Students learn both conversational and academic language through interaction with one another and with their teachers. However, it is academic proficiency that is associated with school success. In SIOP classes, oral language practice helps students develop and deepen content knowledge, and it supports their second language listening, speaking, reading, and writing skills.
Opportunities for oral language practice are especially important since oral language proficiency impacts all aspects of educational achievement. Practice and application of new material is important for all learners because it helps them master newly learned skills.
SIOP teachers ensure that lessons include a variety of activities that encourage students to apply both the content and language skills they are learning through hands-on materials, group assignments, partner work, projects, and so forth. For second language learners to learn the target language, it is imperative that every lesson provides opportunities for them to practice and apply content information, as well as literacy and language processes i.
Lesson Delivery. Throughout SIOP lessons, tasks, activities and teaching practices support the content and language objectives. SIOP teachers introduce and revisit meaningful activities that appeal to students, they provide appropriate wait time so students can process concepts, and the classroom instruction fosters high motivation and engagement.
As part of each SIOP lesson, teachers make time for review and assessment throughout a lesson. SIOP teachers check on student comprehension frequently to determine whether additional explanations or re-teaching are needed. By doing so, they can also provide feedback on correct and incorrect responses, a practice shown to benefit second language learners.
Effective SIOP teachers also review key vocabulary and concepts with students throughout the lesson and as a final wrap-up they review the content and language objectives. The assessment information gleaned throughout the instructional period is then used to plan subsequent lessons.
Based on: Echevarria, J. New York: Pearson. Lesson Preparation Each SIOP lesson has content and language objectives that are clearly defined, displayed, and orally reviewed with students. Building Background In SIOP lessons, teachers help students connect new concepts with their personal and cultural experiences and past learning. Strategies This SIOP component addresses student learning strategies, teacher-scaffolded instruction, and higher-order thinking skills.
Interaction Students learn both conversational and academic language through interaction with one another and with their teachers. Content knowledge is a secondary goal. English proficiency is a secondary goal. Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
Specially designed academic instruction in English. What are glad strategies? Project GLAD is grounded in research related to second. What are the SIOP strategies? The SIOP identifies 30 important elements of sheltered instruction under eight broad categories: Preparation.
Building Background. Comprehensible Input. Lesson Delivery. Review and Assessment. What does an ELD teacher do? How do you scaffold a lesson? Here are ten ways to scaffold learning for your students.
Give mini-lessons. Describe concepts in multiple ways. Incorporate visual aids. Give students talk time. During lessons, check for understanding. Activate prior knowledge.
Front-load concept-specific vocabulary. What are instructional strategies? Instructional strategies are techniques teachers use to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. What is scaffolding in education?
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