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99 Ideas and Activities for Teaching English Learners with the SIOP® Model MaryEllen Vogt California State University, Long Beach Jana Echevarría California State University, Long Beach p r e f a c e a n d a c k n o w l e d g e m e n t s Over the past decade, we have worked with thousands of teachers and administrators throughout the United States and several other countries as they have implemented the SIOP® Model. The term SIOP® (pronounced sigh-op), the acronym for the Sheltered Instruction Observation Protocol, has become widely known as an empirically validated approach for implementing effective sheltered content instruction for students who are acquiring English as a second (or multiple) language. The SIOP® Model, derived from the SIOP® observation protocol, includes eight instructional components and thirty features that, when used in combination consistently and systematically, have been found to improve English learners’ academic achievement (Echevarria, Short, & Powers, 2006; Echevarria, Vogt, & Short, 2008). This book responds to frequent requests from elementary and secondary teachers for additional teaching ideas, activities, and approaches that can be used to effectively imple- ment the SIOP® Model. The ideas and activities, as well as other information within this book, are grouped within each of the eight SIOP® components. Criteria for Selecting the Ideas and Activities As you look through this book, you will undoubtedly recognize some familiar ideas and activities; we hope you will also find new approaches and support for making the content you teach more comprehensible for English learners (and other students). These ideas and activities were selected according to the following criteria: ● They focus on providing English learners with practice and application of key content and language concepts; ● They promote students’ interactions with each other and with the teacher; ● They provide opportunities for students to use English while reading, writing, listen- ing, and speaking; ● They can be implemented with ease for nearly any subject area or grade level; ● They provide information for the teacher to use for review and assessment of content and language objectives. The SIOP® Model serves as an instructional framework for sheltered instruction that values effective, research-based, and time-honored teaching practices. Many of the coop- erative learning and other techniques you already use are appropriate to include in SIOP® lessons. These new ideas and activities have been recommended by experienced SIOP® teachers and will add to your repertoire, further enhancing your instruction and your stu- dents’ learning. v About This Book If you are currently teaching or working with teachers, it is important to remember that activities are not the end; they are the means to the end. The end, of course, is mastery by all students of content objectives, language objectives, and district/state content standards. Although some teachers just want “use-tomorrow” activities for activities’ sake, as fellow teachers, coaches, and supervisors, we all have a responsibility to help these teachers learn to use a variety of instructional techniques in a purposeful, thoughtful, and careful manner to maximize student achievement. Content and Language Objectives It is our expectation that anyone who is reading this book has already read the core text, Making Content Comprehensible for English Learners: The SIOP® Model (3rd Ed., Echevarria, Vogt, & Short, 2008). This book is essential for a thorough understanding of the SIOP® Model, which includes the need for explicit content and language objectives for each and every sheltered content lesson. If you have participated in SIOP® training, you know the critical importance of including content and language objectives that are explic- itly stated, shared in writing, and presented orally to students. Our research confirms that content and language objectives must guide the selection of appropriate and meaningful activities; activities that provide English learners with var- ied opportunities to practice and apply content knowledge at the same time ELs are devel- oping English proficiency. The lesson-level content and language objectives must be observable (the teacher or observer should be able to see students actively working to meet an objective), and measurable (the teacher or observer should be able to determine whether students are making progress toward or have met each objective). Learning behaviors, therefore, must be stated very specifically, such as: “Students will be able to identify three reasons why. . .”; “Students will be able to compare and contrast two perspectives related to. . .”; “Students will be able to classify into three groups the follow- ing. . .” These objectives could also be stated as “I can. . .” statements to better facilitate stu- dent understandings: “I can identify three reasons why. . .”; “I can compare and contrast two perspectives related to. . .”; or “I can classify into three groups the following. . .” Note that on these somewhat generic objectives, we left off a specific subject area or topic. For a given lesson, the topic must be included: “The student will be able to (or “I can”) compare and contrast the perspectives of Civil War Generals Ulysses S. Grant and Robert E. Lee regarding strategies for winning the war in 1863.” Or: “I can compare and contrast a square and a rectangle.” Note that these sample objectives are observable and measurable by the teacher. Content and language objectives are included as examples for nearly all of the ideas and activities in this book. Many are stated somewhat generically with the expectation that you will insert the topic/subject area you are teaching just as we did above. On these objec- tives you will see the parenthetical words, “a topic.” For example, with the Anticipation/Reac- tion Guide (p. 82) in the Strategies section, you find the following content objective: “Students will be able to agree or disagree about Anticipation statements written about (a topic).” If the subject you are teaching is social studies/current events, and the topic is cap- ital punishment, your content objective for the students might read: “I can agree or dis- agree with Anticipation statements about capital punishment.” A language objective might be: “I can orally or in writing justify my reasoning for agreeing or disagreeing with Antici- pation statements about capital punishment.” p r e f a c e a n d a c k n o w l e d g e m e n t s vi vii For