SIOP: Lesson Prep

and Building
Background

Gabriel Abood
Objective

Students will understand each component and feature on the Sheltered Instruction
Observation Protocol.
Background

- Lesson planning is critical to both a student and teacher’s success

- To achieve maximum learning, planning must produce lessons that enable
students to make connections between their own knowledge and experiences as
well as the new information being taught
Traditionally…

To meet the needs of students who struggled with grade-level reading materials, texts
have been rewritten according to readability formulae

We have learned that if students’ exposure to content concepts is limited by

vocabulary-controlled materials, the amount of information they learn over time is
considerably less than that of their peers who use grade-level texts
Importance

-Lesson Preparation is important to the SIOP Model

- If properly prepared, a lesson will include most of the SIOP features in
advance. Over the course of several days, all thirty features should be met.
The 30 Features
Feature 1: Content
Objectives
- Content objectives must be concretely defined and identified
- It is important to write lesson-level objectives and use student-friendly
language that suits the age and proficiency level in the class
- Discuss: What might be an example of an objective you would establish for your
content area? How might you adapt the language for different age groups (say, 6 th
grade versus 12th grade?)
Does it reach?

- Many teachers are now establishing their classroom objectives for the day. Do
you find this helpful for students, or just for the teacher? Can you think of an
activity or classroom occurrence that you never quite understood and went along
just fine without every truly grasping it?
Feature 2: Language
Objectives
- Educators must also incorporate in their lesson plans activities that support students’
academic language development.
- The following objectives from a SIOP language arts class show the progression of
objectives that could be taught in a week:
- Students will be able to
- Recognize similes in text
- Discuss the functions of similes
- Write three similes
- Write a paragraph that describes a setting using similes
Keep in mind

English learners tend to

develop receptive skills
Students don’t have to
(listening and reading) We also cannot ignore oral
learn to speak before they
faster than productive language practice
learn to read and write
skills (speaking and
writing)
Colleagues If you are a content teacher, pair up with
an ESL or bilingual teacher. Tap into
their expertise for language topics.

Plan for multilevel responses from the

students according to their proficiency
in English
Content and Language
Objectives
- All the content and language objectives should evolve from the lesson topic and
be part of the instructional plan
- Students will have the opportunities to practice with the objectives and be
assessed on their progress toward meeting them
Six categories of Language
Objectives
1. Key Vocabulary: the technical terms, concept words, and other words needed
to discuss, read, or write the topic of the lesson
Example: Students will be able to define the terms chemical reaction, reagent, and
physical change orally and in writing

Write down and share examples of a key vocabulary language objective.

2. Language Functions: refer to the ways students use language in the lesson. The
lesson may call for students to describe, compare, or summarize.

Example: Students will be able to formulate questions and generate hypotheses

before conducting an experiment.

Write down and share and example of a language function language objective.
3. Language Skills: the reading, writing, listening, and speaking skills needed to
learn.
Example: Students will be able to scan directions for a laboratory experiment to
identify the necessary equipment.

Write down and share an example of a language skill language objective.

4. Grammar or Language Structures: can be taught when they are prevalent in the
written or spoken discourse of the class.

Example: Students will be able to recognize the difference between imperative

sentences and declarative sentences.

Write and share an example of a grammar or language structure language

objective.
5. Lesson Tasks: a source for language objectives as well… teachers consider what
language is embedded within assignments.

Example: Students will be able to read and summarize a text passage with peers
and then teach the main information to another student.

Write and share an example of a lesson task language objective.

6. Language Learning Strategies: incorporate corrective strategies, self-monitoring
strategies, prereading strategies, or language practice strategies.

Example: Students will be able to confirm their responses to text questions with a
peer.

Write and share an example of language learning strategies as a language

objective.
Feature 3: Content Concepts
Appropriate for Age and Background
- SIOP teachers must carefully consider the content concepts they wish to teach, as well as
use district curriculum guidelines. The following should be considered:
- First language
- Literacy
- Second language
- Proficiency
- Reading ability
- Cultural appropriateness
- Difficulty of reading material
Feature 4: Supplementary Effective SIOP instruction involves the
Materials Used to a High use of many supplementary materials
Degree that support the core curriculum and
contextualize learning

Examples:

Real life objects Pictures Visuals Hands-on Demonstrations

Feature 5: Adaptation of Content to All
Levels of Student Proficiency
- We must find ways to make the text and other resource materials accessible for all
students, adapting them so that the content concepts are left intact
- Suggestions:
- Graphic organizers
- Outlines
- Leveled study guides (address diverse range of needs)
- Highlighted text
- Taped text (the recorded type, not the adhesive one)
- Jigsaw text reading (cooperative learning activity for difficult to read text)
- Notes in margins
Feature 6: Meaningful Activities that Integrate
Lesson Concepts with Language Practice

- Lesson activities should be planned to promote language development in all skills

while Els are mastering their content objectives
Using SIOP Protocol

- Teachers are expected to rate each feature of the SIOP. A clear understanding of
each feature can be achieved through discussion with other teachers and
supervisors.
Mr. Cullen, Mr. Ryan, and
Ms. Sauerbraun
- We will examine the three teachers and their preparation to teach the cultural
and scientific contributions of the Italian Renaissance
Mr. Cullen Shows a video clip of the cultural and scientific
contributions of the Italian Renaissance

Did a think-pair-share on: “Which achievements in

this video interested or surprised you?”

