The Benefits of the SIOP Teaching Framework

1. The Benefits of the SIOP Teaching Framework Name Course Name/Course Number Instructor Date

2. What is SIOP? • Sheltered Instruction Observation Protocol • Sound and purposeful teaching and delivery of instruction • Students acquire academic knowledge and increase language proficiency • Research based and time-proven

3. Socioeconomic Influences on ELL Instruction • Varied levels of SES correlate to varied proficiencies with language acquisition • Higher SES correlates to higher scores on English Language Development Tests • ELL students at high poverty schools assimilate more slowly • Students with parents with higher levels of education assimilate more quickly

4. Political and Legal Influences on ELL Instruction Many legal and legislative decisions : • 1968—the Bilingual Education Act (Title VII) • 2002—English Language Acquisition, Language Enhancement, and Academic Achievement Act (Title III of NCLB) • 1998 Proposition 227 in California • ELLs to be taught “overwhelmingly in English” • Arizona and Massachusetts with similar initiatives • 25 states with similar English-only ELL instructional laws

5. Ethical Influences on ELL Instruction Ethics of Testing: • Shapes power balance in students’ lives • Enacts life-changing effects on students • Must be authentic • Must be accompanied by appropriate accommodations • Results should not shape perceptions Ethics of racialization: • English language correlates with “whiteness” • Danger with creating racialized identities • ELL students are, by merit of need, lumped together in ethnic groups

6. SIOP Strategies in Action

7. The Sheltered Instruction Model

8. Meeting ELL Needs Remaining attuned to ELL student needs: • Access to academic classes • Sheltered instruction • Appropriate resources • Leveled books • Teacher aides • scaffolding • Instructional technology • Visual programming • iPads and apps • White boards

9. Lesson Preparation Description Teaching Example Marginal Notes The teacher makes notes in the margin of the student’s text, which helps them focus their attention on important concepts or ideas, key words, and definitions. It can also draw attention to important supporting facts for “why?” or “how?” Sometimes sticky notes are used rather than actually writing in the books (Echevarria, 2012). Strong lessons: • Help students connect prior knowledge to new learning • Include content area objectives and language objectives • Are appropriate to student age and educational level • Utilize visual aids • Utilize appropriate resources and strategies

10. Building Background Description Teaching Example Contextualize Key Vocabulary Review the content Select vocabulary terms that are critical to understanding the concept being taught. Introduce and define terms simply and concretely Demonstrate contextual definitions of terms Explain through the use of synonyms or cognates to clarify meaning • Ensure concepts are connected to background experiences • Personal • Cultural • Academic • Help students link prior learning to new information • Emphasize key vocabulary

11. Comprehensible Input Description Teaching Example Scaffolding—Verbal Restating student response to model correct English. Model critical thinking by using “Think Aloud” strategies. Reinforce contextual definitions by restating a term and providing context or definition. • Use speech that is appropriate to students’ proficiency level • Speak slowly • Enunciate • Use repetition • Adjust speech as needed • Avoid jargon and slang • Use body language and gestures • Accompany spoken language with visual aids

12. Strategies Description Teaching Example Thinking Aloud The teacher models his/her thinking-through-a-concept/problem-process by verbalizing his/her explicit thinking with students. This can be done through the creation of an “I Wonder” Chart. Brainstorm about the book, topic, or material. Create a chart with who, what, when, where, and why—“I wonder “questions. • Techniques, methods, and mental processes that boost comprehension • Should be explicitly taught to students • Goal is to encourage students to use strategies to encourage their own independence • Common strategies: • Thinking aloud • Preview and prediction • Prompting • Elaboration

13. Interaction Description Teaching Example Wait time Varies by culture—average amount of wait time in American classrooms insufficient Allow students to express their thoughts fully without interruption. Use Think-Pair-Share: have students discuss answer with a partner before sharing with the whole group Have more advanced students write their responses while waiting. Interaction encourages active and authentic participation • Students interact through collaborative exploration of content • Practice conversation • Asking and answering questions • Clarifying ideas • Various strategies develop language and content objectives • Grouping • Wait time • Clarification in native languages

14. Practice and Application Description Teaching Example For practice and application, teachers should: divide content into meaningful chunks keep practice time short (10-15 minutes) keep practice periods frequent and close together when exploring new content review material periodically from previous learned content provide hands-on materials give students immediate feedback. Should include • Multiple opportunities for hands-on instruction • Manipulative use • Activities that help students integrate all language skills • Listening • Speaking • Reading • writing

15. Lesson Delivery Description Teaching Example Lesson Pacing refers to the rate at which information and concepts are delivered pacing rate for ELL students must be quick enough to keep students’ interest must be slow enough to enable understanding Questions for Lesson Delivery • Is there sufficient support for stated content and language objectives? • How well are students engaged in lesson? • How appropriate is pace of lesson to students’ abilities?

16. Review and Assessment Description Teaching Example Review of Key Concepts Informal summarizing—“Discuss with your partner the three most important things you have learned up to this point.” Chunking of information—Lead students in a periodic review aloud of text or material. Structured review—Students summarize with partners or in small groups, listing key points. Linking review—Link the review back to content objectives to ensure a focus on essential concepts. Final review—Allow students to ask questions to clarify their own understanding. • Review before, during, and after a lesson • Important to determine how well students understand concepts • Helps teacher know whether to move on or offer additional instruction • clarifies and corrects misconceptions • helps students develop English proficiency • allows teacher to paraphrase and model correct grammar and usage

17. References Center for Applied Linguistics. (2015). SIOP - home. Retrieved from http://www.cal.org/siop/ Center for Public Education. (2007). Preparing English language learners for academic success. Retrieved from http://www.centerforpubliceducation.org/Main-Menu/Instruction/What-research-says-about-English-language-learners-At-a-glance/Preparing-English-language-learners-for-academic-success.html Echevarria, J. (2012). 8 components and 30 features. The School District of Lee County. Retrieved from http://esol.leeschools.net/SIOP/pdf/SIOP%208.pdf Lee, E. (2011). Ethical issues in literacy research. TESL Canada Journal, (5), summer. doi:10.4324/9780203113509 Mayerson Academy. (2012, June 26). SIOP model for teaching English learners. Retrieved from https://www.youtube.com/watch?v=lVGbz4EqyGs National Council of Teachers of English. (2011). English language learners: A policy research brief. Springer Reference. doi:10.1007/springerreference_69912 Nordemeyer, J. (2012, April 27). Delicate balance: Managing the needs of ELL students. Retrieved from http://www.education.com/reference/article/balance-manage-needs-ell-student/