On National Teacher Day, meet the 2024-25 Kenan Fellows
Siop model-and-research-findings
1. SIOP & research 1
The SIOP Model
TESOL Instructional practices
2. SIOP & research 2
OUTLINE
What is SIOP?
What are its components?
What struggle teachers with most?
What are essential Lesson Plan
components?
What are research findings on
which SIOP is based?
3. SIOP & research 3
Food for thought
“ …educators have begun to
realize that the mastery of
academic subjects is the mastery
of their specialized patterns of
language use, and that language is
the dominant medium through
which these subjects are taught
and students’ mastery o them
tested.” (Lempke, 1988, p.1)
4. SIOP & research 4
What is SIOP?
S = Sheltered
I = Instructional
O = Observation
P = Protocol
SIOP was started by Echevarria &
Short to assist teachers in
improving their adaptations for
ELLs in L2 taught classes.
5. SIOP & research 5
What is SIOP?
Sheltered instruction is
one of the instructional models that uses
English only.
Not a set of additional or replacement
instructional techniques for the content area
classroom with native speakers.
An instructional form to extend time ELLs
have for language support services while
providing content area information required
for graduation.
Wide-spread and exists in many variations
6. SIOP & research 6
What is SIOP?
SIOP includes specific lesson planning and
delivery suggestions and teacher observation
protocols
Sheltered instruction includes strategies such
as
Cooperative learning,
Explicit, targeted vocabulary development
Slower speech with clear enunciation and fewer
idiomatic expressions
Visuals, demonstrations and hands-on learning
Text adaptations
Homework adaptations
Supplementary materials
7. SIOP & research 7
What is SIOP?
SIOP is research based and validated
through multiple studies.
SIOP is used in SC school districts to
meet ELL students’ needs.
improve academic English in all content
areas
by being engaged in content area
learning in L2
8. SIOP & research 8
SIOP Components or Features
(1) Content objectives must be
clearly stated, displayed and reviewed
with students
(2) Language objectives must be
clearly stated, displayed and reviewed
with students.
(3) Content concepts must be
appropriate for age and educational
background of ELLs.
(4) Supplementary materials must
be used to a high degree.
Manipulatives, realia, pictures, visuals,
multimedia, demonstrations
9. SIOP & research 9
SIOP Components or Features
(5) Adaptations of content to all levels of
student proficiency must be provided
Graphic organizers
Outlines (culture-sensitive for linearly and circularly
processing students)
Leveled study guides
Highlighted texts
Taped texts
Adapted texts (Dr. Costner’s presentation)
Jigsaw text reading
Marginal notes
Texts in ELLs’ L1
10. SIOP & research 10
SIOP Components or Features
(6) Provide Meaningful activities that integrate
Lesson concepts with language practice opportunities.
Here the SIOP protocol and lesson planning guides are
helpful.
(7) Concepts are explicitly linked to to students’
background experiences
Provide background and discuss orally (video, read
aloud
Partner reading that includes checking off a list to
indicate what you know and do not know or what is
confusing
(8) Provide explicit links between past learning and
new concepts
11. SIOP & research 11
SIOP Components or Features
(9) Emphasize key vocabulary and make it a
multisensory learning experience (see, say,
write, act)
Highlight word patterns and their meanings (Ida Ehrlich
(2001). Instant Vocabulary, Penguin Books)
Differentiate between function/processing words and
content words
Word sorts with and without pictures for content
vocabulary
preselect key vocabulary (5 by 5)
Personal dictionaries (multilingual0
Word walls with content vocabulary and images
Concept definition maps
Generate words that carry a particular pattern (groups)
Self-assessment of word knowledge
Vocabulary games (see website: www.linguisystems.com)
Word study books
12. SIOP & research 12
SIOP Components or Features
(10) Use speech that is appropriate for
students’ proficiency levels
Sentence complexity
Vocabulary
Gestures
Pace
Enunciations
Repetitions supported with gestures
Idiom use
(11) Provide clear explanations of academic
tasks in simple language
13. SIOP & research 13
SIOP Components or Features
(12) Use a variety of techniques to make content
concepts clear
Gestures
Model task, process or assignment (do what you say
students are to do)
Preview material for optimal learning
Allow alternative forms for expressing understanding of
information
Use multimedia and other technologies
Repeated exposure to words, concepts, and skills
Sentence strips to review events/facts/ problems solving
steps with and without images
Concrete, realistic models and hands-on working in small
increments
Graphic organizers
Audiotapes for comprehension as oral language usually
develops faster than written language
14. SIOP & research 14
SIOP Components or Features
(13) Provide ample opportunities for students
to use/apply learning strategies:
metacognitive, cognitive, and
social/affective strategies,
Mnemonic devices
Acronyms for test taking, study and writing tasks
Graphic organizers
Directed- Reading Thinking activities (DRTA)
Listening and reading comprehension strategies
Rehearsal strategies
See also CALLA (O’ Malley & Chamot, 1987;1994)
15. SIOP & research 15
SIOP Components or Features
(14) Consistently use scaffolding
techniques to assist and support
student understanding and information
retention
Paraphrasing
Think-alouds
Reinforce contextual definitions
Provide correct pronunciation by repeating
student responses
Slow down speech, increase pauses, speak
in phrases
16. SIOP & research 16
SIOP Components or Features
(15) Use a variety of questions or tasks
that promote HOTS
(16) Provide frequent opportunities for
discussion and interaction
Games
Communication through technology
Performing, acting
Pair dialogue and sharing of information
Show and tell
17. SIOP & research 17
SIOP Components or Features
(17) Support language and content objective
through grouping configurations.
