ESOL Workshop
Includes ESOL Strategies to meet
Response to Intervention and the
Sheltered Instruction (SIOP) Model
By
Pamela Lorenzo
Educational Specialist in TESOL
ESOL Instructor for Brevard County
No Child Left Behind Act (NCLB)
Annual Measurable Achievement
Objectives (AMAOs) under Title III
Accountability for English Language
Learners (ELLS) is required under
NCLB as measured by annual
performance targets that must be
met by all Title III-funded Local
Education Agencies (LEAs)
http://www.fldoe.org/aala/amao.asp
Cultural Riches Chart
Puerto Rico
Music
Language
Food
China
Mexico
Cultural Diversity
1. Student's native culture should be
accepted and accommodated
2. The educational system should
seek to expand and enrich the
existing repertoire of teaching
styles, instructional activities, and
even administrative procedures to
provide for the cultural diversity of
students.
http://www.ncela.gwu.edu/pubs/classics/culture/applications.htm
Cultural Diversity
1. Useful components of the second
culture should be taught
2.
Students should expand and enrich
their repertoire of knowledge, skills,
and behaviors, and extend their
cultural competence
3.
Students should develop positive
biculturalism
http://www.ncela.gwu.edu/pubs/classics/culture/applications.htm
Standards for Effective
Teaching and Learning
1. Joint Productive Activity: Teacher and Students
Producing Together
2. Language Development: Developing Language
Across the Curriculum
3. Making Meaning: Connecting School to Students’
Lives
4. Cognitive Challenge: Teaching Complex Thinking
5. Instructional Conversation: Teaching Through
Conversation
Echavarria, J. (1998). Teaching language minority
students in elementary schools.
http://www.cal.org/crede/pdfs/ResBrief1.pdf
ESOL Strategies
1.
Teachers should use a variety
of instructional methods
whenever possible (including
visual and manipulative)
2.
Never assume there is one
best way to teach anything.
http://www.ncela.gwu.edu/pubs/classics/culture/applications.htm
Communication
BICS and CALP refer to a distinction introduced
by Cummins (1979) between basic interpersonal
communicative skills and cognitive academic
language proficiency. The distinction draws
attention to the very different time periods
typically required by immigrant children to
acquire conversational fluency in their second
language as compared to grade-appropriate
academic proficiency in that language.
Cummins, J. (1979) Cognitive/academic language proficiency,
linguistic interdependence, the optimum age question and some
other matters. Working Papers on Bilingualism, No. 19, 121-129
Parent Involvement
Parents made recommendations for improving parent
involvement in their school:
1. Changing the attitudes of school staff to “make the
parent feel more welcome”
2. Taking parents’ interests into consideration when
planning activities
3. Recognizing that even if parents cannot be present at
school, helping their children at home is also a
valuable contribution
4. Providing parents with knowledge about how to be
involved in a range of involvement opportunities.
Pena, Delores C. (2000)Parent Involvement: Influencing factors and
implications. The Journal of Educational Research, 94 (1), pp. 42-54.
http://www.floridapartnerships.usf.edu/pdfs/RTP_2007/Rsrch_Prac_Res
What is the Response To
Intervention Model?
1. Multiple tiers of evidence-based
instruction service delivery
2. A problem-solving method designed to
inform the development of interventions
3. An integrated data
collection/assessment system to inform
decisions at each tier of service delivery
http://www.florida-rti.org/RtI.pdf
What does Response to
Intervention look like?
Teacher Place
1.
2.
3.
4.
Time
Strategy Material
or Skill
How does Response to
Intervention apply to the
classroom?
1. Scientific research-based instruction is
delivered by highly qualified personnel
2. Curriculum and instructional approaches
must have a high probability of success for
most students
3. Differentiate instruction to meet individual
learning needs
http://www.florida-rti.org/RtI.pdf
Why is the Response to
Intervention used?
1. Data are used to guide instructional decisions
and to align curriculum and instruction to
assessment data
2. To allocate resources
3. To drive professional development decisions
4. To create student growth trajectories to target
and develop interventions
http://www.florida-rti.org/RtI.pdf
RTI Framework
Tier 1
is the foundation and consists of
scientific, research-based core
instructional and behavioral
methodologies, practices, and supports
designed for all students in the general
curriculum.
http://www.florida-rti.org/RtI.pdf
RTI Framework
Tier 2
consists of supplemental instruction
and interventions that are provided in
addition to and in alignment with
effective core instruction and behavioral
supports to groups of targeted students
who need additional instructional
and/or behavioral support.
http://www.florida-rti.org/RtI.pdf
RTI Framework
Tier 3
consists of intensive instructional or
behavioral interventions provided in addition
to and in alignment with effective core
instruction with the goal of increasing an
individual student’s rate of progress. Tier 3
interventions are developed for individual
students using a problem-solving process.
http://www.florida-rti.org/RtI.pdf
Collaboration with
Parents for RTI Model
Parent Involvement
Meaningful and effective parental/family
involvement is critical to student progress and
required by both NCLB and IDEA. It is vital
that parents be informed and involved at each
step in the process. Regardless of whether the
parent or the teacher initiated a concern,
parent involvement should be facilitated
throughout the process.
http://www.florida-rti.org/RtI.pdf
What is the problemsolving method for RTI?
