Sheltered Instruction and SIOP Model Paper Sheltered instruction was designed as a method to mainstream ELL students into classrooms that focused on academic standards, rather than keeping them in self-contained ESL classrooms where learning to speak English would be the primary focus. The objective of sheltered instruction is to develop language, both socially and academically, while teaching area content. Sheltered instruction imitates instruction in mainstream classrooms, but there is an emphasis on language development. Along with their teaching styles, teachers implement strategies designed to develop language. According to Short and Echevarria, some widely used techniques for sheltered instruction include having students work together, …show more content…
This component focuses on the creation of culturally responsive lessons that address state standards while incorporating the objectives set forth for language. A good lesson will also have engaging activities and use materials that will supplement the lesson, often by using technology to often provide context clues. Building Background is next. It focuses on using prior knowledge. Building upon prior knowledge or life experiences helps students process new information. Prior knowledge can also help with teaching academic vocabulary, often by pointing out words they know that are similar in root meaning to the words they are seeing for the first time. Comprehensible Input, in short, is to make the material easy to understand. This can be achieved through building background knowledge, clear and concise use of language, visual cues, graphic organizers, and multimedia presentations. The fourth component of the SIOP Model is Strategy. After teaching learning strategies, students should be able to effectively monitor their thinking. In this component, scaffolding is used to create a space, slowly and comfortably, for independent …show more content…
They are working, thinking, and engaged. The Lesson Delivery Component focuses on the learning processes that lead to content objective mastery. The final component is Review and Assessment. During this component, the SIOP teacher will go over the vocabulary and key concepts. This will be a sign to the students that the academic language used in the lesson is important and it will help them to understand the most important aspects of the lesson. During this component, students also have an opportunity to self-assess and determine which areas need more of their focus. Historically, there has been a large achievement gap between English learners and native speakers. As a result, English learners have difficulty passing the tests they need to graduate high school. This has created a higher dropout rate for this demographic. Studies show that giving English learners time and resources to learn an academic language results in performance levels equal to or above their native English-speaking peers (p. 12). ELP standards are required in addition to traditional ELA standards for ELL
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
Due to the rise in immigration and the demographics of classrooms in America are changing. As a result, English Language Learners are becoming more common in schools. English Language Learners make up one of the largest demographics in the American Classroom (Flynn & Hill, 2005). These students have been observed to have a major achievement gap because many of these students are placed in mainstream classrooms with basic literacy skills. Many English Language Learners are born in the United States (Goldenberg, 2008). These students have only attended the school system in America. However, the achievement levels are nowhere near the level of their peers. According to Calderon, Slavin, and Sanchez (2011) “these students, who have been in U.S. schools since kindergarten, are still classified as limited English proficient when they reach middle or high school— suggesting strongly that preschool and elementary programs are not adequately addressing the needs of English learners.” The achievement gap between English Language Learners and native English speaking students is extremely high. English Language Learners tests scores are low. According to the 2007 National Assessment of Educational Progress, “fourth grade ELLs scored 36 points lower than their peers on the reading section of the test and 25 points below their peers in math. The results in eighth grade were worse with a difference of 42 points in reading and 37 points in math” (Goldenberg, 2008). The gap between ELLs and non-ELLs are three to eighteen points larger then students from low-income households.
There are a lot of students being placed whose primary language is not English. Students walk into a mainstream classroom not being able to speak English. Students in this situation are call English Language Learners(ELLs). These students are not receiving appropriate language support to succeed in their language development which is causing them to not have the ability to acquire language.
An important intervention for English Learners is the Sheltered Instruction Observation Protocol model, also referred to as the SIOP model. This intervention is used primarily in subject matter lessons, such as math, history, or science, in which the majority or all of the students are English Learners. It uses techniques that allow the materials to be accessible and better understanding to English learners and at the same time the students continue to develop their English (Short, Echevarría, & Richards-Tutor, 2011). The SIOP model includes eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice & application, lesson delivery, and review & assessment (Echevarria, J., Vogt, M., & Short,
Every year, the number of immigrants in the U.S. has grown “significantly.” Chen predicts that by the year of 2020, public schools will have at least 50 percent of students that are non-English speakers (¶5). This shows that it is important that public schools have a successful ESL program. The purpose of ESL programs is “to enhance” ESL students learning, to help students’ “emotional well-being”, and to accelerate students’ ability to learn the new language. According to Chen, some district schools have failed to support ESL students’ learning. For example, Chen stated that “...[some] school districts [have been] accused of not meeting t...
