The content must be adapted to meet the needs of ELLs through the use of graphic organizers, outlines, labeling of pictures, study guides, adapted text, and highlighted text. Meaningful activities integrate lesson concepts with language practice opportunities in the four domains: listening, speaking, reading, and writing.

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2. Building Background Knowledge:

Lesson Preparation | Background Information | Comprehensible Input | Strategies | Interaction | Practice & Application | Lesson Delivery | Review & Assessment | SIOP Lesson Plan | TOP

In this component of the model, teachers connect the students' background and past experiences with the new learning. They help students comprehend by teaching the vocabulary that is key to understanding of the material. They explicitly teach the content vocabulary in areas such as ecosystems, coastal nations, and exploitation. Emphasis is placed on teaching the students the academic vocabulary that is so essential to understanding the content.

According to Saville-Troike (as quoted in Making Content Comprehensible for English Learners: The SIOP Model [2nd Ed.], p.49), "Vocabulary development is critical for English language learners because we know that there is a strong relationship between vocabulary knowledge in English and academic achievement."

Teachers use techniques to provide active involvement, personalize word learning, immerse students in words, and provide repeated exposure to words in more than one context. As a result of the in-depth teaching of the vocabulary, the students are better able to comprehend the content and further the development of their academic English.

The key to this component is that:

1. Concepts should be directly linked to students' background experience - either personal, cultural, or academic.
2. Links should be explicitly made between past learning and new concepts.Key vocabulary is emphasized.
3. New vocabulary is presented in context, and the number of vocabulary words is limited. Research tells us that ELLs learn approximately 5 new words a day; therefore, we must choose our words wisely.
   

3. Comprehensible Input

Lesson Preparation | Background Information | Comprehensible Input | Strategies | Interaction | Practice & Application | Lesson Delivery | Review & Assessment | SIOP Lesson Plan | TOP

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In this component, teachers make lessons comprehensible by using vocabulary that the students understand, stating directions orally and in writing, and demonstrating what the students are expected to do. In addition, the students are given guided practice and are involved in a variety of techniques that provide hands-on practice. The students are provided with support such as prediction guides, visual aides, and other supplemental materials. The information is shared at an appropriate pace and enunciated clearly.

According to Echevarria, Vogt, and Short (p. 78), "Effective sheltered teachers provide explanations of academic tasks in ways that make clear what students are expected to accomplish and that promote student success."

The key in this component is that teachers:

1. Introduce new learning in context
2. Help students learn strategies such as predicting and summarizing
3. Use speech that is appropriate for students' language proficiency
4. Make explanations of tasks clear, using step-by-step directions with visuals
5. Use a variety of techniques to make content concepts clear
6. Focus attention selectively on the most important information
   
   

4. Strategies

Lesson Preparation | Background Information | Comprehensible Input | Strategies | Interaction | Practice & Application | Lesson Delivery | Review & Assessment | SIOP Lesson Plan | TOP

In this component, teachers use explicit instructional strategies, such as questioning techniques, to support higher-level thinking that involves predicting, summarizing, problem solving, organizing, evaluating, and self-monitoring. The instructional strategies also involve the students in scaffolding techniques that provide the right amount of support and help move the students to the next level. The students are given the time to practice the strategies with support from their peers and the teacher, as well as opportunities to implement the strategies independently. An example of a strategy encouraged in the SIOP model is the use of graphic organizers to assist students with visually organizing their learning. According to Echevarria, Vogt, & Short (who cite Fisher, Frey, & Williams, 2002; Pressley, 2000; Shearer, Ruddell & Vogt; and Slater & Horstman, 2002), "There is considerable evidence that teaching students a variety of self-regulating strategies improves student learning and reading."

The key in this component is that teachers:

1. Provide ample opportunities for students to use learning strategies. Learning strategies should be taught through explicit instruction. You want students to develop independence in self-monitoring
2. Consistent use of scaffolding techniques throughout the lesson. Introduce a new concept using a lot of scaffolding and decrease support as time goes on. Restate a student's response or use think-alouds
3. Use of a variety of question types, including those that promote higher level thinking skills.
   
