THE ISS GUIDEGUIDE TO THE SIOP

MODEL

AUGUST 1ST, 2013

SIOP UMBRELLA

SIOP resource p. 17

CONTENT OBJECTIVES: YOU WILL…

• Develop an understanding of why the SIOP model is necessary.

• Identify the eight components of the SIOP Model.

• Classify features of the SIOP Model into 3 groups: used regularly, occasionally, or seldom in your lessons.

LANGUAGE OBJECTIVES: YOU WILL…

• Write a personal goal for this training based on your present understanding of the SIOP Model.

• Develop a SIOP-related lexicon related to issues in second language acquisition and the eight components of the SIOP Model.

• Locate information in the Making Content Comprehensible for English Language Learners book.

PERSONAL GOAL

• Based on your current knowledge of the SIOP model (which may be a little or a lot), take a few minutes to write a goal for what you expect to accomplish and/or learn by the end of today.

DESCRIBE SHELTERED INSTRUCTIONTRUE OR FALSE?

1. Builds English language development and academic language

2. Helps to make grade level content accessible

3. LEP students and native English speakers can be in the same sheltered class

4. LEP students can be the only students

5. Appropriate for schools with 3 LEP students

6. Another term for direct instruction

7. Waters down the content

WHAT IS THE SIOP MODEL?

SIOP STANDS FOR

SHELTERED INSTRUCTION OBSERVACION PROTOCOL

WHAT IS SHELTERED INSTRUCTION?

An approach for teaching grade-level academic content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.

p. 5 MCCE

SIOP resource p.9

IN NORTH CAROLINA ENGLISH LANGUAGE LEARNERS

ARE…

• Students whose first, or home language is a language other than English, and

• whose difficulty in speaking, reading, writing, or understanding English do not allow these students to may be sufficient to deny the individual the ability to meet the State’s proficient level of achievement on state assessments, to achieve in classrooms, the opportunity to participate fully in society. (NCLB S.9101,25 of title IX)

• and who score below Level 4 on the Reading and Writing sections and a composite score of less than 4.8 on the ACCESS test for language proficiency

CHARACTERISTICS OF MANY ENGLISH LANGUAGE LEARNERS IN

U.S. SECONDARY SCHOOLS

• Enter US schools in the elementary grades

• Have limited or no reading and writing ability in their first language

• Converse in English relatively competently in everyday contexts

• Have weak English vocabulary, grammar, and sentence structure

• Read and write below grade level

CLOSING THE ACHIEVEMENT GAP

THE SIOP MODEL

The SIOP Model is:

An observation protocol (rating instrument)

A lesson planning and delivery system

p.16 MCCE

SIOP resource p. 35-45

THE SIOP MODEL COMPONENTS• Preparation

• Building Background

• Comprehensible Input

• Strategies

• Interaction

• Practice

• Lesson Delivery

• Review / Assessment

p. 16-17 MCCE

SIOP Resource 29-31

THE SIOP MODEL

SIOP Resources p. 13, 29-31

THE SIOP MODEL…

• Is good for ALL students, not just ELL students!

• Content teachers deliver thisinstruction.

• ESL teachers deliverthis instruction if they are teaching the specific subject area.

CONTENT OBJECTIVES: DID YOU…

• Develop an understanding of why the SIOP model is necessary.

• Identify the eight components of the SIOP Model.

• Classify features of the SIOP Model into 3 groups: used regularly, occasionally, or seldom in your lessons.

LANGUAGE OBJECTIVES: DID YOU…

• Write a personal goal for this training based on your present understanding of the SIOP Model.

• Develop a SIOP-related lexicon related to issues in second language acquisition and the eight components of the SIOP Model.

• Locate information in the Making Content Comprehensible for English Language Learners book.

TICKET OUT/EVALUATION

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