What IS SIOP?
SIOP is
good teaching PLUS+
purposeful teaching of the
language necessary for ELLs
to understand content.
SIOP Model Components
 Preparation
 Building Background
 Comprehensible Input
 Strategies
 Interaction
 Practice
 Lesson Delivery
 Assessment
 To learn more contact Ivanna Mann Thrower,
 ivanna.thrower@dpi.nc.gov or 919-807-3860
NCSU
SIOP Overview Handouts 6/11
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SIOP LESSON PLANNING SHEET
Name: _________________________________ Date: _________________ Assignment:_____________________________________
Lesson Preparation
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1. Write content objectives clearly for students.
2. Write language objectives clearly for students.
3. Choose content concepts appropriate for age and educational background level of students.
4. Identify supplementary materials to use (graphs, models, visuals).
5. Adapt content (e.g., text, assignment) to all levels of student proficiency.
6. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models)
with language practice opportunities for reading, writing, listening, and/or speaking.
Building Background
 7. Explicitly link concepts to students’ backgrounds and experiences.
 8. Explicitly link past learning and new concepts.
 9. Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students.
Comprehensible Input
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10. Use speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and
simple sentence structure for beginners).
11. Explain academic tasks clearly.
12. Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities,
demonstrations, gestures, body language).
Strategies
 13. Provide ample opportunities for students to use strategies, (e.g., problem solving, predicting, organizing,
summarizing, categorizing, evaluating, self-monitoring).
 14. Use scaffolding techniques consistently (providing the right amount of support to move students from one level of
understanding to a higher level) throughout lesson.
 15. Use a variety of question types including those that promote higher-order thinking skills throughout the lesson
literal, analytical, and interpretive questions).
Interaction
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16. Provide frequent opportunities for interactions and discussion between teacher/student and among students, and
encourage elaborated responses.
17. Use group configurations that support language and content objectives of the lesson.
18. Provide sufficient wait time for student responses consistently.
19. Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text.
Practice/Application
 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).
Lesson Delivery
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23. Support content objectives clearly.
24. Support language objectives clearly.
25. Engage students approximately 90-100% of the period (most students taking part and on task throughout the lesson).
26. Pace the lesson appropriately to the students’ ability level.
Review/Assessment
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27. Give a comprehensive review of key vocabulary.
28. Give a comprehensive review of key content concepts.
29. Provide feedback to students regularly on their output (e.g., language, content, work).
30. Conduct assessments of student comprehension and learning throughout lesson on all lesson
objectives (e.g., spot checking, group response.)
Comments:
NCSU
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Write/Talk about these 2 experiences …
1) List 5 different strategies that were used.
2) Tell a partner how you felt.
3) Draw pictures of the words you remember.
4) Tell your group about a time you purchased an echinated object.
5) What else could you do with this?
Factors Affecting Second Language Acquisition (SLA)
1) Which ONE of factors below does a teacher have the most control over?
1st Language Development
Access to Language
Age
Cultural Background
Language Attitude
Language Distance
Learning Styles
Motivation
Peers/Role Models
Personality
Quality of Instruction
2) How does/should this affect planning and teaching?
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
 are tied to a specific grade-level content standard (NC SCS/Content Area)
SIOPing Your Lessons:
Preparing Language Objectives Connected to SCOS Content Objectives
Content Objective
Round 4-digit numbers to the nearest 10 or the
nearest hundred.
Analyze the changes the horse brought to the
Plains peoples.
Analyze how people decide what and how much
to produce.
Design and build a working model, using three or
more of the simple machines studied.
Determine which literary terms used in a text are
effective.
Provided by NCDPI ESL Department
NCSU
Language Objective
Explain your answer to a partner using a number line.
Role play scenes from the life of Plains people
demonstrating how lives changed due to the horse.
Use a tree diagram to explain to a partner how people
decide what and how much to produce.
Explain your model to a partner, naming and pointing to
the simple machines used.
Defend your choices in a small group discussion.
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Building Background
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Link concepts to students’ background
experiences.
Bridge past learning to new concepts.
Emphasize key vocabulary.
