Ell-Siop Model

Making Content Comprehensible for English Language Learners—SIOP Model SHELTERED INSTRUCTION— for Academic Achievement Key Components – Teaching language and content effectively:
1.

5.

Interaction: Provide frequent opportunities interaction and discussion—Supplies
needed “oral rehearsal”

for
much

Group students to support language and content objectives—use at least 2 differentstructures during a lesson—pairs, triads, teams, varied by language proficiency or interest

Consistently afford sufficient wait time—
let other students write down answers while waiting for one student to respond

Preparation: Clearly define content objectives
Write on the board State orally

Clearly define language objectives
Write on the board State orally

paraprofessionals, nativelanguage materials, notes by students…

Give ample opportunities for clarification for concepts in L1—use bilingual

Choose content concepts for age appropriateness and “fit” with educational background of students Use supplementary materials to make lessons clear and meaningful Adapt content to all levels of student proficiency—use graphic organizers, study
guides, taped texts, jigsaw reading…6.

Practice/Application: Supply lots of hands-on materials Provide activities for students to apply content/language knowledge— discussing and doing make abstract concepts concrete; allow students
to work in partners before working alone

Integrate all language skills into each lesson--listening, speaking, reading, writing
7.

Provide meaningful and authentic activities that integratelesson concepts with language practice opportunities—surveys, letter writing, making
models, plays, games…

Lesson Delivery: Clearly support content objectives—
objectives apparent throughout lesson; no “bird-walks”

Clearly support language objectives—
students given ample opportunities to “show off” their language capabilities in speaking, reading, writing

2.

Building Background:Explicitly link concepts to students’ background experience Make clear links between students’ past learning and new concepts Emphasize key vocabulary Comprehensible Input: Speak appropriately to accommodate students’ proficiency level Clearly explain academic tasks Use a variety of techniques to make content concepts clear--modeling, hands-on
materials, visuals, demos, gestures, film clips…Engage students 90-100% of the lesson—less “teacher talk”, no “down-time”, students
are actively working in whole groups, small groups, individually…

Appropriately pace students’ ability level
8.

the

lesson

to

3.

Review/Assessment: Provide comprehensive review of key vocabulary—teach, review, assess, teach…; use
word study books, Content Word Wall, …

Supply comprehensivereview of key content concepts—review content directly related
to objectives throughout lesson; use graphic organizers as review

4.

Strategies: Provide ample opportunities for students to use strategies--GIST, SQP2R, Reciprocal
Teaching, mnemonics, 12 minute research paper, 2 column notes, repeated readings, …

Regularly give feedback to students on their output--clarify, discuss, correctresponses Conduct assessment of student comprehension and learning—use a variety
of quick reviews: thumbs up-down, numbered wheels, small dry erase boards; include student self-assessment…
Source taken from: “Making Content Comprehensible for English Language Learners”, Echevarria, Vogt, Short Compiled by the Bilingual and Compensatory Education Resource Team, Dearborn Public Schools, Michigan2002

Consistently use scaffolding techniques throughout lesson --think-alouds, paraphrasing,
partnering…

Employ a variety of question types—use
Question Cube, Thinking Cube, Bloom’s Taxonomy…

Making Content Comprehensible— 1. Lesson Preparation Adaptation of Content:
Make texts accessible to all students without “watering down “ texts Use before, during, and after reading or writing...