SIOP Overview
Ivanna Mann Thrower
NCSU SIOP Course 6/11
Ticket Out/Evaluation
I got…
I came here expecting…
I would suggest…
I really like…
NCSU SIOP Course 6/11
Restate the following:
The author’s book was rather
sesquipedalian. Clinching the
piece before the end of the
volation nonplused us
to say the least.
NCSU SIOP Course 6/11
Answer:
The author’s book was full of long
words. Finishing the piece before
the end of the flight surprised us
to say the least.
NCSU SIOP Course 6/11
Defenestrate
NCSU SIOP Course 6/11
Echinated
NCSU SIOP Course 6/11
Purchase
NCSU SIOP Course 6/11
Comprehension depends on
knowing upwards of 95%
of the words in a text.
(Hu & Nation, 2000)
Restate the following:
 When
the lights suddenly went
out, I purchased the nearest
thing; an echinated vine! Such
was my distress that I
immediately defenestrated the
plant.
NCSU SIOP Course 6/11
Help is on the way!
NCSU SIOP Course 6/11
SIOP Pre-Test
OOPS! I Mean Checklist
 What do you already do well?
 What could you improve on to better
meet the needs of your ELLs?
NCSU SIOP Course 6/11
We know what you are thinking!
SIOP is
JUST good
teaching
NCSU SIOP Course 6/11
+
SIOP is good teaching PLUS
Purposeful teaching of
the language necessary
for English Learners to
understand content.
NCSU SIOP Course 6/11
SIOP® Model Components
 Preparation
 Building
Background
 Comprehensible Input
 Strategies
 Interaction
 Practice/Application
 Lesson Delivery
 Review/Assessment
NCSU SIOP Course 6/11
Scavenger Hunt
NCSU SIOP Course 6/11
Ticket Out/Evaluation
I got…
I came here expecting…
I would suggest…
I really like…
NCSU SIOP Course 6/11
Getting to Know You!
Yes
No
NCSU SIOP Course 6/11
Second Language Acquisition
Of all the factors
which affect SLA,
which ONE
do YOU
have the most control over?
NCSU SIOP Course 6/11
Social and Academic Language
BICS
(Basic Interpersonal Communication Skills)

Watch your BICS and CALP!
CALP
(Cognitive Academic Language Proficiency)

CMS Ivanna Mann Thrower 2007
The Iceberg Theory
BICS
CALP
CMS Ivanna Mann Thrower 2007
Stages of Second Language
Acquisition
NCSU SIOP Course 6/11
SIOP® Model Components
 Preparation
 Building
Background
 Comprehensible Input
 Strategies
 Interaction
 Practice/Application
 Lesson Delivery
 Review/Assessment
NCSU SIOP Course 6/11
Objectives
Content Objectives
Language Objectives
Participants will:
• Explore how the SIOP
•
Model is more than
just good teaching
Be able to incorporate
SIOP approaches and
strategies into lesson
preparation and
delivery
Participants will:

Compare and contrast
SIOP and best
teaching practices
verbally

Write notes on
strategy components
that can be used in
their classes
NCSU SIOP Course 6/11
Write Content and Language Objectives
that:
•will be read by students, for
students
•will be easy for students to
understand
•are given orally and in writing
•are related to the tasks
necessary to master the
content objective
NCSU SIOP Course 6/11
But HOW?
 Determine:
Key words and Concepts
 Consider:
Language Functions
Skills
Grammar/Structures
Task
Learning Strategies
CMS Ivanna Mann Thrower 2007
Language Objectives
Write…….
Read with a partner…….
Think………
Listen……...
Read……….
Discuss………
Retell…….
CMS Ivanna Mann Thrower 2007
Supplementary Materials
 Support
core curriculum
make content concepts “concrete”:
tangible, visible, understandable
 Contextualize
learning
make it real
 Support
learning styles
 Support multiple intelligences
CMS Ivanna Mann Thrower 2007
Examples of supplementary
materials:








hands-on manipulatives
realia (real objects)
pictures
visuals
multimedia
demonstrations
related literature
adapted text
CMS Ivanna Mann Thrower 2007
Adaptation of Content
to all levels of student proficiency by:
 differentiating
same content objective,
different input/output/process
 scaffolding
 adjusting
content to various learning
styles and intelligences
CMS Ivanna Mann Thrower 2007
Examples of adaptation of content:
Graphic organizers
 Leveled study guides
 Highlighted text
 Taped text
 Rewrite text
 Jigsaw reading
 Marginal notes
 Native language texts

