Title: The SIOP Model
1The SIOP Model
- TESOL Instructional practices
2OUTLINE
- 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?
3Food 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)
4What 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.
5What 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
-
6What 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
-
7What 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
8SIOP 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
9SIOP 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
10SIOP 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
11SIOP 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
12SIOP 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
13SIOP 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
14SIOP 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)
15SIOP 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
16SIOP 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
17SIOP 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
18SIOP 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.
19SIOP 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.
20SIOP Lesson Plan Components
- Standards
- Theme
- Measurable Content objectives
- Measurable language objectives
- Explicit listing of key vocabulary
- Explicit listing of supplemental materials
21SIOP 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
22ELL 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
23ELL 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
24ELL 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.
25ELL 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.
26ELL 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
27ELL 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.
28ELL 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
29ELL 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.
30ELL 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.