NC SIOP Reunion Making Sheltered Instruction Operational

NC SIOP Reunion : Making Sheltered Instruction Operational ELD SC S Joanne Marino, NC DPI ESL/Title III Consultant jmarino@dpi. state. nc. us

Our focus today… 1) Overview of the SIOP model 2) Literacy Instruction in the Sheltered Classroom 3) Getting Administrative Buy-in 4) Language Objectives 5) “Simplified” English

Part 1: Overview of the SIOP Model • • Lesson Preparation Building Background Comprehensible Input Lesson Delivery Learning Strategies Interaction Practice and Application Review / Assessment

Part 4: Language Objectives: Why are they necessary? What do they look like?

NC LEP Students K-12

2006 -07 LEP Students in NC

The Literacy Challenge • 30% of all secondary students (6 -12) read proficiently • 11% of secondary Hispanic students read at grade level • 14% of secondary of Afro-American students read at grade level • 4% of 8 th-grade LEP students scored proficient on the reading part of the National Assessment for Educational Progress. Short, D and Fitzsimmons, S. (2007) Double the Work, Alliance for Excellent Education, Carnegie Corporation, New York.

Ma and Pa Kettle Math Lesson

Content Language What is the relationship?

Lesson Preparation Objectives Language Content Concepts Supplementary Materials Adaptation of Content Meaningful Activities

Sheltered Instruction • Safe place • Protection from the language demands of mainstream instruction which is beyond the comprehension of English language learners

Teach Content and Language Objectives • Link literacy instruction with content instruction – Relevant • Develop academic language – Vocabulary – Sentence patterns – Learning strategies

Language Objectives are language demands of the content class ØLanguage functions /school language (define, describe, explain, classify, compare, summarize, …) ØLanguage structures (questions, past tense, writing a sentence, writing a paragraph) ØAcademic vocabulary (discipline-specific, high-use words, word forms)

Academic Vocabulary Sample Unit on Revolutionary War 2. 01 Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities. Discipline-specific • colony, colonist • Patriot • Loyalist • Stamp Act • traitor High-Use Words (in all subjects and grades) • • • independence, independent to protest, a protest impact perspective signify, significance, significantly

Language Objectives answer the question… “What language do students need to complete the assigned task? ” text type past tense se qu lary abu c vo en ce lab repor cause and effect t e v arrati n

Steps to identify language needed for content • Identify key science/math/social studies terms • Review all texts for additional words students need to know (Adequate reading comprehension depends on knowing 90 -95% of the words in a text [Nagy & Scott, 2000]) – Select words with multiple meanings (state, table…) • Determine questions to be formulated • Identify text structure (cause/effect, sequence, comparison…)

ELD Standards help shape Language Objectives… “Where are the learners relative to the language expectations? ” novice g developin some experience “What strategies will help make thiss p ou language accessible? ” gr a dvanc e orga nizers e use of cognates pe o co tiv ra

TESOL Standards The WIDA ELP Standards Standard 1—Social and Instructional Language – English language learners communicate in English for Social and Instructional purposes in the school setting. Standard 2— Language of Language Arts – English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Standard 3—Language of Math – English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math. Standard 4—Language of Science – English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Standard 5— Language of Social Studies – English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

A Model Performance Indicator (MPI) language Explain uses of information about math operations using realia or manipulatives content support / scaffold Teaching strategy

NC ELP SCS under Revision Grades 6 -8 Standard 5: Academic and Content Language – The learner will use content-specific vocabulary, English language functions and cognitive processes in a variety of academic contexts and across language domains [speaking, listening, reading, and writing] to achieve the goals of the NC SCS in all content areas, including English Language Arts, Mathematics, Science, and Social Studies. Objective 5. 02 (Mathematics) The learner will develop academic and content language to recognize, describe, model, compute and solve problems by exploring grade-level content applicable to number and operations, measurement, geometry, data analysis and probability, and algebra Entering/ Novice Low Beginning/ Novice High Developing/ Intermediate Low Expanding/ Intermediate High Bridging/ Advanced Superior NL 5. 01 using basic content vocabulary with nonverbal or pictorial representation, given extensive support. NH 5. 01 using basic content vocabulary with simple words and phrases, given extensive support. IL 5. 01 using expanded content vocabulary in phrases and simple sentences, given extensive support. IH 5. 01 using expanded content vocabulary with simple sentences in discourse, given moderate support. A 5. 01 using extensive content vocabulary in a variety of sentence structures in discourse, given occasional support. S 5. 01 using extensive contentspecific vocabulary in expanded discourse, primarily independently.

