SIOP KEY COMPONENTS
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14 terms
Terms | Definitions |
|---|---|
 SIOP or SDAIE | Sheltered Instruction Observation Protocal / Specially Designed Academic Instruction in English (SDAIE) / Linked to Vygotsky's Proximal Development and Gardner's Multiple Intelligences |
| SIOP STRATEGIES | Cooperative learning / Explicit, targeted vocabulary development / Slower speech with clear enunciation and fewer idiomatic expressions / Visuals, demonstrations and hands-on learning / Text adaptations / Homework adaptations / Supplementary materials |
| SIOP LESSON PLAN SEQUENCE | Motivation, pre-knowledge activation / Modeling of new content / Practice scaffolded from intense to minimal guidance / Review of content by students / Post lesson assessment of objectives / Extension homework / REFLECTIONS on what DID OR DIDN'T WORK |
| SIOP MODEL COMPONENTS | 1) Lesson Preparation 2) Building Background 3) Comprehensible Input 4) Strategies 5) Interaction 6) Practice/Application 7) Lesson Delivery 8) Review/Assessment |
| SIOP COMPONENT 1 - PREPARATION | Write content and language objectives clearly for students to see and make sure they are appropriate for age & educational background. Identify supplementary materials. Adapt content where needed. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations) with practice in R/W/L/S |
| SIOP COMPONENT 2 - BUILDING BACKGROUND | Explicitly link concepts to students' backgrounds and experiences, linking past learning and new concepts. Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) |
| SIOP COMPONENT 3 - COMPREHENSIBLE INPUT | Use speech appropriate for students' proficiency level. Explain academic tasks clearly. Use a variety of techniques to make content concepts clear (e.g. modeling, visuals, hands-on activities, demonstrations, gestures, body language) |
| SIOP COMPONENT 4 - STRATEGIES | Provide ample opportunity for students to problem solve, predict, organize, summarize, categorize, evaluate, self-monitor, etc. Use scaffolding techniques consistently. Use a variety of question types to promote higher-order thinking (literal, analytical, and interpretive questions) |
| SIOP COMPONENT 5 - INTERACTION | Frequent opportunity for interactions and discussion b/w teachers & students and among students, encouraging elaborated responses. Use group configurations, provide sufficient wait time for responses and give ample opportunities for students to clarify in their L1. |
| SIOP COMPONENT 6 - PRACTICE / APPLICATION | Provide hands-on materials and/or manipulatives including activities that apply content and language knowledge in the classroom. *Integrate all language skills (R/W/L/S) |
| SIOP COMPONENT 7 - LESSON DELIVERY | Support content and language objectives clearly. Engage students 90-100% of the time. Pace the lesson according to students' ability level. |
| SIOP COMPONENT 8 - REVIEW / ASSESSMENT | Give a comprehensive review of key vocabulary and key content concepts. Provide feedback regularly on their output (e.g., language, content, work). Conduct assessments of student comprehension & learning throughout lesson (e.g., spot checking, group response) |
| GARDNER'S MULTIPLE INTELLIGENCES | Verbal/Linguistic - Logical/Mathematical - Visual/Spatial - Bodily/Kinesthetic - Musical/Rhythmic - Interpersonal - Intrapersonal |
| Vyogtsky Theories | Cooperative Learning & Zone of Proximal Development |
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