The SIOP Model

TESOL Instructional practices

SIOP & research

OUTLINE
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?
SIOP & research

Food 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)
SIOP & research

What 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.
SIOP & research

What 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

SIOP & research

What 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

SIOP & research

What 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

SIOP & research

SIOP 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

SIOP & research

SIOP 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

SIOP & research

SIOP 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

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SIOP 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.com)
Word study books

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SIOP 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
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SIOP 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

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SIOP 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, 1987;1994)

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SIOP 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

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SIOP 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

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SIOP 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

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SIOP 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.

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SIOP 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.

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SIOP Lesson Plan

Components
Standards
Theme
Measurable Content objectives
Measurable language objectives
Explicit listing of key vocabulary
Explicit listing of supplemental
materials
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SIOP 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
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ELL 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:
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ELL 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

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ELL 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.

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ELL 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 sociocultural factors on L2 acquisition
processes.
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ELL 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 crosslinguistic angles
Academic achievement

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ELL research findings

Both groups came to similar
conclusions:
(1)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.

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ELL 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

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ELL 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.
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ELL 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.
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