Transcript The SIOP Method - English

The SIOP Method:
ADVANCING STUDENT ACHIEVEMENT
OF ENGLISH LANGUAGE LEARNERS
BY:
SARAH KATE FORBES
What is the SIOP Method?
 SIOP= Sheltered Instruction Observation Protocol.
 Researched based strategies that benefit ALL
learners, especially English Language Learners.
 Consistent framework that embeds language into
content based instruction.
 Eight components of sheltered instruction.
8 Components of SIOP
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Preparation
Building background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
How does this apply to me as a teacher?
 Using the SIOP Method, you can prepare each lesson so
that every student benefits.
 By infusing language objectives into lessons along with
content objectives, students know what language they
need to accomplish their content objectives as outlined in
the school’s curriculum.
 By building background knowledge with the students,
you ensure they can apply the new content to their daily
lives.
 Key Vocabualry- Students need the vocabulary of the
content area in order to effectively process content
knowledge.
SIOP Lesson Delivery
 This method affects the manner in which the lesson
is delivered.
 Rate of Speech- the teacher is always concious of
her/his rate of speech, making sure that the students
can understand each word.
 Wait Time- the teacher gives the student
appropriate time to process the language of
the question before expecting a response.
SIOP Lesson Delivery
 Scaffolding of activities- the teacher uses a wide
range of techniques that include: modeling, guided,
and independent.
 Processes: the teacher tries to incorporate each
language domain into daily lessons. (Listening,
Speaking, Reading, and Writing)
 Grouping: Student interaction is key in SIOP.
Students should be given many opportunities
throughout the lesson to interact with peers of all
proficiency levels.
Review and Assessment
 Lesson review should be comprehensive and include
both content and language.
 Assessments could include oral, written, group, or
individual.
 By assessing both language and content, the teacher
gains insight into what the student is lacking.
 Remember, students need language in order to
process content.
References
Echevarría, J.; Vogt, M.; Short, D. J. (2008).
Making content comprehensible for English
learners the SIOP® Model, (3rd ed.) Boston,
MA: Pearson Education.
 PearsonEducation,Inc. (2008)Retrieved from
http://www.siopinstitute.net/classroom.ht
ml
 PearsonEducation,Inc. (2008)Retrieved from
http://www.siopinstitute.net/about.html