1. THE SIOP MODEL Presented by: Ann Dealy, Principal Brookside School
Raymond Sanchez, Deputy Superintendent
Dr. Angela White, Assistant Superintendent
Ossining Union Free School District

2. Why SIOP? ESL demographics continue to grow.
Laws mandate higher achievement
From to , the number of LEP students grew 95% while the total enrollment increased only 12% (National Clearinghouse for English Language Acquisition, 2002)
In 20 years, 40% of all students will ELLs.

3. Realities in our schools
General education teachers, are not yet trainined to instruct ESL students, yet many students spend the majority of their day in the classroom.
As numbers grow, pull out models become a less effective model for ESL students.

4. Sheltered Instruction “SIOP takes the same rigor and adds clues for ELL students to be successful.” – Jana Echevarria
A means for making grade-level academic content (e.g. math, social studies) more accessible for English Language Learners while at the same time promoting their English language development.
The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students.

5. Sheltered Instruction
The 8 Components of SIOP
SDAIE-Specially designed academic instruction in English
CALLA-Cognitive academic language learning approach
Comprehensible Input
Review & Assessment
Preparation
Interaction
Lesson Delivery
Building Background
Practice / Application
Learning Strategies

6. Making Content Comprehensible for English Language Learners
Preparation
Content & Language Objectives
Building Background
Concepts linked to students’ background
Key Vocabulary
Comprehensible Input
Academic tasks explained
Variety techniques and strategies
Learning Strategies
Ample opportunities for use of strategies
Scaffolding
Higher level questioning
Interaction
Opportunities for interaction and discussion
Grouping of students
Practice & Application
Hand-on materials
Application of content/ language knowledge
Lesson Delivery
Support content and language objectives
Student engagement
Appropriate pacing of lesson
Review & Assessment
Review of key vocabulary
Review of key content concepts
Feedback & Assessment

7. IMPLEMENTATION Leadership Question:
How do we use the SIOP Model as well as the Heifetz and Elmore frameworks of leadership to build a culture of access to grade level content, high level vocabulary and language for all students?

8. SIOP A model that provides children with explicit,
interactive and language-based methods in which to learn.
BUILDING
BACKGROUND
LINKING PAST LEARNING
EXPERIENCES
Key Vocabulary
START/FINISH
Preparation—
Content and Language Objectives
Content
Supplementary Materials
FOCUS
FOCUS
CLOSURE
COMPREHENSIBLE
INPUT
Clear Explanation—
Concepts Clarified
REVIEW/ASSESSMENT
Key Vocabulary
Key Content
Student Output
Frequent —Ongoing Check-ins
FOCUS
PRACTICE
CLOSURE
STRATEGIES
Metacognitive /Cognitive/Social Effective
Scaffolding
Higher Order Questioning
LESSON DELIVERY
Supports Content/Language
Objectives
High Student Engagement
Differentiation
PRACTICE/APPLICATION
Hands On
Student Apply Learning
Students:
READ, WRITE, LISTEN, SPEAK
INTERACTION
Grouping Configurations
Wait Time
Students Clarify Key Concepts
PRACTICE
PRACTICE

9. Focus (Preparation, Building Background, Comprehensible Input)
Push-In model of ESL (Revision of Schedules)
SIOP Training for ESL/Administration
Building Background Knowledge
Overview
Common Text/Research
Comprehensible Input
Connections

10. Practice (Strategies, Interaction, Application)
Sustained, year long focus on SIOP and its contribution to Oral Language Development
Interaction
LCI Inquiry Groups
Component Groups during SIOP P.D.s
Application
Lesson Shares
Learning Walks

11. Closure (Review and Assessment)
Learning Walks
Review of Oral Language Acquisition Levels at Data Meetings
End of Year Reflections