The SIOP ModelThe SIOP ModelFaculty PresentationFaculty Presentation

Welcome!Welcome!

Today we are going to continue looking at the Today we are going to continue looking at the

individual components within theindividual components within the

SShelteredheltered IInstructionnstruction OObservationbservation PProtocolrotocol

There are 8 ComponentsThere are 8 Componentsin the SIOP Modelin the SIOP Model

Lesson PreparationLesson PreparationBuilding BackgroundBuilding BackgroundComprehensible InputComprehensible Input

StrategiesStrategies

InteractionInteractionPractice and ApplicationPractice and Application

Lesson DeliveryLesson DeliveryReview and AssessmentReview and Assessment

SIOPSIOP

The The SSheltered heltered IInstruction nstruction OObservation bservation PProtocolrotocol is a teaching framework based on is a teaching framework based on

decades of research of best practicesdecades of research of best practices

It is It is notnot an evaluation instrument an evaluation instrument

Implementation of Implementation of SIOPSIOP can and will vary can and will vary depending on the needs of each schooldepending on the needs of each school

SIOP ComponentSIOP ComponentInteractionInteraction

““Use it or lose it”Use it or lose it”Is a saying that conveys what we know from our Is a saying that conveys what we know from our

own experience in learning languageown experience in learning language

If one doesn’t practice using the language, If one doesn’t practice using the language,

it is difficult to maintain itit is difficult to maintain it

(Day, 1998)(Day, 1998)

SIOP ComponentSIOP ComponentInteractionInteraction

Language development is active, not Language development is active, not passivepassiveChildren learn their first language with the Children learn their first language with the assistance of adults and others who assistance of adults and others who encourage, model, paraphrase encourage, model, paraphrase acknowledgeacknowledgeLanguage is the primary vehicle for Language is the primary vehicle for intellectual development intellectual development (Vygotsky, 1981)(Vygotsky, 1981)

SIOP Component SIOP Component InteractionInteraction

Language affects not only communication, but Language affects not only communication, but learning and acquisition of knowledgelearning and acquisition of knowledgeResearch consistently shows that teachers Research consistently shows that teachers dominate the linguistic environment of the dominate the linguistic environment of the classroomclassroom (CREDE, 2000)(CREDE, 2000)

SIOP ComponentSIOP ComponentInteractionInteraction

The SIOP component of Interaction emphasizes the The SIOP component of Interaction emphasizes the importance of balancing linguistic turn-taking between importance of balancing linguistic turn-taking between the teacher and students, and among studentsthe teacher and students, and among students

Interaction highlights the consistent practice of Interaction highlights the consistent practice of providing opportunities to use language through providing opportunities to use language through

listening, speaking, reading and writinglistening, speaking, reading and writing

The component of Interaction encourages students to The component of Interaction encourages students to elaborate their responses rather than accepting yes/no elaborate their responses rather than accepting yes/no and one word answersand one word answers

SIOP ComponentSIOP ComponentInteractionInteraction

Reading comprehension skills and writing Reading comprehension skills and writing skills are positively correlated with oral skills are positively correlated with oral language proficiencylanguage proficiency

Increased effort is critical in order for Increased effort is critical in order for students to develop important oral students to develop important oral language skillslanguage skills

(Geva, 2006)(Geva, 2006)

SIOP ComponentSIOP ComponentInteractionInteraction

When learning to ride a bicycle, play the When learning to ride a bicycle, play the piano, or articulate how convex lenses piano, or articulate how convex lenses differ from concave, students have a differ from concave, students have a greater chance of mastering content greater chance of mastering content concepts and skills when they are given concepts and skills when they are given multiple opportunities to practice relevant, multiple opportunities to practice relevant, meaningful ways.meaningful ways.

SIOP ComponentSIOP ComponentInteractionInteraction

Frequent Opportunities for Student Interaction and Frequent Opportunities for Student Interaction and Discussion lead to:Discussion lead to:

Increased MotivationIncreased Motivation Increased AttentionIncreased Attention More Processing TimeMore Processing Time Varied Grouping ConfigurationsVaried Grouping Configurations Opportunity for Students to Clarify Key ConceptsOpportunity for Students to Clarify Key Concepts Increased Vocabulary & Language ProficiencyIncreased Vocabulary & Language Proficiency

Interaction Component & Interaction Component & Protocol FeaturesProtocol Features

When planning lessons, please begin to consider the When planning lessons, please begin to consider the InteractionInteraction features of the features of the

SSheltered heltered IInstruction nstruction OObservation bservation PProtocolrotocol

Frequent opportunities for interaction & discussion Frequent opportunities for interaction & discussion between teacher/student, & among studentsbetween teacher/student, & among students

Grouping configurations support language & content Grouping configurations support language & content objectives of the lessonobjectives of the lesson

Sufficient wait time for student responses consistently Sufficient wait time for student responses consistently providedprovided

Ample opportunities for students to clarify key concepts Ample opportunities for students to clarify key concepts

SIOP Coach SupportSIOP Coach Support

SIOP Coaches are in each building to assist SIOP Coaches are in each building to assist with:with: Implementing the SIOP model in his/her own Implementing the SIOP model in his/her own

classroomclassroom Observe and coach fellow SIOP coaches & teachersObserve and coach fellow SIOP coaches & teachers Coach/support other staff members who have taken Coach/support other staff members who have taken

SIOPSIOP Attend district supported, on-going professional Attend district supported, on-going professional

developmentdevelopment Provide building level professional development that Provide building level professional development that

will continue to build awareness of SIOPwill continue to build awareness of SIOP Encourage teachers to complete SIOP TrainingEncourage teachers to complete SIOP Training

Faculty SIOP SupportFaculty SIOP SupportPocatello/Chubbuck School DistrictPocatello/Chubbuck School District

OctoberOctober SIOP Overview of ComponentsSIOP Overview of Components

NovemberNovember Building BackgroundBuilding Background

DecemberDecember InteractionInteractionFebruaryFebruary Comprehensible Input/StrategiesComprehensible Input/Strategies

MarchMarch Practice and ApplicationPractice and Application

April April Review and AssessmentReview and Assessment

MayMay Lesson Preparation/DeliveryLesson Preparation/Delivery