The SIOP Model

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The SIOP Model

• TESOL Instructional practices

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OUTLINE

• What 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 Sheltered
• I Instructional
• O Observation
• P Protocol
• SIOP 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 development
• Slower speech with clear enunciation and fewer
  idiomatic expressions
• Visuals, demonstrations and hands-on learning
• Text adaptations
• Homework adaptations
• Supplementary 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 areas
• by 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 provided
• Graphic organizers
• Outlines (culture-sensitive for linearly and
  circularly processing students)
• Leveled study guides
• Highlighted texts
• Taped texts
• Adapted texts (Dr. Costners presentation)
• Jigsaw text reading
• Marginal notes
• Texts 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 experiences
• Provide background and discuss orally (video,
  read aloud
• Partner 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.c
  om)
• Word study books

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SIOP Components or Features

• (10) Use speech that is appropriate for students
  proficiency levels
• Sentence complexity
• Vocabulary
• Gestures
• Pace
• Enunciations
• Repetitions supported with gestures
• Idiom 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 devices
• Acronyms for test taking, study and writing tasks
• Graphic organizers
• Directed- Reading Thinking activities (DRTA)
• Listening and reading comprehension strategies
• Rehearsal strategies
• See also CALLA (O Malley Chamot, 19871994)

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SIOP Components or Features

• (14) Consistently use scaffolding techniques to
  assist and support student understanding and
  information retention
• Paraphrasing
• Think-alouds
• Reinforce contextual definitions
• Provide correct pronunciation by repeating
  student responses
• Slow 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 interaction
• Games
• Communication through technology
• Performing, acting
• Pair dialogue and sharing of information
• Show 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 model
• Phone 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

• Standards
• Theme
• Measurable Content objectives
• Measurable language objectives
• Explicit listing of key vocabulary
• Explicit listing of supplemental materials

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SIOP Lesson Plan Components

• Lesson Plan Sequence with
• Motivation, pre-knowledge activation
• Modeling of new content
• Practice scaffolded from intense to minimal
  guidance
• Review of content by students
• Post lesson assessment of objectives
• Extension/homework
• REFLECTIONS on what worked and did not work and
  what, therefore to focus on next

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ELL research findings

• The 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
  students 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 findings

• Researchers 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 was
• Oral language development
• Literacy development from linguistic and
  cross-linguistic angles
• Academic achievement

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ELL research findings

• Both groups came to similar conclusions
• 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.