SIOP Teaching Model

How did the teacher use SIOP Component I:  Lesson Preparation in the case study?

How did the teacher use SIOP Component I:  Lesson Preparation Features in the case study? 

(features:  content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice)

Mr. Brown had a well-planned lesson which made it possible for the students to relate their previous experiences with the new concepts being taught. Preparation for the 5^th-grade class entailed Mr. brown stating and defining the class objectives. Additionally, he used supplementary materials such as PowerPoint slides and other visuals.

Content objective and language objectives were clearly defined and presented in PowerPoint slide with the students reading them aloud. Adaptation to the content is another feature which ensured that Mr. Brown selected the content of the lesson based on his class’ proficiency. For instance, to understand whether the learners had understood, he explicitly asked them to read the objectives and even solve some tasks.

How did the teacher use SIOP Component II:  Building Background in the case study?

How did the teacher use SIOP Component II:  Building Background Features in the case study?

(features:  concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized) 

In building a background in the case study, Mr. Brown placed greater emphasis on the lesson contents with the aim of relating them to the background experience and knowledge of the learners. Additionally, the content used was presented using standard academic content vocabulary (such as multiplicative comparisons).

Some of the building background features identified in the case study include concepts linked to student background experience such as when he used a picture storybook, and contextualization of key vocabulary by selecting two vocabulary word such as “Comparison” and “Multiplicative” and asking the students to define them.

How did the teacher use SIOP Component III:  Comprehensible Input in the case study?

How did the teacher use SIOP Component III:  Comprehensible Input Features in the case study?

(features:  speech appropriate for students’ proficiency levels, clear explanation of academic tasks, variety of techniques to make content concepts clear)

Comprehensible input in the case study was used by Mr. Brown via suitable speech for the 5^th-grade math classroom and was considerate of the varied ELP levels of the students as he spoke clearly using simple words and repeating them. The teacher did not use any jargons or idioms but was rather focused on using visuals and gestures.

Features of comprehensible input identifiable from the case study include appropriate speech as he used simple terms and phrases, explanations of academic tasks through visuals and repeating when necessary and questioning, where Mr. Brown asked the students different questions to gauge their comprehensive understanding of the course content.

How did the teacher use SIOP Component IV:  Strategies in the case study?

How did the teacher use SIOP Component IV:  Strategies Features in the case study?

(features: ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher-order thinking) 

Mr. Brown deployed various techniques, methods, and mental processes which sought to enhance not only the comprehension of learning, but also the retention of information for the learners. In specific, he provided the students with ample opportunities to use the learning strategies by asking them to use his examples to solve the math’s problems.

Strategies features used in the case study included previewing and predicting strategy and prompting, questing, and elaborating. In specific, Mr. Brown used four-person teams to illustrate a multiplicative comparison. Additionally, students reviewed materials by looking at illustrations and pictures. Moreover, Mr. Brown used graphic organizers and illustrations of new learning in the quest to pass his message across to the learners.

How did the teacher use SIOP Component V: Interaction in the case study?

How did the teacher use SIOP Component V: Interaction Features in the case study?

(features:  frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts)

Mr. Brown had meticulously planned for his lesson and thus allowed students to interact in various ways. Some of the meaningful activities that the learners were involved in include reading the course objectives, replying to questions, solving math’s questions individually, solving the questions in groups, and even solving questions on the board.

Interaction features illustrated in Mr. Brown’s classroom include opportunities for interaction where students could read information on the board and in the slides, fostering student interaction as students were placed in different groupings, and clarifying key concepts as she had a bilingual assistant (Ms. Garcia) who could help clarify the class concepts and vocabularies.