   

5. Interaction

Lesson Preparation | Background Information | Comprehensible Input | Strategies | Interaction | Practice & Application | Lesson Delivery | Review & Assessment | SIOP Lesson Plan | TOP

In this component the teacher provides the students with continual opportunities to interact with peers through flexible grouping. Sometimes the students are in small groups, triads, or pairs where every student has an opportunity to speak and work on projects together. Through the various group activities, students are encouraged to interact with each other and have time for extended academic conversations with their peers. Teacher talk is reduced and the students are encouraged to talk more using academic language. Students are given adequate wait time so they can communicate their answers.

The key to this component is that teachers provide the following for ELLs:

1. use of a variety of question types, including those that promote higher level thinking skills.
2. frequent opportunities for interactions about lesson concepts which encourage higher level thinking skills.
3. grouping which supports language and content objectives. Cooperative groups, buddies, pairs, large and small groups provide students with much needed "oral rehearsal" which, in turn, promotes better understanding.
4. ample wait time for responses. Let other students write down answers while waiting for one student to respond .opportunities for clarification in native language, if possible. This could include bilingual paraprofessionals, native language materials, or notes by students.
   
   

6. Practice/Application

Lesson Preparation | Background Information | Comprehensible Input | Strategies | Interaction | Practice & Application | Lesson Delivery | Review & Assessment | SIOP Lesson Plan | TOP

This component of the SIOP model reinforces the importance of using hands-on material and manipulatives. Teachers plan small-group activities involving hands-on experiences that provide students with relevant information about the content and an opportunity to practice what they are learning. Echevarria, Vogt, & Short (p. 118) state that, "Manipulating learning materials is important for ELs because it helps them connect abstract concepts with concrete experiences." The students are provided opportunities to discuss and apply what they are learning through integration of reading, writing, listening, and speaking. By integrating all of the language arts areas, the ELs grow in their English language ability as well as learn the content.

The key aspects of this component is that lessons should include the following:

1. hands-on materials or manipulatives for student practice.
2. activities for students to apply content and language knowledge in the classroom.
3. activities that integrate all language skills: listening, speaking, reading and writing.
   

7. Lesson Delivery

Lesson Preparation | Background Information | Comprehensible Input | Strategies | Interaction | Practice & Application | Lesson Delivery | Review & Assessment | SIOP Lesson Plan | TOP

In the Lesson Delivery component the teacher focuses on the content and language objectives of the lesson and involves the students actively in meeting the objectives. Lessons are delivered at the appropriate pace so that the students can learn the material and not be bored. Students are engaged in the lesson 90% - 100% of time through well-planned lessons that are understandable to the students, create opportunities for students to talk about the concepts, and include hands-on activities that reinforce each lesson.

Remember:

1. Content objectives are supported by lesson delivery. The objectives must be apparent throughout the lesson.
2. Language objectives are supported by lesson delivery. Students must be given ample opportunities to "show off" their language capabilities in speaking, reading, and writing.
3. Students are engaged 90% to 100% of the period. Provide less "teacher talk", no "down time"; students are actively working in whole groups, small groups, or individually.
4. Pacing of the lesson is appropriate to students’ ability level.
   
   

8. Review/Assessment

Lesson Preparation | Background Information | Comprehensible Input | Strategies | Interaction | Practice & Application | Lesson Delivery | Review & Assessment | SIOP Lesson Plan | TOP

In the Review/Assessment component of SIOP, the teachers provide the appropriate feedback so that the students can continue to grow, review the key concepts to ensure long-lasting learning, and provide assessment to track student progress. The teachers are involved in the "Effective Teaching Cycle for ELs," which includes the following steps:

• teach a lesson
• assess
• review key concepts and vocabulary
• make adjustments to improve student comprehension
• reteach as needed
  
  This process is a cycle that can be repeated as many times as necessary.
  
  The key to this component is that teachers:
  

1. Provide comprehensive review of key vocabulary. (teach, review, assess, reteach; use word study books, content word walls, etc.)
2. Provide comprehensive review of key content concepts. (review content directly related to objectives throughout the lesson; use graphic organizers as review...)
3. Regularly provide feedback to students on their output, e.g., language, content, work. ( clarify, discuss, correct responses)
4. Conduct assessments of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson. (use a variety of quick reviews: thumbs up-thumbs down, numbered wheels, small dry erase boards, student self-assessment).

