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Courtney Stallmann

on 16 December 2013

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Transcript of SIOP

Review and Assessment
Comprehensible Input
Feature #10:
Speech is appropriate for students' proficiency levels

Feature #11:
Provide a clear explanation of academic tasks

Feature #12:
Use a variety of techniques to make the concepts clear

Lesson Preparation
Practice & Application
Lesson Delivery
(Vogt & Echevarria, 2008)

"We think the answer might be _________, because we learned __________."

"We don't know the answer to this question, but we do know that _______."
Teachers who use SIOP, engage students
in a variety of ways...
Feature #13
Provide students with ample opportunities to use learning strategies

Student Active Engagement
Using varied grouping configurations to support language and content objectives of the lesson
"Learning is more effective when students have an opportunity to participate fully" (Echevarria, Vogt & Short).
Provide frequent opportunities for interaction and discussion through questioning

Tell me more about that.
What do you mean by that?
What else?
How do you know?
What does that remind you of?
"Interaction accesses the thought processes of another and solidifies one's own thinking" (Echevarria, Vogt & Short).
Grouping students to support language and content objectives

Use minimum of 2 group structures per lesson.
Whole class group develops community and shared experience.
Small groups (triads, circle groups, fours, etc.) promote multiple perspectives and collaboration.
Pairs maximize practice opportunities and gives one-on-one assistance.
Ability, gender, or background grouping creates support.
Groups of mixed ability, gender, or background provides variety and support.
Providing sufficient wait time for student responses
Waiting 5 seconds for student responses has "pronounced changes in student use of language and logic as well as... attitudes and expectations" (Rowe, 1986, p. 43).
More responses (solicited and unsolicited)
Longer responses
Higher-level thinking
More student questions
More student/student interaction
Increased student confidence
Clarification of key concepts in student's first language
"Best practice indicates that ELLs benefit from opportunities to clarify concepts in their native language" (Echevarria, Vogt & Short, p. 6).
Utilize bilingual aids, paraprofessionals and peer students.
Allow native language texts and dictionaries.
Snowball Fight!
Feature #14
Use verbal and instructional scaffolding methods to support students in their acquisition of these strategies
Feature #15
Encourage critical thinking with questions and tasks that encourage application, analysis, or evaluation
SIOP Strategies
From Pearson SIOP Model

Video from Pearson SIOP Model

This lesson delivery style is a great way to keep student engagement high, while also providing natural checks that prevent the teacher from overwhelming the students with too much information.

The lesson is presented in small "chunks," and following each of these, the class is given time- either individually, with partners, or in small groups- to mentally "chew" on the new material.

Preparing learners for learning
Feature #1:
Content objectives are clearly defined, displayed, and reviewed with students

Feature #2:
Language objectives are clearly defined, displayed, and rewviewed with students

Make Content Clear & Connect
Make it Meaningful
Know your students
Consider your students' previous educational backgrounds
Make it Meet Student Needs
Feature #5
Adapt content to meet student proficiency
Use graphic organizers, study guides, jigsaw reading etc.

Feature #6:
Use supplementary material when needed to help foster understanding
Graphs, models, and other visuals can be tremendously beneficial

How to Make Language Comprehensible?
Avoid jargon with ELL's and make sure that all learning tasks are clearly defined
Monitor understanding-- use group assessment techniques such as:
Thumbs Up, Thumbs Down
Response Boards
Feature #27 & #28:
Supporting Language
See them!
Say them!
Write them repeatedly!
Act them out!
Sing them!
Draw them!
Put them in context!
"Chunk" lessons into smaller sub-sections and review before proceeding!
Link key points from sections!
Allow small groups or partners short discussion opportunities!
Clarify/correct misconceptions!
Develop ELL second language proficiency!
Paraphrase to correct English!
Feedback is delivered orally, written, with body language, and facial expression!
Use Regular Feedback
Review Key Concepts
Vocabulary Strategies
Assess Objectives
Frequent reviews provide frequent informal assessments!
Determine understanding then reteach or proceed with new material!
Use multiple indicators and assessment sources (writing, discussion, projects, observations, etc.)
Observe trends with individuals.
Practice, Practice, Practice!
Make Concepts Relevant

Have students keep journals
Have students teach each other concepts
Play games to review content
Ask students to write test questions for their peers to answer
Abstract Concepts Need to be Tangible

Discussion (both small group and whole class)
Graphic organizers
Work with partners on a project
Making manipulatives, models, or other physical representations of a concept

Practice and Application in Action: Pearson Video
Making Content Comprehensible for English Language Learners
Echevarría, Vogt, & Short
Courtney Stallmann
September 30, 2013

ELL students have the highest drop out rates compared to language majority students.

Projections suggest “language minority students” will comprise over 40 percent of elementary and secondary students by 2030 (Thomas & Collier, 2001).
What do we know about ELLs?
The Sheltered Instruction Observation Protocol (SIOP) Model* is a research-based instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.
What is the SIOP Model?
Components of SIOP
There are 8 instructional components of the SIOP Model, composed of 30 featuresLesson Preparation
Building Background
Comprehensible Input
Practice & Application
Lesson Delivery
Review & Assessment
Features of SIOP
Content Objectives
Language Objectives
Appropriate Content Concepts
Supplementary Materials
Adaptation of Content
Meaningful Activities
1. Describe what students will be learning
Clearly define content objectives by both stating them orally and writing them on the board

2. Describe how students will learn the content
Clearly define language objectives both orally and visually
Feature #3
Content concepts are appropriate for age and educational background

Feature #4:
Supplementary materials used to a high degree

Planning Your Lessons
Building Background
Students pair up and each pair is given a unit pretest. The students pass the pretest and a pencil back and forth between one another, taking turns reading the questions aloud and- after discussing potential responses together- writing down their answers. Students are encouraged to answer questions using templates that include:
1. The teacher provides the definition of a novel vocabulary word.
2. The teacher creates a non-linguistic representation of the word while verbally identifying the most important aspects of the visual.
3. Students write or say their own definition of the word.
4. In pairs or small groups, students create their own non-linguistic representation of the word.
5. At a later point, the whole class returns to the teacher's visual to add or revise elements as the students deepen their understanding of the concept.
(Beck, McKeown, & Kucan, 2002)
Feature #7:
Concepts explicitly linked to students' background experiences

Feature #8:
Links explicitly made between past learning and new concepts

Feature #9:
Key vocabulary emphasized
Graphic Organizers
Feature #16:
Provide your students with frequent opportunities for interaction & discussion
Feature #17:
Feature #18:
Feature #19:
Consistent wait time for responses is provided
Ample opportunities for students to clarify key concepts in L1
Feature #20
Provide hands-on material and/or manipulatives for students to practice using content knowledge
Provide activities for students to apply content and language knowledge
Feature #21
Feature #21
Provide activities that integrate all laguage skills (reading, writing, listening, and speaking)
Content & Language objectives clearly supported by lesson delivery

Students are actively engaged 90-100% of the time

Pacing of the lesson is appropriate to students' abilitly levels
Features #23 & #24:
Feature #25:
Feature 26:
Chunk & Chew Strategy
Give a comprehensive review of key vocabulary and key concepts
Feature #29:
Provide feedback to students regularly
Feature #30:
Conduct assessments of comprehension and learning throughout
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