EDUC 425A

Session 18: The SIOP Model (Part 1)

 Some statistics about ELLs (2005)
89% of Hispanic students in middle school and
high school read below grade level
 Some statistics about ELLs (2005)
89% of Hispanic students in middle school and
high school read below grade level
96% of ELL 8th graders scored below the Basic
level in the reading portion of the 2005
National Assessment of Academic Progress
 Some statistics about ELLs (2005)
89% of Hispanic students in middle school and
high school read below grade level
96% of ELL 8th graders scored below the Basic
level in the reading portion of the 2005
National Assessment of Academic Progress
Only 31% of ELLs complete high school (18% if
they reported having difficulty speaking
English; 51% if they report speaking English
well)
 An attempt at a solution.

The SIOP Model

 An attempt at a solution.

The SIOP Model

(Sheltered
Instruction
Observation
Protocol)
What is sheltered instruction?

Teaching content using the

target language, with special
modifications to ensure ESL
student comprehension and
learning.
What is sheltered instruction?
3 Goals of Sheltered
Instruction:

Grade-appropriate
content area learning
English language and
literacy development
Positive social and
affective (emotional
adjustment)
 Who is the SIOP Model good for?
Pre-K 12th grade teachers of any subject area
with ELLs in the classroom.
ESL teachers of children or adults who are
using a content-based approach (teaching
English through teaching content in a subject
area)
ESP (English for Specific Purposes) teachers:
business, nursing, engineering, humanitarian
relief, etc.
More about sheltered instruction
One of the instructional models that uses English only with
ELLs in the classroom.
Not meant to be a set of additional or replacement
instructional techniques for the content area classroom
with native speakers. (Rather, it enhances the experience
of learning for native speakers, too.)
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 (including the
SIOP Model of Echevarria, Vogt, and Short).
 How was the SIOP Model developed?
Check out this video on the Pearson Publishers
Website:

http://siop.pearson.com/about-siop/index.html

(Click on Watch the SIOP Authors Video)

THE SIOP MODEL
8 Areas, 30 Features
 AREA 1: LESSON PREPARATION

Check out video on Lesson Preparation at:

http://siop.pearson.com/about-siop/index.html
 Feature: Content Objectives
Content area objectives need to be clearly
defined, displayed, and reviewed with the
students.
 NOW YOU!
With your group, write a content area objective
that is clear and easy to communicate to your
students.
 Feature 2: Language Objectives
Language objectives need to be clearly defined,
displayed, and reviewed with the students.
(What language feature do you want them to
use? What do you want them to DO with
language in reading, writing, speaking, and
listening?)
 Sample language features
Vocabulary words
Verb tenses (present, past, future, perfect tenses)
Word forms (verb + -ing nouns, verbs made into
adjectives, adverbs with ly, etc.)
Grammatical constructions (example: conditional
I would like to., If I could change the world,
etc.)
Idioms and figurative language
Academic language (in style and word choices)
NOW YOU! (Group write of lang. obj.)
 Feature: Content Concepts
Choose content concepts that are appropriate
for the age and educational background of your
students; adapt materials when necessary.
 What to consider:
Students L1 literacy
Students L2 proficiency
Students reading ability
Cultural and age appropriateness of L2
materials
Difficulty level of the material to be learned
Feature: Supplementary Materials
Supplementary materials should be used to a
high degree as scaffolding for the ELLs.
 Examples of Supplementary Materials
Hands-on manipulatives
Realia
Pictures
Visuals (models, graphs,
timelines, maps, etc.)
Multimedia
Demonstration
Adapted texts
Related reading
 Feature: Adaptation of Content
Content must be adapted to all levels of students
proficiency.
 A particular problem: The textbook
Problem: Students must know 90-95% of vocabulary in a
text to understand without help.

What can you do to help?

(graphic organizers, outlines, glossaries, leveled study
guides, highlighted text, taped text, adapted text, text
reading with a buddy and a jigsaw activity, margin notes,
native language texts)
 Feature 6: Meaningful Activities
Plan meaningful activities that integrate lesson
concepts with language practice opportunities.
 NOW YOU!

With your group, evaluate the teaching

scenarios provided in class. How did the teacher
do with these SIOP features?
 EDUC 425A

Session 19: The SIOP Model (Part 2)

 Some statistics about ELLs (2005)
89% of Hispanic students in middle school and
high school read below grade level
96% of ELL 8th graders scored below the Basic
level in the reading portion of the 2005
National Assessment of Academic Progress
Only 31% of ELLs complete high school (18% if
they reported having difficulty speaking
English; 51% if they report speaking English
well)
 An attempt at a solution.