CMS Ivanna Mann Thrower 2007
Meaningful Activities

Provide opportunities to experience what
students are learning about

Allows students to be more successful
by relating classroom experiences to
their own lives
CMS Ivanna Mann Thrower 2007
SIOP® Model Components
 Preparation
 Building
Background
 Comprehensible Input
 Strategies
 Interaction
 Practice/Application
 Lesson Delivery
 Review/Assessment
NCSU SIOP Course 6/11
Building Background



Link concepts to students’ background
experiences.
Bridge past learning to new concepts.
Emphasize key vocabulary.
NCSU SIOP Course 6/11
What did you say?

Sejong is a well known Daewang in
Korea. Every Korean school child knows
about him.

Henry the VIII is a well known Daewang
in England. Every British school child
knows about him.
NCSU SIOP Course 6/11
Multiple Meanings
What subject area might you find these
words used with different meanings?
Cycle
Table
NCSU SIOP Course 6/11
Multiple Meanings
What subject area might you find these
words used with different meanings?
Cycle
Table
NCSU SIOP Course 6/11
Math or English Problem
4
4
divided into 2=
divided by 2=
NCSU SIOP Course 6/11
How many ways can you say…
+
-
X

add
subtract
multiply
divide
plus
minus
times
quotient
and
less
product
over
together
few
a factor
gozinta
combine
take away
by
NCSU SIOP Course 6/11
Create
and
USE
Word Walls
NCSU SIOP Course 6/11
Add pictures
NCSU SIOP Course 6/11
Focus on root
words
NCSU SIOP Course 6/11
Put it in a public place!
NCSU SIOP Course 6/11
SIOP® Model Components
 Preparation
 Building
Background
 Comprehensible Input
 Strategies
 Interaction
 Practice/Application
 Lesson Delivery
 Review/Assessment
NCSU SIOP Course 6/11
3 Features of
Comprehensible Input

Speech appropriate for students’
proficiency level.

Clear explanation of academic tasks.

Variety of techniques used to make
content concepts clear.
NCSU SIOP Course 6/11
Clear explanation of
academic tasks
Take 1
NCSU SIOP Course 6/11
Clear explanation of
academic tasks
Take 2
NCSU SIOP Course 6/11
Clear explanation of
academic tasks
1.
2.
3.
4.
5.
Put a book in the freezer for 1hour.
Before you take the book out of the
freezer, boil water in a kettle.
Take the book out of the freezer and
hold it above the steam. (Be careful)
Water will form on the book.
That is condensation!
Take 3
NCSU SIOP Course 6/11
Modify Text
• Rewrite key
passages
• Delete
unnecessary
information
how
Condensation is the process by which
water vapor in the air is changed into
liquid water. Condensation is crucial to the
water cycle because it is responsible for
the formation of clouds. These clouds may
produce precipitation, which is the primary
route for water to return to the Earth's
surface within the water cycle.
Condensation is the opposite of
evaporation.
• Use audio versions
of text
CMS Ivanna Mann Thrower 2007
Modify Text

Mark important concepts on worksheets
and notes.

Teach Highlighting/Underlining
Use sticky notes
on texts, novels, etc.

