SIOP Component #3
Before we begin….Let’s do a
quick review from last time
In regards to
That’s right!
SIOP, what
The SIOP model is comprised of
does the clock
8 components and 30 features.
symbolize?
Sheltered Instructional Observation Protocol
S.I.O.P. – 8 Components, 30 Features
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Quick Review
Which components have we covered?
1. Lesson Preparation
1. Building Background
Knowledge
SIOP Review
#1. Lesson Preparation
Content Objectives Clearly Defined, Displayed and Reviewed with Students
Language Objectives Clearly Defined, Displayed and Reviewed with Students
Content Concepts Appropriate for Age and Educational Background
Supplementary Materials Used to a High Degree
Adaptation of Content to All Levels of Student Proficiency
Meaningful Activities That Integrate Lesson Concepts with Language Practice
Opportunities
SIOP Review - #2. Building
Background Knowledge
Feature 7: Concepts Explicitly Linked to Students’
Background Experiences
Feature 8: Links Explicitly Made between Past
Learning and New Concepts
Feature 9: Key Vocabulary Emphasized
Stephen Krashen’s 5-pronged
theory of Language Aquisition
1. Language acquisition is a subconscious and intuitive
process much like how children pick up their first language.
2. The monitor: If students learn language through rules
rather than naturally fluency will be delayed.
3. The natural order of acquisition: ELs will first acquire
that which has the most meaning, form comes later.
4. Providing comprehensible input – to acquire language.
5. The affective filter: a cognitive shut-down if anxious.
Three Features of
Comprehensible Input
Feature 10: Appropriate Speech
Feature 11: Clear Explanation of Academic
Tasks
Feature 12: A Variety of Techniques Used
Comprehensible Input
After reading, discussing,
and engaging in activities
related to Comprehensible
input, you will be able to
meet the following
Objectives:
Our Objectives for today:
Content Objectives:
I can identify the third component of SIOP and the three features of this
component.
I can explore techniques for presenting content information in ways that
students comprehend.
I can review various ways to model and provide directions for academic tasks.
Language Objectives:
I can name and describe the three features of this component.
I can discuss modifications to teacher speech that can increase student
comprehension.
I can write the steps needed for students to perform an academic task
and have a partner provide feedback on how clear the steps would be
for an ELL student.
Three Features of
Comprehensible Input
Feature 10: Appropriate Speech
Feature 11: Clear Explanation of Academic
Tasks
Feature 12: A Variety of Techniques Used
#10 – Speech Appropriate for
Students’ Proficiency Levels
Speech appropriate for students’ proficiency levels
refers to
• 1. rate and enunciation - how the teacher speaks
» Aware of how fast they are speaking, enunciating clearly
• 2. complexity of speech – what is said such as:
» Level of the vocabulary used
» Complexity of the sentence structure
» Use of idioms – common sayings that cannot be
translated exactly such as, “below the belt” for unfair.
Els understand things literally, helped by clear visuals.
Chapter 4: #1
#10 – Speech Appropriate for
Students’ Proficiency Levels
Students will respond according to their
proficiency level. Example: Students who are asked to
describe the setting in a story will have various responses:
• Level 1: (No response, not sure what setting is yet or in silent period)
• Level 2: “Cold day.”
• Level 3: “The day is cold and there is snow.”
• Level 4: “The day is very cold and heavy snow is falling.”
• Level 5: “It is a cold, winter day and it is snowing more heavily then
usual.”
• Level 6: “The unusually heavy snow on the day the story takes place
causes a number of problems for the characters.”
#10 – Speech Appropriate for
Students’ Proficiency Levels
Paraphrasing & repetition enhance understanding
for Els and all students. Brain research tells us
that repetition strengthens connections in the brain
(Jensen, 2005).
Els benefit from repeated exposures to a word in
order to hear it accurately because they often lack
the auditory acuity to decipher sounds of English
words.
#10 – Speech Appropriate for
Students’ Proficiency Levels
Cognates are often useful in promoting comprehension for
students whose native language has a Latin base.
For example: “Calculate the total number of pennies” would
be easier for Spanish speakers than “figure out,” because of
the Spanish cognate: “calcular.” (Vogt, Echevarria, Elem. SIOP p.83)
There are over 8,000 cognates between Spanish & English
(CAL)
#10 – Speech Appropriate for
Students’ Proficiency Levels
Using appropriate speech
patterns and terms that are easier
for Els to understand contributes to
comprehensible input.
#10 – Speech Appropriate for
Students’ Proficiency Levels
Please stand, walk and find someone
from a different grade level to talk with:
• Discuss modifications to teacher speech that can
increase student comprehension.
