Key Source: Daniel, Shannon M; Luke Conlin. (2015).

Shifting Attention Back to Students

Within the Sheltered Instruction Observation Protocol. TESOL Quarterly 49.1, 169-187. doi:
10.1002/tesq. 213

Backward Chaining:

#1: Echevarria, Jana. “Using SIOP in Science: Response to Settlage, Madsen, and Rustad.”
Issues in Teacher Education, vol. 14, no. 1, 2005, pp. 59-.

The source talks about using the SIOP method. Both of the sources talk positively about using
the SIOP model and how it has helped teachers teach ELLs. This source also talks about the
downsides of the SIOP model which the key source also mentions. For example, in this source
the co-developer of the SIOP model mentions that its downsides include that it is often
misinterpreted as a step by step process. In the key source there is mention that it is used as a
checklist and the teacher Becca who only marks off things from the SIOP model.

#2: Klingner, J., & Vaughn, S. (2000). The helping behaviors of fifth graders while using
collaborative strategic reading during ESL content classes.TESOL Quar-terly,34,69–98.
doi:10.2307/3588097

Forward Chaining:

Parsons, Matthew Wesley, and Jenna Min Shim. "Increasing ELL Parental Involvement and
Engagement: Exploration of K-12 Administrators in a Rural State." English Language Teaching
12.10 (2019): 29-43.

This source talks about how students who are English learners can better learn in rural areas. In
the key source, students who are English language learners are starting to be in joint
classrooms instead of being segregated. This source talks about how parents being involved in
the students' learning process can help especially those who are English learners. However this
paper acknowledges that there are more issues than cultural and linguistic barriers and
differences. One of the teachers in this source mentioned that the school districts could provide
more training to teachers on how to teach ELL students.

Humaira Afzal, and Rabia Basri. "Effect of Sheltered Instruction Observation Protocol [SIOP]
Model on Eighth-Grade Students’ Academic Achievement in English." Review of Applied
Management and Social Sciences 4.4 (2021): 909-919.

Source Connections:
Hafner, Christoph A. (2015). Remix Culture and English Language Teaching: The Expression of
Learner Voice in Digital Multimodal Compositions�. TESOL Quarterly 49.3 [Special Issue:
Multimodality: Out from the Margins of English Language Teaching], 486-509. doi: 10.1002/tesq.
238

AND

Daniel, Shannon M; Luke Conlin. (2015). Shifting Attention Back to Students Within the
Sheltered Instruction Observation Protocol. TESOL Quarterly 49.1, 169-187. doi: 10.1002/tesq.
213