Both WIDA/TESOL and Revised NC ELD SCS highlight academic language and levels of support Explain uses of information about math operations using realia or manipulatives Sample MPI for ELP WIDA Standard #3 (Language of Mathematics) Speaking Domain Grade cluster 6 -8 WIDA ELP Level 4 using expanded content vocabulary with simple sentences in discourse, given moderate support. NC ELD SCS Objective 5. 02 (Mathematics) IH 5. 01

Language objectives are embedded in content objectives To determine the language objective consider the content objective or the task assigned to master the content objective

Math / Grade 3 1. 01 Develop number sense for whole numbers c. Compare and order Content number sense for whole numbers Language: vocabulary & patterns • • • greater, greatest less, least equal to x is {greater / less } than y. x is the {greatest / least} number in the series. x is equal to y.

Objectives • CONTENT • LANGUAGE 1. Order numbers from least to greatest. 2. Use <, >, or = to make each sentence true. Explain to a partner why your statements are true using a number line. Use these sentence patterns: • x is {greater / less } than y. • x is equal to y.

Lesson Preparation Features Content and Language Objectives Content Objective: Today we will be comparing and ordering whole numbers. Language Objective: In small groups, we will use the phrases less than and greater than to compare and help us order numbers.

Math SCS 1. 01/ Grades 4 -8 • 4: Compare and order rational numbers • 5: Compare and order rational numbers • 6: Compare and order negative rational numbers • 7: (1: 02) Describe the effect of operations on size • 8: Compare and order real numbers

Science / Grade 3 2. 01 Observe and describe the properties of soi. I: color, texture, capacity to hold water Content Soil properties Language: vocabulary & patterns • sedimentation, particles, rocks, minerals • sand, silt, clay • fine, medium, coarse • Sequence: first, second, third…

Content Objective 2. 01 student-friendly • Students will describe the properties of soil and what causes them to settle at different rates (using a soil profile).

Language Objective student-friendly • Students will sequence the steps of sedimentary rock formation in writing. Modification: Have the steps written for students and have them use time and order words to put them in the correct order. • Students will retell the steps of sedimentary rock formation. Modification: Have students -work with a partner -use a visual/notes

Science / Grade 7 4. 07 Explain the effects of environmental influences (smoking, alcohol, drugs, diet) on human health Content Language: vocabulary & patterns • • Effects of environment One consequence of ____is _______ leads to/causes _______ increases the risk of _______ are more likely to ______ than _____.

Content Objective: Explain the effects of smoking on human health. Language Objectives: • Explain to a partner the effects of smoking. Ø One consequence of smoking is ______. Ø Smoking leads to _______. Ø Smoking causes _______. Ø Smoking increases the risk of _______. Ø Smokers are more likely to ______ than nonsmokers. • In the reading, highlight the effects of smoking.

Social Studies / Grade 8 2. 01 Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities. Language: vocabulary & patterns • sequence • cause & effect • evaluate Content Revolutionary War

Objectives CONTENT • Complete a timeline listing the events leading up to the Revolutionary War. LANGUAGE • In the reading, highlight the colonial action in blue and the British reaction in red. • Explain to a partner your timeline. Use the words first, second, then to show sequence.

Objectives CONTENT • Select the 3 most significant events which led to the Revolutionary War. LANGUAGE • In writing, summarize the 3 most significant events which led to war. Ø _______ was the most significant event because _________. Ø The significance of _____cannot be overstated. It _____. Ø ____ was also significant because _____.

Visual Arts / Grade 8 5. 03 Compare and contrast relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups. Content Language: vocabulary & patterns • • X is ______ while y is _____. X is different from y in that _______ Both x and y are _________. X is more _______ than y. Works of art

Content Objective: Compare Medieval and Renaissance paintings Language Objective: Write an art critique using comparative sentence structures. • • X is ______ while y is _____. X is different from y in that _______ Both x and y are _________. X is more _______ than y.