The SIOP Model

(Sheltered
Instruction
Observation
Protocol)
What is sheltered instruction?

Teaching content using the

target language, with special
modifications to ensure ESL
student comprehension and
learning.
What is sheltered instruction?
3 Goals of Sheltered
Instruction:

Grade-appropriate
content area learning
English language and
literacy development
Positive social and
affective (emotional
adjustment)
 Who is the SIOP Model good for?
Pre-K 12th grade teachers of any subject area
with ELLs in the classroom.
ESL teachers of children or adults who are
using a content-based approach (teaching
English through teaching content in a subject
area)
ESP (English for Specific Purposes) teachers:
business, nursing, engineering, humanitarian
relief, etc.
THE SIOP MODEL
8 Areas, 30 Features
AREA 1: LESSON PREPARATION
(Review)
 AREA 2: BUILDING BACKGROUND

Check out the video on Building Background:

http://siop.pearson.com/about-siop/index.html
 Feature 7: Concepts Linked to
Students Backgrounds
Concepts taught in class should be explicitly
linked to students background experiences.
(This means you need to think ahead of time
through what those experiences might be.)
How do you build students
background knowledge?
Read stories about topic
View a video about
topic
Pre-test with a partner
to check knowledge on
a topic
Directly connect topic
to what you know
students know already
 Feature 8: Links between Past
Learning and New Learning
Concepts taught in class should be directly
related to what was taught before. (Use those
previously made hooks in your students brains
to hang up new learning!)
Feature 9: Key Vocabulary Emphasized
Key vocabulary for the lesson must be
introduced, written, repeated, and highlighted
for students to see. It then must be reviewed at
the end of the lesson to ensure acquisition.
 Vocabulary Types
Content Words
Process/Function Words
Words and Word Parts that Teach English
Structure
 Vocabulary Types
Content words (key vocabulary words, terms,
and concepts related to a particular topic
being taught)

Example: Youre teaching a unit on sharks, so

you choose content words like fin, gill, cartilage,
teeth, scales, food chain.
 NOW YOU!
In your group, brainstorm five key content
vocabulary words that you would highlight in a
lesson on
Charlie and the Chocolate Factory
Hurricanes
The American Revolutionary War
Counting money
Map reading
The Passover
 Vocabulary Types
Process/Function Words: Three Types
1. Words that express processes and tasks
you want students to perform (share with
a partner, skim the text, graph, list, line up)

2. Transition words (moreover, furthermore,

in conclusion)
3. Sequence words (first, then, finally, at last)

4. Conjunctions (and, since, because, for, as, whereas)

5. Prepositions (under, over, between, by, towards)
 Vocabulary Types
Words and word parts that teach English
structure (morphology)

There is no way that English learners can

realistically learn all the words they need to
know through instruction and memorization.
(Estimates suggest that students in grade 12
know 30,000 words)
 Words and Word Parts (Morphology)

Word roots
Suffixes and prefixes
Academic words typical to a specific area, like
word problems, or essay writing
Homonyms, homophones, cognates (when
possible)
 Teaching Vocabulary
MAKE IT AN EMPHASIZED PART OF YOUR
LESSON!

Then students should.

Be active in developing their understanding of
words and ways to learn them.
Personalize word learning through practices
Be immersed in words
Build on multiple sources to learn words through
repeated exposure.
 Vocabulary Teaching Ideas
Word walls
Word sorts (according to meaning or suffix or
whatever)
Cloze sentences (fill-in-the-blank)
Personal dictionaries
Semantic webs (related words connected)
Vocabulary games
Word study books
 NOW YOU!

With your group, assess how well different teachers

did with the following in their lesson on Mrs. Frisby
and the Rats of NIMH:
1. Building background knowledge
2. Linking past learning and new concepts
3. Emphasizing key vocabulary
AREA 3: COMPREHENSIBLE INPUT

Comprehensible input involves making the

lesson more understandable through
 What is comprehensible input?
Speech that is appropriate for students
proficiency levels (SIOP Feature 10)
 Speech that is appropriate for students
proficiency levels
Clear explanation of academic tasks (SIOP
Feature 11)
 Speech that is appropriate for students
proficiency levels
Clear explanation of academic tasks
Use of a variety of techniques to make a
concept clear (SIOP Feature 12)
Feature 10: Appropriate Speech Level
Mostly this feature addresses three factors:

Rate of speech
Enunciation
Complexity of speech
 Complexity of Speech
Example of a complex statement from a high school
history class:
By breaking the rules of diplomatic convention and
by embarking on his own, he was, he knows, risking
ridicule and, in the event that things went sour,
disgrace.