1. Define the problem by determining the discrepancy between what
is expected and what is occurring. Ask, “What’s the problem?”
2. Analyze the problem using data to determine why the discrepancy
is occurring. Ask, “Why is it taking place?”
3. Establish a student performance goal, develop an intervention plan
to address the goal, and delineate how the student’s progress will
be monitored and implementation integrity will be ensured. Ask,
“What are we going to do about it?”
4. Use progress monitoring data to evaluate the effectiveness of the
intervention plan based on the student’s response to the
intervention plan. Ask, “Is it working?” If not, how will the
intervention plan be adjusted to better support the student’s
progress?
http://www.florida-rti.org/RtI.pdf
Support Websites for RTI
Problem Solving/Response to Intervention (PS/RtI)
(http://floridarti.usf.edu/)
Positive Behavior Support (PBS)
(http://flpbs.fmhi.usf.edu/)
Student Support Services Project (http://sss.usf.edu/)
Reading First
(http://www.justreadflorida.com/reading_first.asp)
Florida Center for Reading Research (FCRR)
(http://www.fcrr.org)
Florida Center for Research – Science, Technology,
Engineering and Math (FCR-STEM)
(http://www.fcrstem.org/center11.aspx)
Application of RTI to English
Language Learners
A challenge facing educators is the difficulty in
determining an English Language Learner’s (ELL) actual
learning potential using standardized intelligence
assessments and testing procedures. Educators often
misinterpret ELL’s lack of full proficiency in English as
low intelligence (Oller, 1991) or as a language or
learning disability (Langdon, 1989). RtI models hold
promise for preventing academic failure by providing
support for culturally and linguistically diverse students
within the general education environment. Ideally, this
will decrease the number of ELLs who are
inappropriately referred to and placed in special
education (Vaughn & Fuchs, 2003).
http://www.florida-rti.org/RtI.pdf
ESOL Standards
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TESOL Standards. Goal statements for LEP
students:
Use English to Communicate in social setting.
Use English to achieve academically in all content
areas.
Use English in socially and culturally appropriate
ways.
Best educational practices emerge when the
teachers understand and use both sets of standards
to guide them in making decisions about curriculum
and instruction. We have an obligation to provide
evidence of our teaching and student learning.
www.tesol.org
Speaking Rubric at www.tesol.org
Task Level
Linguistic Complexity
Vocabulary Usage
Language Control
1.Entering
Single words, set
phrases or chunks
of memorized oral
language
Highest frequency
vocabulary from
school setting and
content areas
When using memorized language, is generally
comprehensible; communication may be significantly
impeded when going beyond the
highly familiar
1.Beginning
Phrases, short oral
sentences
General language
related to the
content area;
groping for
vocabulary when
going beyond the
highly familiar is
evident
When using simple discourse, is generally
comprehensible and fluent; communication may be
impeded by groping for language structures or by
phonological, syntactic or
semantic errors when going beyond phrases and short,
simple sentences
1.Developing
Simple and expanded
oral sentences;
responses show
emerging complexity
used to add detail
General and some
specific language
related to the
content area; may
grope for needed
vocabulary at times
When communicating in sentences, is generally
comprehensible and fluent;
communication may from time to time be impeded by
groping for language structures or
by phonological, syntactic or semantic errors, especially
when attempting more complex oral
discourse
1.Expanding
A variety of oral sentence lengths of
varying linguistic complexity; responses
show emerging cohesion used to
provide detail and clarity
Specific and
some technical
language related to
the content area;
groping for needed
vocabulary may be
occasionally evident
At all times generally comprehensible and
fluent, though phonological, syntactic or semantic
errors that don’t impede the overall
meaning of the communication may appear at times;
such errors may reflect first language
interference
1.Bridging
A variety of sentence lengths of varying
linguistic complexity in extended oral
discourse; responses show cohesion and
organization used to
support main ideas
Technical language
related to the
content area;
facility with needed
vocabulary is
evident
Approaching comparability to that of English proficient
peers in terms of comprehensibility
and fluency; errors don’t impede
communication and may be typical of those an English
proficient peer might make
Writing Rubric at www.tesol.org
Task Level
Linguistic Complexity
Vocabulary Usage
Language Control
Reaching
A variety of sentence
lengths of varying linguistic complexity in a single
tightly organized paragraph or in well-organized
extended text; tight cohesion and organization
Consistent use of just the right word in
just the right place; precise Vocabulary
Usage in general, specific or technical
language.
