SIOP Model: Definition, Components & Process

If you are getting into teaching according to the SIOP model, this lesson will be very useful. We will go over the basis of the model, the various components, as well as the process of employing those components in the classroom. Read on to learn more.
What Is SIOP?
The Sheltered Instruction Observation Protocol (SIOP) model is a research-based method of instruction that addresses the academic needs of English language learners (ELLs). Traditionally, ELLs would be pulled out of mainstream classrooms and given sheltered forms of English instruction. The SIOP model eliminates this separation by combining multiple instructional components with teaching strategies to ensure the content and language needs of ELL students are met as they learn alongside their native English-speaking peers.

Let’s take a closer look at the eight SIOP components, as well the process of employing them into lessons and content delivery.

Components
There are eight components, or elements, in the SIOP model. Each component requires clarity and attention to detail, as this is what ensures your students are getting the very most out of the lessons being delivered. Reflection should be included in the post-lesson evaluation process, since this will help determine what modifications, if any, need to be made before the lessons are used again in the future.

The first is the lesson preparation. The SIOP method uses both content and language objectives, which are reviewed at the beginning of the lesson and then analyzed upon completion of the lesson. You should aim to:

Clearly define content objectives, based on the previous question, in student-friendly language. For example, students will be able to draft a conclusion paragraph for their essay.
Clearly define language objectives, based on the previous question, in student-friendly language. For example, students will be able to use transitional phrases in writing.
Include themes, standards, topics, materials, and vocabulary.
Utilize multiple methods of content delivery (audio, visual, charts, etc.)
Ensure application allows students to attain and demonstrate understanding.
In the building background component of SIOP modeling, instructors look for opportunities to create links between past lessons and experiences; hence, building background knowledge as a launch pad for the new lessons. Ensure that you:

Focus and motivate students by connecting to what they already know.
Address how students’ personal experiences can relate to content area.
Directly link concepts to students’ background experiences, or make learning relevant. This experience can be personal, cultural, or academic.
Link past learning to new content by referring to books, lessons, or charts that students have worked on previously.
Use what students have learned in the past to help them learn new vocabulary.
The next component is comprehensible input, where the instructor focuses on presenting new information in a way that can be understood by all students. When it comes to objectives, content, vocabulary, etc., ask yourself: Is it understandable? Can they explain it back to me? Be sure to:

Use language that matches students’ proficiency level.
Make explanations of tasks clear by using step-by-step sequencing with visuals.
Give plenty of examples by modeling, demonstrating, and participating with students.
Enunciate clearly; speak slowly and purposefully.
Use gestures, pictures, props, and objects to make content clear.
Next, develop learning strategies. New content can be intimidating. Therefore, building background helps students feel comfortable and confident as they become experts on new content being learned. Aim to:

Consistently use scaffolding strategies, such as modeling, guided practice, independent practice.
Use the think-aloud strategy to show students how to work through concepts and learning strategies.
Encourage higher-thinking, delving, and questioning throughout lessons.
Interaction among peers is beneficial, as it allows students to learn from one another as they practice skills being taught in the classroom. Employ the following process: