SIOP


SIOP Components and description of the features

  1. Preparation: Teachers plan lessons carefully, paying particular attention to language and content objectives, appropriate content concepts, the use of supplemental materials, adaptation of content, and meaningful activities.
  2. Building Background: Teachers make explicit links to their students’ background experiences and knowledge, and past learning, and teach and emphasize key vocabulary.
  3. Comprehensible Input: Teachers use a variety of techniques to make instruction understandable, including speech appropriate to students’ English proficiency, clear academic tasks, modeling, and the use of visuals, hands-on activities, demonstrations, gestures, and body language.
  4. Strategies: Teachers provide students with instruction in and practice with a variety of learning strategies, scaffolding their teaching with techniques such as think-alouds, and they promote higher-order thinking through a variety of question types and levels.
  5. Interaction: Teachers provide students with frequent opportunities for interaction and discussion, group students to support content and language objectives, provide sufficient wait-time for student responses, and appropriately clarify concepts in student’s first language, if possible and necessary.
  6. Practice and Application: Teachers provide hands-on materials and/or manipulatives, and include activities for students to apply their content and language knowledge through all language skills (reading, writing, listening, and speaking).
  7. Lesson Delivery: Teachers implement lessons that clearly support content and language objectives with appropriate pacing, while students engaged 90-100% of the instructional period.
  8. Review and Assessment: Teachers provide a comprehensive review of key vocabulary and concepts, regularly give specific, academic feedback to students, and conduct assessment of student comprehension and learning throughout the lesson.

Overview of the SIOP Model (99 Ideas and Activities for Teaching English Learners with The SIOP Model) pg. 3