SIOP Model READ 580 Project

1. Literacy Leadership Project
Assignment Two
READ 580 Sarah Lee

2. Research Based Assumption
Learners need connections to their lived experience and culture, including outside
of school literacies and media forms (Knobel & Lankshear, 2009; Street, 2005).
They need sheltered imbedded support for English language learning in reading,
writing, listening, and speaking (Gersten, Baker, Shanahan, Linn-Thompson,
Collins, & Scarcella, 2007; Health, 1983; Moje, 2006). Page 168
Vogt, MaryEllen, and Brenda A. Shearer. Reading Specialists and Literacy Coaches in the Real World . 3rd ed., Waveland Press, Inc,
2016.

3. Javier
Javier put his head in his hands and sighed. He watched Ms. Barnett standing at the board and tried to
understand what she was saying to the class. He looked at the clock; she’d been talking for twelve minutes now.
She wrote some numbers on the board and he noticed his classmates getting out their books. Coping their
actions, he opened his social studies book to the page and began to sound them out, one by one, softly under his
breath. He knew some words but not others. The sentences didn’t make much sense. Why was this class so
tough? He could understand the teacher much better in science. Mrs. Ontero let them do things. They would all
crowd around a table and watch her as she did an experiment and then he got to work with his friends, Maria,
Huynh, and Carlos, trying out the same experiment. He even liked his science book; it had lots of pictures and
drawings. Mrs. Ontero always made them look at the pictures first and they talked about what they saw. The
words on the pages weren’t so strange either. Even the big ones matched the words Mrs. Ontero had them write
down in their personal science dictionaries. If he forgot what a word meant in the textbook, he would look it up in
his science dictionary. Or he could ask someone at his table. Mrs. Ontero didn’t mind if he asked for help. This
social studies class just wasn’t the same. He had to keep quiet, he had to read, he couldn’t use a dictionar, they
didn’t do things….
1. Have educator reads Javier’s story
2. Make a venn diagram of the difference between Ms.
Barnett’s class compared to Mrs. Ontero’s class
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English
learners : The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.

4. Differences between Javier’s science class compared to his social studies class
Social Studies
Class
Science Class
Mrs. Ontero
Ms. Barnett
● Watch experiments
● Hands on learning
● Work in groups
● Conversations are
encouraged
● Textbook has pictures and
drawings
● Looking at pictures initially
and have discussions
● Put new words in
personalized dictionaries
● Can ask for help
● Keep quiet
● Read independently
● No hands on learning
experiences
● High
expectations
Discuss the reasons why Javier finds success in his science class while he
is struggling in his social studies class
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.

5. Why should we support our ELL students?
● ELL students represent the fastest growing group of students
● ELL students like Javier are struggling and are going to continue to struggle if they aren’t
getting help
● Students who feel confused may feel ashamed, embarrassed, and frustrated, this doesn’t
help student’s self confidence
● Students with low self esteem are less likely to find success in school and other aspects of
life
● We want students to understand the content they need to know
● Using strategies/teaching methods to help ELL students will also help nonELL students learn
also

6. Why should we support our ELL students? (Continued)
Data: 2016-17 Smarter Balanced Assessment Results ELA Markham Elementary School
Only 30% of our ELL students at
Markham are passing Smarter
Balanced
All students deserve quality education
All students deserve support
Smarter Balanced Test results taken from pps.net.
https://www.pps.net/cms/lib/OR01913224/Centricity/Do
main/207/Markham_smarter_balanced_ela_2016-
17.pdf

7. What is SIOP?
SIOP: Sheltered Instruction Observation Protocol
Who: Echevarria, Vogt & Short created the SIOP Model
What: A user friendly lesson planning and delivery approach to help teachers
employ techniques that make the content concepts accessible and also
develop the students’ skills in the new language (16).
When: 2011 the SIOP Model was created, earlier versions started in the
1990s
Why: to help ELL students learnEchevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.

8. SIOP Model
“The SIOP Model has a strong, empirical research base. It has been tested across
multiple subject areas and grade levels. The research evidence shows that the
SIOP Model can improve the academic literacy of English learners” (22).
The SIOP Model does not mandate cookie-cutter instruction, instead it give
teachers a framework for well-prepared lessons for any subject. Teachers have
room to be creative with these lessons. These lessons focus on what the ELL
students need in order to find success (22).
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.

9. 8 Main Components of SIOP Model
● Lesson Preparation
● Building Background
● Comprehensible Input
● The Strategies component
● Interaction
● Practice & Application
● Lesson Delivery
● Review & Assessment
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.