(18) Provide sufficient wait time for student
responses.
50-50 television show model
Phone a friend
(19) Provide ample opportunity for students to
clarify key concepts in L1
18. SIOP & research 18
SIOP Components or Features
(20) Provide hands-on materials and
manipulatives for students to practice using
the new content in context.
(21) provide activities that allow students to
apply content and language knowledge
together.
(22) Integrate all language skills into
content area instruction.
(23) Content objectives must be clearly
supported by lesson delivery.
19. SIOP & research 19
SIOP Components or Features
(24) Language objectives must be
clearly supported by lesson delivery.
(25) Students are engaged 90-100%
of the time.
(26) Pace lesson delivery according
to students’ ability levels.
20. SIOP & research 20
SIOP Lesson Plan
Components
Standards
Theme
Measurable Content objectives
Measurable language objectives
Explicit listing of key vocabulary
Explicit listing of supplemental
materials
21. SIOP & research 21
SIOP Lesson Plan
Components
Lesson Plan Sequence with
Motivation, pre-knowledge activation
Modeling of new content
Practice scaffolded from intense to minimal
guidance
Review of content by students
Post lesson assessment of objectives
Extension/homework
REFLECTIONS on what worked and did not
work and what, therefore to focus on next
22. SIOP & research 22
ELL research findings
The National Literacy Panel on
Language Minority Children and Youth
(NLP) conducted a summary of research
on ELL instruction, second language
acquisition, crosslinguistic and
sociocultural factors, ELL assessment
and professional development
conducted by (August & Shanahan,
2006), the following research-based
statements can be made:
23. SIOP & research 23
ELL research findings
(1) ELLs benefit from instruction in the
key components of reading as defined
by the National Reading Panel (NICHD,
2000); This includes explicit instruction
in
Phonemic awareness, letter-sound
awareness, fluency, vocabulary, and text
comprehension
24. SIOP & research 24
ELL research findings
(2) Explicit instruction in these 5 areas is
necessary but not sufficient to teach ELLs to
read, write and spell proficiently in
English.Oral language proficiency for social
and academic purposes is necessary also.
(3) Oral proficiency and literacy in the
student’s L1 will facilitate development of
literacy in L2 (English). Literacy in L2 can also
be developed in L2 without literacy proficiency
in L1.
25. SIOP & research 25
ELL research findings
(4) Individual student characteristics
and history of migration play a
significant role in L2 literacy
development.
(5) Home language experiences can
contribute to L2 (English) literacy
development. However, there is limited
research on the influence of socio-
cultural factors on L2 acquisition
processes.
26. SIOP & research 26
ELL research findings
Researchers from the National Center for
Research on Education, Diversity and
Excellence (CREDE), a federally funded
research center until recently, conducted a
second major review of L2 literacy
development.
The focus was
Oral language development
Literacy development from linguistic and cross-
linguistic angles
Academic achievement
27. SIOP & research 27
ELL research findings
Both groups came to similar
conclusions:
(1)L2 literacy development is
influenced by numerous variables
that influence each other. Among
them are socio-economic status, L1
literacy base, and L2 oral
performance.
28. SIOP & research 28
ELL research findings
(2) Certain L1 literacy skills transfer to L2
even if these two language s differ in
print, pronunciation, and writing
conventions. Among them are
– phonemic awareness
– morphological awareness
– listening and reading
comprehension
– language learning strategies
29. SIOP & research 29
ELL research findings
(3) Oral performance and literacy (tasks
involved in managing print) can develop
simultaneously.
(4) Academic literacy skills in L1
positively support literacy development
in L2.
(5) ELLs need enhanced, explicit
vocabulary instruction.
30. SIOP & research 30
ELL research findings
(6) High quality instruction for ELLs is similar
to high quality instruction for other native
speakers; but ELLs need instructional
accommodations (mandated by law!) and
other additional support to succeed at the
academic level
(7) teaching the 5 major components fo
reading (NICHD, 2000) to ELLs is necessary
but not sufficient for developing academic
literacy. ELLs need to develop oral language
proficiency as well.