Clarified vocabulary words

Copied objectives, and had the students paraphrase

them

Had the students generate a Know-Want-Learn

chart

Prepared students to conduct oral presentations

Mr. Ryan

- Mr. Ryan presented a large picture of the Moa Lisa

- Established learning objectives, and asked what makes the Mona Lisa special
(good luck, students)
- Mr. Ryan presented paintings on PowerPoint
- Reminded the students to take detailed notes for an essay comparing the two
paintings down the line
- Mr. Ryan had to reprimand students on two occasions
Ms. Sauerbraun

Ms. Sauerbrain demonstrated Renaissance clothing

Had the students predict what the objectives for the lesson
would be
Had students write diary entries imitating historical persons
Discussion of Lessons
1. Content Objectives Clearly Defined, Displayed, and Reviewed with Students
1. Mr. Cullen: 4
2. Mr. Ryan: 2
3. Ms S.: 3

2. Language Objectives Clearly Defined, Displayed, and Reviewed with Students

1. Mr. Cullen: 4
2. Mr. Ryan: 0
3. Ms. S.: 2
3. Content Concepts Appropriate for Age and Educational Background Level of
Students
1. Mr. Cullen: 4
2. Mr. Ryan: 3
3. Ms. S.: 4

4. Supplementary Materials Used to a High Degree

1. Mr. Cullen: 4
2. Mr. Ryan: 2
3. Ms. S.: 2
5. Adaptation of Content to All Levels of Student Proficiency
1. Mr. Cullen: 3
2. Mr. Ryan: 0
3. Ms. S.: 1
6. Meaningful Activities that Integrate Lesson Concepts with Language Practice
1. Mr. Cullen: 4
2. Mr. Ryan: 1
3. Ms. S.: 3
Summary and Discussion

Lesson preparation is a critical

foundation for delivering a What are some advantages to
high-quality SIOP lesson. writing both the content
Thoughtful planning leads to objectives and the language
effective teaching. A teacher objectives for students to hear
must be acquainted with the and see?
SIOP features.
Building Background

- One common cause for student confusion, particularly for English learners, is a
lack of meaningful connection between the language being used and the context of
the subject matter
Feature 7: Concepts Explicitly
Linked to Background Experiences
- Background experiences must be connected
- This is called schemata- the reader’s concepts, beliefs, expectations, processes,
and past experiences, that are used in making sense of things.
- What’s a time your schemata were ignored? What was the consequence? What
about the opposite?
How to connect to schemata

Teach vocab during the pre-reading stage

Provide meaningful experiences

Introduce a conceptual framework

Feature 9: Key Vocabulary
Emphasized
- Vocabulary development is strongly related to academic achievement, particularly for
English learners
- Necessary because:
- Content area texts that students must read include sophisticated vocabulary (link to Theory of
ELL)
- Reading performance tests rely on wide-range vocab knowledge
- EL’s are learning English later than their native-speaking peers, so must be accelerated
- English learners’ acquisition of deep understanding of word meaning is very challenging
- Anything else?
Within SIOP Model, academic vocab
has…
The three Content words (key vocabulary words associated
elements with the topic being taught
of Process/Function Words: Words that have to do with
the functional language (tasks)
Words and Word Parts that teach English Structure
(morphology)
Academic Words

- Tier 1: common words, such as simple nouns, verbs, high-frequency words, and
sight words
- Tier 2: Many of the words on the Academic Word List. Found in school texts but
not in general conversation.
- Tier 3: Uncommon words, rarely found in school texts. Interesting, fun to know,
and unique to a particular topic
- Share words you know related to a particular hobby or discipline (think philosophy,
gardening, art, sports or what have you)
Four Principles of Vocabulary
Instruction
Students should be active in developing their understanding of words and ways to
learn them
Students should personalize word learning

Students should be immersed in words (think high-quality input, Chomsky)

Students should build on multiple sources of information

Lesson Analysis

- Mrs. Takes place in urban middle school with large

population of EL’s
Frisby
and the
Miss Paige, Mrs. Jarmin, and Mr. Ramirez have to
Rats of teach a variety of American literature. This
NIMH includes Mrs. Frisby.
Miss Paige

Begins by asking if the class had ever seen a rat

Asked students for examples of books where animals behaved like humans

Introduced a semantic map with “survival” written in the center

Partered class, asked what students would do if a member of the family was ill but they had to move on
in order to survive

Made a word wall with words associated with survival

Mrs. Jarmin

Began by telling students they would be reading a book about rats. Asked if they had ever seen a rat.

Working with small groups, introduced reciprocal teaching (questioning, predicting, clarifying,
summarizing)

Asked students what they thought they’d be reading about looking at the cover

Asked students to say which words they weren’t familiar with

Students began predicting the book and clarifying what they didn’t know
Mr. Ramirez

Gave an oral
Asked what they
summary of a
Distributed the text thought book
video based on the
would be about
book

Second day’s Read the first

Were to look up
lesson went chapter. Asked
definitions and
through 20 vocab comprehension
write them down
terms questions.
Ratings

Concepts explicitly linked to student’s

background experiences
• Miss Paige: 4
• Mrs. Jarmin: 2
• Mr. Ramirez: 1
Links Explicitly Made between Past Learning and New Concepts
• Miss Paige: 3
• Mrs. Jarmin: 4
• Ms. Ramirez: 0

Key Vocab Emphasized

• Miss Paige: 1
• Mrs. Jarmin: 4
• Mr. Ramirez: 0
Summary and Discussion

- Research supports the

building of background
- If you were to create a SIOP
knowledge. Jump-starting
lesson, how will you activate
schemata and linking past
students’ prior knowledge and
experience can save the
build background?
teacher and students valuable
time.