Helping Immigrant Students in the United States Learn English in Mainstream Classrooms: The SIOP Approach. Melvin R. Andrade, Ed.D. Sophia Junior College Linguapax Asia 2005 Second International Symposium Embassy of Canada,Tokyo 11 June 2005. Aims of this Presentation.
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Helping Immigrant Students in the United States Learn English in Mainstream Classrooms: The SIOP Approach
Melvin R. Andrade, Ed.D.
Sophia Junior College
Linguapax Asia 2005
Second International Symposium
Embassy of Canada,Tokyo
11 June 2005
It stands for “Sheltered Instruction Observation Protocol,” which refers to a set of guidelines for planning and measuring the implementation of a teaching approach know as “Sheltered Instruction.”
“The SIOP Model offers a research-based approach to sheltered lesson planning and implementation that has proven effective with English language learners throughout the United States. The model was developed in a 7-year national research project (1996-2003) sponsored by the Center for Research on Education, Diversity & Excellence (CREDE). ”
Through literature review and with the collaboration of practicing teachers, researchers identified features of instruction present in high-quality sheltered lessons to generate the SIOP Model. The model was refined over multiple years of field testing and consists of eight components and 30 features that are explained in the book . . .
J. Echevarria, M. E. Vogt,, & D. J. Short. (2004)
Making Content Comprehensible for English Learners: The SIOP Model
Practice & application
Review & assessment
. . . learn to plan and deliver lessons that incorporate these techniques consistently. and, thus help English learners to develop their academic English skills while learning grade-level content.
will briefly review the background of SIOP and its eight components.
(Video: Helping English Learners Succeed: An overview of the SIOP Model. Center for Applied Linguistics. www. cal. org / crede / pubs
Total points possible: 120 (subtract 4 points for each NA (“not applicable”) given
Directions: Circle the number that best reflects what you observe in a sheltered lesson. You may give a score from 0-4 (or NA on selected items). Cite under “Comments” specific examples of the behaviors observed.
4 Highly evident
2 Somewhat evident
0 Not evident
1. Clearly defined content objectives for
2. Clear defined language objectives for
3. Content concepts appropriate for age and educational background
4. Supplementary materials used to a high
degree making the lesson clear and
meaningful (e.g. graphs, models, visuals).
5. Adaptation of content to all levels of
6. Meaningful activities that integrate
lesson concepts (e.g. surveys, letter
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g. written, repeated, highlighted)
10. Speech appropriate for students’
proficiency level (e.g. slower rate and
enunciation, and simple sentences for
11. Explanation of academic tasks clear
12. Uses a variety of techniques to make
content concepts clear (e.g. modeling,
visuals, hands-on activities,
demonstrations, gestures, body language)
13. Provides ample opportunities for
students to use strategies (cognitive,
metacognitive, social / affective).
14. Consistent use of scaffolding techniques
throughout lessons, assisting and
supporting student understanding such
15. Teacher uses a variety of questions
types, including those that promote
higher-order thinking skills throughout
the lesson (e.g. literal, analytical,
16. Frequent opportunities to interaction and
discussion between teacher / student and
among students, which encourage
elaborated responses about lesson
17. Grouping configurations support
language and content objectives of the
18. Consistently provides sufficient wait time
for student response
19. Ample opportunities for students to
clarify key concepts in their first language.
20. Provides hands-on materials and / or
manipulatives for students to practice
using new content knowledge
21. Provides hands-on activities for students
to apply content and language
knowledge in the classroom
22. Uses activities that integrate all
language skills (i.e. reading, writing,
23. Content objectives clearly supported by
24. Language objectives clearly supported
by lesson delivery
25. Students engaged approximately 90% to
100% of the period
26. Pacing of the lesson appropriate to the
students’ ability level
27. Comprehensive review of key
28. Comprehensive review of key content
29. Regularly provides feedback to students
on their output (e.g. language, content,
30. Conducts assessments of student
comprehension and learning of all
lesson objectives (e.g. spot checking,
group response) throughout the lesson
Teaching Reading K-2: “Thalia Learns theDetails” (Student case study No. 4)
In the beginning of the school year, Thalia Valdez is just beginning to get excited about letters. She attends kindergarten at the bilingual AMIGOS school in Cambridge, Massachusetts. With the support and guidance of her teacher, Jim St. Clair, Thalia steadily learns the details of the basics of reading and writing such as one-to-one word correspondence, letter sounds, and left-to-right text. She uses her fine motor skills in adding text to her inventive drawings.
Prof. Melvin R. Andrade