The growing numbers of English language learners (ELLs) in U.S. schools require specialized instruction in order to succeed academically and become proficient in English. Sheltered Instruction Observation Protocol, commonly known as SIOP, is one method of providing that instruction. SIOP is the product of several research studies conducted over the past fifteen years by two researchers, Dr. Jana Echevarria and Dr. Deborah J. Short (Echevarria, Short, & Powers, 2006) and is a method to help ESL and content teachers meet the needs of their linguistically diverse students. Although originally developed as an observation rubric for researchers to determine the degree of implementation of important sheltered instruction features in ESL lessons (Echevarria et al., 2006), SIOP has become an instructional model for English language learners (ELLs) that focuses on the simultaneous teaching and learning of academic content and language (Vogt & Echevarria, 2008). This paper will examine the reasons SIOP was developed, the basics of the SIOP model including ideas for classroom integration, and the benefits of using SIOP instruction with ELLs.
The Common Core State Standards (CCSS) has caused a shift on what will be focused on in the classroom. These shifts not only affect the mainstream classroom, but the ESL (English as a Second Language) classroom as well. The major change for the ESL classroom and for English Language Learners (ELLs) is a new focus on grade appropriate content area knowledge, instead of just English language proficiency. According to Coleman and Goldenberg (2012), there is little acknowledgement of support for English Language Learners in the CCSS. ESL teachers may or may not feel prepared to teach according to the CCSS. They may also have issues in understanding what the Common Core means for them. One main issue is that the CCSS will dramatically change how ELL and LEP (Limited English Proficiency) populations are taught. It is not the first, and will not be the last attempts to standardize education in the United States.
Structured English Immersion. The framework for an English only program can differ from program to program but most importantly the instruction is given only in English unlike the Bilingual programs. The goal of this program is for students to become fluent and literate in English with no real emphasis on their home language. One type of English Only program is called Sheltered English Immersion. This type of program consists of the use of instructional strategies that are created especially for the educational needs of ELLs (Hansen-Thomas, 2008).
According to the National Center for Education Statistics (2012) in United States’ public schools, English Language Learners (ELL), formally known as Limited English Proficient (LEP) is the fasted growing student population. Between 2009 and 2010, approximately 10% or 4.7 million students enrolled in public schools were ELLs. School districts data from 2000-2001 reported about 9.2% of the ELLs were served in Special Education, compared with 13.5% of all students in special education, the highest percentage of students being classified with learning disabilities (Zehler, Fleischman, Hopstock, Stephenson, Pendzick, & Sapru, 2003).
One thing I learned is the importance important of getting to know students and their cultural backgrounds. The practices used in the classroom should cater to the needs of students in the classroom. For example, I have several students who have been classified between Stage 3 and Stage 4 language acquisition. In order to serve these students effectively, I would need to know the stage they are classified at. Next, I would need to implement strategies to increase learning. The materials chosen to read in class should be interesting yet challenging for my ELL students. Knowing about my students’ background and using strategies and tools to support them is the most important lesson that I’ve learned in this course. This understanding applies to any diverse student that I may teach. Truly getting to know students and their backgrounds, as well as intentionally implementing strategies that will help benefit students’ academic growth are examples of best practices in teaching. This has been the most influential lesson learned in this class because it can be applied to every student that I will teach. I plan to implement what I’ve learned into my classroom and create an environment were all students feel safe and motivated to learn regardless of their
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
English for Speakers of Other Languages (ESOL). English as a Second Language (ESL). Limited English Proficiency (LEP). English Language Learners (ELL). All of these are programs for students who did not learn English as their first language. Every day, students face many different challenges while going to school. Some struggle to grasp the concepts of math. Some struggle to manage their time wisely. Many struggle to get up in the morning. Many also struggle to fit in. But many of these struggles would be a little easier for those who have learned English as their first language. Those who did not, juggle learning English while trying to learn new concepts that are taught in English. It starts to sound like a catch 22, which is part of the
...ces in attempts that they will appreciate and gain knowledge of different cultures. The child’s personal needs or ways of learning will also be taken into consideration when planning activities. Knowing about this theory will give me an idea of what to expect when teaching and how I can facilitate the teaching and learning experience for both myself and the child.
The article Language Proficiency in Academic Contexts by J. Cummins, was about some issues among English language learner students becoming fluent in English as their second language, along with meeting expectations of keeping up with the academic content in schools. The main idea or concept that I grasped from reading this article, is the large gap between English language learners becoming fluent in English and learning the content being taught in the classrooms without falling below grade level. The article expresses how these expectations of ELLS causes such a gap between becoming fluent in English and learning the academic content, causing English language learners to fall behind. Some information that I pinpointed from the article that
An ESP course entails rigorous adherence to its absolute characteristics that define it as need based pedagogy which uses specific content and specialized language to help learners acquire proficient use of language in diverse academic or workplace contexts. ESP involves various steps in designing, implementing and assessing a target course. This includes identification of the key issues that are specific to the teaching and learning context, cognizance of the implications for the course design, conducting a comprehensive needs analysis, collating the results of research, analysing data, developing course outline, selecting materials, defining appropriate methodology, developing assessment tools, and evaluating the course for further improvement.