CMS Ivanna Mann Thrower 2007
Teaching Scenarios
Turn to page 85 in the book.
 Number off 1-3.
 #1 read Mr. Dillon
 #2 read Mr. Lew
 #3 read Mrs. Castillo
 Rate the lesson on the SIOP Protocol.
 Read Discussion of Lessons p 89-92

NCSU SIOP Course 6/11
SIOP® Model Components
 Preparation
 Building
Background
 Comprehensible Input
 Strategies
 Interaction
 Practice/Application
 Lesson Delivery
 Review/Assessment
NCSU SIOP Course 6/11
Learning
Stategies
Metacognitive
Cognitive
Social/Affective
Thinking
About Thinking!
Active
Learning!
Interactive
Learning!
Questioning
Techniques
Scaffolding
Techniques
Higher-Order
Thinking!
Building
Independence!
NCSU SIOP Course 6/11
Metacognitive Strategies
“thinking about thinking”
Predicting/Inferring
 Self-questioning
 Monitoring/Clarifying
 Evaluating
 Summarizing
 Visualizing

NCSU SIOP Course 6/11
Cognitive Strategies
“active learning”









Previewing/Rereading
Establishing a purpose for reading
Making connections
Reading aloud
Highlighting
Taking notes
Mapping information
Finding key vocabulary
Mnemonics
NCSU SIOP Course 6/11
Strategies: Mnemonics
A memory system
Mnemonics
often involving
visualization and
or acronyms
Roy G. Biv
CMS Ivanna Mann Thrower 2007
Social/Affective Strategies
“interactive learning”

Interaction/questioning

Cooperative learning

Group discussion/self talk

i.e.. Think/Pair/Share
NCSU SIOP Course 6/11
Did we meet our Objectives?
Content Objectives
Participants will:
•
•
Language Objectives
Participants will:
Explore how the SIOP
Model is more than
just good teaching
Be able to incorporate
SIOP approaches and
strategies into lesson
preparation and
delivery

Compare and contrast
SIOP and best teaching
practices verbally

Write notes on strategy
components they can
use in their classes
NCSU SIOP Course 6/11
The Greatest Teacher!

http://www1.teachertube.com/viewVideo.php?video_id=6171
NCSU SIOP Course 6/11
Assignment
Reflect on today’s introduction to the
SIOP Model and the Greatest Teacher
you met in the video today. How will you
become the greatest teacher you can
possibly be? How will you use the SIOP
Model in that process?
Be prepared to share in the next session!
NCSU SIOP Course 6/11
Ticket Out/Evaluation
I got…
I came here expecting…
I would suggest…
I really like…
NCSU SIOP Course 6/11
SIOP Overview: Day 2
Ivanna Mann Thrower
NCSU SIOP Course 6/11
Objectives
Content Objectives
Participants will:
•
•
Language Objectives
Participants will:
Explore the
components of the
SIOP Model and
associated resources
as tools for teaching
ESL/EFL
Be able to incorporate
SIOP approaches and
strategies into lesson
preparation and
delivery


Read about and discuss
the SIOP model and its
application to teaching
ESL
Discuss and write goals
for incorporating SIOP in
teaching practices
NCSU SIOP Course 6/11
Macherena
1st we start with Lesson Preparation
 Building Background Information
 Comprehensible Input
 Stir in Strategies
 Next we go to Interaction
 Practice and Application
 Lesson Delivery
 Review and Assessment

NCSU SIOP Course 6/11
Assignment Follow Up
Roll the die.
Respond to the question.
Use your journal response
to help you respond.
NCSU SIOP Course 6/11
SIOP® Model Components
 Preparation
 Building
Background
 Comprehensible Input
 Strategies
 Interaction
 Practice/Application
 Lesson Delivery
 Review/Assessment
NCSU SIOP Course 6/11
Affective-filter Hypothesis:

Krashen argues that comprehensible input is not
enough to ensure language acquisition. Language
learners also have to be receptive to that input.

When learners are bored, angry, frustrated, nervous,
unmotivated or stressed, they may not be receptive to
language input and so they 'screen' the input.

