Anna Christiansen

EDUC 359

Professor Reilly

05/07/2020

SIOP Vs. Traditional Planning Assignments

Over the course of the semester, we have learned many important concepts and topics

about engaging and managing a classroom with English Language Learners (ELL) present. We

began discussing the SIOP method; however, unfortunately could not complete the entirety of

the method in the class. We did not discuss the final two stages of SIOP which include both

lesson delivery and review and assessment. This paper will briefly go over the final two steps of

the SIOP method, as well as discuss the similarities and differences of the SIOP method to

traditional lessoning planning.

The seventh step of the SIOP method is lesson delivery. This step includes how well the

content and language objectives are supported throughout the lesson. Lesson delivery involves

the level of student engagement as well as the pace of the lesson based on the students’ abilities.

Engaging the students is referring to activities and/ or formative assessments to make educational

decisions on the students’ progress. Some factors that contribute to high levels of student

engagement is clear explanations of instruction, opportunities to apply learning in a relevant or

meaningful way, and lesson design that meets the language abilities and learning needs of the

students. Pacing the classroom for students learning abilities refers to the rate that information

and concepts are delivered in a lesson. The pacing rate for ELL students must be quick enough to

keep students’ interest but not so quick that it makes understanding difficult. It is important as a
content area teacher to monitor both aspects in your classroom. Lesson delivery is important step

within the SIOP model and in the classroom because students need to be engaged and taught at a

proper pace to remember and utilize what is being taught for their future.

The eighth step for the SIOP method is review and assess. This step includes reviewing

material and overall assessment to determine whether your students have retained key

vocabulary and concepts. This step determines the movement from the topic or offer additional

instruction to make the instruction more effective. This step is essential for the success of ELL

students in the classroom. Review and assessment should not only be at the end of the unit but

should be incorporated into daily lessons to assess the students grasp of the information and the

practices that were effective. Reviewing within the classroom should involve questioning

important concepts, providing constructive feedback, and overall making instructional decisions

based on student response. To review vocabulary, the teacher should draw parallels between

previously learned word, repeat, and reinforce language patterns so that it becomes automatic.

Teachers should review key concepts, before, during, and after the lesson. Reviewing concepts

and vocabulary could be done in a variety of ways. It is expected that the teacher provides timely

feedback to squander misconceptions and develop the proficiency of the English language using

modeling of correct grammar and paraphrasing tactics.

Step eight also includes assessment which is used to gather the information concerning

student learning. There are different forms of assessment such as informal, authentic, and

summative. Authentic assessment is considered the best because it applies to real life context and

is multidimensional. This multidimensional assessment can include writing, interviews, models,

drawings, observations, projects, and group responses which is helpful to all students, especially

to an ELL. With the variation of assessment, it is thought to include multiple indicators to show
competency of the objective which is important for the variations of learning. After conducting

an assessment, it is then important to evaluate the students learning, this could lead you to the

best educational decision for the student.

There are similarities between SIOP and traditional lesson planning such as the key

components involved in a lesson plan: objectives, lesson sequencing, vocabulary, questions,

procedure, and assessment. These components of a lesson will never change due to how the

classroom is managed. These components allow students to understand the objectives and take

the information forward. Both lesson plans make the teacher describe where the time within the

class will go and what the lesson will be. It should incorporate the different learning styles and

how to use differentiated learning. The lesson plans ensure teachers have a game plan before

attending class to make sure that the following topics and objectives will be discussed and

covered. The lesson plans both ensure that there is a science and careful procedure behind

teaching a lesson. The two lesson plans had many differences as well.

The SIOP and traditional lesson plans differ in many ways. The traditional lesson plan is

rigid and makes the teacher do the thinking of the lesson. The teacher must know what the lesson

will incorporate without any assistance of the template. A SIOP template allows the teacher to

incorporate the thoughts of the students. It makes the teacher provide preparation and scaffolding

tactics, grouping options, integration of the core 4 (reading, writing, speaking, and listening), as

well as the different assessments. The SIOP lesson plan allows teachers to adapt the lesson plan

moreso to accommodate the students and visualize what their lesson will look like in reality. I

found it easier and more helpful because it made me think of what I could have potentially

missed within traditional lesson plan. The SIOP lesson plan allows you to have a more rich and

effective lesson for all students including ELLs. It provides more details and options to enhance
a lesson. The SIOP lesson plan allows me to incorporate features such as guided practice in small

groups into the lesson without researching the strategies to incorporate within the classroom. I

believe the SIOP lesson plan makes planning lessons easier and can allow you to make a more

meaningful lesson not only to ELL students, but everyone.

While learning about the SIOP model, I believe something that should be incorporated in

every method is comprehensible input. I believe this should be involved in every lesson because

it allows ELL students to understand the lesson. Using simple techniques such as enunciation,

talking slowly, explaining clear instructions, and using modeling could make a large difference

to a nonnative speaking student. These small and easy techniques should be incorporated because

it will allow all the students to understand the content better without singling out the ELL

student. I believe comprehensible input is a great foundational skill that all teachers should have

because it will allow students not only understand what the teacher is saying but also the

concepts being taught.

This semester we learned many introductory and important skills needed within the

classroom. These techniques were for ELL students; however, would most likely benefit all

students. The SIOP model is something that content area teachers should keep in mind because it

could greatly benefit struggling students. It could be beneficial to utilize a SIOP model lesson

plan to enhance the lesson taught within your classroom. Using these skills and techniques will

help struggling ELL students thrive within your classroom.

 Resources

Echevarria, Vogt, and Short. Allyn & Bacon/ Pearson. Making Content Comprehensible for

English Learners: The SIOP Model