SIOP Lesson Prep and

Building Background

Danny Damico, Maggie Donnelly and Angie

Hendricks
Objectives
Students will be able to:

- Identify the steps of lesson preparation and building

background in the SIOP model.
- Draft a plan implementing the steps of lesson preparation and
building background.
S heltered
I nstructional
O bservation
P rotocol
Step 1: Content Objectives
- Need to be:
- Based on standards
- Written in student friendly
language
- Be specific to that lesson
- Limit to 1 or 2 per lesson
- Share with students!
Writing Content Objectives

A. Students will be able to …..

B. Our job is to ….

C. Today I will ….
Step 2: Language Objectives
- Language objectives describe how the content objective can be
observed
- Must be related to the content objective
- Explain what language skills students will use
- Allows students to reach a higher level of thinking
Example
Content Objective: Students will solve word problems using a two-
step process.

Language Objective: Students will write a word problem requiring

a two-step process for a classmate to solve.
Categories of Language Objectives
- Academic Vocabulary: keywords to discuss, read and write
about the lesson topic
- Language Skills and Functions: ways students use language in
the lesson
- Language Structures or Grammar: observing how students
speak and write about the lesson content
- Language Learning Strategies: give students resources to
learn on their own
- Ex: pre-reading, corrective and cognate strategies
 Writing Language Objectives
A: Students will (function: active verb phrase) using/with (language
target).

B: Students will [use] (language target) to (function: active verb

phrase).

C: Students will (language target as active verb) [with].

Evaluating Objectives
Activity
- Groups of 3 or 4
- Open the Word Document we sent you
- Write 1 content objective and 1 language
objective for given Content Unit
- Group 1: Fractions
- Group 2: Time
- Group 3: Biomes
- Group 4: Planets
- Group 5: Measurement
Step 3: Content Concepts
- Making sure content is appropriate for age and background
of students
- Considerations:
- ELL language proficiency
- Difficulty level of texts
- Age appropriateness of instructional materials
Step 4: Supplementary Materials
- Key to making instruction effective
- Helps to reduce language load of
instruction
- Examples:
- Hands on manipulatives
- Realia- (Historical pictures)
- Pictures and visuals
- Multimedia
- Related literature
- Adapted text
Step 5: Adapt Content
- Adapt to all levels of students
- Suggestions:
- Summarize
- Elaborate
- Simplify vocabulary
- Use visuals
Step 6: Meaningful Activities
- Activities should be planned to integrate language
development and content
- Make sure they are authentic and meaningful
Activity
- Open Word Doc we sent
- In the same groups, come up with (based on
your objectives) :
- 1 supplementary material
- 1 meaningful activity
Background Knowledge
- ALL students have
background knowledge
- Create the common link
for students
- Enhance comprehension
and memory
- Identify schema errors
Building Background Strategies
1. Pair Share Chart 8. Vocabulary Self-collection
2. Digital Jump Starts 9. Word Wall
3. The Insert Method 10. Four Corner Vocabulary
4. Pretest with a Partner Charts
5. Word Clouds 11. Concept Definition Map
6. Word Sorts 12. Cloze Sentences
7. Contextualizing Key 13. Word Generation
Vocabulary 14. Self Assessment of Levels
of Word Knowledge
Step 1: Link to Background Experiences

- Schema are the basis for understanding

- Makes recall easier
- ELL schema might not match

Methods:

- Chapter previews
- Anticipation guides
Scenario
You are teaching the American
Revolution.
- Why might that be a
problem for ELL students?
- How can you help the
student?
Solution:
- Bring in artifacts or
concrete materials
- Think about greater
themes and essential
questions
Step 2: Link to Previous Learning
- Integrates knowledge
- Builds bridges in learning
- Metacognition

Methods:

- Ask questions
- Use manipulatives from
the class before
Step 3: Emphasize Key Vocabulary
- Wide range of vocabulary is essential to academic
achievement
- Must be systematic and comprehensive
- Three types of vocabulary:
- Content vocabulary
- General academic vocabulary
- Word parts
- Create a love of learning and discovering words
- Word consciousness
Methods for Teaching Vocabulary

- Word walls
- Student friendly definitions
- Teach in context
- Personalized mnemonics
- Picture Dictionaries
Activity
- On your worksheet, write:
- A link to background knowledge
- Link to previous learning
- Key Vocabulary
- Be sure to use a method for teaching
each one
Evaluation of Building Background
Learning Styles
- Auditory: Lecture presentation
- Visual: Videos
- Applied: Developing SIOP plan for group lesson
- Conceptual: Lecture explanation
- Verbal: Group communication and crafting the lesson plan
- Social: Group development of lesson preparation
- Independant: Research building background strategies
- Creative: Developing meaningful activities and objectives
- Pragmatic: Following steps of SIOP process
Sources
Echevarria, J., Vogt, M., & Short, D. (2017). Lesson preparation. Making content
comprehensible for english learners: The siop model (5th ed., pp. 27-68).
Pearson.

Echevarria, J., Vogt, M., & Short, D. (2017). Building background. Making content
comprehensible for english learners: The siop model (5th ed., pp. 70-100).
Pearson.

Lewis, K. (2014, Oct 23). What are content and language objectives [Video].
YouTube. https://www.youtube.com/watch?v=sfIheht9hGw.

Savva Learning. (2020, March 1). What is the siop model? [Video]. YouTube.