This screen is referred to as the affective filter. This
has very practical implications for language teachers:
lower their affective filters.
NCSU SIOP Course 6/11
Provide Ample Opportunities

How?
NCSU SIOP Course 6/11
INTERACTION:
Grouping
 Cooperative Learning Activities

NCSU SIOP Course 6/11
Wait Time
NCSU SIOP Course 6/11
Clarify Key Concepts
NCSU SIOP Course 6/11
SIOP® Model Components
 Preparation
 Building
Background
 Comprehensible Input
 Strategies
 Interaction
 Practice/Application
 Lesson Delivery
 Review/Assessment
NCSU SIOP Course 6/11
Practice/Application Quick Write
How do you integrate activities in your classroom?
20. Provide hands-on materials and/or manipulatives for students to
practice using new content knowledge.
21. Provide activities for students to apply content and language
knowledge in the classroom.
22. Provide activities that integrate all language skills (i.e., reading,
writing, listening, and speaking).
NCSU SIOP Course 6/11
Hands-on Materials
NCSU SIOP Course 6/11
Content and Language
Knowledge

How do students know what they do or
don’t know?

How do teachers?
NCSU SIOP Course 6/11
TM
LinguaFolio
A Proficiency-Based
Formative Assessment Tool
for
Language Learning
TM
LinguaFolio






standards-based
self-directed
formative assessment tool
THAT
records ongoing learner progress
displays student-selected evidence to
validate proficiency self-assessment
provides a comprehensive
view of student performance
TM
Research says…
Increased . .
 Motivation
 Active learning
 Self-confidence
 Time thinking about
learning
 Teacher creativity




Improved relations
between
learner/teacher
Stronger focus on
communication
More informed
parents
Greater realization
of language use in
community
TM
LinguaFolio: Biography

Language goals

Intercultural
experiences

Self-assessment
checklists
http://seclang.ncwiseowl.org/
TM
LinguaFolio: Dossier

Work samples




Written
Recorded (video or
audio)
Linked
Certificates,
awards, honors that
indicate language
skills
http://seclang.ncwiseowl.org/
TM
LinguaFolio: Passport

Summary of
language learning
and intercultural
experiences

Self-assessment
grid

Linguistic profile
http://seclang.ncwiseowl.org/
TM
LinguaFolio allows learners to:
 Examine
their language competencies
 Develop
reflective learning skills
 Manage
their own language learning
 Provide
a holistic view of their language
performance
 Consider intercultural understanding
 See language learning as a life-long
endeavor
TM
LinguaFolio allows teachers to . . .

Help students develop learner autonomy

Focus on reflective teaching and learning
“Work smarter, not harder” by using
LinguaFolio-like activities, goal setting,
and the formative assessment process

TM
LinguaFolio Training Modules
Content-specific modules with NC FALCON

7 free modules posted online at
http://www.learnnc.org/lp/editions/linguafolio/
1. What Is LinguaFolio?
2. Building Your Own LinguaFolio
3. Reflective Learning & Teaching in
an Autonomous Environment
4. LinguaFolio-Like Activities
5. The Importance of Interculturality
6. Assessing Language Performance
7. Implementation Timeline & Setting
Goals
TM
NC e-LinguaFolio
http://www.elinguafolio.com/
NCDPI World Languages
http://seclang.ncwiseowl.org/
LinguaFolio information linked under
Resources tab
LinguaFolio Training Modules
http://www.learnnc.org/lp/editions/linguafolio/
Integrate ALL Language Skills
 Listening
What does this
word mean?
 Speaking
 Reading
 Writing
NCSU SIOP Course 6/11
SIOP® Model Components
 Preparation
 Building
Background
 Comprehensible Input
 Strategies
 Interaction
 Practice/Application
 Lesson Delivery
 Review/Assessment
NCSU SIOP Course 6/11
Teacher Behaviors
Avoid:
 Assuming prior
knowledge
 Yes or no
questions!
 Building
Focus on:
 Discovering prior
knowledge
 Context clues
 Relating shared
experiences
Background
NCSU SIOP Course 6/11
Teacher Behaviors
 Self-Correcting
Avoid:
 Immediately
correcting the
student
Focus on:
 Wait time
NCSU SIOP Course 6/11
Teacher Behaviors
Avoid:
 Only grading for
correct answers
Focus on:
 Journals (can be
illustrated!)
 KWL Charts
 Rubrics
rubistar.4teachers.org
 Self-Evaluation
NCSU SIOP Course 6/11
Teacher Behaviors