Has reached comparability to that of English
proficient peers functioning at the “proficient” level
in state-wide assessments.
Bridging
A variety of sentence
lengths of varying linguistic complexity in a single
organized paragraph or in extended text; cohesion
and organization
Usage of technical language related to
the content area; evident facility with
needed vocabulary.
Approaching comparability to that of English
proficient peers; errors don’t impede
comprehensibility.
Expanding
A variety of sentence lengths of varying linguistic
complexity; emerging cohesion used to provide
detail and clarity.
Usage of specific and some technical
language related to the content area;
lack of needed vocabulary may be
occasionally evident.
Generally comprehensible at all times, errors don’t
impede the overall meaning; such errors may reflect
first language interference.
Developing
Simple and expanded sentences that show
emerging complexity used to provide detail.
Usage of general and some specific
language related to the content area;
lack of needed vocabulary may be
evident.
Generally comprehensible when writing in sentences;
comprehensibility may from time to time be impeded
by errors when attempting to produce more complex
text.
Beginning
Phrases and short sentences; varying amount of
text may be copied or adapted; some attempt at
organization may be evidenced.
Usage of general language related to the
content area; lack of vocabulary may be
evident.
Generally comprehensible when text is adapted from
model or source text, or when original text is limited
to simple text; comprehensibility may be often
impeded by errors.
Entering
Single words, set phrases or chunks of simple
language; varying amounts of text may be copied
or adapted; adapted text contains original
language.
Usage of highest frequency vocabulary
from school setting and content areas.
Generally comprehensible when text is copied or
adapted from model or source text;
comprehensibility may be significantly impeded in
original text.
Sheltered Instruction
Observation Protocol
Lesson Plan Checklist for SIOP
The Sheltered Instruction Observation Protocol (SIOP)
I. Preparation
1. Write content objectives clearly for students:
2. Write language objectives clearly for students:
3. Choose content concepts appropriate for age and educational
background level of students.
4. Identify supplementary materials to use (graphs, models, visuals).
5. Adapt content (e.g., text, assignment) to all levels of student
proficiency.
List ideas for adaptation:
6. Plan meaningful activities that integrate lesson concepts (e.g.,
surveys, letter writing, simulations, constructingmodels) with
language practice opportunities for reading, writing, listening, and/or
speaking (www.cal.org)
SIOP Model: Instruction
II. Instruction
Building Background
7. Explicitly link concepts to students’
backgrounds and experiences
8. Explicitly link past learning and new concepts.
9. Emphasize key vocabulary (e.g., introduce,
write, repeat, and highlight) for students.
List key vocabulary
(www.cal.org)
SIOP Model:
Comprehensible Input
Comprehensible Input
10. Use speech appropriate for students’
proficiency level (e.g., slower rate,
enunciation, and simple sentence
structure for beginners).
11. Explain academic tasks clearly.
12. Use a variety of techniques to make
content concepts clear (e.g., modeling,
visuals, hands-on activities, demonstrations,
gestures, body language). (www.cal.org)
SIOP Model: Strategies
Strategies
13. Provide ample opportunities for students to use
strategies, (e.g., problem solving, predicting,
organizing, summarizing,categorizing, evaluating, selfmonitoring).
14. Use scaffolding techniques consistently (providing the
right amount of support to move students from one
level of understanding to a higher level) throughout
lesson.
15. Use a variety of question types including those that
promote higher-order thinking skills throughout the
lesson (literal, analytical, and interpretive questions).
(www.cal.org)
SIOP: Interaction
Interaction
16. Provide frequent opportunities for interaction and
discussion between teacher/student and among
students about lessons concepts, and encourage
elaborated responses.
17. Use group configurations that support language and
content objectives of the lesson.
List the grouping types:
18. Provide sufficient wait time for student responses
consistently.
19. Give ample opportunities for students to clarify key
concepts in L1 as needed with aide, peer, or L1 text
SIOP: Practice and Apply
Practice/Application
20. Provide hands-on materials and/or
manipulatives for students to practice using
new content knowledge.
21. Provide activities for students to apply content
and language knowledge in the classroom.
22. Provide activities that integrate all language
skills (i.e., reading, writing, listening, and
speaking). (www.cal.org)
SIOP: Lesson Delivery
Lesson Delivery
23. Support content objectives clearly.
24. Support language objectives clearly.
25. Engage students approximately 90100% of the period (most students taking
part and on task throughout the lesson).
26. Pace the lesson appropriately to the
students’ ability level. (www.cal.org)
SIOP: Review and
Evaluation
III. Review/Evaluation
27. Give a comprehensive review of key
vocabulary.
28. Give a comprehensive review of key content
concepts.
29. Provide feedback to students regularly on
their output (e.g., language, content, work).
30. Conduct assessments of student
comprehension and learning throughout
lesson on all lesson objectives (spot checking,
group response).
(www.cal.org)