SIOP FOR FINE ARTS
WHAT IS SIOP?
Discuss what you think SIOP is with
the people at your table.
Decide in a one sentence description
of the meaning.
We will share our ideas with the
group.
SIOP
Sheltered Instruction Observation
Protocol
An approach to teaching ESL students
Not a “program” to be implemented
8 components
Takes years to become proficient
THE SIOP MODEL…
Is research based!
Is good for ALL students, not just LEP
Helps teachers teach content supported by
language
4
THE SIOP MODEL
( E C H E VA R R I A , V O G T, & S H O RT, 2 0 0 8 )
• Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice & Application
• Lesson Delivery
• Review & Assessment
IMAGINE THE POTENTIAL
Someone had a dream to get a
degree in art from the Vienna
Academy of Fine Arts. It was 1907.
Here are some of the attempts in
painted art...
This young painter was not
accepted at the Vienna
Academy of Fine Arts…
HE WAS…
HE WAS…
Adolf HITLER
Imagine the
potential…
W E N E V E R K N OW W H O W E A R E H E L P I N G O R
HINDERING…
 We never know the impact of our attitude toward students
 Our possible sarcasm, rejection, unbelief in them, or discouragement could
lead to unwanted destinies
 On the other hand, our possible belief in them, acceptance, and sincere
encouragement could lead to remarkable destinies
 Fine Arts teachers taking the time to learn how to help students learn could be
a life changing event!
Whose life are you going to change?
YOUR IMPACT
Think about the impact you have on our students
You may be the only person who sees the
potential in our LEP students
You can make an important impact on their
language development
ESSENTIAL VOCABULARY
ESL
English as a Second Language
This describes the program
Does not describe the student
All students in program speak a first language other
than English
Receive classroom accommodations
The school receives funding for each student in the
ESL program
ESSENTIAL VOCABULARY
LEP
Limited English Proficient
This describes the student
Not necessarily in the ESL program
ESSENTIAL VOCABULARY
Monitored - First Year/Second Year
Was in the ESL program
Scored high enough on a set of exams to be exited
from the program
Is monitored for two years after exiting by the ESL
teacher
Receives NO accommodations
The school does not receive funding for these
students
ESSENTIAL VOCABULARY
Silent Period
1 week to 1 year (but can depend on student)
The time when the student will not SPEAK
English because s/he is absorbing as much as
possible
Is not a choice the student makes
This is a psychological phenomenon
Many variables affect the silent period
LANGUAGE SKILLS
Listening
Speaking
Reading
Writing
T H E R E A R E T W O G OA L S O F S I O P :
G OA L # 1
Make content comprehensible
GOAL #2
Develop content vocabulary
(academic language for your content)
CHARACTERISTICS OF MANY LEP STUDENTS
I N U . S . S E C O N D A RY S C H O O L S
 Historically enter US schools in the elementary grades
 Now we are getting more students in high school, many with
enough credits to be juniors and seniors their first year here
 Some have limited or no reading/writing ability in first language
(this is a HUGE problem for us high school teachers)
 Most converse in English relatively competently in BICS
(interpersonal communication)
 Have weak English CALPS (academic vocabulary)
 Poor vocabulary, grammar, and sentence structure
 Read and write below grade level
BICS AND CALPS
Is a student fluent if she can hold a conversation with you?
WHAT IS BICS/CALP?
BICS
Basic Interpersonal Communication Skills
i.e. day to day language
1-6 months (typically)
CALP
Cognitive Academic Language Proficiency
i.e. content vocabulary
7-10 years for fluency!
HOW C A N W E HE L P A C A DE M I C A L LY ?
Language Objectives
and
Word Walls
Every teacher in this building is
a reading teacher
Students must learn the
language of your content
Using language objectives in
our lessons equalizes access to
the content
LEP students can more
easily master content
when teaching practices
Objectives
incorporate strategies for
language learning, like the
use of language
objectives
Implementing language objectives provides
equal access to the curriculum
even if the students are not fluent in English
HOW WOULD YOU
FEEL…
If you were dropped
in a school in India
tomorrow and sent to
school?
What would you
need in order to
participate?
Outlines the language skill needed to make the
content of the discipline comprehensible
Outline the language that students will need to
learn and use to accomplish the goals of the lesson
Outline how students will accomplish the goal
LANGUAGE SKILLS
4 language skills teachers need to address:
Listening
Speaking
Reading
Writing
LEP students need:
exposure to the language
opportunities to use the language
practice with the language
assessment of their language skills
(Echevarria, Short, & Vogt, 2008)
A S K YO U R S E L F …
How can I make
grade level
content
comprehensible for
my ELLs?
What language
do my students
need to
understand in
order to learn the
content?
What language
do they need to
learn ____?
What can
they do?
How can
they show
their
learning?
LANGUAGE OBJECTIVES
HAVE 3 PARTS:
+ Topic +
CREATING A LANGUAGE OBJECTIVE –
STEP BY STEP
2nd
Choose a verb
1st
Is the verb appropriate for
his/her level of language?
Choose a topic
How do I want to
assess their knowledge?
3rd
Choose a method of support.
How can I help them understand the vocabulary?
VERBS ARE POWERFUL
VERB = FORMATIVE ASSESSMENT (Differentiation)

How will the student demonstrate understanding?

Is the selected verb appropriate for the language level of
my student?

Can this mode of communication (VERB) help students
demonstrate what they TRULY know?
WRITING LANGUAGE
OBJECTIVES
Sample Language Objective Frames
Students will (function: active verb phrase with support
statement) using (language target) .
Students will use (language target) to (function: active verb
phrase with support statement) .
AN ALTERNATE METHOD
A = Audience (who is your audience)
B = Behavior (what will they do, the verb)
C = Conditions (when will they do it)
D = Degree (accuracy percentage)
(you can place these in any appropriate order)
EX:
Following the class discussion, all 9th grade students
C
A
will be able to tell a partner the six steps, in order, of
B
the decision making model with 100% accuracy.
D
EFFECTIVELY WRITTEN
LANGUAGE OBJECTIVES
Address the linguistic demands of the lesson
Focuses on high-value academic language that will help
students in all contexts
Uses active verbs to name functions/purposes for using
language in a specific student task
Specifies target language necessary to complete the task
Emphasizes development of speaking and writing skills
without neglecting listening and reading
ACTIVE VERB BANK TO NAME
FUNCTIONS FOR EXPRESSIVE
L A N G UA G E TA S K S
Are not just for elementary students
Are appropriate for ALL students,
Word
from resource to AP
Are not a bunch of words slapped up
on a wall
Walls
Are not stagnant
Should be referenced daily
Should be accompanied by pictures or
graphics
WORD WALLS…
 provide an approach to meaningful
 reinforce understanding of subject-
teaching of vocabulary
specific terminology with a focus on
 emphasize student engagement and
students internalizing key concepts
higher level thinking skills
 provide visual cues for students
 build vocabulary, thereby improving
 encourage increased student
reading comprehension and writing
independence when reading and
style
writing
WORD WALLS
 Mount the words with pictures or
 Mount words on the wall in
graphics on card stock and laminate
alphabetical order or group like words
them
together
 Use a wall area that is visible to all
 Using alphabetical order makes it
students
easier for students to skim the list and
 Students need to be able to glance
find words
at the word wall from their desks while
 Make access to the words easy, e.g.,
they are working
use tape or tacks to mount the words
so students can move individual words
THIS IS NOT A WORD
WALL!
Angle Bisector
Reflection
Distance Formula
Right Angles
Sphere
Supplementary
Angles
Hypotenuse
Complimentary
Angles
Vertical Angles
Group like
words
together
STRATEGIES
How do you work with language in your
classrooms?
How can you make it comprehensible?
How do I develop content vocabulary?
STRATEGIES
pbworks.com
SIOPforMISD
TIPS
 T – Total participation: can everyone understand & respond?
 I – Incorporate academic vocabulary: if they don’t use it with you, they
won’t use it!
 P – Promote language and literacy: students must read and write using the
academic vocabulary to be literate.
 S – Scaffolding all language levels: what are you doing to support their
learning until they can be independent?
7 S T E P S T O BU I L D I N G A N I N T E R AC TI V E
L A N G UA G E R I C H C L A S S R O O M
Step One: You MUST do this first!
Teach the students what to say when
they don’t know what to say.
STEP ONE
What should we teach students to say when they don’t know what to say?
