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SIOP & research 1
The SIOP Model
TESOL Instructional practices
SIOP & research 2
OUTLINEWhat is SIOP?What are its components?What struggle teachers with most?What are essential Lesson Plan
components?What are research findings on
which SIOP is based?
SIOP & research 3
Food for thought“ …educators have begun to
realize that the mastery of academic subjects is the mastery of their specialized patterns of language use, and that language is the dominant medium through which these subjects are taught and students’ mastery o them tested.” (Lempke, 1988, p.1)
SIOP & research 4
What is SIOP?S = ShelteredI = Instructional O = ObservationP = ProtocolSIOP was started by Echevarria &
Short to assist teachers in improving their adaptations for ELLs in L2 taught classes.
SIOP & research 5
What is SIOP?Sheltered instruction is
one of the instructional models that uses English only.
Not a set of additional or replacement instructional techniques for the content area classroom with native speakers.
An instructional form to extend time ELLs have for language support services while providing content area information required for graduation.
Wide-spread and exists in many variations
SIOP & research 6
What is SIOP?SIOP includes specific lesson planning and
delivery suggestions and teacher observation protocols
Sheltered instruction includes strategies such as Cooperative learning,Explicit, targeted vocabulary developmentSlower speech with clear enunciation and fewer
idiomatic expressionsVisuals, demonstrations and hands-on learningText adaptationsHomework adaptationsSupplementary materials
SIOP & research 7
What is SIOP?SIOP is research based and validated
through multiple studies.SIOP is used in SC school districts to
meet ELL students’ needs.improve academic English in all content areasby being engaged in content area learning in L2
SIOP & research 8
SIOP Components or Features(1) Content objectives must be clearly
stated, displayed and reviewed with students
(2) Language objectives must be clearly stated, displayed and reviewed with students.
(3) Content concepts must be appropriate for age and educational background of ELLs.
(4) Supplementary materials must be used to a high degree.Manipulatives, realia, pictures, visuals,
multimedia, demonstrations
SIOP & research 9
SIOP Components or Features (5) Adaptations of content to all levels of
student proficiency must be providedGraphic organizersOutlines (culture-sensitive for linearly and circularly
processing students)Leveled study guidesHighlighted textsTaped textsAdapted texts (Dr. Costner’s presentation) Jigsaw text readingMarginal notesTexts in ELLs’ L1
SIOP & research 10
SIOP Components or Features (6) Provide Meaningful activities that integrate
Lesson concepts with language practice opportunities. Here the SIOP protocol and lesson planning guides are helpful.
(7) Concepts are explicitly linked to to students’ background experiencesProvide background and discuss orally (video, read
aloudPartner reading that includes checking off a list to
indicate what you know and do not know or what is confusing
(8) Provide explicit links between past learning and new concepts
SIOP & research 11
SIOP Components or Features (9) Emphasize key vocabulary and make it a
multisensory learning experience (see, say, write, act) Highlight word patterns and their meanings (Ida Ehrlich (2001).
Instant Vocabulary, Penguin Books) Differentiate between function/processing words and content
words Word sorts with and without pictures for content vocabulary preselect key vocabulary (5 by 5) Personal dictionaries (multilingual0 Word walls with content vocabulary and images Concept definition maps Generate words that carry a particular pattern (groups) Self-assessment of word knowledge Vocabulary games (see website: www.linguisystems.com) Word study books
SIOP & research 12
SIOP Components or Features (10) Use speech that is appropriate for
students’ proficiency levelsSentence complexityVocabularyGesturesPaceEnunciationsRepetitions supported with gesturesIdiom use
(11) Provide clear explanations of academic tasks in simple language
SIOP & research 13
SIOP Components or Features (12) Use a variety of techniques to make content
concepts clear Gestures Model task, process or assignment (do what you say students
are to do) Preview material for optimal learning Allow alternative forms for expressing understanding of
information Use multimedia and other technologies Repeated exposure to words, concepts, and skills Sentence strips to review events/facts/ problems solving steps
with and without images Concrete, realistic models and hands-on working in small
increments Graphic organizers Audiotapes for comprehension as oral language usually
develops faster than written language
SIOP & research 14
SIOP Components or Features (13) Provide ample opportunities for students
to use/apply learning strategies: metacognitive, cognitive, and social/affective strategies, Mnemonic devicesAcronyms for test taking, study and writing tasksGraphic organizersDirected- Reading Thinking activities (DRTA)Listening and reading comprehension strategiesRehearsal strategiesSee also CALLA (O’ Malley & Chamot, 1987;1994)
SIOP & research 15
SIOP Components or Features(14) Consistently use scaffolding
techniques to assist and support student understanding and information retention ParaphrasingThink-aloudsReinforce contextual definitionsProvide correct pronunciation by repeating
student responsesSlow down speech, increase pauses, speak
in phrases
SIOP & research 16
SIOP Components or Features(15) Use a variety of questions or tasks
that promote HOTS
(16) Provide frequent opportunities for discussion and interactionGamesCommunication through technologyPerforming, actingPair dialogue and sharing of informationShow and tell
SIOP & research 17
SIOP Components or Features (17) Support language and content objective
through grouping configurations.
