SI: A FrameworkOctober 14, 2019

Presenter:Rogelio Suárez, DirectorFacilitator: Francis Romano, VP

Facilitator: Robert Dahill, VP

Materials for this presentation were taken from Echevarria, Vogt, and Short. Copyright © 2017; and the University of Pittsburgh-IFL ©2010 and 2013

Housekeeping!!!

Content Objectives for today

1. Participants will explore and use terminology associated with SI.2. Participants will discuss how they are currently utilizing these strategies

and how they may need to adapt them in the future.

Language Objectives for today

1. Participants will examine the eight components, and 30 indicators of the SI .

2. Participants will distinguish between what constitute a academic language (CALPS) and everyday language (BICS).

3. Participants will examine strategies that are best practices when instructing ELs.

C.A.L.P

.

S.

B.I.C.S.I III

II IV

Cummins’s Framework of Language ActivitiesCONTEXT-EMBEDDED

CONTEXT-REDUCED

COGNITIVELY UNDEMANDING

COGNITIVELY DEMANDING

Content Specific Language (CONCEPTS)

Introducing the SIOP Model• Distinguish between sheltered instruction/SDAIE

(Specially Designed Academic Instruction in English) as a program model and sheltered instruction (SI) as a lesson type.

• Recognize differences and similarities among ESL pull-out, content-based ESL, sheltered instruction, and bilingual education.

Lesson PreparationIndicators

1. Content objectives clearly defined, displayed, and reviewed with students

2. Language objectives clearly defined, displayed, and reviewed with students

3. Content concepts appropriate for age and educational background level of students

4. Supplementary materials used to a high degree, making the lesson clear and meaningful

5. Adaptation of content to all levels of student proficiency6. Meaningful activities that integrate lesson concepts with

language practice opportunities in all 4 domains

Lesson Preparation Supplemental Materials:• Hands-on manipulatives• Realia• Pictures• Visuals• Multimedia• Demonstrations• Related literature• Adapted text

Building BackgroundIndicators

7. Concepts linked to students’ background8. Past learning linked to new concepts9. Developing key vocabulary

Comprehensible InputIndicators

10. Speech (rate, pronunciation, sentence structure, etc.) appropriate for students’ level

11. Clear explanation of academic tasks12. A variety of techniques used (TPR, hands-on,

modeling, visuals, etc.)

https://wida.wisc.edu/sites/default/files/resource/CanDo-KeyUses-Gr-9-12.pdf

Continuum of Conversational and Academic Language

Conversational Language

(BICS)

Academic Language (CALPS)

Discussing Social Studies with a partner

Reading grade-level expository

books

Writing a research report using Internet

and text resources

Reading and taking notes from college lectures and

readings

Texting friends and family Writing an email

to catch up with an old friend Discussing a

movie or book with a friend

StrategiesIndicators

13. Time is allow for students to use strategies14. Scaffolding consistently used through the lesson15. Questioning techniques provoke higher order and

analytical thinking

CALLACOGNITIVE & ACADEMIC LANGUAGE LEARNING APPROACH

• METACOGNITIVE STRATEGIES• COGNITIVE STRATEGIES• SOCIAL/AFFECTIVE STRATEGIES

(O’Malley & Chamot, 1990)

METACOGNITIVE STRATEGIES

(O’Malley & Chamot, 1990)

PLANNNING- Advanced organization; selective attention; self management

MONITORING- Checking for comprehension; monitoring production; self-monitoring while speaking and writing

EVALUATING- Checking back; reviewing; reflecting on what one has learned; judging how well the task was completed

COGNITIVE STRATEGIES

(O’Malley & Chamot, 1990)

RESOURCING- Using reference materials such as textbooks; dictionaries; the Internet; encyclopedias; etc.

GROUPING- Classifying words, terminology, quantities, or concepts according to their attributes.

NOTE-TAKING- Writing down key words and concepts.

ELABORATION- Relating new ideas and concepts to prior knowledge and making personal associations.

(O’Malley & Chamot, 1990)

SUMMARIZING- Making mental, oral, or written summary of information gained at certain points in learning process.

DEDUCTION/INDUCTION- Use a rule/Make a rule

IMAGERY- Make a mental picture from the information.

AUDITORY REPRESENTATION- Mentally replay a word, phrase or piece of information.

MAKING INFERENCES- Use context clues to guess meaning and predict upcoming information.

SOCIAL/AFFECTIVE STRATEGIES (SEL)

(O’Malley & Chamot, 1990)

•Interacting with others (peers, teachers, and staff) to assist in learning.

•Develop collaboration skills and collaboration processes to increase learning.

•Ask questions for clarification.

•Using affective control to maximize and accomplish the learning task.

SCAFFOLDING

•VERBAL•PROCEDURAL

VERBAL SCAFFOLDING•Paraphrasing- restating a student’s response in order to model correct English usage.

•Using “Think-Alouds”- carefully structured models of how effective strategy users think and monitor their understandings.

•Reinforcing contextual definitions- an example would be: “Aborigines, the people native to Australia, are being forced from their home.”

PROCEDURAL SCAFFOLDING

SCAFFOLDING MODEL: WHOLE CLASSROOM

TEACH MODEL PRACTICE APPLY

INCREASING INDEPENDENCE

SCAFFOLDING MODEL: GROUPING

WHOLE CLASS GROUPS PARTNERS INDIVIDUAL

INCREASING INDEPENDENCE

Rehearsal strategiesRepeated readingsSelected underliningTwo-column notesElaboration strategiesOrganizational strategies

Role-playingPeer tutoringReciprocal teachingCo-op learning

Drill & practiceDiscovery learningBrainstormingDiscussion

LectureDirect InstructionDemonstrationRecitation

Student- Centered

Peer- Assisted

Teacher- Assisted

Teacher- Centered

Continuum of Strategies

(Muth & Alvermann, 1999)

Interaction Indicators

16. Frequent opportunities for interactions 17. Grouping configuration support language and

content objectives for the lesson18. Allows sufficient wait time for students to respond19. Key concepts clarified in L1 when appropriate

Teacher as Master Controller

Teacher as Facilitator

Teacher as Active Participant

Teacher as Observer

Practice/ApplicationIndicators

20. Hands-on practice with new knowledge21. Application of content and language knowledge

in new ways22. Integration of all language skills/domains:

listening, speaking, reading, and writing

Lesson DeliveryIndicators

23. Support content objectives during the lesson24. Support language objectives during the

lesson25. Promote student engagement26. Pace lesson appropriately

TEXT

TALK

TASKNJSLA

UNIVERSITY OF PITTSBURGH-IFL (2013)

Review/AssessmentIndicators

27. Reviewed key vocabulary often28. Reviewed key concepts often29. Provide regular feedback to students

on their output30. Assess student comprehension of

objectives

Do you have any: