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SLI SIOP Overview
Transcript of SLI SIOP Overview
-Concepts linked to students' background experience
-Links explicitly made between past and new concepts
-Key vocabulary emphasized
CO & LO clearly defined, displayed, and reviewed with students.
Choose content concepts for age appropriateness and “fit” with educational background of students
Use supplementary materials to make lessons clear and meaningful
Adapt content to all levels of student proficiency—use graphic organizers (Thinking Maps), study guides, taped texts, jigsaw reading…
Provide meaningful and authentic activities that integrate lesson concepts with language practice opportunities
photo credit Nasa / Goddard Space Flight Center / Reto Stöckli
What is SIOP?
The Sheltered Instruction Observation Protocol (SIOP)
a model for teaching content to students who are learning English as a second language.
That help make lessons more understandable and relevant while promoting students’ English language development.
Burden and Byrd (2013) emphasized that all students, not just ELLs, benefit from the methods promoted by the SIOP model.
Write all content and language objectives where all students can see them.
Highlight important vocabulary and ideas from the objectives before presenting the lesson , and again at the conclusion of the lesson (Burden & Byrd, 2013) .
Consider giving students an outline template for notes. This way, students can follow the lesson more easily and fill in the blanks with minimum distraction.
Create multiple opportunities for interaction and discussion.
Group students to meet LO and CO - use at least 2 different structures during a lesson—pairs, triads, teams, varied by language proficiency or interest
Give sufficient Wait Time for students' responses -let other students write down answers while waiting for one student to respond.
Give students the opportunity for clarification in their preferred language if possible -use bilingual paraprofessionals, tutors, native language materials (dictionaries), notes by students.
Clearly supported content and language objectives. Students given ample opportunities to “show off” their language capabilities in speaking, reading, writing, and listening.
Students engaged approximately 90% to 100% of the time — less “teacher talk”, students are actively working in whole groups, small groups, individually.
Maintain a speed or pace that is sustainable given the ability levels of the students in the class.
Burden, P. R., & Byrd, D. M. (2013). Methods for effective teaching: meeting the needs of all students (6th ed.). Boston: Allyn and Bacon.
Echevarria, J. (2008). Instruction for English language learners. Macmillan/MaGraw- Hill. Retrieved from https://www.mheonline.com/_treasures/pdf/jana_echevarria.pdf
Echevarria, J. & Graves, A. (2010). Sheltered Content Instruction: Teaching English Language Learners with diverse abilities, 4th Edition. Retrieved from http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/ ECHE.3254.Ch03_p55-79.pdf
Mayerson Academy. (2012, June 26). SIOP Model for Teaching
English Learners - Lesson Delivery. Retrieved September 19, 2013, from http://ww.youtube.com/watch?v=lVGbz4EqyGs
PearsonSIOPModel.(2012, March 20). Component 2: Building Background. Retrieved September 20, 2013, from
PearsonSIOPModel.(2012, March 20). Component 6: Practice and Application. Retrieved September 20, 2013, from
Vogt & Echevarría (2008). 99 Ideas and Activities for Teaching
English Learners with THE SIOP MODEL. Boston: Allyn & Bacon.
There are eight components of a SIOP lesson
How to Make It Meaningful in your Classroom?
Link concepts to students’ personal experiences and backgrounds (Echevarria, 2008).
Have the students create a personal dictionary of high-use words in their own words.
Use interactive word walls to present and reinforce important phrases and words.
Use images, pictures and/or videos to add more variety to lesson and reinforce vocabulary and concepts.
Your Classroom - Strategy Example 2: GIST
Step 1: Students read a selection and highlight several notable words or phases.
Step 2: From these, students write a summary sentence.
Step 3: Place these where the class can see them.
Step 4: As a class, examine the various sentences and remove those that do not fit, keeping those that do.
Provide hands-on materials and manipulatives for student practice
Activities provided to apply CO and LO - discussing and doing, make abstract concepts concrete; allow students to work in partners before working alone
Integrate language skills (reading, writing, speaking and listening) in each lesson..
Review and Assessment
Comprehensive review of key vocabulary —teach, review, assess, teach; use interactive notebook, Content Word Wall
Comprehensive review of key content concepts—review content directly related to objectives throughout lesson; use graphic organizers as review
Regular feedback on output (language, content, work) - clarify, discuss, correct responses
Assessment of student comprehension and learning
Overview of SIOP strategies, methods and practices
Explicitly connect past learning to current learning (Burden & Byrd, 2013).
Your Classroom- Strategy 1: Preview and Predict
Step 1: Students skim text noting keywords, pictures, boldface, footnotes and side notes.
Step 2: Make Connections- Students can write out a sentence or draw a picture of what they think the lesson will cover.
Step 3: Create pairs or groups where students can share ideas.
Step 4: Highlight key elements using a central location and encourage discussion.
Step 5: Dive into the text and compare predictions to the actual text.
Ample opportunities to use learning strategies -- GIST, SQP2R, Reciprocal Teaching, mnemonics, 2 column notes, repeated readings, …
Use scaffolding to assist and support Understanding throughout lesson --think-alouds, paraphrasing, partnering…
Use a variety of questions or tasks that promote higher order thinking.
Example of relating past content to current content
(Echevarria & Graves, 2010)
Example of application
Your Classroom - Feedback Methods
Pair and share - put students in pairs to share ideas.
Agree/Disagree (aka hand-raisers) - students raise their hands in response to questions without verbally responding.
Numbered ratings- students rate their own comprehension.
Ticket Out the Door- students write a one to two sentence summary of the lesson.
Response papers - students write their responses on papers to display as a formative assessment
Inside/Outside Circles - students group in two circles, one larger and one smaller, and share ideas or answer questions with a peer in the other circle.
20 SLI teachers have been trained.
Quiz Quiz Trade
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
7. Lesson Delivery
(Burden & Byrd, 2013 and Pearson Education, 2012)
-Speak appropriately to accommodate
students’ proficiency level
- Clearly explain academic tasks
-Use a variety of techniques to make
content concepts clear--modeling, hands-on
materials, visuals, demos, gestures, film clips…
Example of making content comprehensible
Give ample opportunities for clarification
for concepts in L1—use bilingual
paraprofessionals, native language materials, notes by
Students number off within each group. (1,2,3,4,5)
Teacher prompts or gives a directive.
Participants think individually about the topic.
Groups discuss the topic so that any member of the group can report for the group.
Teacher calls a number and the students from each group reports for each group using a sentence starter (stem).
What are the key features of the component?
The key features of ___________ are_________________.
Practice & Application
Review & Assessment