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Running head: NEWCOMER STUDENTS AND THE SIOP MODEL OF

INSTRUCTION

Newcomer Students and the SIOP Model of Instruction


Griselle Arrieta-Rose
California State University Monterey Bay

IST526 Interactive Multimedia Instruction


Professor Challenger
Professor Lara
April 1, 2014

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

TABLE OF CONTENTS
PROBLEM ANALYSIS....................................................................................................2
TARGET AUDIENCE......................................................................................................4
LEARNING OBJECTIVES.............................................................................................5
ASSESSMENT INSTRUMENTS.....................................................................................8
INSTRUCTIONAL STRATEGIES.................................................................................9
INSTRUCTIONAL MATERIALS..................................................................................9
Release Form Permission to Show and Use by CSUMB...........................................10
APPENDICES..................................................................................................................11
References.........................................................................................................................12

PROBLEM ANALYSIS
The project stems from my current position as an English instructor at Seaside

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

High School in the Monterey Bay Unified School District (MPUSD). Currently, Seaside
High School has a population of 15 newcomer English Language Learners (ELLs).
Through interdisciplinary collaborations conducted as a Professional Learning
Community (PLC) with the English, Social Science, Science, and Mathematics
department, I have gathered that at school site lacks the required training to successfully
instruct newcomer students with specific language needs. Teachers at our site require
information regarding specific instructional strategies to support newcomer English
Language Learners in accessing the core curriculum and required standards.
In order to designate students as English Language Learners, our school site
utilizes the California English Development Test (CELDT), which includes five levels of
language proficiency in five different strands with an overall test score. Proficiency levels
for ELLs range from 1 to 5. Please see appendices for a sample chart demonstrating
proficiency levels. This group of ELL newcomer students has an overall English
proficiency level of either 1 or 2 as designated by the California English Language
Development Test (CELDT). Therefore, this newcomer group of ELL lacks the academic
language needed to succeed in their general education classes. Currently, general
education teachers at Seaside High School are in need of a training program regarding
English language development strategies that they can use to support this population of
newcomer ELL students. Currently, our school site does not have a training in place to
support general education teachers with the strategies necessary to instruct newcomer
ELL students at CELDT levels 1 and 2.
In order to support teachers with this population of newcomer students, this
project will train general education teachers on the basics of the Sheltered Instruction

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

Observation Protocol (SIOP) model. Training in this model will provide general
education teachers with effective language development strategies, which they can use in
their classrooms to support newcomer students speaking, listening, reading and writing
of the subject matter curriculum. Ideally, this training will provide general education
teachers with the necessary knowledge to utilize the SIOP model in their classroom.
Ideally, this training will help address general education teachers gap in knowledge
regarding SIOP strategies that will allow newcomer English Language Learners to access
the reading, speaking, listening and writing requirements of the California standards and
Common Core standards.
TARGET AUDIENCE
The target audience is high school instructors that teach general education classes,
grades 9-12 at Seaside High School, MPUSD. As the Intensive English teacher of
newcomer ELL students at my school site, I identified the problem from collaboration
meetings with other general education teachers. These general education teachers include
two mathematics teachers, two science teachers and three social science teachers.
Teachers may have some prior knowledge regarding effective strategies for teaching
ELLs, but may lack specific information regarding the SIOP model and its application for
teaching newcomer ELL students. Teachers will use the instructional product, an elearning module, within the school setting to prepare lessons with appropriate scaffolds
and strategies to support students. The SIOP model is geared towards providing
strategies and tools that general education teachers may use with their corresponding
subject matter and curriculum.

