SIOP Lesson Prep &

Building Background
Sophia Tremont, Lauren Ottomanelli,
Gabriella Allegra
Objectives

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What is the SIOP Model?

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Feature 1: Content Objectives Clearly Defined,
Displayed, and Reviewed with Students
● Important to write lesson-level objectives and use student-friendly language
that suits the age and proficiency levels in the class
● For ELLs, content objectives need to be:
○ written in terms of what the students will learn or do
○ be stated simply, orally and in writing
○ tied to specific grade-level content standards
● Limit content objectives to only one or two per lesson to reduce the complexity
of the learning task
Feature 2: Language Objectives Clearly Defined,
Displayed, and Reviewed with Students
● Activities should support students’ language development
● Should be stated clearly and simply and students should be informed of them,
both orally and in writing
● Keep in mind that acquiring a second language is a process
● Language objectives may cover a range from process-oriented to
performance-oriented statements
● Lessons and objectives build on each other from simple to more complex
Feature 2: Language Objectives Clearly Defined,
Displayed, and Reviewed with Students
● Distinguish between receptive language (reading and listening) and productive
language (speaking and writing)
● Informal, everyday explanations of a content topic → the more specialized
academic register of the formal written and spoken code
● Plan for multilevel responses from the students
● Sources of language objectives:
○ ELL or ESL standards
○ State ELA standards
○ Content area state standards that include a strand focused on communication
○ Instructional materials
○ Colleagues
Checklist to Evaluate Objectives
● The objectives are observable.
● The objectives are written and presented in language the students can
understand.
● The content objective is related to the key concept of the lesson.
● The language objective promotes student academic language growth.
● The language objective connects clearly with the lesson topic or lesson
activities.
● I have a plan for assessing student progress on meeting these objectives during
the lesson.
Feature 3: Content Concepts Appropriate for Age
and Educational Background
● Must consider:
○ The students’ first language (L1) literacy
○ Their second language (L2) proficiency
○ Their reading ability
○ The cultural and age appropriateness of the L2 materials
○ The difficulty level of the material to be read
● Inappropriate to use curriculum materials and books from much earlier grades
● Consider the students’ background experience and use the knowledge they have
and build on it, rather than diminishing the content
● Task Analysis: a process in which you carefully analyze the requisite knowledge
a student must possess in order to understand what is being taught
Task Analysis
● Purpose: lessen the gap between what a student knows and what he or she
must learn
● Can be accomplished by modifying the lesson or through a small group
minilesson that precedes the whole class lesson
● The minilessons provide a “jump start” by:
○ Reviewing key background concepts
○ Introducing vocabulary
○ Leading a picture or text “walk” through the reading material
○ Engaging in simulations or role-plays
○ Hands-on experimental activities
● Minilessons develop context and gives access to children who may lack
background knowledge/experience
Feature 4: Supplementary Materials Used to a High Degree
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Examples of Materials:
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Feature 5: Adaptation of Content to All Levels of Student
Proficiency
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Ways to Adapt Content:
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Feature 6: Meaningful Activities that Integrate Lesson
Concepts with Language Practice Opportunities
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Feature 7: Concepts Explicitly Linked to
Students’ Background Experiences
● A reader’s knowledge of the world provides a basis for understanding, learning,
and remembering facts and ideas found in stories and texts
● Individuals with knowledge of a topic have a better recall and are able to
elaborate on aspects of the topic
● Three major instructional interventions: teach vocabulary as a prereading step,
provide experiences, introduce a conceptual framework that will enable students
to develop appropriate background information
● Children from culturally diverse backgrounds may struggle with comprehending
a concept or text because their experiences vastly differ from the context in
which it was written
Activities to Activate/Build Background
● Read a story, article, play, or picture book about the topic
● Watch a video related to the topic
● Pretest with a partner
○ Allows English learners the opportunity to preview the concepts and vocabulary that will be
assessed
○ Each pair of students gets a pencil and pretest
○ They read a question out loud, discuss possible answers, and write their conclusion on the sheet
○ This allows for students to activate prior knowledge and share background information while the
teacher can assess what students know
Feature 8: Links Explicitly Made between Past
Learning and New Concepts
● It is important for teachers to make explicit connections between new learning
and the material previously covered in class
● Research shows new information must be integrated with what students have
previously learned
● Many students do not automatically make these connections on their own
● These links can be made by:
○ Discussions
○ Reviewing class notes, powerpoint slides, and other previously used class materials
● Particularly important for ELLs who receive so much input through the new
language
Feature 9: Key Vocabulary Emphasized
● Vocabulary development is strongly related to academic achievement
● Academic language refers to vocabulary and language used in the U.S
classrooms
○ Content Words - key vocabulary words, terms, and concepts associated with a particular topic
○ Process/Function Words - words related to functional language, language used in the classroom
for processes, and language processes
○ Words and Word Parts that Teach English Structure - enable students to learn new vocabulary
Vocabulary Instruction Techniques
● Word Sorts - Students categorize previously introduced words and phrases into
groups
● Contextualizing Key Vocabulary- select and teach several key terms by using
various examples
● Concept Definition Map - What is it? What is it like? What are some examples?
● Word Study Book - a student-made personal notebook containing frequently
used words and concepts
● Vocabulary games - Pictionary and scrabble can help students recall vocabulary
terms
Learning Styles
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 Sources
Echevarria, Vogt, and Short. Allyn & Bacon/ Pearson

Making Content Comprehensible for English Learners: The SIOP Model

SIOP - Learn about SIOP. (n.d.). Retrieved from http://www.cal.org/siop/about/