? Considering the information we have just discussed, what would you continue to do the same and what would you try to change?

SIOP Day 2 Building Background

Building Background: • How am I teaching key vocabulary? • Would you like to try a vocabulary teaching approach from SIOP? • Have you tried/would you like to try Dr. Margarita Calderon’s 3 Tiers of vocabulary? • Are you using cognates? • Have you tried/would you like to try teaching the text backwards?

SIOP Day 2 Comprehensible Input

Comprehensible Input: Speech appropriate for student proficiency levels activity- E for everyday; S for sometimes; N for never 1. Face students 2. Enunciate clearly 3. Pause frequently 4. Paraphrase and repeat often 5. Avoid asides 6. Clarify pronouns; you (you singular or you plural) 7. Point out cognates for students who have a Latin base 8. Monitor rate of speech, vocabulary/idioms, and sentence structure to match PLs 9. Consider proficiency of students

SIOP Day 2 Interaction

Interaction Ask yourself; Have I provided: • Frequent opportunities for interaction • Grouping configurations support objectives • Sufficient wait time for student responses consistently provided • Ample opportunities for students to clarify key concepts in L1

Day 2 SIOP Strategies

Strategies: Have you tried any of these? How could you add this into your lesson? 1. Verbal: paraphrases, think-alouds, slowing speech, reinforcing contextual definitions 2. Instructional: sentence frames, conversation prompts, Graphic organizers, modeling 3. Procedural; use of grouping configurations that provided different levels of support as they gain greater levels of language proficiency

Challenges and Support

Share what challenges you have faced with regard to implementing SIOP and what support can we provide you?

What's different about your students?

Reflect and share your comments regarding what is different about your students.

Day 1 SIOP Overview

SIOP Overview What makes SIOP is the focus on language. · Reflect on how you have focused on language thus far. · What more would you like to do with language in your lessons?

SIOP Day 1 Lesson Preparation

Think about writing content and language objectives · Have I included language objectives for my lessons? · Could you share one that you have written? · Would you like a review of how to write language objectives?

Day 1 SIOP Second Language Acquisition

How are we doing in creating a socio-culturally supportive climate? · What have I done in my classroom? · Have I learned about the different cultural backgrounds of my students? · What can I do to improve?

See this great strategy of getting students to read their writing in a 2nd grade classroom; tweeted by Jana Echevarria, one of SIOP's authors

@SIOPModel https://t.co/2UVm2Ya0C3

— Jana Echevarria, PhD (@Jechev) October 5, 2017

Izabela Pablo Pedro, ESL teacher at Forest Hill shared with us these terrific Language Lines sentence frames; they are aligned to 6 reading comprehension skills of cause/effect, classifying, compare/contrast, evaluating, predicting, and summarizing. The frames are color coded  to give the teacher an opportunity to differentiate the language skills for students in their classroom. Starting with purple for basic sentence development, the next color is blue for a step up in complexity, followed by brown,  red and finally green at the highest level of sentence complexity.

These are found on the The Positive Engagement Project website; this is a nonprofit dedicated to supporting teachers and students.

Inspired by our SIOP workshop, Patton ESL teacher, Dana Lail created sentence starters for her English learners to support their academic conversations about texts they are reading.  She categorized her sentence starters as follows:

• Opinion Sentence Starters
• Text Connections Sentence Starters
• Reading Response Sentence Starters
• Outcome Sentence Starters

Dana created posters of the sentence starters:

and here is a link to files of the sentence starters in our ELL Resource Livebinder where you can get electronic versions; these sentence starters are half pages and can be laminated and put on a ring for each student.

Welcome to the SIOP Blog for Burke County Educators

Welcome to our SIOP Blog in Burke as we chronicle our journeys to implement SIOP in our classrooms through SIOP components that support access to content as well as language development for our English learners. We spent three wonderful days in August learning alongside Dr. Joan Lachance about the eight components of SIOP, reflecting on the needs of English learners and all learners in our classrooms!