Biology 2. 02 Investigate and describe the structure and functions of cells… Content Language: vocabulary & patterns • • • The _____ consists of ______. The ____ is made up of _________. The _____ includes the ________. The function of the _____ is to _____. The _____ serves to ______. The _____ acts/serves as a ______. cells: structure function

Content Objective: Identify the structure of a cell. Language Objectives: • Explain to a partner the structure of a cell. Ø The _____ consists of ______. Ø The ____ is made up of _________. Ø The _____ includes the ________. • Label cell parts on a diagram. • Complete a cloze text describing the structure of a cell.

Content Objective: Compare the structure of an animal cell with the structure of a plant cell. Language Objective: Describe the structure of plant and animal cells to a partner using the comparative form. Ø Both plant cells and animal cells contain _______. Ø A plant cell contains a nucleus. An animal cell also contains a nucleus. Ø Plant cells contain vacuoles, whereas animal cells often do not have vacuoles. Ø Plant cells contain vacuoles. Animal cells, however, often do not have vacuoles.

Verbs for Language Objectives Write……. Read with a partner……. Think……… Listen……. . . Read………. Discuss……… Retell…….

Language Acquisition: An Interdependent Process

Identify Content and Language Objectives Matching Activity • Pair content and language objectives • Name what the student will do and how it will be done

Lesson Preparation Features A Closer Look at Objectives Find the LCM (lowest common multiple) of 2 or more numbers. Write the steps used to solve the problems. Classify solids and their parts. Justify orally your classification system to a small group. Round 4 -digit numbers to the nearest 10 or the nearest hundred. Explain your answer to a partner using a number line.

Write Language Objectives Activity Grade 6 Math: 5. 03: Solve simple (one- and two-step) equations or inequalities. Content Objective: Language Objective: Solve two-step equations (3 x-10=14)

Possible Language Objectives 1. Explain to a partner how to solve two-step equations. Use key vocabulary: first, second, then, combine like terms, isolate the variable, inverse operations. 2. Use commands to state the steps in solving two-step equations as your partner does them. 3. Write in your journal how to isolate the variable in a two-step equation.

Create a sample of language objectives ØIdentify objective’s components ØIsolate key vocabulary and sentence patterns ØIncorporate 4 language skills: RWLS

Maria might say “Fast food does bad stuff to you. ”

Guide students to use scientific phrasing… “ Research indicates that a diet of fast food can have negative impacts on a person’s physical and mental health including weight gain, skin problems, and mood swings. ”

What can the ESL teacher do? • Collaborate with the content teacher • Teach the language of the content: q. Discipline specific q. High-use • Explain how language works in the various content areas.

Explicit Focus on Discipline-Specific Ways English Works • Content is constructed mainly in language • Each subject has its own ways of using language • Analyze and talk about language to help students see how meaning is constructed in English in different subjects – Look at information that has been left out and has to be recovered by the student to understand the passage. – Provide tools for unpacking dense text • Identify sentence parts and their meaning relationships • Examine time-markers and connectors • Recognize verb choices

How language makes meaning • What ‘s going on in the text? • What is the author’s perspective? – Look at the language choices an author makes • How is the text organized? – How is information introduced and referred to?

Learning about language How does English work in science class? How does English work in history class? A volcano’s structure or edifice is coneshaped. It is more or less symmetric and is built by an accumulation of lava around the volcano’s central vent, an exposed opening on the earth’s surface. Process: is cone-shaped Participant: volcano’s edifice

Analyzing history text… The Missouri Compromise passed in 1820. § Process: passed § Participants: the Missouri Compromise § Circumstances: in 1820 Learning History, Learning Academic Language, Mary J. Schleppegrell, Presented at the 2007 CREATE conference, October 2, 2007 http: //www. cal. org/create/events/CREATE 2007/schleppegrell. html

We don’t need to dumb down the texts we use; instead we need to unpack text systematically!

Keep the End in Mind!