Peer Interaction
Avoid:
 Always giving the
answer
Focus on:
 ‘Phone a friend’,
‘poll the audience’
 Pairing higher &
lower level ELLs
NCSU SIOP Course 6/11
Teacher Behaviors
 Imitation
Avoid:
 Silent classrooms
Focus on:
 Listen to the radio
 Interviews
 Guest Speakers
NCSU SIOP Course 6/11
Teacher Behaviors
Avoid:
 Assuming
students will know
how to use their
dictionaries and
glossaries
 Native
Focus on:
 Clarification
 Teaching
students when and
how to use these
resources
Language Resources
NCSU SIOP Course 6/11
SIOP® Model Components
 Preparation
 Building
Background
 Comprehensible Input
 Strategies
 Interaction
 Practice/Application
 Lesson Delivery
 Review/Assessment
NCSU SIOP Course 6/11
Key Vocabulary/ Concepts
NCSU SIOP Course 6/11
Feedback
Descriptive Feedback Prompts
 You can….
 Your thinking shows….
 One thing you did really well….
 What do you think you can do to….
 You need more/less….
 One thing to improve on….

http://center.ncsu.edu/falcon/mod/resource/view.php?id=134
NCSU SIOP Course 6/11
Assessment
Active Response
TPR (like Defenestrate!)
 Thumbs up/ pencils up
 Response boards
 Stand up/sit down

NCSU SIOP Course 6/11
OUTCOME SENTENCES

I feel …

I wonder …

I think …

I learned …
NCSU SIOP Course 6/11
SIOP Post-Test
ACTUALLY… the checklist again.
 What do you understand better now?
 What do you want to learn more about to
better meet the needs of your ELLs?
NCSU SIOP Course 6/11
How can YOU help YOUR ELLs?
NCSU SIOP Course 6/11
How can YOU help YOUR ELLs?
NCSU SIOP Course 6/11
How can YOU help YOUR ELLs?
NCSU SIOP Course 6/11
Goal Setting
 Based
on your SIOP check list and
what you have learned in the
certificate program as a whole,
establish 2 SMART (Specific,
Measurable, Attainable, Realistic,
Timely) goals for your teaching of
ESL/EFL.
NCSU SIOP Course 6/11
Did we meet our Objectives?
Content Objectives
Participants will:
•
•
Language Objectives
Participants will:
Explore how the SIOP
Model is more than
just good teaching
Be able to incorporate
SIOP approaches and
strategies into lesson
preparation and
delivery

Compare and contrast
SIOP and best teaching
practices verbally

Write notes on strategy
components they can
use in their classes
NCSU SIOP Course 6/11
Applying SIOP
Lesson Planning
 Resources

http://www.cal.org/siop/
 http://www.siopinstitute.net
 http://humblesiop.pbworks.com/w/page/197
41914/SIOP-Resources
 http://documents.cms.k12.nc.us/dsweb/Vie
w/Collection-12

NCSU SIOP Course 6/11
Did we meet out objectives?
Content Objectives
Participants will:
•
•
Language Objectives
Participants will:
Explore the
components of the
SIOP Model and
associated resources
as tools for teaching
ESL/EFL
Be able to incorporate
SIOP approaches and
strategies into lesson
preparation and
delivery


Read about and discuss
the SIOP model and its
application to teaching
ESL
Discuss and write goals
for incorporating SIOP in
teaching practices
NCSU SIOP Course 6/11
Ticket
Out/Evaluation
Objectives
I got…
I came here expecting…
I would suggest…
I really like…
NCSU SIOP Course 6/11