SIOP Strategies

Corinne Estes, Katheryn Hickey,

Angela Scurti, Molly Skinner
Objectives:

● Students will be able to demonstrate

understanding of the SIOP model strategies.
● Students will be able to apply concepts of the
SIOP strategies they learned in the activities
that follow.
Learning Styles:

● The Get out Game targeted Kinesthetic learners because

it involved them to move around and get out from their
desks.
● The pictures we incorporated to our powerpoint helped
target visual learners.
What is the SIOP model?
● The Siop model stands for: Sheltered Instruction Observation Protocol (SIOP).
● It is a research-based, instructional model which addresses the needs of English
language learners in the United States.

The SIOP Model consists of eight interrelated components:

● Lesson Preparation
● Building Background
● Comprehensible Input
● Strategies
● Interaction
● Practice/Application
● Lesson Delivery
● Review & Assessment
3 Types of Strategies:

● Culturally Responsive Teaching

● Sheltered English Instruction
● Language Support for Students in the Home and in
School
Culturally Responsive Teaching

● Positive perspectives on parents and families

● Communication of high expectations
● Learning within the context of culture
● Student-centered instruction
● Culturally mediated instruction
● Reshaping the curriculum
● Teacher as facilitator
Positive Perspectives on parents and families

● Parents are your students first teachers.

● Parents can help teacher by teaching their children.

● Inform parents of their child’s educational progress.

● Gain cross-cultural skills necessary for successful exchange and

collaboration.
Learning within the context of Culture
● Children who come from homes where the language and culture do not

correspond with the schools are at a disadvantage.

● Teachers should gain knowledge of the cultures represented in their

classroom.

● Vary teaching strategies to include all students.

● Bridge cultural differences through effective communication.

Sheltered English Instruction

● Since the 1980’s teacher have been using this strategy as a way to
make content comprehensible for English Language Learners.
● Sheltered English instruction came from the fact that ELLS used to
be seen as ‘sheltered’ and not working alongside their peers.
● Now, ELLs do work alongside their peers so this strategy has come
to mean a set of practices valuable to all teachers in helping ELLs
learn English and, at the same time, learn the content material in
English.
What is Sheltered English Instruction?

● Sheltered English instruction is an instructional approach that engages ELLs

above the beginner level and developing grade-level content-area knowledge,
academic skills, and increased English proficiency.
● It is important to tap into a students prior knowledge when teaching them
new content.
● Teachers use clear, direct, simple English and a wide range of scaffolding
strategies to communicate meaningful input in the content area to students.
Where is Sheltered English Instruction Used
and By Who?

● Sheltered instruction appears in classes that consists of

only English Language Learners and in classes of both
ELLS and native English speaking students.
Is Sheltered English Instruction Effective?

● The success depends on two factors:

● First, the teacher must give modified instruction without
over simplifying it since all students must meet content
standards.
● Second, the teacher must keep working to enhance
academic language so the ELL students are not stuck at
the conversational level.
Language Support for Students in the Home
and the School

- ELL students are balancing more than one language and culture.
- The more a teacher understands about their backgrounds and experiences,
the better equipped they will be to provide a good learning environment.
- Teachers should work to foster respect and inclusion in the classroom and
school.
Practices to Promote Inclusion
1. Create participatory and
inquiry-based classrooms
- ELL students improve their
language skills through
every discussion with peers
and teachers
2. Maintain high expectations for
all students
- Limited proficiency in
English is not an indicator of
limited cognitive ability
3. Teach ELL through content-area
instruction
- Exposing ELL students to more
content area will expose them to
more vocabulary and linguistic
structures
4. Use thematic units
- Students can master vocabulary
from one structured theme while
working on several different
lessons and activities
Practices to Promote Inclusion
5. Incorporate culturally familiar
learning strategies
- An ELL student may be used to a
very different learning and
cultural environment
6. Use a variety of strategies when
teaching literacy
- Because of their background,
some ELL students may not have
literacy skills in their first
language
7. Provide appropriate and valid
assessment
- Focus on the content of the
student’s answers not the
language
8. Recognize that students use both
languages to learn
- Using both languages together in
the classroom makes it easier
for the student to learn
Fact Sheet
Get out Game

● Students are asked to answer the

following questions
● Students face off against other teams
● The team that gets the correct answer
wins, the other team is eleminated.
References

https://www.brown.edu/academics/education-alliance/teaching-diverse-learner
s/4-strategies

https://www.brown.edu/academics/education-alliance/teaching-diverse-learner
s/home/strategies

http://www.cal.org/siop/about/