10. 1. Lesson Preparation
● Lesson Preparation: initiate the lesson planning process, so teachers include content and
language objectives, use supplementary materials, and create meaningful activities.
1. Teachers assess students
2. Prepare lessons with the
SIOP Model
3. Assess students
4. Reteach
Video on the lesson preparation aspect of the SIOP
Model:
1. Watch a minute and 13 seconds youtube
video
2. Discuss in groups of 2-3 of what you
observed
https://www.youtube.com/watch?v=o5xK5gP_Tbw
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.

11. 2. Building Background
● Building Background: making connections with students’ background experiences and prior
learning, and developing their academic vocabulary.
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.
What it looks like in the
classroom ->
Teachers make specific connections between the content being
taught and students’ experiences and prior knowledge, and they
focus on expanding the students’ vocabulary base.
Teachers engage in culturally responsive teaching
and build on the students’ different ways of
learning, behaving, and using language
Teachers give students opportunities to use technology- technology
gives students opportunities to use translation from their native
language, self-paced research, and writing and editing tools.

12. 3. Comprehensible Input
● Comprehensible Input: considers how teachers should adjust their speech, model academic tasks, and use multimodal
techniques to enhance comprehension.
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.
What it looks like in the
classroom ->
Talk slower and have clear enunciation. Use simple sentence
structures for ELL students while using more of a native-like rate
with non ELL students.
Teachers give students opportunities to use
technology- technology gives students
opportunities to use translation from their native
language, self-paced research, and writing and
editing tools.
Students are explicitly taught functional language skills (negotiate
meaning, confirm information, describe, persuade, and disagree).

13. 4. The Strategies Component
● The Strategies component: emphasizes teaching learning strategies to students,
scaffolding instruction, and promoting higher-order thinking skills.
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.
What it looks like in the
classroom ->
Scaffolding: Gradual Increase of
Student Independence
Model to students what learning strategies looks
like- predicting, generating questions to guide
comprehension, summarizing, visualizing, what to
do when coming across new words, etc.
Teachers highlight and model academic tasks (Examples: how to write a
science report, getting facts from a source for a research project, and
how to take notes).

14. 5. Interaction
● Interaction: promotes teachers to encourage students to elaborate their speech and to group students appropriately for
language and content development.
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.
What it looks like in the
classroom ->
Student language learning is promoted by encouraging students
to have meaningful conversations, students practice and apply
their new language and content knowledge.
Students are immersed in words. The
classroom focuses on words and draws
students’ attention to the learning of words.
Provide sentence frames for conversations and writing.

15. 6. Practice & Application
● Practice & Application: provides activities to practice and
extend language and content learning.
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.
What it looks like in the classroom -
>
Teachers plan activities that tap into the auditory, visual, and
kinesthetic preferences of the students and consider their
multiple intelligences.
Teachers plan pictorial, hands-on, or
performance-based assessments for individual
students, groups or projects, oral reports written
assignments, and tests/quizzes that check for
comprehension and language growth.
Manipulatives & Movement, Hands-On Games, Electronic
Games, Foldables and Flip Charts, Reader’s Theater and Role
Plays, etc.

16. 7. Lesson Delivery
● Lesson Delivery: ensures teachers present a lesson that meets the planned objectives
and promotes student engagement.
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.
What it looks like in the classroom -
>
Have concrete objectives posted and have students refer back to
during the lesson (Students will be able to…)
To reinforce knowledge, teachers find related texts,
graphics/illustrations, models, computer based
resources.
Teachers make content comprehensible through techniques such as
the use of > visual aids, modeling, demonstrations, graphic
organizers, vocabulary previews, adapted texts, cooperative
learning, peer tutoring, and native language support.

17. 8. Review & Assessment
● Review & Assessment: reminds teachers to review the key language and content concepts, assess student learning, and
provide specific academic feedback to students on their output
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.
What it looks like in the classroom -
>
Teachers measure student performance on a scale leading to
mastery, these rubrics are shown to students from the beginning
Assessments for students (formal, informal,
observation, and self-assessments) Assessments for
teachers (Teacher self reflects on their lessons)
Students can self-assess: (example Levels of Word Knowledge)
1. I’ve never heard or seen the word before.
2. I’ve seen or heard the word before, but I don’t know what it
means.
3. I vaguely know the meaning of the word, and I can associate
it with a concept or context.
4. I know the word well.

