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Siop Lesson Prep Building Background
Siop Lesson Prep Building Background
Building Background
Sophia Tremont, Lauren Ottomanelli,
Gabriella Allegra
Objectives
Students will be able to:
● Recognize the SIOP Model
● Summarize the Lesson Preparation and Building Background
components of the model
What is the SIOP Model?
Sheltered Instruction Observation Protocol
speaking peers
Feature 1: Content Objectives Clearly Defined,
Displayed, and Reviewed with Students
● Important to write lesson-level objectives and use student-friendly language
that suits the age and proficiency levels in the class
● For ELLs, content objectives need to be:
○ written in terms of what the students will learn or do
○ be stated simply, orally and in writing
○ tied to specific grade-level content standards
● Limit content objectives to only one or two per lesson to reduce the complexity
of the learning task
Feature 2: Language Objectives Clearly Defined,
Displayed, and Reviewed with Students
● Activities should support students’ language development
● Should be stated clearly and simply and students should be informed of them,
both orally and in writing
● Keep in mind that acquiring a second language is a process
● Language objectives may cover a range from process-oriented to performance-
oriented statements
● Lessons and objectives build on each other from simple to more complex
Feature 2: Language Objectives Clearly Defined,
Displayed, and Reviewed with Students
● Distinguish between receptive language (reading and listening) and productive
language (speaking and writing)
● Informal, everyday explanations of a content topic → the more specialized
academic register of the formal written and spoken code
● Plan for multilevel responses from the students
● Sources of language objectives:
○ ELL or ESL standards
○ State ELA standards
○ Content area state standards that include a strand focused on communication
○ Instructional materials
○ Colleagues
Checklist to Evaluate Objectives
● The objectives are observable.
● The objectives are written and presented in language the students can
understand.
● The content objective is related to the key concept of the lesson.
● The language objective promotes student academic language growth.
● The language objective connects clearly with the lesson topic or lesson
activities.
● I have a plan for assessing student progress on meeting these objectives during
the lesson.
Feature 3: Content Concepts Appropriate for Age
and Educational Background
● Must consider:
○ The students’ first language (L1) literacy
○ Their second language (L2) proficiency
○ Their reading ability
○ The cultural and age appropriateness of the L2 materials
○ The difficulty level of the material to be read
● Inappropriate to use curriculum materials and books from much earlier grades
● Consider the students’ background experience and use the knowledge they have
and build on it, rather than diminishing the content
● Task Analysis: a process in which you carefully analyze the requisite knowledge
a student must possess in order to understand what is being taught
Task Analysis
● Purpose: lessen the gap between what a student knows and what he or she
must learn
● Can be accomplished by modifying the lesson or through a small group
minilesson that precedes the whole class lesson
● The minilessons provide a “jump start” by:
○ Reviewing key background concepts
○ Introducing vocabulary
○ Leading a picture or text “walk” through the reading material
○ Engaging in simulations or role-plays
○ Hands-on experimental activities
● Minilessons develop context and gives access to children who may lack
background knowledge/experience
Feature 4: Supplementary Materials Used to a High Degree
● Using materials that support the core curriculum and
contextualize learning
● Make lessons more relevant and help students make
connections
● Supports multiple learning styles
Examples of Materials:
● Manipulatives
● Real life objects
● Pictures
● Visuals
● Multimedia
● Demonstration
● Related literature
● Hi- lo readers
● Adapted Text
Feature 5: Adaptation of Content to All Levels of Student
Proficiency
● Adapting text and other resources in a way that keeps content
concepts in tact
● Helps students who have reading difficulties and ELLs
● Use the instructional strategies throughout the lesson, as a pre-
reading, an aid during, or a post-reading
Ways to Adapt Content:
● Graphic Organizers
● Outlines
● Leveled Study Guides
● Highlighted Text
● Taped Text
● Adapted Text
● Jigsaw Text reading
● Marginal Notes
● Native Language Texts
Feature 6: Meaningful Activities that Integrate Lesson
Concepts with Language Practice Opportunities