What are the 8 Components of SIOP?

There are 8 components of SIOP.  These are presented below along with their features.

1. Lesson Preparation-

• Clear objectives (content and language) displayed, defined and reviewed with students.
• Adapt content according to language proficiency levels (using the ACCESS Standards). http://www.wida.us/standards/ELP_StandardLookup.aspx
• Provide meaningful activities that integrate lesson concepts and language practice (language domains of listening, speaking, reading and writing) opportunities through the use of supplemental strategies (some of which are listed in the question below regarding modifications).

2. Building Background-

• Concepts should be explicitly linked to student background experiences.
• Links to past learning should be explicit.
• Students should be taught vocabulary in the pre-reading stage. Select words in the text being presented so that students have the opportunity to write, repeat, and highlight.

3. Comprehensible Input-

• Speech should be appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners).
• Clear explanations of academic tasks should be given.
• A variety of techniques used to make content clear should be implemented (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language).

4. Strategies-

• Ample opportunities for students to use learning strategies (below) should be provided.
• Metacognitive Strategy– purposefully monitoring one’s own thinking.
• Cognitive Strategy– mentally or physically manipulate material (e.g., previewing a story, establishing a purpose for reading, consciously making connections between personal experiences and what is happening in a story or lesson, completing a graphic organizer, etc…)
• Social/Affective Strategy- related to grouping, whereas the ultimate goal is to start from teacher centered and move to teacher-assisted, peer-assisted, and eventually student centered or self monitoring.
• Mnemonics– A memory system involving acronyms or visualization
• SQP2RS (Squeepers)- used to teach content with expository texts. SQP2RS: Survey, Question, Predict, Read, Respond, Summarize.
• GIST (Generating Interactions between Schemata and Texts)– Teacher assisted activity where a section of text is read and the ten to fifteen words deemed most important to understanding the text are underlined. The words are listed and without the text a summary is written. Process is repeated as needed.
• Rehearsal Strategy– used when verbatim recall of information is needed. Flash cards and visuals assist in keeping students engaged during rehearsal.
• Graphic Organizers- graphic representations of key concepts taught
• Comprehension Strategy– during reading, strategies such as prediction, self- questioning, monitoring, determining relevance, and summarizing.
• Directed Reading-Thinking Activity (DRTA)- encourages strategic thinking while reading a narrative text. During reading, teacher and/or students should stop periodically to answer questions such as, “With a title like that…, what do you think this story will be about?”
• Revisit predictions: “Did… happen? If not, why not?”
• “What made you think of that?
• Scaffolding Techniques should be consistently used, assisting and supporting student understanding (e.g. think-alouds).
• A variety of questions or tasks that promote higher order thinking skills (e.g., literal, analytical, and interpretive questions).

What is Sheltered Instruction?

5. Interaction-

• Frequent opportunities for interaction and discussion to students. These interactions should take place between teacher/student and among students, which encourage elaborated responses about lesson concepts.
• Grouping configurations should support language and content objectives.
• Sufficient wait-time for student responses should be consistently provided.
• Ample opportunities for students to clarify key concepts in L1 (native language) as needed with a bilingual teacher, aide, or peer should also be provided.

6. Practice and Application-

• Hands-on materials and/or manipulatives should be provided for students to practice using new content.
• Activities should be provided for students to apply content and language knowledge in the classroom.
• Activities should integrate all language domains (e.g., listening, speaking, reading and writing).

7. Lesson Delivery-

• Content objectives should be clearly supported by the lesson.
• Language objectives should be clearly supported by the lesson delivery.
• Students should be engaged at least 90-100% of the period.
• Pacing of the lesson should be appropriate for students’ ability level.

8. Review and Assessment-

• Pacing of the lesson should be appropriate for students’ ability level.
• Key vocabulary should be reviewed comprehensively.
• Key concepts should be reviewed comprehensively.
• Feedback provided to students on their output should be regular (e.g., language, content and work).
• Assessment of student comprehension and learning of all lesson objectives should take place throughout the lesson (e.g., spot checking, group response).

Check out the following link to access frequently asked questions on ESL and Bilingual Law in New Jersey.

https://hctutorial.com/esl-and-bilingual-frequently-asked-questions/