•
•
•
•
•
•
•
Can I tell you what I do know?
Could you please rephrase or say that another/different way?
May I please have some more information?
May I have some time to think?
Would you please repeat the question?
Where could I find more information about that?
May I ask a friend? (use sparingly!)
STEP ONE CONT.
When a student is asked a question, he has two options and two options only
Answer the question
or
Ask for help, then respond
7 S T E P S T O BU I L D I N G A N I N T E R AC TI V E
L A N G UA G E R I C H C L A S S R O O M
Step Two
Have students speak in complete
sentences.
STEP TWO
Why do we ask students to speak in
complete sentences?
Discuss with your table and group.
STEP TWO
Why do we ask students to speak in complete sentences?
Roving Paragraph (example)
Students should practice speaking in complete sentences in my class
because…
In addition…
Also…
Finally…
7 S T E P S T O BU I L D I N G A N I N T E R AC TI V E
L A N G UA G E R I C H C L A S S R O O M
Step Three
Randomize and rotate responses.
STEP THREE
Why should we randomize and rotate when calling on students?
 In your group, brainstorm ways you can randomize and rotate
calling on students.
 Create at least three CREATIVE ways to do it!
 Share with the group
7 S T E P S T O BU I L D I N G A N I N T E R AC TI V E
L A N G UA G E R I C H C L A S S R O O M
Step Four
Use Total Response Signals to pull
everyone’s brain back into the lesson.
7 S T E P S T O BU I L D I N G A N I N T E R AC TI V E
L A N G UA G E R I C H C L A S S R O O M
Step Four
Use Total Response Signals
Ask a specific question and expect an answer
i.e. Which color is a primary color? Hold up one finger for blue
or two fingers for purple.
STEP FOUR
Some helpful hints!
 Wait for EVERYONE to signal before moving on. This reinforces the
expectation that everyone must respond or say something.
 Compliment those who are not responding quickly for “waiting so
they can …think, think of a great answer, consider everything they
know about the questions, etc.”
 Use the signal that works for your class, you may need different signals
for different classes.
STEP FOUR: WHAT ARE SOME TOTAL
RESPONSE SIGNAL STRATEGIES?
Written Responses
 Hold up a paper
 Write Boards
 Personal Chalk Boards
 Answers on Cards
STEP FOUR: WHAT ARE SOME TOTAL
RESPONSE SIGNAL STRATEGIES ?
Ready Responses
 Hands in the air when ready
 Hands down when ready
 Thinker’s Chin (hand on chin when ready)
 Stand when you are ready
 Sit when you’re ready
 Put your pen on your paper when ready
 Put your pen down when you’re finished
 All eyes on teacher
 Heads down
STEP FOUR: WHAT ARE SOME TOTAL
RESPONSE SIGNAL STRATEGIES?
Making Choices
 Open Hand / Closed Hand
 Thumbs Up / Thumbs Down / Thumbs Sideways
 Pens Up / Pens Down
 Number/Letter Wheel (Laminated circle with 1-5 on
one side and A-D on other)
 Green Card / Red Card
 Move to the Corner
 Move to the Spot You Agree / Disagree with
STEP FOUR: WHAT ARE SOME TOTAL
RESPONSE SIGNAL STRATEGIES?
Ranking
 Rank with your fingers
 Rank with your arm (the higher, the better)
 Line up according to response
 Knocking / Clapping / Cheering
7 S T E P S T O BU I L D I N G A N I N T E R AC TI V E
L A N G UA G E R I C H C L A S S R O O M
Step Five
Use visuals and vocabulary strategies
that support your objectives.
S T E P F I V E : V I S UA L S A N D VO C A BU L A RY
Texts & Visuals






Anticipation Guides
Advance Organizers
Backwards Book Walk
Chunking Input
Concept Attainment
Graphic Organizers






Hi-Lo Readers
Manipulatives
Nonlinguistic representation
Scanning
Visual literacy frames
Visuals/Video
S T E P F I V E : V I S UA L S A N D VO C A BU L A RY
Lists and Activities







Affixes, roots, and cognates
Close Sentences
Expert / Novice
Fluency Workshop
Homophones/Homograph Sort
Learning Logs
List / Sort / Label
 Self-Assessment of Word
Knowledge
 Word Analysis
 Word Generation
 Word Sort
 Word Study Books
 Word Walls
S T E P F I V E : V I S UA L S A N D VO C A BU L A RY
Sentence Stems
General Stems
 Used for multiple lessons and units
 Contain functional classroom
vocabulary
 Examples:
 In my opinion…
 One reason could be…
 I agree/disagree with ___
because….