example, when teaching second graders a unit on Our Community in social studies, write five Anticipation statements about what children can do to make their com- munities a better place. A content objective might be: Students will be able to agree or disagree with statements about their roles in their community and give reasons for their positions. A language objective might be: Students will be able to complete sentences about their community and share them orally with their partner using one of the following sen- tence stems: “I agree with this statement because. . .” “I disagree with this statement because. . .” ● For younger children (K-2), the stems might be: “I say yes because. . .” “I say no because. . .” Our purpose in providing generic objectives is to help you learn how to frame objec- tives for your English learners. Remember that all lesson objectives, both content and lan- guage, must be generated from actual content; your district and/or state standards will most likely serve as your guide. Never introduce generic objectives to students such as, “The students will use a Venn diagram,” or “The students will complete a graphic organ- izer.” The objectives do not spring from the activity; they are generated by the key content and language concepts being taught. State specifically the learning behaviors you plan to elicit (e.g., explain, diagram, discuss, predict, summarize, draw, list, etc.). Include the spe- cific content and language concepts you are teaching and reinforcing. Lesson Plans At the end of each chapter for six of the SIOP® components (Building Background, Com- prehensible Input, Strategies, Interaction, Practice/Application, Review/Assessment) you will find two comprehensive lesson plans, one written at the elementary and one at the secondary level. These are complete lessons that illustrate how you might use an idea or activity in the respective component to implement the features of the SIOP® Model. Despite the fact that we have included instructional ideas and activities here component by component, in reality the SIOP® Model integrates the components (and thus the features) throughout a lesson. Accomplished SIOP® teachers don’t plan a lesson one component at a time; their lessons demonstrate the overlap, interrelatedness, and integration among the SIOP® components. For example, an activity such as The Insert Method (p. 33) might activate prior knowledge and build students’ backgrounds, but it can also make content comprehensible by teaching learning strategies (such as monitoring comprehension), promoting interaction between partners, and providing for practice and application of the key content and language concepts. During a lesson with The Insert Method, teachers continually review and assess students’ understanding. Although an idea or activity “resides” within one or two compo- nents in this book, in reality these activities support and reinforce student learning of key content and language concepts across the components and features of the SIOP® Model, from lesson to lesson. This important point is illustrated by each of the lesson plans at the end of the chapters. p r e f a c e a n d a c k n o w l e d g e m e n t s Note how the lesson plans are derived from the content and lesson objectives. Within each lesson plan, the content and language objectives are numbered (such as 1, 2, etc.). Follow across the page (left to right) and you will find meaningful activities that are also numbered (1.1, 2.1). The activities were specifically selected so that students can practice and apply the key content and language concepts described in the objectives. You will also see that the teachers assessment of student learning corresponds to the numbers of the les- son’s content and language objectives. The lesson plans all incorporate ideas and activities from this book, and they were created to illustrate how to promote student attainment of the respective content and language objectives. Finally, the lesson plans span a variety of grade levels to encourage the use of these ideas and activities across the pre-K-12 continuum. Most of the activities can be used at any grade level, but several are most effective in the lower or upper grades and these have been identified accordingly. Acknowledgements We have made every attempt to identity the originators of the ideas and activities that are included in this publication; we thank them for their creative, effective approaches to teaching and learning. If you know of anyone that we did not include, please let us know. We enthusiastically acknowledge our reviewers, whose insights, understanding of the SIOP® Model, helpful suggestions, and additional ideas and activities were greatly appre- ciated. They include: Julia S. Austin, University of Alabama, Birmingham; Gwendelyn Silva, California State University, Fullerton; Karen Fichter, Zebulon GT Magnet Middle School; Carla Dudley, Oak Mountain Intermediate School. We are grateful to five expert SIOP® teachers for their help with this book: Angie Medina, who shared many ideas that she and her colleagues in the Long Beach Unified School District have used with their English learners; Nicole Teyechea, a SIOP® Institute National Faculty member who created, with Melissa Castillo, the effective lesson plan for- mat; Kendra Moreno, for her help with ideas and lesson planning; Sarah Russell, a SIOP® National Faculty member and superb ESL teacher, and Melissa Castillo, also a member of the SIOP® Institute National Faculty, for her creative and well-written lesson plans, addi- tional teaching ideas and activities, and expertise in teaching with the SIOP® Model. We have learned a great deal from these extraordinary educators about teaching and learning with the SIOP® Model. Finally, we express our thanks to our SIOP® colleague and friend, Deborah Short, and to our families who lovingly (and with great patience) support our work. mev je p r e f a c e a n d a c k n o w l e d g e m e n t s viii a g u i d e t o u s i n g t h i s b o o k The name of the activity Value Line ® COMPONENT: Strategies (and Interaction) (Temple, 1998; Vogt, 2000) Grade Levels: All Subject Areas: All Grouping Configuration: Small groups, whole class Approximate Time Involved: 15 minutes Materials: None Description: A Value Line requires that students apply knowledge they have just learned, draw on past learning and experiences, and take a position (i.e., state their values) about difficult topics. High school students might study a piece of pending legislation intended to establish a parent’s right to know over a