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The SIOP Model

TESOL Instructional practices

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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?

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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)

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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)

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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

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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

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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

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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.

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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.

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SIOP Lesson Plan Components

StandardsThemeMeasurable Content objectivesMeasurable language objectivesExplicit listing of key vocabularyExplicit listing of supplemental

materials

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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

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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:

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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

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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.

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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.

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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

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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.

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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

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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.

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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.