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Transcript of SIOP
THE SIOP MODEL
Content and Language Objectives together
Best practice for ALL students.
Serves a Tier 1 intervention for ALL students in RtI model
The SIOP Lesson Plan: Creating Objectives
Need Content and Language object for every lesson.
Must be written in student friendly language, displayed in writing, reviewed with students orally and be observable.
Allow students to see, hear, feel, perform and participate
Make connections and construct personal meaning
Leveled Study Guides
Just the Facts, M'am:
Only 4% of English Language Learners (ELLs) and 20% of former ELLs achieve a score of Proficient or Advanced on NAEP.
ELLs are 3 time more likely to drop out
Over 180 languages represented in ELLs across nation (39 in School District of Waukesha)
Increasing population, ever more mainstreamed
Pullout Model, taught by ESL staff
Language taught explicitly, can be mainstreamed.
Sheltered Instruction Observation Protocol
1) Protocol – way to observe classroom
2) Model – way to lesson plan
Content Based ESL
Sheltered Instruction –
cooperative learning, connections, slower speech, visuals, etc.
explicitly teach functional language skills
Academic Literacy and Content Literacy
Language needed to succeed in academic setting.
Prerequisite for learning the content.
Novel material for all students, but especially ELLs.
Often complex and content specific.
“English learners must develop literacy skills for each content area in their second language as they simultaneously learn, comprehend, and apply content area concepts through their second language.” (Echevarria, 2008, 11)
How are Academic Literacy and Content Literacy related? Can relevant vocabulary be the content knowledge or is content knowledge more than just vocabulary?
Considerations for language objective:
How will the teacher/text use language?
What will class discussion be like?
What are the language demands of the activities?
What language forms will they encounter?
(Passive voice, persuasive, imperative (lab directions) vs. declarative (textbook) etc.)
1) Content Words
(key vocabulary, terms and concepts)
2) Process/Function Words
(Justify opinion, state conclusion, etc.)
3) Words / Word Parts that Teach English Structure
(affixes and roots, etc.)
Tier 1 – common, high frequency words
Tier 2 – common in academics, across content areas, but not socially
Tier 3 – uncommon, particular to subject matter
Probably know in L1 but not always L2
Need to be explicitly taught to ALL students
Do not focus on these
How does the SIOP model fit within the many other practices that we are to include in our instruction? It is just one more plate to juggle? It is mutually exclusive to other lesson planning formats?
Highlighted/Marginal Notes in Text
Native Language Text
Ideas also in our Text:
Additional SIOP Ideas:
Word Study Books
Integrate language skills (work in one domain develops all the others)
speak slowly, repetition, enunciation, paraphrase,
, succinct, increase pauses,
Use gestures, body language and facial expressions
Be aware of
complexity of speech
(subject- verb-object, avoid extra clauses,
speak in short phrases)
Clear, ordered directions both
modeled and demonstrated whenever possible.
Think of a struggling student you
encounter during your day.
How might comprehensible input
make a difference?
Ideas we Know
Something New to Me
Language Experience Approach
Gettin' the GIST
Schemata and Texts
1) Read together
10 most important words
3) Write a summary together
using as many of those words
What parts of this model do you
already include in your instruction?
Are there any other features that
you might be able to easily incorporate
into your current teaching style?