Components of SIOP
TheSheltered Instruction Observation Protocol was established by JanaEchevarria, Debora J. Short and Mary Ellen Vogt (Echevarria, &Graves, 2014). Its primary purpose was to make content material moreunderstandable to ELL students. It consists of eight componentsincluding lesson preparation, interaction, practice and application,lesson delivery, review assessment, comprehensive input, buildingbackground and strategies. I think the most challenging component toplan is the lesson preparation.
Inlesson preparation, the teacher is supposed to come up with lessonsthat will allow students to connect their past experiences andunderstanding with what they are being taught in class (Inceli,2015). The instructor has to produce lessons that include content andlanguage objectives. Models must be appropriate for educationallevels of the students. More so, both the instructor and the studentshould use additional materials such as illustrations, graphs, andcharts.
Inmy opinion, the most difficult component to instruct is thecomprehensive input. Teachers are expected to use appropriate speechwhen addressing the learners. They need to have sufficient priorknowledge of the students` language proficiency level. In addition,the teachers need to enunciate clearly, practice repetition and speakslowly. It is also important for them not to use jargon and idiomaticexpressions. Instead, they should use appropriate body language andimages. Teachers should strive to make the students understandconcepts by paraphrasing. The education department should do researchand guide the teachers on how to come up with the lessons (Helman,2016). Instructors should have excellent skills regarding bodylanguage and the use of gestures. Before going to class, teachersshould thoroughly go through the students` records to ensure theyhave a clear understanding of the learners` language proficiencylevel.
Echevarria,J. J., & Graves, A. (2014). Shelteredcontent instruction: Teaching English learners with diverseabilities.Pearson.
Helman,L. (Ed.). (2016). Literacydevelopment with English learners: Research-based instruction ingrades K-6.Guilford Publications.
Inceli,O. (2015). The perceptions of English teachers to the SIOP® Modeland its impact on limited English proficiency. Journalof Ethnic and Cultural Studies.
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