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SIOP. Outline Warm-up Activity What is SIOP? How SIOP fits in? Lesson Planning SIOP Components A Sample Lesson Plan Teacher Observation Checklist.

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Presentation on theme: "SIOP. Outline Warm-up Activity What is SIOP? How SIOP fits in? Lesson Planning SIOP Components A Sample Lesson Plan Teacher Observation Checklist."— Presentation transcript:

1 SIOP

2 Outline Warm-up Activity What is SIOP? How SIOP fits in? Lesson Planning SIOP Components A Sample Lesson Plan Teacher Observation Checklist

3 What is the SIOP? SIOP: An Integrated Approach Instructional methods integrate language and content Focus on identifying and explicitly teaching the language necessary to access Language instruction occurs within content instruction--not as an “add-on”

4 Warm-Up Activity – Pair Work 3 Minutes Discuss how you plan your classes. Make a list of criteria making the learning in the class effective. How do you make sure your lesson planning and your lesson itself work?

5 Sheltered Content In sheltered content classes, English learners participate in a content course where teachers deliver grade-level objectives through modified instruction that makes the information comprehensible. Grade-level, standards-based content knowledge of specific subject Academic language development as pertains to each specific content area All English learners or English learners mixed with non-English learners In sheltered content classes, English learners participate in a content course where teachers deliver grade-level objectives through modified instruction that makes the information comprehensible. Grade-level, standards-based content knowledge of specific subject Academic language development as pertains to each specific content area All English learners or English learners mixed with non-English learners

6 Major Components of SIOP 1 1. Lesson Preparation initiate the lesson planning process, so teachers include content and language objectives, use supplementary materials, and create meaningful activities. 2. Building Background focuses on making connections with students’ background experiences and prior learning, and developing their academic vocabulary. 3. Comprehensible Input considers how teachers should adjust their speech, model academic tasks, and use multimodal techniques to enhance comprehension. 4. The Strategies component emphasizes teaching learning strategies to students, scaffolding instruction, and promoting higher-order thinking skills. 1. Lesson Preparation initiate the lesson planning process, so teachers include content and language objectives, use supplementary materials, and create meaningful activities. 2. Building Background focuses on making connections with students’ background experiences and prior learning, and developing their academic vocabulary. 3. Comprehensible Input considers how teachers should adjust their speech, model academic tasks, and use multimodal techniques to enhance comprehension. 4. The Strategies component emphasizes teaching learning strategies to students, scaffolding instruction, and promoting higher-order thinking skills.

7 Major Components of SIOP 2 5. Interaction prompts teachers to encourage students to elaborate their speech and to group students appropriately for language and content development. 6. Practice & Application provides activities to practice and extend language and content learning. 7. Lesson Delivery ensures teachers present a lesson that meets the planned objectives and promotes student engagement. 8. The Review & Assessment component reminds teachers to review the key language and content concepts, assess student learning, and provide specific academic feedback to students on their output. 5. Interaction prompts teachers to encourage students to elaborate their speech and to group students appropriately for language and content development. 6. Practice & Application provides activities to practice and extend language and content learning. 7. Lesson Delivery ensures teachers present a lesson that meets the planned objectives and promotes student engagement. 8. The Review & Assessment component reminds teachers to review the key language and content concepts, assess student learning, and provide specific academic feedback to students on their output.

8 Structure Short Introduction by Kemal Video about the component Take notes and report back what you have learned new. Handout: Read about the specific techniques regarding the component and report back your favorite

9 Preparation Write content objectives clearly for students. Write language objectives clearly for students. Choose content concepts appropriate for age and educational background level of students. Teach required concepts without diminishing the content.

10 Identify supplementary materials to use (graphs, models, visuals). Adapt content (e.g., text, assignment) to all levels of student proficiency. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking. Avoid planning a lecture as a meaningful activity.

11 Building Background (BB) Explicitly link concepts to students’ backgrounds and experiences (“Have you ever…?) Explicitly link past learning and new concepts. (Do you remember when we....?) Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students.

12 Comprehensible Input (CI) Use speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners). Explain academic tasks clearly. Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language).

13 Strategies (S) Provide ample opportunities for students to use strategies, (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring). Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (literal, analytical, and interpretive questions).

14 Interaction (I) Provide frequent opportunities for interactions and discussion between teacher/student and among students, and encourage elaborated responses. Use group configurations that support language and content objectives of the lesson. Provide sufficient wait time for student responses consistently. Give ample opportunities for students to clarify key concepts in first language (L1) as needed with aide, peer, or L1 text.

15 Practice & Application (PA) Provide hands-on materials and/or manipulatives for students to practice using new content knowledge. Provide activities for students to apply content and language knowledge in the classroom. Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking).

16 Lesson Delivery (LD) Support content objectives clearly. Support language objectives clearly. Engage students approximately 90-100% of the period (most students taking part and on task throughout the lesson). Pace the lesson appropriately to the students’ proficiency level.

17 Review & Assessment (RA) Give a comprehensive review of key vocabulary. Give a comprehensive review of key content concepts. Provide feedback to students regularly on their output (e.g., language, content, work). Conduct assessments of student comprehension and learning throughout lesson on all lesson objectives (e.g., spot checking, group response).


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