SIOP Features: Quick and Dirty
- Lesson Preparation
- Content and Language Objectives: clearly defined, specific, measurable, and goal-oriented.
- Content - what the student will learn
- Language - how the student will learn the content
- Content Concepts: content should be appropriate for student age and prior education
- Supplementary Materials: use manipulatives, pictures, realia, graphic organizers, demonstrations
- using these materials to high degree provided concrete experiences and helps the learner fill in the gaps
- Adaptation of Content: make content accessible to students and their proficiency level
- use bilingual texts or texts in the student's native language, adapted texts, outlines, graphic organizers, recorded readings, ect.
- Meaningful Activities: integrate new content with practical use and opportunities to practice
- Building Background
- Concepts Linked to Students' Background Experiences: the teacher should activate the student's prior knowledge about a concept, assess what the students already know, and make connections to those background experiences
- Link Past Learning and New Content: the teacher should explain links between what the student has already learned and what is going to be introduced
- Key Vocabulary: teacher should emphasize key vocabulary and build student vocabulary
- Comprehensible Input
- Appropriate Speech: use speech that is appropriate for the student's proficiency level
- use body language, gestures, and pictures with speech
- speak at a slower rate and enunciate
- avoid using jargon and idioms
- Explanation of Tasks: clearly present and explain instructions to student
- use sequence and paraphrase or repeat if necessary
- Make Content Clear: use a variety of techniques that will help the learner understand
- gestures, modeling, multimedia, audiotapes, previewing material
- Strategies
- Scaffolding: consistently assist and support student's understanding and retention
- reinforce ideas, paraphrase, repeat student responses
- Questioning: use a variety of questions and tasks that promote high order thinking
- Interaction
- Discussion: student should frequently discuss and interact with others
- dialogues, games, show and tell, multimedia
- Grouping: support the content and language objects through various grouping configurations and interactions
- Wait Time: give the students time to think for giving a response
- Clarifying Key Concepts in Native Language: allow the student to clarify certain concepts in first language with the teacher or with other students.
- Practice/Application
- Hands-on Materials: student should be given opportunities to practice using the new content in context with hands-on materials
- Activities to Apply Content and Language: provide activities for the student to use the content knowledge and language together
- Integrate All Skills: use reading, writing, listening, and speaking in content instruction
- Lesson Delivery
- Objectives Supported by Lesson
- content objectives must be clearly supported in lesson delivery
- language objectives must be clearly supported in lesson delivery
- Student is Engaged 90%-100% of the Time
- Appropriate Pacing: pace the lesson according to the student's ability level
- Review/Assessment
- Review Key Vocabulary: vocabulary should be reinforced at the end of the lesson as well as the beginning
- Review Key Concepts
- Provide Feedback: feedback should be positive and constructive
- Assess Comprehension of Objectives
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