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

LEARNING OBJECTIVES
Objective #1:
Given a list of eight SIOP components and their definitions, general education teachers
will identify the correct definition of each component.
Domain and level- Cognitive Knowledge
Audience: General Education teachers
Behavior: match the correct SIOP component to its corresponding definition
Condition: while given a scrambled list of eight SIOP components and their definitions
Degree: 100% correct matching of SIOP component to its corresponding definition
Assessment: Using the list of SIOP components and their definitions, drag and drop to
match each component to its corresponding definition.
Type of Assessment- matching
Objective #2:
Given a list of eight SIOP components and their definitions, general education teachers
will identify a teaching strategy for each corresponding component.
Domain and level- Cognitive Knowledge
Audience: General Education teachers
Behavior: write one teaching strategy for each SIOP component
Condition: while given a list of eight components and their definitions
Degree: 100% correct accuracy of a teaching strategy for each component
Assessment: Using the list of SIOP components and their definitions, write down a
teaching strategy for each of the eight SIOP components.
Type of Assessment- short answer

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

Objective #3:
Given a 9th grade social studies lesson for newcomer students (CELDT level 1 and 2),
general education teachers will identify three appropriate teaching strategies for three
sections of the lesson plan.
Domain and level- Cognitive Application- general education teachers will use the
previously learned information about appropriate teaching strategies in a new situation
Audience: General Education teachers
Behavior: write three teaching strategies in the corresponding area of the given lesson
plan
Condition: while given a 9th grade social studies lesson plan
Degree: 100% correct use of appropriate teaching strategies for the three lesson plan
sections.
Assessment: Using this 9th grade social studies lesson plan, write an appropriate teaching
strategy for three sections.
Type of Assessment- short answer
Objective #4:
Given a list of 5 instructional objectives, general education teachers will identify three
language objectives.
Domain and level- Cognitive Knowledge
Audience: General Education teachers
Behavior: match three objectives to the correct label of language objectives
Condition: while given a scrambled list of 6 instructional objectives
Degree: 100% correct matching of the three language objectives
Assessment: Using the list of instructional objectives, identify three language objectives

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

by matching them (dragging and dropping) them to the corresponding location.


Type of Assessment- matching
Objective #5:
Given a list of 5 instructional objectives, general education teachers will identify three
content objectives.
Domain and level- Cognitive Knowledge
Audience: General Education teachers
Behavior: match three objectives to the correct label of content objectives
Condition: while given a scrambled list of 6 instructional objectives
Degree: 100% correct matching of the three content objectives
Assessment: Using the list of instructional objectives, identify three content objectives by
matching them (dragging and dropping) them to the corresponding location.
Type of Assessment- matching
Objective #6:
Given a list of six instructional objectives, general education teachers will differentiate
between a language objective and content objective.
Domain and level- Cognitive Analysis
Audience: General Education teachers
Behavior: write a short answer
Condition: while given a list six instructional objectives
Degree: 100% correct short answer
Assessment: Using the list of instructional objectives, choose a content objective and
language objective and compare and contrast them in a short response.
Type of Assessment- short answer

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

ASSESSMENT INSTRUMENTS
In order to assess general education in this module, I will align the assessment to the
instructional objectives. For example, for question items at the Blooms Knowledge
Cognitive Doman level, I will utilize multiple/choice, true/false, fill-in-the-blank and
drag and drop. In order to assess learners regarding the eight SIOP components, I will
provide a list of the components and assess learners through drag and drop and matching.
In order to engage learners at higher Blooms levels including application and analysis, I
will assess students with short answer and true/false questions. For objective six
mentioned above, learners will differentiate between a content and language objective by
comparing and contrasting these in a short answer. The assessment will have sentence
frames for learners to follow as they complete their response.
The following are sample assessment items specifically aligned to the learning
objectives:
a) Is the following a content objective: Students will read 3 paragraphs on the Black
Death? T / F True or False
b) In order to make this objective into a content objective, type in the correct verb:
Students will ___________(identify, read, listen) the steps by which the Black
Death affected Europe in the 14th century. Fill-In-The-Blank
c) Which of the following is part of building background: (a) language and content
objectives; (b) key vocabulary emphasized; (c) higher order questions; (d) group
work Multiple Choice
d) Compare and contrast following two objectives in a short answer

