I found a great video on YouTube with a classroom teacher putting SIOP strategies into practice. It has a wonderful model of both content and language objectives, as well as an activity called “Inside Circle/Outside Circle”. This is a Kagan strategy (an organization that promotes active engagement instructional strategies). Here is the link: http://www.youtube.com/watch?v=lVGbz4EqyGs
I shared this with my group, but wanted to make it available for everyone. Also, I forgot to mention in our group space…a couple of years ago, I got to visit the Newcomer Academy in Louisville that is part of Jefferson County Public Schools. It is a great model of sheltered instruction, and they use SIOP strategies regularly there. I know their prinicipal, Gwen Snow, and she uses the SIOP observation protocol rubric as part of her observation process with teachers. Here is a link to the school’s website: http://www.jefferson.k12.ky.us/Schools/Special/ESL/index.htm and here is a link to a newspaper article about their school: http://www.thehighlanderonline.com/print-articles/features/681-teaching-the-world
Check it out! smile
THIS video is kind of nice too. It discusses how the SIOP model is coherent with Common Core state standards:
From the Researcher’s Mouth:
How To Scaffold Language Objectives in ESL Instruction: Suggestions for Mainstream Teacher Collaboration14/02/2013
From a Kentucky Teacher:
If the mainstream teacher can shape the input that each of the ESL learners receive at this i + 1 level – by modulation of the written and spoken language to which students are exposed, through appropriate classroom organization and careful choice of activities and tasks – then she is creating the most favourable conditions for her students, not only to learn English but also to learn the subject content as well. (This is on the assumption that the cognitive challenge of the activities is also at i + 1 level – or in what Vygotsky called the zone of proximal development. Krashen has recently stressed the need for the tasks to be interesting and relevant as well as comprehensible.)
Krashen, S. & Terrell, T. (1983) The Natural Approach – Language Acquisition in the Classroom Oxford: Pergammon
Vygotsky, L. (1962) Thought and Language Cambridge: MIT Press
“All teachers are language teachers!”
Suggestions from SIOP: (Work with the mainstream teacher based on the ACCESS scores to help them do this:
1. Teachers write clearly defined content objectives on the board for students. These objectives are reviewed at the beginning of a lesson and students should state at the end of the lesson whether the objectives have been met.
2. Teachers should write clearly defined language objectives on the board for students at the beginning of a lesson. Students state at the end of the lesson whether the objectives have been met
3. Concepts taught should be appropriate for the age and educational background of students, Teachers must consider the students’ L1 literacy, second language proficiency, and the reading level of the materials.
4. Supplementary materials are used to promote comprehension. These include charts, graphs, pictures, illustrations, realia, math manipulatives, multimedia, and demonstrations by teacher and other students
5.Content must be adapted to ELL’s needs through use of graphic organizers, outlines, labeling of pictures, study guides, adapted text, and highlighted text.
6. Meaningful activities integrate lesson concepts with language practice opportunities in listening. speaking, reading, and writing.