1. Welcome Opening Prayer
ED 326 SIOP
Welcome Opening Prayer

2. The SIOP Model of Sheltered Instruction
Lesson Preparation
THE SIOP MODEL
Review and Assessment
Building Background
Lesson Delivery
Compre-hensible Input
Practice and Application
Strategies
Memorize: L B C / S I P/ LA nonsense sentence: little boys can sip (in) LA
Interaction

3. Review Building Background Lesson Preparation Content Objectives
Language Objectives
Supplementary Materials
Adapted Text
Meaningful Activities
Building Background
Concepts are explicitly linked to students’ background experiences
Links are explicitly made between past learning and new concepts
Key Vocabulary is Emphasized

4. Assignments: Lesson Prep
Turn in today’s graphic organizer.
Write a lesson plan including the features of SIOP Component 1: Lesson Preparation - Due 19 Feb
Content Objectives
Language Objectives (speaking & writing)
Content concepts appropriate for age
Supplementary Materials
Adapted text
Meaningful activities
Teach the lesson
Write a reflection on the lesson

5. Assignment: Building Background
Write a lesson plan including:
Building Background/Activate knowledge activity
Tier 2 and Tier 3 Vocabulary
Teach the lesson
Write a Reflection
Grading Rubric
4 Points - On Time Points - Assigned component and/or features are included in the lesson in the lesson plan Points - Components and/or features are highlighted and labeled

6. Comprehensible Input Content Objectives
I will identify techniques for presenting content information in ways that students can understand.
I will review various ways to model and provide directions for academic tasks.
Language Objectives:
I will discuss modifications to teacher speech that can increase student understanding.
I will write a lesson plan that includes the features of comprehensible input.

7. Explanation of Academic Tasks
Comprehensible Input
Comprehensible Input
Appropriate Speech
Explanation of Academic Tasks
Use of Techniques
Does every student know what you are saying?
You can do some things to help make sure they do…

8. F10: Appropriate speech: HOW you speak
Rate, Enunciation, and Support: Adjust your rate of speech and enunciation for the students’ level of proficiency.
Speak in a natural rhythm; more slowly for beginning learners of English.
Enunciate your English clearly.
Repeat important language several times.
Use gestures to support your language if possible.
As you model the task you expect students to do, describe each
step very clearly.

9. F10: Appropriate speech: WHAT you say
Complexity of Speech
Avoid idioms (less of a problem for you!).
Monitor vocabulary and sentence structure.
Use straightforward and clear speech, and support it with pictures and realia as much as possible.
Think, Pair, Share
What are some modifications to your own speech that you can make to increase student understanding?

10. F11: Clear Explanation of Academic Tasks
Present instructions in a step-by-step manner.
Oral directions should always be accompanied by written instructions.
Show the students an example of the finished product so they understand the expectations.

11. F11: Clear Explanation of Academic Tasks
Text pg. 87: As Mr. Lew gave the instructions orally, he wrote the instructions on the board, and modelled each step.
Get into your assigned groups and prepare to perform the role that has been assigned to you.
Make shapes out of aluminium foil and try to get them to float.
Calculate the object’s volume and write it on the worksheet.
Calculate the mass/volume ratio and write all of these numbers on the worksheet.

12. F11: Clear Explanation of Academic Tasks
Activity
With your group
Choose an academic task you want the students to perform, e.g. Group work, experiment, reading/writing assignment, etc.
Write the steps to the academic task you want the students to perform.
Share with the class

13. F12: A Variety of Techniques Used to make content concepts Clear
Activity:
With a partner, turn to page 82
Fill in the blanks on Feature 12 of the graphic organizer
Correct and discuss with the class.

14. F12: A Variety of Techniques Used to make content concepts Clear
Use gestures, body language, pictures, and objects
Provide a model of the process, task, or assignment.
Preview materials for optimal learning
Allow alternative forms for expressing understanding, e.g. drawing
Use multimedia e.g. power points
Provide repeated exposure to words, concepts, skills
Use sentence strips to show language, key vocabulary, and
sequence.

15. F12: A Variety of Techniques Used to make content concepts Clear
Adapt content to students’ proficiency level
Highlight key vocabulary
Use graphic organizers
Use scaffolding techniques
Provide activities that allow students to apply newly acquired content and language knowledge.
Model, model, model.

16. Comprehensible Input Content Objectives
I will identify techniques for presenting content information in ways that students can understand.
I will review various ways to model and provide directions for academic tasks.
Language Objectives:
I will discuss modifications to teacher speech that can increase student understanding.
I will write a lesson plan that includes the features of comprehensible input.

17. Comprehensible Input Assignment: Write a lesson plan which includes:
The steps to complete an academic task.
At least one technique to make content concepts clear.
Teach the lesson
Write a Reflection
Due 26 March
Grading Rubric
4 Points - On Time
Points - Assigned component and/or features are included in
the lesson in the lesson plan.
3 - 6 Points - Components and/or features are highlighted
and labeled

18. Next Time
Wednesday, March 26, 3:15 “Strategies”