of a SIOP lesson plan
Today we will focus on:
1. Building Background- Link
concepts to past learning, Key
2. Comprehensible Input-
3. Strategies- Scaffolding, higher order
questions, graphic organizers
Sample SIOP Content and
Language Objectives for a Science
CO- Students will observe that light travels in a straight
line and is reflected and/or absorbed.
LO- We will:
Tell predictions of which objects transmit or reflect light
to our partner
read the procedures for the experiment
write and classify our data
discuss our conclusions with another partner pair
Guidelines to ACHIEVE
TEACHER SPEECH and BEHAVIOR
Use expression and body language
Speak slowly and clearly
Pause more between phrases
Use shorter sentences with simpler syntax
Stress high frequency vocabulary
Repeat and review vocabulary
Clarify words throughout the lesson
Open discussion to different perspectives on the topic
Maintain a warm, supportive, friendly environment!
Guidelines to ACHIEVE
Use graphic organizers
Explain processes and tasks clearly and MODEL
Communicate the subject in oral, written, physical
and/or pictorial form
Provide hands-on opportunities
Promote critical thinking
Incorporate cooperative learning opportunities
Adjust your instruction to meet every child’s needs!
Focus on Vocabulary!
Identifying key vocabulary is vital to helping English
learners master both the content and the academic
language to demonstrate their knowledge.
REMEMBER 3 EASY STEPS:
1. State the word
2. Define the Word
3. Practice and Apply the word
Additional examples with oral and written practice will also
benefit all learners, especially English Learners, allowing
them to internalize the words.
KEY VOCABULARY includes…
Content words- these are the key vocabulary
words, terms, and concepts associated with a particular
topic being taught in science.
Process/function words- these include functional
language; language used in the classroom for processes and
tasks such as the scientific process words.
Structural Words – these are words that enable students
to learn new vocabulary, primarily based on English
morphology. For example – if a science teacher is teaching
photosynthesis, he/she can help students learn the
meaning of that word by introducing the root – photo
meaning light, then comparing the words
photosynthesis, photocopy, photograph to see that these
words are related in both spelling and meaning.
ZIPLINE VOCABULARY REVIEW
Use this engaging activity as a quick review of your key vocabulary terms for the lesson
Materials needed- large index cards, printed words and printed definitions, start of the line and
end of the line statements.
1. Choose your key vocabulary terms and their definitions.
2. The first student will hold the initial card that states “This starts the line.” and the first
3. The next student will line up holding the card with the definition of the first word and the
next vocabulary word. This process will continue until the last person has the last definition
and the statement “This ends the line.”
Expectations- Students are to move about the “Zipline” without speaking while matching their
vocabulary words and definitions. Students will discuss their accuracy and justify their
positions in the “Zipline”
What did you notice about each word and it’s definition in
How could all students benefit from this review task?
HELPFUL HINTS for differentiating
Stickers on the key vocabulary term
but not the definition
Use the same font for both the word
and its definition if necessary for all
students to be successful.
Provide a 30 second talk time for
students to discuss the words on their
cards before the silent zipline occurs.
Scientific Inquiry in SIOP
utilizes these strategies…
1. Learner engages in scientifically oriented questions
2. Learner collects and records evidence in responding
3. Learner formulates explanations from evidence
4. Learner connects explanation to scientific knowledge
5. Learner communicates and justifies explanations.
Examples of higher order
Imagine that you have just finished reading a novel with students, here
are sample questions that you could ask on every level of the taxonomy.
Remember: What are the six kingdoms of living things?
Understand: How are living things classified into kingdoms?
Apply: If a new life form were discovered, what process would you use to
assign it to a kingdom?
Analyze: How are fungi and plants similar to and different from each
Evaluate: Should the classification of living things be based on their
genetic similarities or their morphology/physiology? What are the
reasons for your choice?
Create: Think about some objects commonly found in your kitchen.
How would you set up a classification system for those objects? What
would be the rules of your classification system?
NOW YOU TRY!
Use the Verb List for Bloom’s
Taxonomy and the chart paper to
write 3 higher order questions for
your current science unit. Write
an analysis, evaluation, and
create question please. Display
your poster when you are finished
and be ready to share.
Scaffolding in Science
Meet the kids where they are and take them to where
they need to be….
- Procedural Scaffolding- one on one teaching, coaching, modeling, small
group instruction, heterogeneously grouping students
- Instructional Scaffolding- graphic organizers as pre-reading or
pre-writing tools to support class discussion
- Verbal Scaffolding- paraphrasing, using “think
alouds”, reinforcing contextual definitions, recast – correcting
Helpful Learning Strategies
for Science Lessons: Task-Based
Use Background Knowledge
Use your Kinesthetic Sense
Use Selective Attention
Talk to Yourself – Self-Talk