SIOP Model Paper Sheltered Instruction

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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

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