NC SIOP Reunion :
Making Sheltered Instruction
Operational
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
80%
70%
60%
50%
40% 1st Generation
30% US Born
20%
10%
0%
NC Students
2006-07 LEP Students in NC
16000
14000
12000
10000
Outside US
8000
US Born
6000
4000
2000
0
t
d
K
h
h
h
h
h
h
d
th
th
th
1s
4t
5t
6t
7t
8t
9t
3r
2n
10
11
12
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 8th-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
Lesson
Preparation
Objectives
Content 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
Language functions /school language
(define, describe, explain, classify, compare,
summarize, …)
Language structures (questions, past tense, writing
a sentence, writing a paragraph)
Academic 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 High-Use Words
• colony, colonist (in all subjects and grades)
• independence, independent
• Patriot
• to protest, a protest
• Loyalist
• impact
• Stamp Act • perspective
• traitor • signify, significance,
significant, significantly
Language Objectives answer the
question…
“What language do students
need to complete the assigned
task?”
text type
cause and effect
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?”
some experience
novice
“What strategies will help make this
language accessible?”
use of
cognates
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 content
about math operations
using realia or manipulatives
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/ Beginning/ Developing/ Expanding/ Bridging/ Superior
Novice Low Novice High Intermediate Intermediate Advanced
Low High
NL 5.01 using NH 5.01 using IL 5.01 using IH 5.01 using A 5.01 using S 5.01 using
basic content basic content expanded expanded extensive extensive
vocabulary vocabulary content content content content-
with non- with simple vocabulary in vocabulary vocabulary in specific
verbal or words and phrases and with simple a variety of vocabulary in
pictorial phrases, given simple sentences in sentence expanded
representation, extensive sentences, discourse, structures in discourse,
given support. given given discourse, primarily
extensive extensive moderate given independently.
support. support. support. occasional
support.
Both WIDA/TESOL and Revised NC
ELD SCS highlight academic language
and levels of support
Explain uses of information Sample MPI for
about math operations using ELP WIDA Standard #3
(Language of Mathematics)
realia or manipulatives
Speaking Domain
Grade cluster 6-8
WIDA ELP Level 4
using expanded content
NC ELD SCS
vocabulary with simple
Objective 5.02 (Mathematics)
sentences in discourse,
IH 5.01
given moderate support.
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 Explain to a partner why
least to greatest. your statements are
2. Use , or = to true using a number
make each sentence line. Use these
true. 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 soiI: 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
Effects of environment
Language: vocabulary & patterns
• 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.
One consequence of smoking is ___________.
Smoking leads to _____________.
Smoking causes _____________.
Smoking increases the risk of _____________.
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.
Content
Language: vocabulary & patterns Revolutionary War
• sequence
• cause & effect
• evaluate
Objectives
CONTENT LANGUAGE
• Complete a timeline • In the reading,
listing the events highlight the colonial
leading up to the action in blue and the
Revolutionary War. British reaction in red.
• Explain to a partner
your timeline. Use the
words first, second,
then to show
sequence.
Objectives
CONTENT LANGUAGE
• Select the 3 most • In writing, summarize the
significant events 3 most significant events
which led to the which led to war.
Revolutionary War. _______ was the most
significant event because
_________________.
The significance of
_____cannot be
overstated. It _________.
________ 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 Works of art
• X is ______ while y is _________.
• X is different from y in that _______
• Both x and y are __________________.
• X is more _____________ than y.
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
cells: structure
Language: vocabulary & patterns function
• 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 ___________.
Content Objective: Identify the structure
of a cell.
Language Objectives:
• Explain to a partner the structure of a cell.
The _____ consists of ___________.
The ____ is made up of __________________.
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:
Language Objective: and animal cells to a
Describe the structure of plant
partner using the comparative form.
Both plant cells and animal cells contain _______.
A plant cell contains a nucleus. An animal cell also
contains a nucleus.
Plant cells contain vacuoles, whereas animal cells often
do not have vacuoles.
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: Solve two-step
equations (3x-10=14)
Language Objective:
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
Identify objective‟s components
Isolate key vocabulary and sentence
patterns
Incorporate 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:
Discipline specific
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 cone-
shaped. 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/CREATE2007/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!