Lesson Preparation | Background Information | Comprehensible Input | Strategies | Interaction | Practice & Application | Lesson Delivery | Review & Assessment | SIOP Lesson Plan | TOP

SIOP Lesson Plan Outline with Guidelines

Standards - Select standards from your state or district standards and benchmarks.

Theme - Think of the broad understanding that the lesson includes, such as cooperation, courage, environment, justice, perseverance, or diversity.

Lesson Topic - What is the lesson about? For example, protecting coral reefs.

Content Objectives - What will the students know and be able to do as a result of this lesson? For example: Students will understand the fragility of coral reefs... or Students will form an opinion as to how to protect coral reefs.

Language Objectives - How will listening, speaking, reading, and writing be included in the lesson? For example, students will READ information about the coral reefs; ORALLY STATE one or more ways coral reefs can be preserved; SUMMARIZE their opinion in writing.

Leaning Strategies - Select a strategy or strategies that will assist and support student understanding. For example, teach the students to use the "gist" (Muth & Alvermann, 1999) method which assists students in summarizing. Steps for this strategy include the following:

• The teacher and students read a section of the text together.
• Together, they select 10 or more words that are most important to understanding the text.
• Together, they use as many of the 10 words as possible to write a summary sentence.
• The process is repeated with the remainder of the text.
• At the conclusion, a main idea or topic sentence is added to the beginning of the summary sentences.

The students now have a summary paragraph.

Key Vocabulary - Select a few vocabulary words that are essential to the understanding of the material to be taught as well as the academic words needed to process the concepts. Provide user-friendly definitions, examples of the words from different contexts, multiple exposures, and active involvement with the words.

Materials - List what you will need in order to teach the lesson. Things like paper, pencils, chart paper, pictures, etc.

LESSON SEQUENCE:

Motivation - (Building background knowledge; links to background and to past learning)

• What activities, pictures, experience, and vocabulary development do you need to provide the students to build the background needed?
• How can you link the new material to something the students are familiar with?
• What have you taught them in the past that will help them learn the new material? Connect past learning with the new learning by refereeing to a chart, a book, or a lesson that the students have already completed.
• How can you get them excited about the new learning?

Presentation - (Content and language objectives, comprehensible input, strategies, interaction, feedback, modeling)

• Place the content and language objectives on the board for the students to see as well as state them orally or have them read aloud.
• Use speech appropriate to the language level of the students.
• Enunciate clearly and speak slowly.
• Provide opportunities for repetition
• Avoid jargon such as, "It's like the pot calling the kettle black."
• Provide hands-on experiences.
• Teach vocabulary so the students can learn and retain the words.
• Use gestures, body language, pictures, and real objects (realia) whenever possible.
• Model what you want them to do.
• Provide step-by-step directions both orally and in writing.
• Model the strategies that you want the students to use.
• Provide a variety of grouping patterns (small groups, pairs, individuals) where students have an opportunity to talk with each other and learn from each other.

Practice/Application - (Meaningful activities, interaction, strategies, guided and independent practice, feedback)

• Provide guided practice where the teacher helps lead the students before they are expected to independently apply the new learning.
• Some examples of meaningful activities are:
  • Writing in a journal
  • Participating in discussion circles
  • Partner sharing using new vocabulary
  • Solving problems in cooperative groups
  • Using graphic organizers to scaffold learning
  • Conducting science experiments

Review/Assessment - (Review objectives and vocabulary, assess learning [individual, group, written, oral])

• Review the objectives on the board and ask the class if they were met.
• Use Outcome Sentences (complete orally or in journal writing)
  • I wonder...
  • I discovered...
  • I still want to know...
  • I learned...
  • I still don't understand...
    

Extension - Assign "big idea" questions that relate to the topic for homework, such as, 'Why do you think...?

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References:

Bilingual and Compensator Education Resource Team (2002), Dearborn Public Schools, Dearborn Michigan.

Echevarria, Vogt, and Short, Making Content COmprehensible for English Learners, 2004, Pearson.

Hanson, Susan, and Filibert, Consius (Fall, 2006), "Teaching English Learners the SIOP Way", Pacific Resources for Education and Learning, pp 12-14.