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Siop Process

The document discusses strategies for teaching English Language Learners based on the SIOP (Sheltered Instruction Observation Protocol) model. The SIOP model consists of 8 components for effective lesson planning and delivery. It identifies 3 main types of strategies: culturally responsive teaching, sheltered English instruction, and language support. Culturally responsive teaching involves learning about students' cultures and communicating high expectations. Sheltered English instruction uses scaffolding strategies to make content comprehensible for ELLs. Language support promotes inclusion and maintaining high expectations for ELLs at home and school.

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63 views17 pages

Siop Process

The document discusses strategies for teaching English Language Learners based on the SIOP (Sheltered Instruction Observation Protocol) model. The SIOP model consists of 8 components for effective lesson planning and delivery. It identifies 3 main types of strategies: culturally responsive teaching, sheltered English instruction, and language support. Culturally responsive teaching involves learning about students' cultures and communicating high expectations. Sheltered English instruction uses scaffolding strategies to make content comprehensible for ELLs. Language support promotes inclusion and maintaining high expectations for ELLs at home and school.

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© © All Rights Reserved
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SIOP Strategies

Corinne Estes, Katheryn Hickey,


Angela Scurti, Molly Skinner
Objectives:

● Students will be able to demonstrate


understanding of the SIOP model strategies.
● Students will be able to apply concepts of the
SIOP strategies they learned in the activities
that follow.
What is the SIOP model?
● The Siop model stands for: Sheltered Instruction Observation Protocol (SIOP).
● It is a research-based, instructional model which addresses the needs of English
language learners in the United States.

The SIOP Model consists of eight interrelated components:


● Lesson Preparation
● Building Background
● Comprehensible Input
● Strategies
● Interaction
● Practice/Application
● Lesson Delivery
● Review & Assessment
3 Types of Strategies:

● Culturally Responsive Teaching


● Sheltered English Instruction
● Language Support for Students in the Home and in
School
Culturally Responsive Teaching

● Positive perspectives on parents and families


● Communication of high expectations
● Learning within the context of culture
● Student-centered instruction
● Culturally mediated instruction
● Reshaping the curriculum
● Teacher as facilitator
Positive Perspectives on parents and
families

● Parents are your students first teachers.

● Parents can help teacher by teaching their children.

● Inform parents of their child’s educational progress.

● Gain cross-cultural skills necessary for successful exchange and

collaboration.
Learning within the context of Culture

● Children who come from homes where the language and culture do not

correspond with the schools are at a disadvantage.

● Teachers should gain knowledge of the cultures represented in their

classroom.

● Vary teaching strategies to include all students.

● Bridge cultural differences through effective communication.


Sheltered English Instruction

● Since the 1980’s teacher have been using this strategy as a way to
make content comprehensible for English Language Learners.
● Sheltered English instruction came from the fact that ELLS used to
be seen as ‘sheltered’ and not working alongside their peers.
● Now, ELLs do work alongside their peers so this strategy has come
to mean a set of practices valuable to all teachers in helping ELLs
learn English and, at the same time, learn the content material in
English.
What is Sheltered English Instruction?

● Sheltered English instruction is an instructional approach that engages ELLs


above the beginner level and developing grade-level content-area
knowledge, academic skills, and increased English proficiency.
● It is important to tap into a students prior knowledge when teaching them
new content.
● Teachers use clear, direct, simple English and a wide range of scaffolding
strategies to communicate meaningful input in the content area to students.
Where is Sheltered English Instruction Used
and By Who?

● Sheltered instruction appears in classes that consists of


only English Language Learners and in classes of both
ELLS and native English speaking students.
Is Sheltered English Instruction Effective?

● The success depends on two factors:


● First, the teacher must give modified instruction without
over simplifying it since all students must meet content
standards.
● Second, the teacher must keep working to enhance
academic language so the ELL students are not stuck at
the conversational level.
Language Support for Students in the Home
and the School

- ELL students are balancing more than one language and culture.
- The more a teacher understands about their backgrounds and experiences,
the better equipped they will be to provide a good learning environment.
- Teachers should work to foster respect and inclusion in the classroom and
school.
Practices to Promote Inclusion

1. Create participatory and inquiry- 3. Teach ELL through content-area


based classrooms instruction
- ELL students improve their - Exposing ELL students to more
language skills through content area will expose them to
every discussion with peers more vocabulary and linguistic
and teachers structures
1. Maintain high expectations for 4. Use thematic units
all students - Students can master vocabulary
- Limited proficiency in from one structured theme while
English is not an indicator of working on several different
limited cognitive ability lessons and activities
Practices to Promote Inclusion

5. Incorporate culturally familiar 7. Provide appropriate and valid


learning strategies assessment
- An ELL student may be used to a - Focus on the content of the
very different learning and student’s answers not the
cultural environment language
6. Use a variety of strategies when 8. Recognize that students use both
teaching literacy languages to learn
- Because of their background, - Using both languages together in
some ELL students may not have the classroom makes it easier
literacy skills in their first for the student to learn
language
Fact Sheet
Get out Game

● Students are asked to answer the


following questions
● Students face off against other teams
● The team that gets the correct answer
wins, the other team is eleminated.
References

https://www.brown.edu/academics/education-alliance/teaching-diverse-
learners/4-strategies

https://www.brown.edu/academics/education-alliance/teaching-diverse-
learners/home/strategies

http://www.cal.org/siop/about/

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