Dr. Laura Moak, Title III Program Specialist Laura_Moak@gwinnett.k12.ga.us
Gwinnett County Public Schools English Language Learner (ELL) Programs Beth Arnow, Director Suwanee, GA
MISSION: IMPOSSIBLE On what basis were team members selected? Who determined the plan of action? Which team members were most important? How did the team deal with setbacks? What determined the success of the mission?
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Teachers
MISSION: IMPOSSIBLE Team
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Content Objective Review the Sheltered Instruction Observation Protocol (SIOP) Model and training delivery options for GCPS Language Objective Discuss how the SIOP framework can impact teaching and learning
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Testing Data
Standards Content and WIDA
Content and Language Standardized Assessments
Quality Plus Teaching Strategies
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WIDA
•World Class Instruction Design and Assessment •5 Standards (Language of Language Arts, Math, Science, Social Studies, and Social/Instructional Language
ESOL AKS Mod/Int Plan
•Required for Direct, Consultative •Recommended for M1 •Performance Indicators (Language Function, Content Stem, Support)
•State Standards that meet NCLB
•Sample of instruction •Updated regularly •School choice on format •More detail for RTI process
ACCESS
Language Proficiency Levels
•Standardized assessment •Measures language development •4 Domains (Listening, Speaking, Reading, and Writing)
•5 Standards (see above) •Composite Score •Subtest Scores
•Direct Served (ACCESS 1.0-3.9; Pull-Out or Push-In)
•Consultative (ACCESS 4.0-4.9,
±CRCT Reading Comprehension)
•Monitored (ACCESS 5+ and ±CRCT Reading Comprehension)
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SIOP Model Framework for delivery of instruction based on grade-level content standards â—Ś NOT a program
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Eight components with thirty features
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SIOP coaching component
â—Ś Critical to framework implementation
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Observation Protocol
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Implementation variation by school
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Overview
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Lesson Preparation Building Background
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Comprehensible Input
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Strategies
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Interaction Practice and Application Lesson Delivery Review and Assessment 11
Objectives • Content (AKS) • Language
Content Concepts • Core Areas
Language Proficiency Levels
• Age and Grade Appropriate
• ACCESS Language Levels • Meaningful Activities
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Language + Content Stem + Support Function
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Categorize natural phenomena from real-life examples and give reasons for categorization scheme using general and some specific vocabulary in small groups
Language Functions
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Categorize natural phenomena from real-life examples and give reasons for categorization scheme using general and some specific vocabulary in small groups
Content Stem or Topic Derived from AKS
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Categorize natural phenomena from real-life examples and give reasons for categorization scheme using general and some specific vocabulary in small groups
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Type of Support
Personal Experiences
Past Learning Linked to New Concepts
Academic and Technical Vocabulary
Background Needed for Understanding 17
Bitte versuchen Sie nicht, schwere Kartons allein zu tragen! Eine bessere Idee ist, jemand zu finden, der dir helfen kann. Bitte lesen Sie alle anliegenden Unterlagen, bevor Sie mit dem Zusammenbauen anfangen. Falls Sie irgendwelche Probleme haben, bitte rufen Sie uns an: Wir stehen Ihnen rund um die Uhr gerne zur Verf端gung.
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Glossary tragen-to carry; to wear helfen-to help allein-alone nicht-not; don’t anliegenden-enclosed anrufen-to call Zusammenbauen-to put together Unterlagen-document
Bitte versuchen Sie nicht, schwere Kartons allein zu tragen! Eine bessere Idee ist, jemand zu finden, der dir helfen kann. Bitte lesen Sie alle anliegenden Unterlagen, bevor Sie mit dem Zusammenbauen anfangen. Falls Sie irgendwelche Probleme haben, bitte rufen Sie uns an: Wir stehen Ihnen rund um die Uhr gerne zur VerfĂźgung. 19
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• Rate of Speech
• Model Expectations
• Q+ Strategies
• Idioms
• Demonstrations
• Gestures
• Word Choice
• Sample of Finished Product
• Body Language
• Sentence Structures
• Pictures • Models
Appropriate Teacher Speech
Clear Explanation of Academic Tasks
Use of a Variety of Techniques
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Learning Strategies
Scaffolding Techniques
• Metacognitive
• Verbal
• Cognitive
• Instructional
• SocialAffective
Higher-Order Questioning • Bloom’s Taxonomy • WIDA Standards
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Clarify Concepts Sufficient Wait Time Grouping Configurations Frequent Opportunities for Interaction
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Integration of Listening, Speaking, Reading, and Writing Skills
Hands-On Practice with New Knowledge
Application of Content and Language Knowledge in New Ways
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Support Objectives During Lesson
Promote Student Engagement
Pace Lesson Appropriately 25
Review Lesson Objectives
Assess Lesson Objectives
Key Vocabulary
Regular Feedback on Student Output
Key Content Concepts
Assess Student Comprehension
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Lesson Preparation
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Building Background
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Comprehensible Input
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Strategies
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Interaction
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Practice/Application
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Lesson Delivery
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Review/Assessment
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Delivery Models
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Consecutive Days ` 3 Non-Consecutive Days ` 20 Distributed Seat Hours ` Online
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3 Consecutive Days May 2009 Middle Schools MS Principals/Teachers
SIOP 2009-2010
◦ 4 Middle Schools ◦ 1High School ◦ District Personnel
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Delivered during school day by GCPS trainers â—Ś 1 High School
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Provided opportunity for immediate implementation of components Substitutes funded by Title III Opportunity for follow-up coaching by GCPS staff
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20 seat hours outside school day â—Ś 1 High School â—Ś 1 Cohort of 2 Middle Schools
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Study a component, implement the features, and debrief the implementation Opportunity for follow-up coaching
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Introduction to SIOP Designed by Pearson Facilitated by Local Faculty One Required Face-to-Face or Elluminate Session All Work Completed Online
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Content Objective Review the Sheltered Instruction Observation Protocol (SIOP) Model and training delivery options for GCPS Language Objective Discuss how the SIOP framework can impact teaching and learning
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MISSION: IMPOSSIBLE Thank you!
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