The SIOP Model Faculty Presentation Welcome! Today we are going to begin looking at the individual components within the S heltered I nstruction O bservation P rotocol S heltered I nstruction O bservation P rotocol

There are 8 Components in the SIOP Model There are 8 Components in the SIOP Model Lesson Preparation Building Background Comprehensible Input StrategiesInteraction Practice and Application Lesson Delivery Review and Assessment

SIOP The S heltered I nstruction O bservation P rotocol The S heltered I nstruction O bservation P rotocol is a teaching framework based on decades of research of best practices It is not an evaluation instrument It is not an evaluation instrument Implementation of SIOP can and will vary Implementation of SIOP can and will vary depending on the needs of each school

The Components of SIOP It is not a hierarchy, each component has its own features It is not a hierarchy, each component has its own features 8 Components/30 Features 8 Components/30 Features We are going to begin with the component of Building Background We are going to begin with the component of Building Background

Building Background A reader’s schema, or knowledge of the world, provides a basis for understanding, learning, and remembering facts and ideas found in texts A reader’s schema, or knowledge of the world, provides a basis for understanding, learning, and remembering facts and ideas found in texts Students from low income &/or culturally diverse backgrounds may struggle to comprehend texts and concepts due to a mismatch in schema Students from low income &/or culturally diverse backgrounds may struggle to comprehend texts and concepts due to a mismatch in schema Most reading material, such as content area texts, relies on an assumption of common prior knowledge and experience Most reading material, such as content area texts, relies on an assumption of common prior knowledge and experience

Building Background Vocabulary knowledge correlates strongly with academic achievement and reading comprehension Vocabulary knowledge correlates strongly with academic achievement and reading comprehension Limited vocabularies prevent students from comprehending content texts, instructions, directions for completing assignments and overall academic achievement Limited vocabularies prevent students from comprehending content texts, instructions, directions for completing assignments and overall academic achievement addition, subtraction, continent, sentence, classify, summarize, identify, beaker, compare, paragraph addition, subtraction, continent, sentence, classify, summarize, identify, beaker, compare, paragraph

Building Background Poor readers read less often because reading may be difficult and frustrating for them. Therefore, they don’t read enough to improve their vocabularies, and continue to find reading difficult. Poor readers read less often because reading may be difficult and frustrating for them. Therefore, they don’t read enough to improve their vocabularies, and continue to find reading difficult.

“The Matthew Effect” The rich get richer, the poor get poorer Low comprehensio n Less reading Less vocabulary development Stanovich, 1986

Building Background At home kids do not say, At home kids do not say, “Please pass the beaker.” “Please pass the beaker.” “Let’s compare and contrast the vegetables.” “Let’s compare and contrast the vegetables.” Teaching specific vocabulary and practicing it’s usage in the classroom is vital to academic success Teaching specific vocabulary and practicing it’s usage in the classroom is vital to academic success Word and word parts are powerful tools of knowledge for learning the English language Word and word parts are powerful tools of knowledge for learning the English language

Building Background Taking a few minutes to “jump start” students’ schemata and past learning, to explicitly find out what they know or have experienced about a topic will result in greater understanding and engagement Taking a few minutes to “jump start” students’ schemata and past learning, to explicitly find out what they know or have experienced about a topic will result in greater understanding and engagement

Building Background Component & Protocol Features When planning lessons, please begin to consider the Building Background features of the S heltered I nstruction O bservation P rotocol Concepts explicitly linked to students’ background experiences Concepts explicitly linked to students’ background experiences Links explicitly made between past learning and new concepts Links explicitly made between past learning and new concepts Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see) Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

SIOP Coach Support SIOP Coaches are in each building to assist with: Implementing the SIOP model in his/her own classroom Implementing the SIOP model in his/her own classroom Observe and coach fellow SIOP coaches & teachers Observe and coach fellow SIOP coaches & teachers Coach/support other staff members who have taken SIOP Coach/support other staff members who have taken SIOP Attend district supported, on-going professional development Attend district supported, on-going professional development Provide building level professional development that will continue to build awareness of SIOP Provide building level professional development that will continue to build awareness of SIOP Encourage teachers to complete SIOP Training Encourage teachers to complete SIOP Training

Faculty SIOP Support Pocatello/Chubbuck School District October SIOP Overview of Components November Building Background DecemberInteraction February Comprehensible Input/Strategies March Practice and Application April Review and Assessment May Lesson Preparation/Delivery