teenager’s right to privacy. After reading and discussing the legislation, two students “in character” serve as advocates for each position, urging class members to take one of the advocated positions (parents’ rights/students’ rights). The mock debate (ends of the Value Line) incorporates clear arguments and specific support for the respective viewpoints. When the advocates finish arguing their position, the other students take a position on the spectrum; one end of the Value Line represents the parents’ right to know and the other represents the students’ privacy rights. Before they assume their place on the spectrum (an imaginary line that bisects the classroom), students negotiate with those around them to determine where they belong on the line. While doing this, the students also attempt to persuade their class members to move toward one position or the other. At the end of the exercise class members articulate why they chose a particular spot and what perspectives on the topic people standing to their left or the right held. Value Line can be modified by having students assume an identify other than their own; historical figures or literary characters they then take a stand on the line about a topic or event relevant to them. All students assume a character’s identity as they take a stand, defend their positions, and try to persuade other characters to move toward one end or the other. For example, in the classic story “The Lottery” by Shirley Jackson (1982), the ends of the line would represent “yes” or “no” positions in answer to the question: “Should the town’s annual lottery continue?” Students assume the role of the townspeople arguing for one position or the other until everyone has taken a stand. Younger students can be involved in this same activity using stories, and the decisions and choices characters must make. Questions such as, “What do you think you would do?” or “What do you think Ramona should do?” can be used to coach students. They can then begin to see how their own choices might be similar to or different from those of their favorite characters in picture books. Some teachers believe that English learners cannot participate in an activity such as Value Line. While ELs may need scaffolding to understand the content concepts, as good thinkers they can certainly “take their stand” along the line and with a partner, to explain why they have assumed their stance. c h a p t e r 5 / Strategies 94 IS OP® OBSERVATION PROTOCOL SHELTERED INSTRUCTION 95 SIOP® Connection Content Objective: Students will be able to (SWBAT) . . . ● Demonstrate their knowledge and understanding of (topic) by assuming a place along a continuum of perspectives (the Value Line). Language Objectives: Students will be able to (SWBAT) . . . ● Orally explain to students around them why they have assumed the position they have on the Value Line, using the following sentence frame: “I am standing here on the Value Line because .” ● Attempt to convince other students to change their position by using the following sentence frame: “I think you should move over here because .” Which of the eight components the activity supports A detailed description of the activity How the activity supports the SIOP® Model Specific content and language objectives for each activity ix Ideas and Activities for Teaching Strategies Overview of the Building Background Component Cognitive psychologists have described how learners develop understandings through connections they make among those things they know and have experienced, and those things they are learning. Research supports teachers’ explicit activation of students’ prior knowledge, and the building of background for those students who may lack prior knowledge of a particular content topic. These linkages of “schemata” help us all learn new information by helping us connect what we know and experience to what we are learning. All English learners come to school with varied experiences, but not all of their back- ground knowledge matches what they need to know to be successful in U.S. schools. This c h a p t e r 3 Building Background mismatch in schemata, in what students have learned and/or experienced, may prevent them from making necessary connections between past and present learning. It is important therefore, that teachers not only activate students’ prior knowledge, but also build background for those who have these gaps in their understandings and back- ground knowledge. This requires teachers to make very explicit connections between what has been taught in the past (“past learning”). Teachers also must include the explicit and purposeful development of vocabulary to foster comprehension. To enable students to meet grade level content standards, some SIOP® teachers find it beneficial to offer a mini-lesson, or “jump start,” to help fill in gaps. It is critical that teachers systematically and purposefully activate students’ prior knowledge (determining what they already know and can do related to the topic), and systematically and purpose- fully develop background information when there is a mismatch or gap. The Building Background component includes these features: 7. Concepts explicitly linked to students’ background experiences. 8. Links explicitly made between past learning and new concepts. 9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see). c h a p t e r 3 / Building Background 24 Ideas and Activities for Building Background 33 The Insert Method COMPONENT: Building Background (RWCT Project of the International Reading Association) Grade Levels: 3–12 Subject Levels: All Grouping Configuration: Partners, Small Groups, Whole Class, Individual Materials: Informational or expository text duplicated on paper students can write on Description: In partners, students read a nonfiction article using the following coding system, inserting the codes directly into the text they are reading: ● A check (√) mark indicates a concept or fact that is already known by the students. ● A question (?) mark indicates a concept or fact that is confusing or not understood. ● An exclamation mark (!) indicates something that is new, unusual or surprising. ● A (+) indicates an idea or concept that is new to the reader. When the partners have concluded reading and marking the text, they share their markings with another set of partners. As misconceptions or misunderstandings are cleared up, the question mark is replaced with an asterisk (*). Following this small group work, the text is discussed with the teacher and the whole class. IS OP® OBSERVATION PROTOCOL SHELTERED INSTRUCTION