The SIOP ModelThe SIOP ModelFaculty PresentationFaculty Presentation

Welcome!Welcome!

Today we are going to begin looking at the Today we are going to begin looking at the

individual components within theindividual components within the

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There are 8 ComponentsThere are 8 Componentsin the SIOP Modelin the SIOP Model

Lesson PreparationLesson Preparation

Building BackgroundBuilding BackgroundComprehensible InputComprehensible Input

StrategiesStrategiesInteractionInteraction

Practice and ApplicationPractice and ApplicationLesson DeliveryLesson Delivery

Review and AssessmentReview and Assessment

SIOPSIOP

The The SSheltered heltered IInstruction nstruction OObservation bservation PProtocol rotocol

is a teaching framework based on decades is a teaching framework based on decades of research of best practicesof research of best practices

It is It is notnot an evaluation instrument an evaluation instrument

Implementation of Implementation of SIOPSIOP can and will vary can and will vary depending on the needs of each schooldepending on the needs of each school

The Components of SIOPThe Components of SIOP It is not a hierarchy, each component It is not a hierarchy, each component

has its own featureshas its own features

8 Components/30 Features8 Components/30 Features

We are going to begin with the We are going to begin with the component of component of Building BackgroundBuilding Background

Building BackgroundBuilding Background A reader’s schema, or knowledge of the world, A reader’s schema, or knowledge of the world,

provides a basis for understanding, learning, and provides a basis for understanding, learning, and remembering facts and ideas found in textsremembering facts and ideas found in texts

Students from low income &/or culturally diverse Students from low income &/or culturally diverse backgrounds may struggle to comprehend texts and backgrounds may struggle to comprehend texts and concepts due to a mismatch in schemaconcepts due to a mismatch in schema

Most reading material, such as content area texts, Most reading material, such as content area texts, relies on an assumption of common prior knowledge relies on an assumption of common prior knowledge and experienceand experience

Building BackgroundBuilding Background

Vocabulary knowledge correlates strongly with academic Vocabulary knowledge correlates strongly with academic achievement and reading comprehensionachievement and reading comprehension

Limited vocabularies prevent students from comprehending Limited vocabularies prevent students from comprehending content texts, instructions, directions for completing content texts, instructions, directions for completing assignments and overall academic achievementassignments and overall academic achievement

addition, subtraction, continent, sentence, classify, summarize, identify, beaker, compare, paragraphaddition, subtraction, continent, sentence, classify, summarize, identify, beaker, compare, paragraph

Building BackgroundBuilding Background

Poor readers read less often because reading Poor readers read less often because reading may be difficult and frustrating for them. may be difficult and frustrating for them. Therefore, they don’t read enough to improve Therefore, they don’t read enough to improve their vocabularies, and continue to find their vocabularies, and continue to find reading difficult.reading difficult.

““The Matthew Effect”The Matthew Effect”The rich get richer, the poor get poorerThe rich get richer, the poor get poorer

Low comprehension

Less reading

Less vocabulary development

Stanovich, 1986

Building BackgroundBuilding Background

At home kids do not say, At home kids do not say, ““Please pass the beaker.”Please pass the beaker.” ““Let’s compare and contrast the vegetables.”Let’s compare and contrast the vegetables.”

Teaching specific vocabulary and practicing it’s Teaching specific vocabulary and practicing it’s usage in the classroom is vital to academic successusage in the classroom is vital to academic success

Word and word parts are powerful tools of Word and word parts are powerful tools of knowledge for learning the English languageknowledge for learning the English language

Building BackgroundBuilding Background

Taking a few minutes to Taking a few minutes to “jump start”“jump start” students’ schemata and past learning, to students’ schemata and past learning, to explicitly find out what they know or explicitly find out what they know or have experienced about a topic will result have experienced about a topic will result in in greater understandinggreater understanding and and engagementengagement

Building Background Building Background Component & Protocol FeaturesComponent & Protocol Features

When planning lessons, please begin to consider the When planning lessons, please begin to consider the Building BackgroundBuilding Background features of the features of the

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Concepts explicitly linked to students’ background Concepts explicitly linked to students’ background experiencesexperiences

Links explicitly made between past learning and new Links explicitly made between past learning and new conceptsconcepts

Key vocabulary emphasized (e.g., introduced, written, Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)repeated, and highlighted for students to see)

SIOP Coach SupportSIOP Coach Support

SIOP Coaches are in each building to assist with:SIOP Coaches are in each building to assist with: Implementing the SIOP model in his/her own classroomImplementing the SIOP model in his/her own classroom Observe and coach fellow SIOP coaches & teachersObserve and coach fellow SIOP coaches & teachers Coach/support other staff members who have taken SIOPCoach/support other staff members who have taken SIOP Attend district supported, on-going professional Attend district supported, on-going professional

developmentdevelopment Provide building level professional development that will Provide building level professional development that will

continue to build awareness of SIOPcontinue to build awareness of SIOP Encourage teachers to complete SIOP TrainingEncourage teachers to complete SIOP Training

Faculty SIOP SupportFaculty SIOP SupportPocatello/Chubbuck School DistrictPocatello/Chubbuck School District

OctoberOctober SIOP Overview of ComponentsSIOP Overview of Components

NovemberNovember Building BackgroundBuilding BackgroundDecemberDecember InteractionInteraction

FebruaryFebruary Comprehensible Input/StrategiesComprehensible Input/Strategies

MarchMarch Practice and ApplicationPractice and Application

April April Review and AssessmentReview and Assessment

MayMay Lesson Preparation/DeliveryLesson Preparation/Delivery