• Discuss any modifications to your speech you have
made for Els or individuals with hearing loss.
#11 – Clear Explanation of
Academic Tasks
ELs and native English speakers perform better in
academic situations when the teachers gives clear
instructions for assignments and activities.
• 1. It is critical for Els to have instructions presented in
a step-by-step manner, preferably modeled or
demonstrated. Ideally, a finished product is shown.
• 2. Oral directions should always be accompanied by
written ones so Els can refer back to them at a later
point in time. (Elem. SIOP p. 83)
#11 – Clear Explanation of
Academic Tasks
Middle school students were asked what their
teachers do that makes learning easier or more
difficult. The following are some student comments:
• “She doesn’t explain it too good. I don’t understand the
words she’s saying because I don’t even know what they
mean.”
• She talks too fast. I don’t understand the directions.
• He talks too fast. Not patient.”
• It helps when he comes close to my desk and explains
stuff in the order that I have to do it.”
#11 – Clear Explanation of
Academic Tasks
An example of a clear explanation of tasks written
on the board by a teacher for a reading selection
which contains lots of words about people, places,
and things in the community.
1.
2.
3.
4.
Read the story together
Read words cards with your partner.
Place each card in a column: people, places, things.
Tell your partner why the card goes in the column.
• The teacher goes over each step showing visuals with
each step.
#11 – Clear Explanation of
Academic Tasks
Take a minute, think of a two or three step academic
task you have asked a student to do. Write down the
steps on a piece of blank paper.
Talk with someone from the same grade level
and ask them to provide feedback on how clear
the directions would be for an English Learner.
#12 – A Variety of Techniques Used
to Make Content Concepts Clear
Use TPR! Gestures, body language, pictures &
realia
• TPR – Total Physical Response was first used by James
Asher in the 1960s.
• Marzano’s Dual Coding Theory says that when both
linguistic and nonlinguistic input is used it strengthens the
memory trace and increases the likelihood that the
memory will stored for future recall.
#12 – A Variety of Techniques Used
to Make Content Concepts Clear
Learn the gesture for #12 & then talk with a partner:
– Have you used TPR in the classroom to teach vocabulary? How?
– What are some subjects or vocabulary words you could use TPR with?
#12 – A Variety of Techniques Used
to Make Content Concepts Clear
Bring in realia or use supplemental materials.
• Example: talking about forms of water; bring ice! – What have you done?
Watch video clips PRIOR to starting a unit.
• Why would it be important to watch the video before the unit
instead of after?
#12 – A Variety of Techniques Used
to Make Content Concepts Clear
Provide a model of a process, task, or assignment.
Preview material for optimal learning.
• When students’ attention is focused on the specific information they will be responsible for learning in the
lesson, students are able to prepare themselves for the information that is coming, making itmore
comprehensible for them.
Allow Alternative forms of expressing their
understanding of information: ie. Pictures, maps, etc.
Use multimedia and other technologies in lessons.
#12 – A Variety of Techniques Used
to Make Content Concepts Clear
Provide repeated exposures to words, concepts, and
skills. Els are learning through a new language, and
in order for the input to be comprehensible, they need
repetition.
Use sentence strips: write events & sequence stips
Scaffold language by chunking information into
smaller bits, asking questions about it and talking
about it.
#12 – A Variety of Techniques Used
to Make Content Concepts Clear
Use graphic organizers effectively:
– Show key vocabulary and concepts graphically
– Most effective when they match the objectives & task
Record texts for comprehension
– A recorded version of the text not only allows for multiple
opportunities to hear the text, but the reader who records
the text can modify it to proficiency levels. The same
passage may be read more slowly with clear enunciation
for beginning speakers.
Three Features of
Comprehensible Input
Feature 10: Appropriate Speech
Feature 11: Clear Explanation of Academic
Tasks
Feature 12: A Variety of Techniques Used
I’ll do the gestures and then you turn and tell
your neighbor which feature I am representing
and give a brief description of that feature. I will
then randomly select someone to share out
their answer.
Our Objectives for today:
Content Objectives:
I can identify the third component of SIOP and the three features of this
component.
I can explore techniques for presenting content information in ways that
students comprehend.
I can review various ways to model and provide directions for academic tasks.
Language Objectives:
I can name and describe the three features of this component.
I can discuss modifications to teacher speech that can increase student
comprehension.
I can write the steps needed for students to perform an academic task
and have a partner provide feedback on how clear the steps would be
for an ELL student.