(18) Provide sufficient wait time for student responses.50-50 television show modelPhone a friend
(19) Provide ample opportunity for students to clarify key concepts in L1
SIOP & research 18
SIOP Components or Features (20) Provide hands-on materials and
manipulatives for students to practice using the new content in context.
(21) provide activities that allow students to apply content and language knowledge together.
(22) Integrate all language skills into content area instruction.
(23) Content objectives must be clearly supported by lesson delivery.
SIOP & research 19
SIOP Components or Features(24) Language objectives must be
clearly supported by lesson delivery.
(25) Students are engaged 90-100% of the time.
(26) Pace lesson delivery according to students’ ability levels.
SIOP & research 20
SIOP Lesson Plan Components
StandardsThemeMeasurable Content objectivesMeasurable language objectivesExplicit listing of key vocabularyExplicit listing of supplemental
materials
SIOP & research 21
SIOP Lesson Plan Components
Lesson Plan Sequence with Motivation, pre-knowledge activationModeling of new contentPractice scaffolded from intense to minimal
guidanceReview of content by studentsPost lesson assessment of objectivesExtension/homeworkREFLECTIONS on what worked and did not
work and what, therefore to focus on next
SIOP & research 22
ELL research findingsThe National Literacy Panel on
Language Minority Children and Youth (NLP) conducted a summary of research on ELL instruction, second language acquisition, crosslinguistic and sociocultural factors, ELL assessment and professional development conducted by (August & Shanahan, 2006), the following research-based statements can be made:
SIOP & research 23
ELL research findings(1) ELLs benefit from instruction in the
key components of reading as defined by the National Reading Panel (NICHD, 2000); This includes explicit instruction in Phonemic awareness, letter-sound
awareness, fluency, vocabulary, and text comprehension
SIOP & research 24
ELL research findings (2) Explicit instruction in these 5 areas is
necessary but not sufficient to teach ELLs to read, write and spell proficiently in English.Oral language proficiency for social and academic purposes is necessary also.
(3) Oral proficiency and literacy in the student’s L1 will facilitate development of literacy in L2 (English). Literacy in L2 can also be developed in L2 without literacy proficiency in L1.
SIOP & research 25
ELL research findings(4) Individual student characteristics
and history of migration play a significant role in L2 literacy development.
(5) Home language experiences can contribute to L2 (English) literacy development. However, there is limited research on the influence of socio-cultural factors on L2 acquisition processes.
SIOP & research 26
ELL research findingsResearchers from the National Center for
Research on Education, Diversity and Excellence (CREDE), a federally funded research center until recently, conducted a second major review of L2 literacy development.
The focus wasOral language developmentLiteracy development from linguistic and cross-
linguistic anglesAcademic achievement
SIOP & research 27
ELL research findingsBoth groups came to similar
conclusions:(1)L2 literacy development is
influenced by numerous variables that influence each other. Among them are socio-economic status, L1 literacy base, and L2 oral performance.
SIOP & research 28
ELL research findings(2) Certain L1 literacy skills transfer to L2
even if these two language s differ in print, pronunciation, and writing conventions. Among them are
– phonemic awareness– morphological awareness– listening and reading comprehension – language learning strategies
SIOP & research 29
ELL research findings(3) Oral performance and literacy (tasks
involved in managing print) can develop simultaneously.
(4) Academic literacy skills in L1 positively support literacy development in L2.
(5) ELLs need enhanced, explicit vocabulary instruction.
SIOP & research 30
ELL research findings (6) High quality instruction for ELLs is similar
to high quality instruction for other native speakers; but ELLs need instructional accommodations (mandated by law!) and other additional support to succeed at the academic level
(7) teaching the 5 major components fo reading (NICHD, 2000) to ELLs is necessary but not sufficient for developing academic literacy. ELLs need to develop oral language proficiency as well.
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