Specific Stems
 Used with one lesson
 Contain low-frequency and content
specific vocabulary
 Examples:
 In my opinion, Picasso was a
____ artist because…
 One reason the harmony
doesn’t sound correct is…
 I agree with Jane when she
said _____ about the script
because…
7 S T E P S T O BU I L D I N G A N I N T E R AC TI V E
L A N G UA G E R I C H C L A S S R O O M
Step Six
Have students participate in structured
conversation.
EFFECTIVE STRUCTURED CONVERSATION
 Have one every day in every class
 Language must be accessible (do they know what the words mean?)
 Questions must be open ended
 Questions should be on a topic they have knowledge of
 Should be interesting to the students
 Use specific sentences starters and target vocabulary
 NO TEACHER CONTRIBUTIONS (take roll or something at this time)
STEP SIX
Three questions that will increase the W.I.T. and wisdom of your students’ responses in
class…
 Why do you think….?
 Is there another…?
 Tell me more about…
Students use only these stems at first when they are talking to a partner. They need to then
orally summarize what the partner said about the topic. At first it is ok to ‘listen only’ if the
student’s English level is low.
PREPARATION
 Teachers state the content objectives
 Taken from the state or national standards
 What are the students going to learn or be able to do today?
 Teachers state the language objectives
 Based on the four language components: Reading, Speaking, Writing,
Listening
 What language do you want the students to produce today?
 The selected standards for the content and language are posted so both the
students and teachers are clear on the focus of the lesson with the ultimate goal
of the students mastering the content while growing in academic English.
LANGUAGE OBJECTIVES
Huh?
How in the world do I write a
language objective?
LANGUAGE OBJECTIVES
There are four components to language:
Reading
Writing
Listening
Speaking
IT’S EASY!
1. What are the students going to read about art today?
2. What are the students going to listen to, listen for, etc. in your class
today?
3. What are the students going to write about in relation to your class today?
4. What are the students going to say during your lesson today in relation to
your class?
Definitions Knowledge Comprehension Application
Analysis
Synthesis Evaluation
Bloom’s Definition Remember previously learned information. Demonstrate an understanding of the facts. Apply knowledge to actual situations. Break down objects or ideas into simpler parts and find evidence to support generalizations. Compile component ideas into a new whole or propose alternative solutions. Make and defend judgments based on internal evidence or external criteria. Verbs •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Arrange Define Describe Duplicate Identify Label List Match Memorize Name Order Outline Recognize Relate Recall Repeat Reproduce Select State Classify Convert Defend Describe Discuss Distinguish Estimate Explain Express Extend Generalized Give example(s)
Identify Indicate Infer Locate Paraphrase Predict Recognize Rewrite Review Select Summarize Translate Apply Change Choose Compute Demonstrate Discover Dramatize Employ Illustrate Interpret Manipulate Modify Operate Practice Predict Prepare Produce Relate Schedule Show Sketch Solve Use Write Analyze Appraise Breakdown Calculate Categorize Compare Contrast Criticize Diagram Differentiate Discriminate Distinguish Examine Experiment Identify Illustrate Infer Model Outline Point out Question Relate Select Separate Subdivide Test Arrange Assemble Categorize Collect Combine Comply Compose Construct Create Design Develop Devise Explain Formulate Generate Plan Prepare Rearrange Reconstruct Relate Reorganize Revise Rewrite Set up Summarize Synthesize Tell Write Appraise Argue Assess Attach Choose Compare Conclude Contrast Defend Describe Discriminate Estimate Evaluate Explain Judge Justify Interpret Relate Predict Rate Select Summarize Support Value REFLECTION
• What did you learn today that will make a positive difference in your lesson
delivery?
• What will you take to your classroom for immediate implementation?
SIOP TRAINER
Tina Kelman
• Boyd High School
• ESL Teacher / LPAC Chair
• tkelman@mckinneyisd.net
• 469-525-5571