‘The SIOP Mode ‘A Model for Instruction in CLIL. Content Aves lps/wnn.sopinsui.aevidos bm) ‘An overview based on the SIOP Model Series fr Ely Childhood Edveation and Primary Education Preparation > Lesson preparation: careflly identifying and. distinguishing ‘etween content and language objectives. Adapt conten mater Use supplementary matrl and highlight key veabulry. SIOP encourages teachers to share objectives with students in ‘ocd to clearly guid he lening process and to promote feamer “autonomy. _ Building the Background Revision of past lesions in ont 1 tink what students aleady ‘ow with what i going wo be stuled: activate prior learning. Research has shown that vocabulary development i ercial for ‘endemic success. Highlight key vocabulary? SIOP uses various Siem sega such ne fs eine snp, or tnd matching sinter in oer to lise te reenion of "vocabulary. | Comprehensible Input > Students mst understand what is being taught Integrated use of| “verbal and nonverts! communication faciliales students comprehersion. Careful explanations of tasks are combined with the use of bot oral and weiten instructions, modelling; hands on stiles, the use of gesture, graphic organizers and visuals eit leaning, | Materialist also be tnguiscally, cognitively and. developmentally appropriate, | Strategies Teachers can flat the learing process student _ Senile ome i a The use ofthe native language in EFLESL. instrston used to be viewed as taboo. promotes the use of tn effective metalinguiste tool inorder information. In addition to metacogniive statgies, cognitive and social! alfetive strategies are endorsed by the model Positive teacherstudent iferction is vit: Teachers model esied outcome, prompt if necessary, parsphrase students? response and use praise generously, Quality interaction betwee language development for development i his are. Special atenton should be given 1 grouping such as: pair, small groups and larger groups. Group activities should be careily planed so that participants enn use be sive ae encouragedIn order to mister the material, stdents need hands on activites ‘that will apply the language and cones objectives. fe Tie ccual (cee, et a a TES _secormendod Th ation, tis import that ll activites ‘eacerfailision support the content and language objectives, At this pois, sudens should have the opportunity to eis important atthe lecher ives student “Active, - Sunmariatins” are beneficil frreapping the main points and “also sere a5 9 diagnostic tool forthe teaeer fo determine ‘wheter the objectives have been met or not. Other diagnostic tools include other observations, bce, grup or india Kec ih Swope nso oe line nd tm “Ofori cnt han: bos Doh ea nd Stace sh = goals. With all of this information in ming, toachers ean decide ‘whether itis time 19 move on, modity, expand or possibly a= teach,Making Content Comprehensible for 5. Interaction: ish Language Learners—SIOP Model * Provide frequent opportunities for ‘SHELTERED INSTRUCTION— Interecion and discussion—suerer mo Tor Academic Achievement + Group students to suppor language anc content objectves—m tat 2 ataon Key Components ~ Teaching language and Seater te aa Content efectively: Seems . + Consistent for slot wait ine— 4. Preparation: Soenete cn daomenct oases + Glan dete content objectives + Give ample opprtunies for carifaton 1 Matas? for concepts (0 Lan gat + Cleaty deine angunge objectives hegre ne tan me, Se + Chcose “conient concepts for age & _Practce/Application: ‘ppropiateness “and “fr win" + Supplyfte ot hends-on materials ucatonal background of shdents + Bromide aches for students to apely *+ Use supplementary matefal © make contenttanguage knowledge sean Tassone clear and meaning ‘rita rie caps rom soe ar + Aaaot content fo al levels of student ance se Proficiency—vse grasnic oxpaniars, shaty * Integrate all language sis into each Satta peal ty teasers een an me + Provide "meaningtul” and authentic ectiviies that integrate lesson 7. Lesson Delivery: Concepts wih ingiape. pisces” = leatysupotcorant otjeives— Speruntes wo ewe miea | Baty Tip Tange, Ssees— 2 Bung Background . Ear ee ao Eulngeartreepudent Erpege seis O00 ofthe Earireund xpanence, PS eae ee TES + Mate dea ints Getaen studews past Sam Jeaming and new concepts * Appropriately pace the lesson to: + Emphasize key vocabulary eee 4. ReviewAssessment 2. Gomprehensbe input ee ae + Saw rawas acconmedae —* Pere conpreerare eva of ty Sven ona eve etc rae + Sleiy evan academe tacks + Sippy conprehonhe review of tay 2 Ot oie a esos wrk CoCo weer ae tort! corects Geen woo Fetter ven eee ~ + Regularly give feedback to students on , == thet outrun sen enero + Provide ample opportunities for stucents + Conduct assessment of student to Use shalegiee—aer, sora. macys ‘comprehension and learning—ae » way Seam Pot edna ~ Sonstonty ese seating teiques sap tes orper mvuen ctr ae throughout lesson ~raaes, mwophaung, Laren an Bet samen be te lo rw Eatin Rs to, + Employ a variety of question ypes—wwe San Ronin ahMaking Content Comprehensibte— ‘L. Lesson Preparation ‘Adaptation of Content: ect ali to eng on + Graphic Organizers: ‘Scemate Wout tat aka shes to gmap te Sees Se a Set cena 2 bred ures a yar ke os a [pe fetta sgn rein HS Weer ee ln Sanat ae we eld + Highlighted text: Se ores roy a sae in mur wets Renan 3 ed RogRGH Streets sept mons + Marginal notes: a ges te acer nts he mares seen ose uy an ot ‘ikon, dow Steen ptt pect at (orn tr ow Te Tense’ Sar ge et tmeyhap ewoung iy hae, ee Sen ener (Setacke i you dit wan tte chal Set (erbook, you cu ee ely” Ste tate + Taped Text: Teh prereset aps ook teu"ana moss ere sing ae cnet, + Adapted Text. [Br Engi Lange ers ocnpanend 9c on "etn er nowcoar to ‘Glowes"y sven nanpeseg cea ca ‘caste be get ce hetaing "Soni frmat afore ea ned ma ‘oecion pring. = ‘olen Supplementary Materials: Sources e Sessa ints A © nm au oy fs eet ee SS cr on tn noeMaking Content Comprohensibie— 2 Building Background Yon rg carn ten a me ayn Enty mach alte rem, 4. Contextualizing Key Vocabulary: roertarang ie essen meat part rcpt Th ear ncaa egy atc 2. Vocabulary Self Selection: Eo ete a en en ey 3. Personal Dictionaries: enor detoraran oe ennad 8 on chisel ‘cS ae optng esbce reuse Seen eam ee eh + oan be aes ete. OY amc Senne maar puny eS teeta Revlon me nce g Concept Definition Map Keto gene syeen ined deci comple Sacens 28 St Someta == Revoluti |-—— Lr | Exar Boas eden BronMaking Content Comprehensitie— 3° Comprehensibie Input ‘Appropriate Speech: Salaam ame SSO Sten serene Femi on at Statame nancie wn wont mses Paseeast in ii waeon ys se Teese ae sh Spe nen, oe cease mde neon Ws Tne {Bese ey ah Lnprage as dt eo Yan vant nem Se tyme ea Sass = ’ Shain scm ‘Sir Pacen rng ci seep ty in of kay Vecsey eae tye nt wa etn ‘tsa epson ig bn pote -gsesament of Laston Oliv a spotanpos pat "tat in nega + ie sege osu ard ee + geet et et mt ya‘SRowsu Sersumoy mance geo Making Content Comprehensitie— “e an Sota setae ardor ace atk anne gangs aig mo teen ing err cere rome nero win oman wating One Approssh (10.5 mint a © Sar nar see tesa aoe + S008" acmating snr min ether nsec oa note ‘Sass teetaMaking Content Comprehensible— 5. Interaction QPportuntes for Interacion: Peon re eh un ay ° Sc tesa auae opoven 4 oe bao gute © tanec eee Encouraging mare lorte responses: Festring student atoent interaction Grouping Configurations: ‘et etna tat tay So | © Sere a ae te sis | ‘+ Homogenous or Hetorogencous ree —— aos Cooperative Laring Actives: See carne 8 tn a SS ee Ronee ‘one ng Sr oo cto ru ay fe ns, Seat sce eerie + Wait time varies by culture: ry were gs Clarity Key Concepts in Ly: * Soefereme er swargagec. 2” SMSMaking Content Comprehensibe— 6. Practice and Application Hands-on Materials andlor Manipulatives for Practice: © saggy ane rv ceo mad ama cot rene vara space © tesa comme tat cana cra ‘at tne te eos pe). sacs at Application of Content and Language Knowledge: Tat crate an sew ntomston rece Oe “te aes er ny, © Glscassing aed “ding” make ater concts eat agony otmatan oa ig © Modetng covet Engen at sens mate 2 acon porte pgs Integration of Language Skil © Rcd. eng. tering. ar speking a nea (© Mos yung chan score gammy conga fn any one wee (snes, eng. ag, wes) pemete evelopment ie cnr © Comoctons baton stat el cant consti a Ineoeomted dna aacSon nd pptentnn What does a Classroom that incorporates Listening, Speaking, Reading and writing, er me? | Sarma sg ‘oss your eussoam nererte a varty a Uteing, ‘Speatng, Reading, ana Wing scves rng Paste sa agpicaton?