18. Brainstorm: What ideas did you get
from the presentation so far that you
could incorporate into your mainstream
classroom this month?
Discuss in your grade leveled teams.
Think about how to make learning accessible to your ELL students as well
as your non ELL students

19. Share out ideas of how to incorporate the SIOP Model in mainstream classrooms
● Have concrete objectives posted and have students refer back to during the lesson (Students will be able to…)
● Vocabulary words- teachers teach students how to define the word (draw an illustration, use it in a sentence, provide an antonym/synonym,
etc.)
● Have students reflect on background knowledge
● Partner work-conversations, reading articles together, creating a presentation, etc.
● Hands-on manipulatives
● Pictures & visuals (add images to PowerPoint presentations, put images under the document camera, have students go on websites (Safe
ones that teachers look up in advanced like Scholastic News), draw an image on the board, put up models, graphs, charts, timelines, maps,
etc.)
● Students use interactive websites, watch videos, listen to audio online.
● Demonstrations- model each step on how to accomplish a certain task so that students can visually see and hear what to do.
● Create graphic organizers that students can refer back to.
● When continuing a lesson and adding on, refer back to the last lesson so that students can use their background knowledge
● Make lessons relevant
● Students learn academic vocabulary through repeated exposures of the words (create word walls, play vocabulary games,
● Create resources such as student dictionaries that students can refer back to
● Give students processing time.
● Reader’s Theater- students can build oral fluency, students can practice to avoid getting embarrassed in front of peers, reinforce content
knowledge.
● Group students with purpose.
● Assessments for students (formal, informal, observation, and self-assessments) Assessments for teachers (Teacher self reflects on their
lessons)
Echevarría, J., Vogt, MaryEllen, & Short, Deborah. (2012). Making content comprehensible for English learners :
The SIOP® model (4th ed., Short, Deborah. SIOP model series). Boston: Pearson.

20. Support
Check out books on the SIOP Model (available to borrow on the back table)
● “Making Content Comprehensible for English Learners the SIOP Model” by Jane Echevarria, Maryellen Vogt, and
Deborah J. Short
● “Making Content Comprehensible for Elementary English Learners the SIOP Model” by Jane Echevarria, Maryellen
Vogt, and Deborah J. Short
● “Making Content Comprehensible for Secondary English Learners the SIOP Model” by Jane Echevarria, Maryellen
Vogt, and Deborah J. Short
Articles (online-links will be sent by email):
-A Research Review of the SIOP Model: Its Definition, Factors Affecting its Success, and Challenges Faced by Educators by Rebecca Koc
https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1332&context=education_ETD_masters
-The Perceptions of English Teachers to the SIOP® Model and Its Impact on Limited English Proficiency by Özge İnceli
http://www.ejecs.org/index.php/JECS/article/viewFile/13/pdf_3
-The SIOP Model: A Professional Development Framework for a Comprehensive School-Wide Intervention by Jane Echevarria
http://www.cal.org/create/publications/briefs/professional-development-framework.html
Email me any questions/comments/concerns
● slee2@pps.net

21. Principles of Adult Learning
8 Important Characteristics of Adult Learners by Christopher Pappas
The three I focused on in my presentation:
2. Practical and results-oriented adult
learners are practical and appreciate
information that is applicable to their
profession. They want information that
they can use. Resent theory.
On slide 8 I talk about how the SIOP Model is effective in helping ELL students. There’s
research evidence that shows the SIOP Model has improved language acquisition for ELL
students.
On slides 10-17, and 19 I give educators practical ways to incorporate SIOP strategies into
their classrooms. These strategies are written in a way that it is easy for teachers to
potentially use.
3. Less open-minded adults are resistant
to change. Adult learners need to be
given reasons why they should adapt
new concepts.
I give learners reasons why they should be open to implementing some SIOP strategies in
their classrooms by talking about Javier and his struggles, on slide 5 give reasons why we
should support our ELL students in the mainstream classroom, slide 6 I show the staff our
school’s test scores to explain how much out ELL students are struggling.
5. Use personal experiences as a
resource-adults with similar life
experience levels should be encouraged
to discuss and share.
In order to have learners have time to discuss to find similar experiences and also to find
relevance on slide 3 I talk about Javier and how this ELL individual is struggling in social
studies class while he is doing well in science class because of the differences in teaching
methods and strategies the two teachers are using. It’s difficult for some teachers to admit
but they can all relate and share times they’ve notice their ELL students struggling. I have
learners brainstorm and share out on slides 3, 10, 18, and 19. Teachers will be sitting in
their grade leveled teams.
Pappas, Christopher. “8 Important Characteristics Of Adult Learners.” ELearning Industry, ELearning Industry,
22 Mar. 2017, elearningindustry.com/8-important-characteristics-of-adult-learners.