(unusual vocabulary, embedded structures, implied

words and connections, complex clauses)
 Feature 11: Clear Explanation of
Academic Tasks

Explain tasks clearly and MODEL them where

appropriate!
 Feature 12: Use Techniques to Make
Content Concepts Clear

Use gestures, body language, pictures, objects

Provide a model of a task or assignment
Provide repeated exposure to words, concepts,
and skills
Be straightforward and succinct
Use graphic organizers that match the task
 NOW YOU!

With your group, rate how effective these teachers

were in regards to making input comprehensible
through
1. Speech level 2. Clear explanation of tasks
3. Using a variety of techniques to be clear
 EDUC 425A

Session 20: The SIOP Model (Part 3)

 Review of the SIOP Model so far
Area 1: Lesson
Preparation
 Review of the SIOP Model so far
Area 1: Lesson
Preparation
(clear and communicated
content and language
objectives;
appropriateness of
content level; meaningful
activities)
 Review of the SIOP Model so far
Area 1: Lesson Area 2: Build
Preparation Background
(clear and communicated
content and language
objectives;
appropriateness of
content level; meaningful
activities)
 Review of the SIOP Model so far
Area 1: Lesson Area 2: Build
Preparation Background (make links
(clear and communicated between knowledge
content and language and learning; emphasize
objectives; and use key vocabulary)
appropriateness of
content level; meaningful
activities)
Review of the SIOP Model so far (2)
Area 3:
Comprehensible Input
Review of the SIOP Model so far (2)
Area 3:
Comprehensible Input
(speech level and speed;
clear explanation of tasks;
use of a variety of
techniques to make
meaning clear)
Lesson on Buoyancy (9th grade)
What is it about this lesson that provides so
much comprehensible input for the ELLs?
 Area 4: Strategies
The effective teacher of ELLs.
Provides students with ample opportunities to
develop and use their own learning strategies
Uses scaffolding techniques consistently to
support student understanding
Creates a variety of questions or tasks in class
that promote higher-order thinking
skills
Feature 13: Opportunities for Learning
Strategies

The teacher creates opportunities for students to

Think about the material and make a plan for
learning it
Implement their plan and use the material
Manage what they have learned
Students need
Declarative knowledge (What is the strategy?)
Procedural knowledge (How do I use it?)
Conditional knowledge (When and why do I
use it?)
 Examples of learning strategies for
students (promoting self-learning)
Mnemonic devices
Summarization
SQPRS
Rehearsal strategies like flashcards, drill
Directed thinking
Graphic organizers
 Feature 14: Use scaffolding
Techniques to Support Understanding
 Feature 14: Use scaffolding
Techniques to Support Understanding
Paraphrase
Use think-aloud activities (example: when
previewing a text, say or write I wonder...)
Reinforce definitions in context (example: The
Aborigines, native people of
Australia, live.)
Provide correct pronunciation by
repeating student responses
Speak in phrases, use pauses
 Feature 15: Use Higher-Order
Thinking
Design questions and tasks that make students
use ALL the levels of Blooms taxonomy:
Another look at Blooms taxonomy
 Now You!
Analyze the lesson you are given (Mr. Montoya)
and discuss what the teacher did in using these
teaching features to help ESL students in the
classroom.
Area 5: Interaction
 Interaction
Feature 16: Provide frequent opportunities for
interaction (teacher-student, small group,
partners)
 Interaction
Feature 16: Provide frequent opportunities for
interaction (teacher-student, small group,
partners)

Feature 17: Good grouping configurations

(classroom layout to promote groups)
 Interaction
Feature 16: Provide frequent opportunities for
interaction (teacher-student, small group,
partners)
Feature 17: Good grouping configurations
(classroom layout to promote groups)
Feature 18: Use sufficient wait time to wait for
student responses
 Interaction
Feature 16: Provide frequent opportunities for
interaction (teacher-student, small group, partners)
Feature 17: Good grouping configurations
(classroom layout to promote groups)
Feature 18: Use sufficient wait time to wait for
student responses
Feature 19: Clarify concepts in
L1, if possible or advisable
 EDUC 425A