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

a. Students will read 3 paragraphs on the Black Death


b. Students will identify the sequence of events of the Black Death

INSTRUCTIONAL STRATEGIES
The instructional strategies for this module will include Gagnes Conditions of Learning
(1985). The module will gain the learners attention through an essential question, short
video, or picture. The learner will be informed of the learning objective for each part of
the module. The learner will be presented with information, a short video, picture or
essential question that stimulates recall of background knowledge. The information will
be directly presented through examples, videos, scenarios and pictures. The learner must
then perform a task with this information by answering a question or interacting with the
given scenario. The module will provide immediate feedback regarding the learners
performance when successful and unsuccessful through voice-over explanations and
captions. The learners performance will be assessed throughout the module with
multiple/choice, true/false, fill-in-the-blank and drag and drop, and short answer. The
module will support the learner in retention and transfer of the skills by building on the
previously taught information and by utilizing a variety of scenarios and examples that
will allow the learner to transfer the skill gained.
INSTRUCTIONAL MATERIALS
This e-learning module will include a multimedia-learning product with a variety of
instructional materials that will instruct general education teachers on the SIOP model.
The instructional materials will include:

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

Online videos through YouTube and instructional websites

Classroom instruction videos, specifically demonstrating implementation of

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SIOP strategies

Graphic organizers used with the SIOP models

Examples of sentences frames and academic language vocabulary used with the
SIOP model

Graphics on CELDT levels, SIOP model components and definitions

Graphics and sentence frames for content objectives and language objectives

Case-scenarios involving SIOP lesson planning, teaching strategies and


assessments

Photographs of classroom walls with specific subject matter sentence frames,


classroom language expectations, and with implementation of SIOP teaching
strategies

Release Form Permission to Show and Use by CSUMB


I, Griselle Arrieta-Rose, do allow the following free use of my ILM by the MIST
program and CSU Monterey Bay (except as restricted by the ownership/copyright
agreements of others as noted below.)

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

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Check [x] each box below that you agree to.


[X

] to freely show and use my module within the classroom setting (including

online within a protected LMS) to other students and instructors in the program;
and for program review by the University and the CSU System.
[ X ] to freely show and use my module as an example of MIST student work in
a limited public setting, such as at an educational conference.
[ X ] to freely show and use my module as an example of MIST student work on
the internet.
[ X ] to freely include my module as an example of MIST student work within a
software compilation, e-book , or textbook for public distribution.

Please note below any restrictions that you know of for any media you have used in your
module not owned by yourself that might need to be cleared with the owner/publisher,
before showing in some or all of the above areas that you checked.

Griselle Arrieta-Rose

Sign your name

April 1, 2014

Date
APPENDICES

The following is a sample chart utilized to designate the California English Language
Development (CELDT) scores for students in the 9th grade.
Proficiency Listening Speaking Reading Writing Comprehension Overall

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

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Levels
Beginning

230 - 444 235 - 422 320 - 520 220 - 469

275 - 482

251 - 463

Early

445 - 533 423 - 489 521 - 570 470 - 516

483 - 551

464 - 527

Intermediate 534 - 622 490 - 556 571 - 620 517 - 562

552 - 621

528 - 590

623 - 711 557 - 623 621 - 664 563 - 609

622 - 687

591 - 651

712 - 725 624 - 740 665 - 770 610 - 810

688 - 747

652 - 761

Intermediate
Early
Advanced
Advanced

References
Dick W., Carey L., & Carey J.O. (2009) The Systematic Design of Instruction.
Pearson: Saddle River, New Jersey.
California Department of Education (2013) [Sample chart of CELDT proficiency levels
and scores] CELDT Initial/Annual Scale Range Scores. Retrieved from
http://www.cde.ca.gov/ta/tg/el/cutpoints.asp
Common Core State Standards Initiative (2010). Common Core state standards for
English language arts & literacy in history/social sciences, science, and technical
subjects. Retrieved from http://www.corestandards.org/the-standards
J. Short, D., Echevarria, J., (1999) The Sheltered Instruction Observation Protocol: A Tool

NEWCOMER STUDENTS AND THE SIOP MODEL OF INSTRUCTION

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for Teacher-Researcher Collaboration and Professional Development.


Educational Practice Reports, pages 2-23.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to
college. San Francisco, CA: Jossey Bass.