CMS Ivanna Mann Thrower 2008
Guidelines to Achieve Comprehensible Input
1. Use expression and body language to demonstrate concepts and directions
2. Speak slowly and clearly with pauses between phrases
3. Use short sentences with simple syntax.
4. Use action verbs.
Analyze
Describe
List
Solve
Apply
Explain
Name
Summarize
Choose
Predict
Compare
Give and
example
Define
Identify
Show
Recommend
5. Repeat and Review Vocabulary.
6. Monitor comprehension through various strategies
7. Use visuals and graphic organizers
8. Communicate in oral, written, physical and pictorial formats
9. Provide hands-on and cooperative learning activities
10. Provide step-by-step modeling for academic tasks
11. Provide opportunities to apply knowledge in new contexts.
Add your own here:
NCSU
SIOP Overview Handouts 6/11
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Metacognitive Strategies
“thinking about thinking”
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Predicting/Inferring
 Self-questioning
 Monitoring/Clarifying
 Evaluating
 Summarizing
 Visualizing
Cognitive Strategies
“active learning”
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Previewing/Rereading
Establishing a purpose for reading
Making connections
Reading aloud
Highlighting
Taking notes
Mapping information
Finding key vocabulary
Mnemonics
Social/Affective Strategies
“interactive learning”
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Interaction/questioning
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Cooperative learning
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Group discussion/self talk
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i.e.. Think/Pair/Share
NCSU
SIOP Overview Handouts 6/11
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INTERACTION:
Class Activities that Use Cooperative Learning
1. Jigsaw - Groups with five students are set up. Each group member is assigned
some unique material to learn and then to teach to his group members. To help in
the learning students across the class working on the same sub-section get
together to decide what is important and how to teach it. After practice in these
"expert" groups the original groups reform and students teach each other. (Wood,
p. 17) Tests or assessment follows.
2. Think-Pair-Share - Involves a three step cooperative structure. During the first step
individuals think silently about a question
posed by the instructor.
Individuals pair up during the second step and
exchange thoughts. In the third
step, the pairs share their responses with other
pairs, other teams, or the entire
group.
3. Three-Step Interview - Each member of a team chooses another member to be a partner.
During the first step individuals interview their partners by asking clarifying questions. During
the second step partners reverse the roles. For the final step, members share their partner's
response with the team.
4. Round Robin Brainstorming - Class is divided into small groups (4 to 6) with one person
appointed as the recorder. A question is posed with many answers and students are given time to
think about answers. After the "think time," members of the team share responses with one
another round robin style. The recorder writes down the answers of the group members. The
person next to the recorder starts and each person in the group in order gives an answer until
time is called.
5. Three-minute review - Teachers stop any time during a lecture or discussion and
give teams three minutes to review what has been said, ask clarifying questions or
answer questions.
6. Numbered Heads - A team of four is established. Each member is
given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work
together to answer the question so that all can verbally answer the
question. Teacher calls out a number (two) and each two is asked to give
the answer.
7. Team Pair Solo - Students do problems first as a team, then with a partner, and finally on
their own. It is designed to motivate students to tackle and succeed at problems
which initially are beyond their ability. It is based on a simple notion of mediated
learning. Students can do more things with help (mediation) than they can do
alone. By allowing them to work on problems they could not do alone, first as a
team and then with a partner, they progress to a point they can do alone that
which at first they could do only with help.
NCSU
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INTERACTION:
Class Activities that Use Cooperative Learning
8. Circle the Sage - First the teacher
polls the class to see which students have a
special knowledge to share. For
example the teacher may ask who in the class
was able to solve a difficult math
homework question, who had visited Mexico,
who knows the chemical reactions
involved in how salting the streets help
dissipate snow. Those students (the
sages) stand and spread out in the room. The
teacher then has the rest of the
classmates each surround a sage, with no two
members of the same team going to the same sage. The sage explains what they know while the
classmates listen, ask questions, and take notes. All students then return to their teams. Each in
turn, explains what they learned. Because each one has gone to a different sage, they compare
notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and
resolved.
9. Partners - The class is divided into teams of four. Partners move to one side of the
room. Half of each team is given an assignment to master to be able to teach the other
half. Partners work to learn and can consult with other partners working on the same
material. Teams go back together with each set of partners teaching the other set. Partners
quiz and tutor teammates. Team reviews how well they learned and taught and how they
might improve the process.
Add Your Own:
NCSU
SIOP Overview Handouts 6/11
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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).
Lesson Delivery: Teacher Behaviors
Avoid
Assuming prior knowledge
Yes or no questions!
Building Background
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Self-Correcting
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Immediately correcting the
student
Self-Evaluation
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Only grading for correct
answers
Peer Interaction
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Always giving the answer
Imitation
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Silent classrooms
Native Language
Resources
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NCSU
Assuming students will know
how to use their dictionaries and
glossaries
SIOP Overview Handouts 6/11
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Focus On
Discovering prior knowledge
Context clues
Relating shared experiences
Wait time
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Journals (can be illustrated!)
KWL Charts
Rubrics
Phone a friend’, ‘poll the
audience’
 Pairing higher & lower level ELLs
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Listen to the radio
Interviews
Guest Speakers
Clarification
Teaching students when and how
to use these resources
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Assessment Modification: It’s NOT Unfair! It’s Essential!
1. Give students objective tests (matching, multiple choice, T or F) instead of subjective
tests (essays).
2. Provide extra testing instructions or rephrase directions.
3. Test key concepts or main ideas (not specific points).
4. Make a simplified language test.
5. Supply ELLs with word banks for tests.
6. Reduce the number of test responses.
7. Simplify test directions.
8. Assess ELLs on their effort to understand content area
material at their level of language ability.
9. Provide highlighted tests.
10. ________________________________________________________
11._________________________________________________________
12._________________________________________________________
OUTCOME SENTENCES
NCSU
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I feel …
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I wonder …
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I think …
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I learned …
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