Session 21: The SIOP Model

(Parts 4-5)
 A little bit of review
How do you make sure that your lessons are
planned in a way to support ELL learning?
 A little bit of review
How do you make sure that your lessons are
planned in a way to support ELL learning?
How do you build student background
knowledge?
 A little bit of review
How do you make sure that your lessons are
planned in a way to support ELL learning?
How do you build ELL student background
knowledge?
How do you provide comprehensible input for
ELLs?
 A little bit of review
How do you make sure that your lessons are
planned in a way to support ELL learning?
How do you build ELL student background
knowledge?
How do you provide comprehensible input for
ELLs?
How do you teach learning
strategies?
 A little bit of review
How do you make sure that your lessons are
planned in a way to support ELL learning?
How do you build ELL student background
knowledge?
How do you provide comprehensible input for
ELLs?
How do you teach learning
strategies?
What kind of interaction should
happen in the ELL classroom?
AREA 6: Provide Opportunities for
Practice
 AREA 6: Provide Opportunities for
Practice (Objectives)
When you are done hearing about this area, you
will be able to
 AREA 6: Provide Opportunities for
Practice (Objectives)
When you are done hearing about this area, you
will be able to
Identify ways students can learn through
hands-on practice.
Create application activities that extend
learning of content or language.
Design activities that integrate different
language skills.
 AREA 6: Provide Opportunities for
Practice
Feature 20: Provide hands-on materials or
manipulatives for students to practice new
content knowledge. (Go beyond pencil and
paper!)
 AREA 6: Provide Opportunities for
Practice
Feature 20: Provide hands-on materials or
manipulatives for students to practice new
content knowledge. (Go beyond pencil and
paper!)

WHAT ARE SOME OF YOUR IDEAS?

AREA 6: Opportunities for Practice
Feature 21: Provide activities for students to
apply content and language knowledge.

WHAT ARE YOUR IDEAS?

AREA 6: Opportunities for Practice
Feature 22: Design a range of activities that use
all the language skills (reading, writing, listening,
and speaking).
 NOW YOU!
Read the model lesson plan and determine what
Mr. Sherbiny did to provide opportunities for
practice for the ELLs in his class. List at least five
activities he used.
 AREA 6 Objectives Review
When you are done hearing about this area, you
will be able to
Identify ways students can learn through hands-
on practice.
Create application activities that extend learning
of content or language.
Design activities that integrate different
language skills.
Have you achieved the objectives?
AREA 7: Lesson Delivery
 AREA 7: Lesson Delivery

Feature 23:
Support content objectives during lesson.
 AREA 7: Lesson Delivery

Feature 23:
Support content objectives during lesson.
Feature 24:
Support language objectives during lesson.
 AREA 7: Lesson Delivery

Feature 23:
Support content objectives during lesson.
Feature 24:
Support language objectives during lesson.
Feature 25: Engage students actively 90-100% if
the time. (What is your normal ratio? How can you
engage them?)
 AREA 7: Lesson Delivery

Feature 23:
Support content objectives during lesson.
Feature 24:
Support language objectives during lesson.
Feature 25: Engage students actively 90-100% if the time.
(How? What are your ideas? What is your normal ratio?)
Feature 26: Pace the lesson appropriately (not too fast or
too slow).
 NOW YOU!
Review the model lesson taught by Ms. Chen.
(Youve seen this lesson once before, for an
earlier Area of the SIOP Model Principles.) What
did she do well in terms of lesson delivery? Pick
out the items related to your groups assigned
feature.
AREA 8: Review and Assessment
 AREA 8: Review and Assessment
Features 27 and 28: Review key vocabulary at
end of lesson; review key content concepts at
end of lesson.
 AREA 8: Review and Assessment
Features 27 and 28: Review key vocabulary at
end of lesson; review key content concepts at
end of lesson.
Feature 29: Provide regular feedback on
student output to clarify and correct
misunderstandings, errors, etc.
 AREA 8: Review and Assessment
Features 27 and 28: Review key vocabulary at
end of lesson; review key content concepts at
end of lesson.
Feature 29: Provide regular feedback on
student output to clarify and correct
misunderstandings, errors, etc.
Feature 30: Assess comprehension and learning
throughout entire lesson! (What are
your ideas for ongoing assessment?)
Interesting methods for ongoing
assessment
Thumbs up-thumbs
down
Clickers
Response boards
Number 1 to 3 for self-
assessment
Number wheels for self-
assessment given a
certain question
Ticket to freedom
 NOW YOU!

With your group, find the model actions by Mr.

Tran as he closed out the lessons on Egyptian
mummies.