siop model and research findings
DESCRIPTION
edumicationTRANSCRIPT
SIOP & research SIOP & research 11
The SIOP ModelThe SIOP Model
TESOL Instructional practicesTESOL Instructional practices
SIOP & research SIOP & research 22
OUTLINEOUTLINE
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?
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?
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Food for thoughtFood 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)
“ …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)
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What is SIOP?What is SIOP?
S = ShelteredI = Instructional O = ObservationP = ProtocolSIOP was started by Echevarria &
Short to assist teachers in improving their adaptations for ELLs in L2 taught classes.
S = ShelteredI = Instructional O = ObservationP = ProtocolSIOP was started by Echevarria &
Short to assist teachers in improving their adaptations for ELLs in L2 taught classes.
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What is SIOP?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
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
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What is SIOP?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 developmentSlower speech with clear enunciation and fewer
idiomatic expressionsVisuals, demonstrations and hands-on learningText adaptationsHomework adaptationsSupplementary materials
SIOP includes specific lesson planning and delivery suggestions and teacher observation protocols
Sheltered instruction includes strategies such as Cooperative learning,Explicit, targeted vocabulary developmentSlower speech with clear enunciation and fewer
idiomatic expressionsVisuals, demonstrations and hands-on learningText adaptationsHomework adaptationsSupplementary materials
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What is SIOP?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 areasby being engaged in content area learning in L2
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 areasby being engaged in content area learning in L2
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SIOP Components or FeaturesSIOP 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
(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
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SIOP Components or FeaturesSIOP Components or Features (5) Adaptations of content to all levels of
student proficiency must be providedGraphic organizersOutlines (culture-sensitive for linearly and circularly
processing students)Leveled study guidesHighlighted textsTaped textsAdapted texts (Dr. Costner’s presentation) Jigsaw text readingMarginal notesTexts in ELLs’ L1
(5) Adaptations of content to all levels of student proficiency must be providedGraphic organizersOutlines (culture-sensitive for linearly and circularly
processing students)Leveled study guidesHighlighted textsTaped textsAdapted texts (Dr. Costner’s presentation) Jigsaw text readingMarginal notesTexts in ELLs’ L1
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SIOP Components or FeaturesSIOP 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 experiencesProvide background and discuss orally (video, read
aloudPartner 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
(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 experiencesProvide background and discuss orally (video, read
aloudPartner 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 FeaturesSIOP 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
(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 FeaturesSIOP Components or Features (10) Use speech that is appropriate for
students’ proficiency levelsSentence complexityVocabularyGesturesPaceEnunciationsRepetitions supported with gesturesIdiom use
(11) Provide clear explanations of academic tasks in simple language
(10) Use speech that is appropriate for students’ proficiency levelsSentence complexityVocabularyGesturesPaceEnunciationsRepetitions supported with gesturesIdiom use
(11) Provide clear explanations of academic tasks in simple language
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SIOP Components or FeaturesSIOP 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
(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 FeaturesSIOP Components or Features (13) Provide ample opportunities for students
to use/apply learning strategies: metacognitive, cognitive, and social/affective strategies, Mnemonic devicesAcronyms for test taking, study and writing tasksGraphic organizersDirected- Reading Thinking activities (DRTA)Listening and reading comprehension strategiesRehearsal strategiesSee also CALLA (O’ Malley & Chamot, 1987;1994)
(13) Provide ample opportunities for students to use/apply learning strategies: metacognitive, cognitive, and social/affective strategies, Mnemonic devicesAcronyms for test taking, study and writing tasksGraphic organizersDirected- Reading Thinking activities (DRTA)Listening and reading comprehension strategiesRehearsal strategiesSee also CALLA (O’ Malley & Chamot, 1987;1994)
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SIOP Components or FeaturesSIOP Components or Features(14) Consistently use scaffolding
techniques to assist and support student understanding and information retention ParaphrasingThink-aloudsReinforce contextual definitionsProvide correct pronunciation by repeating
student responsesSlow down speech, increase pauses, speak
in phrases
(14) Consistently use scaffolding techniques to assist and support student understanding and information retention ParaphrasingThink-aloudsReinforce contextual definitionsProvide correct pronunciation by repeating
student responsesSlow down speech, increase pauses, speak
in phrases
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SIOP Components or FeaturesSIOP Components or Features(15) Use a variety of questions or tasks
that promote HOTS
(16) Provide frequent opportunities for discussion and interactionGamesCommunication through technologyPerforming, actingPair dialogue and sharing of informationShow and tell
(15) Use a variety of questions or tasks that promote HOTS
(16) Provide frequent opportunities for discussion and interactionGamesCommunication through technologyPerforming, actingPair dialogue and sharing of informationShow and tell
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SIOP Components or FeaturesSIOP Components or Features (17) Support language and content objective
through grouping configurations.
(18) Provide sufficient wait time for student responses.50-50 television show modelPhone a friend
(19) Provide ample opportunity for students to clarify key concepts in L1
(17) Support language and content objective through grouping configurations.
(18) Provide sufficient wait time for student responses.50-50 television show modelPhone a friend
(19) Provide ample opportunity for students to clarify key concepts in L1
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SIOP Components or FeaturesSIOP 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.
(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 FeaturesSIOP 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.
(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
SIOP Lesson Plan Components
StandardsThemeMeasurable Content objectivesMeasurable language objectivesExplicit listing of key vocabularyExplicit listing of supplemental
materials
StandardsThemeMeasurable Content objectivesMeasurable language objectivesExplicit listing of key vocabularyExplicit listing of supplemental
materials
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SIOP Lesson Plan Components
SIOP Lesson Plan Components
Lesson Plan Sequence with Motivation, pre-knowledge activationModeling of new contentPractice scaffolded from intense to minimal
guidanceReview of content by studentsPost lesson assessment of objectivesExtension/homeworkREFLECTIONS on what worked and did not
work and what, therefore to focus on next
Lesson Plan Sequence with Motivation, pre-knowledge activationModeling of new contentPractice scaffolded from intense to minimal
guidanceReview of content by studentsPost lesson assessment of objectivesExtension/homeworkREFLECTIONS on what worked and did not
work and what, therefore to focus on next
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ELL research findingsELL 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:
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 findingsELL 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
(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 findingsELL 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 student’s L1 will facilitate development of literacy in L2 (English). Literacy in L2 can also be developed in L2 without literacy proficiency in L1.
(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 student’s 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 findingsELL 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 socio-cultural factors on L2 acquisition processes.
(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 socio-cultural factors on L2 acquisition processes.
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ELL research findingsELL research findingsResearchers 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 wasOral language developmentLiteracy development from linguistic and cross-
linguistic anglesAcademic achievement
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 wasOral language developmentLiteracy development from linguistic and cross-
linguistic anglesAcademic achievement
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ELL research findingsELL research findingsBoth 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.
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 findingsELL 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
(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 findingsELL 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.
(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 findingsELL 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.
(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.